DOCSLIB.ORG

Considerations for Ai Fairness for People with Disabilities

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Considerations for Ai Fairness for People with Disabilities AI MATTERS, VOLUME 5, ISSUE 3 SEPTEMBER 2019 Considerations for AI Fairness for People with Disabilities Shari Trewin (IBM; [email protected]) Sara Basson (Google Inc.; [email protected]) Michael Muller (IBM Research; michael [email protected]) Stacy Branham (University of California, Irvine; [email protected]) Jutta Treviranus (OCAD University; [email protected]) Daniel Gruen (IBM Research; daniel [email protected]) Daniel Hebert (IBM; [email protected]) Natalia Lyckowski (IBM; [email protected]) Erich Manser (IBM; [email protected]) DOI: 10.1145/3362077.3362086 Abstract Introduction Systems that leverage Artificial Intelligence In society today, people experiencing disabil- are becoming pervasive across industry sec- ity can face discrimination. As artificial intel- tors (Costello, 2019), as are concerns that ligence solutions take on increasingly impor- these technologies can unintentionally ex- tant roles in decision-making and interaction, clude or lead to unfair outcomes for marginal- they have the potential to impact fair treatment ized populations (Bird, Hutchinson, Ken- of people with disabilities in society both pos- thapadi, Kiciman, & Mitchell, 2019)(Cutler, itively and negatively. We describe some of Pribik, & Humphrey, 2019)(IEEE & Sys- the opportunities and risks across four emerg- tems, 2019)(Kroll et al., 2016)(Lepri, Oliver, ing AI application areas: employment, educa- Letouze,´ Pentland, & Vinck, 2018). Initiatives tion, public safety, and healthcare, identified to improve AI fairness for people across racial in a workshop with participants experiencing (Hankerson et al., 2016), gender (Hamidi, a range of disabilities. In many existing situ- Scheuerman, & Branham, 2018a), and other ations, non-AI solutions are already discrimi- identities are emerging, but there has been natory, and introducing AI runs the risk of sim- relatively little work focusing on AI fairness ply perpetuating and replicating these flaws. for people with disabilities. There are nu- We next discuss strategies for supporting fair- merous examples of AI that can empower ness in the context of disability throughout the people with disabilities, such as autonomous AI development lifecycle. AI systems should vehicles (Brewer & Kameswaran, 2018) and be reviewed for potential impact on the user voice agents (Pradhan, Mehta, & Findlater, in their broader context of use. They should 2018) for people with mobility and vision im- offer opportunities to redress errors, and for pairments. However, AI solutions may also users and those impacted to raise fairness result in unfair outcomes, as when Idahoans concerns. People with disabilities should be with cognitive/learning disabilities had their included when sourcing data to build models, healthcare benefits reduced based on biased and in testing, to create a more inclusive and AI (K.W. v. Armstrong, No. 14-35296 (9th robust system. Finally, we offer pointers into Cir. 2015) :: Justia, 2015). These scenar- an established body of literature on human- ios suggest that the prospects of AI for peo- centered design processes and philosophies ple with disabilities are promising yet fraught that may assist AI and ML engineers in inno- with challenges that require the sort of upfront vating algorithms that reduce harm and ulti- attention to ethics in the development process mately enhance the lives of people with dis- advocated by scholars (Bird et al., 2019) and abilities. practitioners (Cutler et al., 2019). The challenges of ensuring AI fairness in the context of disability emerge from multi- Copyright c 2019 by the author(s). ple sources. From the very beginning of al- 40 AI MATTERS, VOLUME 5, ISSUE 3 SEPTEMBER 2019 gorithmic development, in the problem scop- Related Work ing stage, bias can be introduced by lack of awareness of the experiences and use The 2019 Gartner CIO survey (Costello, 2019) cases of people with disabilities. Since sys- of 3000 enterprises across major industries tems are predicated on data, in data sourc- reported that 37% have implemented some ing and data pre-processing stages, it is crit- form of AI solution, an increase of 270% ical to gather data that include people with over the last four years. In parallel, there disabilities and to ensure that these data are is increasing recognition that