security vs usability eg how more stringent password requirements have made passwords harder to remember so the system is less useable - then loops back round to low security as people write them down or repeat one ...
better interfacesNotes interfaces driven by human need, hardware taking cultural-political stance, interface branch of tech-for good organic connections through soft-body tech consider combining epaper combined with efabric, and what it is that is useful about these new materialities, and looking into others fabric environmental sensing and computing E-textiles for assisted communication, extensible custom systems interactive learning mediums through physically embodied tech early years educational resources that are digitally enhanced, safe (and durable?) interfaces developed through participatory methods ux research to the extreme, from initial conception to continued testing and improvement consider eg indie tech with considerable consumer participation ...
readability avoiding jargon, general literacy advice general best practices for copy-writing for web/in software/about software? do they still use kid/school age for reading/comprehension graded levels? and if so should they change that, could be patronising/disrespectful to both adult and child non-readers eg change to be in line with international language test proficiencies? found a 2006 paper ‘Assessing the reading comprehension of adults with learning disabilities’ Jones, Long, Finlay - that uses ‘reading ages’ still, has the field moved on from there “Gatehouse Books are broadly classified as Adult Beginner Readers […] graded as Very Easy (Level 1), Easy (Level 2), Standard (Level 3) Beginner Readers or Post-Beginner Readers (Level 4)” “We have deliberately steered away from flagging up reading ages or ‘adult literacy’ levels on any of our books. This is because it is important that the reader does not feel patronised or stigmatised in any way. Our wish is to make it easier for tutors to select suitable reading material […] without drawing attention to the learner’s basic skills needs.” National Literacy Trust uses ‘levels’ from Entry Level 1 to 3 and Level 1-2 The OECD uses ‘levels’ ‘Below Level 1’ to Level 5 ‘National Assessment of Adult Literacy’ ‘Below Basic’ to ‘Proficient, tiered quantitive test scores Flesch-Kincaid readability tests curated reading lists by teachers of additional languages, communities dedicated to this eg learnnatively.com ...