From 12775a15cda6e58bc0d5206a9fe216962b8703c9 Mon Sep 17 00:00:00 2001 From: Parisa Tork <47482049+ParisaTork@users.noreply.github.com> Date: Mon, 29 May 2023 19:18:23 +0100 Subject: [PATCH 01/21] Create accessible-pairing-sessions.md --- accessible-pairing-sessions.md | 90 ++++++++++++++++++++++++++++++++++ 1 file changed, 90 insertions(+) create mode 100644 accessible-pairing-sessions.md diff --git a/accessible-pairing-sessions.md b/accessible-pairing-sessions.md new file mode 100644 index 0000000..e94f49a --- /dev/null +++ b/accessible-pairing-sessions.md @@ -0,0 +1,90 @@ +# How to make pairing sessions more accessible: + +>It's always best to ask a person about their specific, individual requirements. However, many employees may not be open about this information for various reasons. Moreover, more staff members have accessibility requirements than you might think, so it's wise to assume that the person you're pairing with has some sort of accessibility requirement. + +>In terms of language, I could use 'senior' and 'junior' instead of 'teacher' and 'student', but I believe it's beneficial to encourage people at similar levels to teach each other how to write software. + +## Scheduling the pairing session +* Is the proposed time suitable for both the teacher and student? Do either of them have specific schedules due to caregiving responsibilities, gender-affirming care, disabilities, chronotypes, energy levels, etc? Are both parties in relatively good health, both emotionally and physically? Are either of them overloaded with work or meetings? +* How much time does each party need? Do they require extra time to learn or process information? Is there ample time for breaks? +* Besides time, are both the teacher and student in suitable surroundings for the pairing session? This includes a lack of background noise, a reliable WiFi connection, etc. +* Do both parties have all the assistive technology they need, e.g. a virtual overlay, or does this need to be provided? Do they have any workarounds for this? Are there noticeable patterns in either of them, which could help both parties obtain help they didn't know they needed? Could they try out assistive technologies in the session to see if anything proves beneficial? +* Does the calendar invite contain information about what will be covered in the pairing session for future reference? Are there clear goals for the session? Could these goals be divided into smaller sessions instead of one large session? +* How many people need to be present? A 1:1 session would allow for a more in-depth exploration of the material, while a larger group might promote knowledge sharing and a greater variety of questions. +* Will there be a recording or transcription for the meeting? +* Which meeting software will be used (see also below)? +* Is there time for a follow-up session if the student wants to ask more questions? Or would it be better for them to pair with someone else to provide this opportunity at a later date? + +## Consider the meeting software (video conferencing) +* Google Meet's closed captions are subpar, so the teacher might consider hosting the pairing session using Zoom or another superior alternative instead. +* **Why**: This is particularly important for people with disabilities, individuals for whom English is a second language, or those who rely on closed captions for other reasons. +* **Tip**: As the meeting host on Zoom, the teacher can click ‘Live Transcript’ and then ‘Enable Auto Transcription’. + +## Preparing materials and questions in advance: +* **For the teacher**: The teacher should try to provide the student with as much information as possible beforehand, e.g., steps that will be taken during the pairing session. This will allow the student to familiarise themselves with the steps on their own and ask the teacher learning questions during the pairing session itself. This information, whether in the form of a document or links to documentation, should be accessible and readable by a screen reader. +* **For the student**: The student should try to prepare questions for the teacher in advance of the session. +* **Why**: Compiling information benefits both the teacher and student, because it prompts them to think more carefully about what they are teaching/learning and provides them with material for further teaching/learning and documentation at a later date. + +## Sensitive advice that optional prep is recommended: +* When material is provided, the teacher should emphasise that reading the materials is optional and that there's no expectation to read the materials in advance. They can highlight the benefits of preparing before the pairing session, but should also be mindful that the individual may require flexibility due to responsibilities like caregiving or energy management. + +## The pairing session itself: +* Active learning - The teacher can ensure the student is engaged by asking them questions. +* Check-ins - The teacher can regularly check in to ensure that the student has the opportunity to ask questions. +* Breaks - The teacher and student can aim to have a break in the middle of the session by default and ask one another if they need additional breaks. They should both feel free to take impromptu breaks as needed. + +Sometimes it might not be practical to ask questions: +* The questions would derail the session. +* There are multiple participants in the session. +* The pairing sessions involves a task that needs to be completed in a short time-frame. +* N.B. This is why considering the structure of the pairing sessions beforehand is so important. + +If this is the case, then: +* The teacher should try to schedule a 1:1, where the student has the opportunity to ask questions. +* If the teacher does not have time or is taking leave, they should delegate this task to someone else e.g. a developer they know is familiar with the task, the student’s mentor (if they don’t have one, they should be signed up to a mentorship or mini-mentorship scheme) or ask for someone of the student’s choice. +* **N.B.