intelligent sys- not completely subsumed by data from pre- tems should be developed with attention to sumed “normative” populations. This leads the ethical aspects of their behavior (Cutler to a potential conundrum. The data need to et al., 2019)(IEEE & Systems, 2019), and be gathered in order to be reflected in the that fairness should be considered upfront, models, but confidentiality and privacy, espe- rather than as an afterthought (Bird et al., cially as regards disability status, might make 2019). IEEE’s Global Initiative on Ethics of collecting these data difficult (for developers) Autonomous and Intelligent Systems is devel- or dangerous (for subjects) (Faucett, Ring- oping a series of international standards for land, Cullen, & Hayes, 2017)(von Schrader, such processes (Koene, Smith, Egawa, Man- Malzer, & Bruyere` , 2014). Another area dalh, & Hatada, 2018), including a process to address during model training and test- for addressing ethical concerns during design ing is the potential for model bias. Ow- (P7000), and the P7003 Standard for Algorith- ing to intended or unintended bias in the mic Bias Considerations (Koene, Dowthwaite, data, the model may inadvertently enforce & Seth, 2018). There is ongoing concern and or reinforce discriminatory patterns that work discussion about accountability for potentially against people with disabilities (Janssen & harmful decisions made by algorithms(Kroll Kuk, 2016). We advocate for increased aware- et al., 2016)(Lepri et al., 2018), with some ness of these patterns, so we can avoid repli- new academic initiatives – like one at George- cation of past bias into future algorithmic deci- town’s Institute for Tech Law & Policy (Givens, sions, as has been well-documented in bank- 2019), and a workshop at the ASSETS 2019 ing (Bruckner, 2018)(Chander, 2017)(Hurley conference(Trewin et al., 2019) – focusing & Adebayo, 2016). Finally, once a trained specifically on AI and Fairness for People with model is incorporated in an application, it is Disabilities. then critical to test with diverse users, par- ticularly those deemed as outliers. This pa- Any algorithmic decision-process can be bi- per provides a number of recommendations ased, and the FATE/ML community is actively towards overcoming these challenges. developing approaches for detection and re- mediation of bias (Kanellopoulos, 2018)(Lohia et al., 2019). Williams, Brooks and Shmar- gad show how racial discrimination can arise In the remainder of this article, we overview in employment and education even without the nascent area of AI Fairness for People with having social category information, and how Disabilities as a practical pursuit and an aca- the lack of category information makes such demic discipline. We provide a series of exam- biases harder to detect (Williams, Brooks, & ples that demonstrate the potential for harm to Shmargad, 2018). Although they argue for people with disabilities across four emerging inclusion of social category information in al- AI application areas: employment, education, gorithmic decision-making, they also acknowl- public safety, and healthcare. Then, we iden- edge the potential harm that can be caused tify strategies of developing AI algorithms that to an individual by revealing sensitive social resist reifying systematic societal exclusions data such as immigration status. Selbst et al. at each stage of AI development. Finally, we argue that purely algorithmic approaches are offer pointers into an established body of lit- not sufficient, and the full social context of de- erature on human-centered design processes ployment must be considered if fair outcomes and philosophies that may assist AI and ML are to be achieved (Selbst, Boyd, Friedler, engineers in innovating algorithms that reduce Venkatasubramanian, & Vertesi, 2019). harm and – as should be our ideal – ultimately enhance the lives of people with disabilities. Some concerns about AI fairness in the 41 AI MATTERS, VOLUME 5, ISSUE 3 SEPTEMBER 2019 context of individuals with disabilities or tentional. For example, qualified deaf candi- neurological or sensory differences are dates who speak through an interpreter may now being raised (Fruchterman & Mellea, be screened out for a position requiring ver- 2018)(Guo, Kamar, Vaughan, Wallach, bal communication skills, even though they & Morris, 2019)(Lewis, 2019)(Treviranus, could use accommodations to do the job ef- 2019)(Trewin, 2018a), but research in this fectively. Additional discriminatory practices area is sparse. Fruchterman and Mel- are particularly damaging to this population, lea (Fruchterman & Mellea, 2018) outline the where employment levels are already low: In widespread use of AI tools in employment and 2018, the employment rate for people with recruiting, and highlight some potentially se- disabilities was 19.1%, while the employment rious implications for people with disabilities, percentage for people without disabilities was including the analysis of facial movements 65.9% (Bureau of Labor Statistics, 2019). and voice in recruitment, personality tests that Employers are increasingly relying on technol- disproportionately screen out people with dis- ogy in their hiring practices. One of their sell- abilities, and the use of variables
Load more

Recommended publications
  • Authoring Tool Accessibility Guidelines 1.0 †Working Draft‡
    Authoring Tool Accessibility Guidelines 1.0 (working draft) Authoring Tool Accessibility Guidelines 1.0 (working draft) W3C Working Draft 13-July-1999 This version: http://www.w3.org/TR/1999/WAI-AUTOOLS-19990713 (plain text, HTML gzip tar archive, HTML zip archive, PostScript, PDF) Latest version: http://www.w3.org/TR/WAI-AUTOOLS Previous version: http://www.w3.org/TR/1999/WAI-AUTOOLS-19990503 Editors: Jutta Treviranus <[email protected]> Jan Richards <[email protected]> Ian Jacobs <[email protected]> Charles McCathieNevile <[email protected]> Copyright © 1999 W3C (MIT, INRIA, Keio), All Rights Reserved. W3C liability, trademark, document use and software licensing rules apply. Abstract This document provides guidelines for Web authoring tool developers. Its purpose is two-fold: to assist developers in designing authoring tools that generate accessible Web content and to assist developers in creating an accessible authoring interface. Accessible Web content is achieved by encouraging authoring tool users ("authors") to create accessible Web content through mechanisms such as prompts, alerts, checking and repair functions, help files and automated tools. It is equally important that all people can be the authors of Web content, rather than merely recipients. It is therefore of critical importance that the tools used to create this content are themselves accessible. Adoption of these guidelines will result in the proliferation of Web pages that can be read by a broader range of readers and in authoring tools that can be used by a broader range of authors. This document is part of a series of accessibility documents published by the W3C Web Accessibility Initiative.
    [Show full text]
  • Report of the Arl Joint Task Force on Services to Patrons with Print Disabilities
    REPORT OF THE ARL JOINT TASK FORCE ON SERVICES TO PATRONS WITH PRINT DISABILITIES November 2, 2012 Mary Case, Chair (Illinois at Chicago) Cynthia Archer (York) Nancy Baker (Iowa) Will Cross (North Carolina State) John Harwood (Penn State) Sarah Hawthorne (California, Berkeley) Kurt Herzer (Johns Hopkins) Tito Sierra (MIT) Ed Van Gemert (Wisconsin–Madison) Tom Wall (Boston College) ARL Staff Liaisons: Prue Adler Judy Ruttenberg © 2012 ARL. This report is licensed under a Creative Commons Attribution­ Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/us/. 1 TABLE OF CONTENTS I. EXECUTIVE SUMMARY 4 FINDINGS 6 RECOMMENDATIONS 8 II. PRINT DISABILITIES, LIBRARIES, AND HIGHER EDUCATION 10 SIDEBAR: ADAPTIVE TECHNOLOGY FOR PRINT DISABILITIES 11 PRINT DISABILITIES AND THE POPULATION 14 III. US AND CANADIAN DISABILITY POLICIES, RECENT CHALLENGES, AND US AND CANADIAN COPYRIGHT LAW 15 RECENT CHALLENGES TO INSTITUTIONAL PRACTICES 16 AIM COMMISSION 19 US COPYRIGHT LAW AND ISSUES FOR PRINT-DISABILITIES SERVICES 20 AUTHORS GUILD V. HATHITRUST LITIGATION 23 US ENGAGEMENT WITH WORLD INTELLECTUAL PROPERTY ORGANIZATION (WIPO) 24 DISABILITY AND COPYRIGHT LAW IN CANADA 24 LICENSING ISSUES 26 IV. RESEARCH LIBRARIES AND INDIVIDUALS WITH PRINT DISABILITIES 27 RETROSPECTIVE PRINT COLLECTIONS 27 LICENSED ELECTRONIC RESOURCES 28 LIBRARY WEBSITE ACCESSIBILITY 29 ELECTRONIC-BOOK READERS 30 USER SERVICES 31 SIDEBAR: ONTARIO COUNCIL OF UNIVERSITY LIBRARIES (OCUL) REPOSITORY 33 V. UNIVERSAL DESIGN, INCLUSIVE DESIGN, ACCESSIBILITY, AND USABILITY 35 VI. CONCLUSION 39 VII. APPENDIX A: MODEL LICENSING LANGUAGE 40 ARL is deeply grateful to Howard P. Knopf, Counsel, Macera & Jarzyna/Moffat & Co., and Peter Jaszi, Washington College of Law, American University, for their assistance in framing the copyright discussions in this report.