** This should also be arranged in cases when questioning was planned, but disrupted in some way. + +## Summary/Further Resources: +* The teacher should aim to provide a summary of the key points of the pairing sessions through a preferred communication channel e.g. chat (ideally immediately) afterwards. They can also provide additional resources that the student might find helpful. This is a two-way thing, so the student should also feel encouraged to provide the teacher with any resources they find useful on the topic. + +## Success-measuring: +* The teacher and student should decide how success will be evaluated from the sessions: + * Is it by the completion of the pull request? + * Is it by the teacher verbally quizzing the student at the end of the session on the key points or at a later date? + * Is it by asking the student to write flashcards about the pairing session afterwards? + +## Opportunities to improve documentation and working processes: +* Are there opportunities to improve documentation? +* Can working processes be improved? +* Is there room to improve inclusivity? Has the pairing session prompted more questions about the software's accessibility and how it may affect users? If so, do any actions need to be taken to address this? + +# Checklist: +- [ ] Scheduling the pairing session + - [ ] Checking suitable time, length, and surroundings + - [ ] Checking suitable assistive technology + - [ ] Providing calendar invite information and structure of sessions + - [ ] Determining if 1:1 or group session + - [ ] Determining if recording/transcription + - [ ] Checking if follow-up is possible +- [ ] Choosing meeting software +- [ ] Preparing materials and questions in advance + - [ ] Advance information for student + - [ ] Advance questions for teacher +- [ ] Sensitive advice that optional prep is recommended +- [ ] Pairing session + - [ ] Active learning/questioning during the pairing session + - [ ] Regular check-in for questions + - [ ] Arranging breaks +- [ ] Organising a follow-up session if questioning isn't possible / disrupted + - [ ] Scheduling a 1:1 session for questioning + - [ ] Delegation of 1:1 session to someone else if necessary +- [ ] Providing a summary and further resources +- [ ] Measuring success +- [ ] Identifying opportunities to improve documentation, working processes and inclusivity + + + + + + + From 6091039764ff1e188e2f46bc2321fc97c1c141ad Mon Sep 17 00:00:00 2001 From: Parisa Tork <47482049+ParisaTork@users.noreply.github.com> Date: Mon, 29 May 2023 19:26:53 +0100 Subject: [PATCH 02/21] Update accessible-pairing-sessions.md --- accessible-pairing-sessions.md | 4 +++- 1 file changed, 3 insertions(+), 1 deletion(-) diff --git a/accessible-pairing-sessions.md b/accessible-pairing-sessions.md index e94f49a..1d7e45d 100644 --- a/accessible-pairing-sessions.md +++ b/accessible-pairing-sessions.md @@ -21,7 +21,7 @@ * **Tip**: As the meeting host on Zoom, the teacher can click ‘Live Transcript’ and then ‘Enable Auto Transcription’. ## Preparing materials and questions in advance: -* **For the teacher**: The teacher should try to provide the student with as much information as possible beforehand, e.g., steps that will be taken during the pairing session. This will allow the student to familiarise themselves with the steps on their own and ask the teacher learning questions during the pairing session itself. This information, whether in the form of a document or links to documentation, should be accessible and readable by a screen reader. +* **For the teacher**: The teacher should try to provide the student with as much information as possible beforehand, e.g., steps that will be taken during the pairing session. This will allow the student to familiarise themselves with the steps on their own and ask the teacher learning questions during the pairing session itself. This information, whether in the form of a document or links to documentation, should be accessible e.g. readable by a screen reader, direct, uncomplicated language. * **For the student**: The student should try to prepare questions for the teacher in advance of the session. * **Why**: Compiling information benefits both the teacher and student, because it prompts them to think more carefully about what they are teaching/learning and provides them with material for further teaching/learning and documentation at a later date. @@ -29,6 +29,7 @@ * When material is provided, the teacher should emphasise that reading the materials is optional and that there's no expectation