    [Show full text]
  • DSAP Supplemental Report on the Sidewalk Labs Digital Innovation Appendix (DIA)
    DSAP Supplemental Report on the Sidewalk Labs Digital Innovation Appendix (DIA) Author: Waterfront Toronto’s Digital Strategy Advisory Panel Provided to Waterfront Toronto: February 17, 2020 Published: February 26, 2020 Summary In August 2019, Waterfront Toronto’s Digital Strategy Advisory Panel (DSAP) set out in a Preliminary Commentary its initial impressions, comments and questions on Sidewalk Labs’ Master Innovation Development Plan (MIDP). Since then, significantly more information has been made public about the Quayside project, including a Digital Innovation Appendix (DIA) and the October 31 Threshold Issues Resolution letter. This Report is supplemental to the Preliminary Commentary, identifying areas in which the additional information has addressed (in whole or in part) concerns raised and areas in which questions or concerns remain. Panelists have also taken the opportunity to provide input into other matters relevant to their expertise, including considerations related to digital governance and to Sidewalk Labs as an innovation and funding partner. Comments include, but are not limited to: ● Overall impressions of the DIA: Overall, Panelists were generally in agreement that the DIA was a significant improvement over the MIDP and appreciated the amount of information provided in a more streamlined format. However, concerns remain - notably, that certain critical details are still outstanding. ● Digital Governance: While Panelists support the outcome of the October 31 Threshold Issues resolution, which reaffirmed that digital governance belongs exclusively in the purview of Waterfront Toronto and its government partners, the most significant outstanding issues for Panelists was generally the DSAP Supplemental Report 2 lack of a fully realized digital governance framework and the need for expedited public sector leadership.
    [Show full text]
  • Accessibility and Development: Environmental Accessibility and Its Implications for Inclusive, Sustainable and Equitable Development for All
    Accessibility and Development: environmental accessibility and its implications for inclusive, sustainable and equitable development for all June 2013 Accessibility and Development: environmental accessibility and its implications for inclusive, sustainable and equitable development for all 2 Department of Economic and Social Affairs The Department of Economic and Social Affairs (DESA) of the United Nations Secretariat is a vital interface between global policies in the economic, social and environmental spheres and national action. The Department works in three main interlinked areas: (i) it compiles, generates and analyses a wide range of economic, social and environmental data and information on which Member States of the United Nations draw to review common problems and to take stock of policy options; (ii) it facilitates the negotiations of Member States in many intergovernmental bodies on joint courses of action to address ongoing or emerging global challenges; and (iii) it advises interested Governments on the ways and means of translating policy frameworks developed in United Nations conferences and summits into programmes at the country level and, through technical assistance, helps build national capacities. Note The designations employed and the presentation of the material in the present publication do not imply the expression of any opinion whatsoever on the part of the Secretariat of the United Nations concerning the legal status of any country or territory or of its authorities, or concerning the delimitations of its frontiers. The term “country” as used in the text of this review also refers, as appropriate, to territories or areas. The designations of country groups in the text and the tables are intended solely for statistical or analytical convenience and do not necessarily express a judgment about the stage reached by a particular country or area in the development process.
    [Show full text]
  • Accessibility, Inclusion, and the Future of Learning and Work
    Accessibility, Inclusion, and the Future of Learning and Work Speakers: Jutta Treviranus, Deborah Stienstra, and Dr. Mahadeo A. Sukhai Moderator: Michelle Fach Michelle Fach: Good afternoon, everyone. I am thrilled to be here today. My name is Michelle Fach and I am the Executive Director of Open Learning and Educational Support. And on behalf of myself, the university and Athol Gow, who is the co-chair of the conference committee as well as the Manager of Accessibility Services at the University of Guelph library. We would like to welcome you to the day one virtual Accessibility Conference closing panel discussion. I know that we're all very excited to be part of this. This session features three distinguished academics and researchers who will be speaking to the conference theme of Accessibility, Inclusion and the Future of Learning and Work from their respective areas of disciplinary expertise and interest. Each panelist will have a chance to speak for 10 minutes. Once all of the panelists have spoken, there will be an opportunity for you, the participants, to address the panelists with some questions. Michelle Fach: So, that will be part of the Q&A. This session is being captioned in-person by a representative from the Canadian Hearing Services, thanks to the support of the Ministry of Agriculture, Food and Rural Affairs. Michelle Fach: Well, we do not know definitely how the world of work and education will change after the pandemic. There is a little doubt that they will. In one year COVID 19 and the requirements for social distancing has brought about a digital transformation of learning and work, that otherwise would have been decades in the making.
    [Show full text]
  • One-Size-Fits-One Inclusive Learning
    One-Size-Fits-One Inclusive Learning Jutta Treviranus Inclusive Design Institute OCAD University, Toronto, Canada Abstract. The importance of education escalates in the shift to a knowledge economy. This shift also requires retooling of our education systems to support diversity. There can be no sustainable prosperity or social wellbeing unless our education systems include all members of a society. Coincidentally the digitization and networking of our social substrate also provides the mechanisms to provide more inclusive, diversity-supportive education. The paper outlines an approach to inclusive learning through personalization developed over the last decade, supported by the AccessForAll standard and most currently applied in the Open Education Resource community. Keywords: accessibility, inclusive design, universal instructional design, personalization, open education, open education resources, eLearning 1 Introduction In a knowledge economy, education and the full development of human capital becomes ever more critical. The prosperity of a society rests in large part on the educational development of its members. The emergence of the digital economy brings with it a major shift in the goals or required outcomes of education. Digitization is freeing us from the need to mass produce the equivalent of human calculators, human hard drives or standardized human robots to staff our factories or offices. As has been outlined in many discussions of learning transformation (including deep learning or 21st century learning), the new skills and knowledge of value are creativity, resourcefulness, flexibility, collaboration, communication, critical thinking and independent thought [1]. Unfortunately most education systems globally have not been retooled to nurture these skills or knowledge. We are also repeatedly reaffirming that sustainable prosperity can only be achieved when that prosperity includes all members of society [2].
    [Show full text]
  • A Brief History of Open Educational Resources T
    A Brief History of Open Educational Resources T. J. Bliss* and M. Smith Hewlett Foundation *[email protected] Editors’ Commentary The Hewlett Foundation has been a key supporter of the open movement, donating over US170 million dollars over the past 15 years. In this chapter, authors T. J. Bliss and M. Smith—both of the Hewlett Foundation—ask whether this investment has been worthwhile. To answer this provocative question they trace the history of the open movement itself. They begin in the 1990s with fledging programs that formed the foundation for modern open education. From there, they cover the period they refer to as ‘open’s adolescence’ from 2004 to 2010. Finally, they discuss recent trends in open, Hewlett Foundation funding priorities, and their hopes for the future of the movement. Introduction The Open Educational Resources (OER) movement is fifteen years old. This essay reviews OER’s history, extraordinary growth, and place in education from the perspective of one current and one former employee of the William and Flora Hewlett Foundation.1,2 Since 2001, the Hewlett Foundation has pro- vided just over US$170 million to develop and extend the reach and effective- ness of OER. We tell the story of OER’s development, provide examples and discuss uses of OER, and sketch its potential as a powerful tool for reducing How to cite this book chapter: Bliss, T J and Smith, M. 2017. A Brief History of Open Educational Resources. In: Jhangiani, R S and Biswas-Diener, R. (eds.) Open: The Philosophy and Practices that are Revolutionizing Education and Science.
    [Show full text]
  • Jutta Treviranus: Background For
    Jutta Treviranus: Background for ECM Short Biography: Jutta Treviranus is the Director of the Inclusive Design Research Centre (IDRC) and professor in the faculty of Design at OCAD University in Toronto http://idrc.ocad.ca . With it’s origins in the ATRC established in 1993, the IDRC is an internationally recognized center of expertise in the inclusive design of emerging information and communication technology and practices. Jutta also heads the Inclusive Design Institute a multi‐university regional centre of expertise. Jutta has led many international multi‐partner research networks that have created broadly implemented technical innovations that support inclusion. Jutta and her team have pioneered personalization as an approach to accessibility in the digital domain. Her team also leads many international open source projects that attempt to infuse inclusive user experience design sensibilities into open source networks. She has played a leading role in developing accessibility legislation, standards and specifications internationally (including WAI ATAG, IMS AccessForAll, ISO 24751, and AODA Information and Communication). Jutta established and directs a graduate program in Inclusive Design at OCAD U. She is also a member of a number of key advisory panels nationally and internationally that advance approaches to equitable access to the digital domain. Work in the field of accessibility: As indicated in my biography I have worked in the field of accessibility for more than 30 years. Since the emergence of personal computers I have conducted research and development, policy development, educationanddirect service to ensure that computers, networks, digital content and applications are accessible to people with disabilitiesand to harness computers to address accessibility barriers faced by people with disabilities.
    [Show full text]
  • Addressing the Imagination Gap Through STEAMM D and Indigenous Knowledge
    PAPER Addressing the imagination gap through STEAMM+D COLLOQUIUM and indigenous knowledge Sara Diamonda,1 aVisual Analytics Laboratory, OCAD University, Toronto, ON M5T 1W1, Canada Edited by Ben Shneiderman, University of Maryland, College Park, MD, and accepted by Editorial Board Member Eva Tardos November 5, 2018 (received for review May 21, 2018) Alex Manu describes an “imagination gap,” that is, “the gap be- Methods ” tween current capability and future possibility [Manu A (2006) This paper begins with a discussion of science, technology, engineering, arts, The Imagination Challenge: Strategic Foresight and Innovation in math, medicine, and design (STEAMM+D) themes and provides case studies the Global Economy]. Merriam-Webster defines imagination as and lessons drawn from several decades of work. A discussion of Indigenous “the act of forming a mental image of something not present to knowledge embedded in an integrated approach to the arts and sciences the senses or never before wholly perceived in reality”; imagina- follows. I write this paper from the perspective of a non-Indigenous person tion combines “creative ability” and “resourcefulness” [Merriam- and draw on referenced sources by Indigenous thinkers, researchers, and Webster (2018) Imagination. Merriam-Webster Dictionary Online. makers. I appreciate the advice of Julie Nagam, Chair of Indigenous Art in North America, University of Winnipeg (Winnipeg, MB, Canada), who acted Available at https://www.merriam-webster.com/dictionary/imagination]. as a critical reader of this paper (9). STEAMM+D and Indigenous knowledge This paper considers two interdisciplinary fields in which distinct are potentially complementary approaches, yet the divergences in thinking “ ” approaches have sought a solution to the imagination gap and are also challenges.
    [Show full text]
  • Dr. Jutta Treviranus
    Court File No.223/21 ONTARIO SUPERIOR COURT OF JUSTICE (Divisional Court) BETWEEN: DAVID DANESHVAR Applicant - and - HER MAJESTY THE QUEEN IN RIGHT OF ONTARIO AS REPRESENTED BY THE MINISTER OF HEALTH, and the HONOURABLE CHRISTINE ELLIOTT, MINISTER OF HEALTH for the PROVINCE OF ONTARIO Respondents AFFIDAVIT OF DR. JUTTA TREVIRANUS (Affirmed March 16, 2021) I, Dr. Jutta Treviranus, of the City of Toronto, in the Province of Ontario, AFFIRM AND SAY: About Me I. I am the founder and Director of the Inclusive Design Research Centre (IDRC) operating out of the OCAD University, previously the Adaptive Technology Resource Centre ("A TRC") at the University of Toronto. I am also a full Professor at OCAD University and founder of a graduate program in inclusive design, my curriculum vitae is attached as Exhibit "1 ". 2. I founded the Centre in 1993 to proactively work to ensure that emerging technical systems and their associated practices consider the full range of human difference and are accessible to all; through research, development, education, proactive design consultation and direct service. 1 3. As is delineated in my CV at Exhibit "l", I have been an expert advisor in drafting and implementing Web accessibility standards, specifications and guidelines since the beginning of the Web. I have been chair, project editor or contributing editor in many of the Web accessibility standards. I have also consulted with the Federal and Ontario Governments and participated in a number of education, advisory and policy initiatives addressing the accessibility of Government Web space. 4. As reflected in the Ontario Government Website, I helped draft the seed original Accessibility for Ontarians with Disabilities Information and Communication standards, served a term on the Minister's Advisory Committee and Chaired the Digital Inclusion Task Force of the Information and Communication Standards Development Committee.
    [Show full text]
  • N O R M F R I E S E N
    Norm Friesen, PhD 2015 (January) C U R R I C U L U M V I T A E N O R M A N F R I E S E N Associate Professor Boise State University College of Education Department of Educational Technology 1910 University Dr. Boise ID, 83725 [email protected] Citizenship: Canadian S U M M A R Y O F A C H I E V E M E N T S Teaching and Supervision: 6 PhD students graduated; 1 EdD student (ABD); 8 MEd theses/projects (8 completed); 8 course designs, 7 workshop designs developed and delivered at institutions internationally (pp. 2-6) Peer-reviewed publication: 3 solo-authored academic monographs, 1 monograph edited/translated, 2 solo-authored textbooks, 7 co-edited collections/special issues, 80 articles and chapters (largely solo-authored; pp. 9-18) Research and Development funding: Over $2,000,000 received since 2003; $1,600,000 received as principal investigator (pp. 7-8) Presentations, Panels, etc.: Over 200 presentations in 5 continents (pp. 25-42) Affiliation/Memberships: Head of Canadian Delegation - ISO/IEC SC36 WG2 & SWG; Member of Canadian Delegation SC36; Editor for Phenomenology & Practice; Associate Editor for the Journal of Curriculum Studies (pp. 42-45) R E S E A R C H A N D T E A C H I N G I N T E R E S T S • Philosophy and critical theory of technology, media and education • Traditional and new media and technologies in education • Theories of learning and their history (including theories and histories internationally) • Qualitative research methods (for investigating teaching practices) • Web 2.0 and social media in education • Information systems for instruction and data management, and their interoperability • Open educational resources, open technology and policy Curriculum Vita Norm Friesen, PhD 2 of 44 E D U C A T I O N Ph.D.
    [Show full text]
  • Final Report 2016
    Evidenced-based approach to the design and redevelopment of inclusive technology enhanced learning environments Final report 2016 Lead institution: University of South Australia Partner institutions: Australian National University Media Access Australia Queensland University of Technology The University of Adelaide Project leader: Professor Denise Wood, Project Leader, University of South Australia and Central Queensland University Report Authors: Professor Denise Wood, Project Leader, University of South Australia and Central Queensland University Dr Sheila Scutter, University of South Australia Ms Renette Viljoen, Central Queensland University Project website: http://www.responsive-learning.org Project coordinator: Dr Sheila Scutter, University of South Australia Project team members: Dr Leanne Glenny, University of South Australia Dr Collette Snowden, University of South Australia Associate Professor Deirdre Tedmanson, University of South Australia Dr Tina Du, University of South Australia Mr Bruce Underwood, University of South Australia Ms Tracey Johnson, University of South Australia Professor Noel Lindsay, The University of Adelaide Professor Helen Partridge, formerly Queensland University of Technology Ms Julie Harrison, Australian National University Dr Scott Hollier, Media Access Australia Ms Renette Viljoen, Central Queensland University Collaborators: Professor Jutta Treviranus, Ontario College of Art and Design Professor Gregg Vanderheiden, Trace Centre, University of Wisconsin-Madison PhD Student: Mr Lindsley Abadia, University of South Australia Evidenced-based approach to the design and redevelopment of inclusive technology enhanced learning environments 2 | P a g e Support for the production of this report has been provided by the Australian Government Department of Education and Training. The views expressed in this report do not necessarily reflect the views of the Australian Government Department of Education and Training.
    [Show full text]