to read the materials in advance. They can highlight the benefits of preparing before the pairing session, but should also be mindful that the individual may require flexibility due to responsibilities like caregiving or energy management. ## The pairing session itself: +* Communication - The teacher can ensure that they are communicating information at an appropriate technical level, speed and style. Where possible, language should be direct and uncomplicated. * Active learning - The teacher can ensure the student is engaged by asking them questions. * Check-ins - The teacher can regularly check in to ensure that the student has the opportunity to ask questions. * Breaks - The teacher and student can aim to have a break in the middle of the session by default and ask one another if they need additional breaks. They should both feel free to take impromptu breaks as needed. @@ -72,6 +73,7 @@ If this is the case, then: - [ ] Advance questions for teacher - [ ] Sensitive advice that optional prep is recommended - [ ] Pairing session + - [ ] Ensuring the right communication - [ ] Active learning/questioning during the pairing session - [ ] Regular check-in for questions - [ ] Arranging breaks From f6cfe95d1138bd60b3680e7662171a648e7a3eb7 Mon Sep 17 00:00:00 2001 From: Parisa Tork <47482049+ParisaTork@users.noreply.github.com> Date: Mon, 29 May 2023 19:29:24 +0100 Subject: [PATCH 03/21] Update accessible-pairing-sessions.md --- accessible-pairing-sessions.md | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/accessible-pairing-sessions.md b/accessible-pairing-sessions.md index 1d7e45d..9de2008 100644 --- a/accessible-pairing-sessions.md +++ b/accessible-pairing-sessions.md @@ -50,7 +50,7 @@ If this is the case, then: ## Success-measuring: * The teacher and student should decide how success will be evaluated from the sessions: - * Is it by the completion of the pull request? + * Is it by the completion of the pull request / code review? * Is it by the teacher verbally quizzing the student at the end of the session on the key points or at a later date? * Is it by asking the student to write flashcards about the pairing session afterwards? From 0b4119e5427de9658af79d004bb4fa5f77643441 Mon Sep 17 00:00:00 2001 From: Parisa Tork <47482049+ParisaTork@users.noreply.github.com> Date: Mon, 29 May 2023 19:32:35 +0100 Subject: [PATCH 04/21] Update accessible-pairing-sessions.md --- accessible-pairing-sessions.md | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/accessible-pairing-sessions.md b/accessible-pairing-sessions.md index 9de2008..0d5c469 100644 --- a/accessible-pairing-sessions.md +++ b/accessible-pairing-sessions.md @@ -61,7 +61,7 @@ If this is the case, then: # Checklist: - [ ] Scheduling the pairing session - - [ ] Checking suitable time, length, and surroundings + - [ ] Checking suitable time, length and surroundings - [ ] Checking suitable assistive technology - [ ] Providing calendar invite information and structure of sessions - [ ] Determining if 1:1 or group session From 02fbbea96c9114ae0b587a2be9cbf5227505866f Mon Sep 17 00:00:00 2001 From: Parisa Tork <47482049+ParisaTork@users.noreply.github.com> Date: Mon, 29 May 2023 19:33:36 +0100 Subject: [PATCH 05/21] Update accessible-pairing-sessions.md --- accessible-pairing-sessions.md | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/accessible-pairing-sessions.md b/accessible-pairing-sessions.md index 0d5c469..a69677e 100644 --- a/accessible-pairing-sessions.md +++ b/accessible-pairing-sessions.md @@ -5,7 +5,7 @@ >In terms of language, I could use 'senior' and 'junior' instead of 'teacher' and 'student', but I believe it's beneficial to encourage people at similar levels to teach each other how to write software. ## Scheduling the pairing session -* Is the proposed time suitable for both the teacher and student? Do either of them have specific schedules due to caregiving responsibilities, gender-affirming care, disabilities, chronotypes, energy levels, etc? Are both parties in relatively good health, both emotionally and physically? Are either of them overloaded with work or meetings? +* Is the proposed time suitable for both the teacher and student? Do either of them have specific schedules due to caregiving responsibilities, gender-affirming care, disabilities, chronotypes, energy levels etc? Are both parties in relatively good health, both emotionally and physically? Are either of them overloaded with work or meetings? * How much time does each party need? Do they require extra time to learn or process information? Is there ample time for breaks? * Besides time, are both the teacher and student in suitable surroundings for the pairing session? This includes a lack of background noise, a reliable WiFi connection, etc. * Do both parties have all the assistive technology they need, e.g. a virtual overlay, or does this need to be provided? Do they have any workarounds for this? Are there noticeable patterns in either of them, which could help both parties obtain help they didn't know they needed? Could they try out assistive technologies in the session to see if anything proves beneficial? From 901d2e868f2cea6be3b9e7de4055f46e928ee6e3 Mon Sep 17 00:00:00 2001 From: Parisa Tork <47482049+ParisaTork@users.noreply.github.com> Date: Mon, 29 May 2023 19:37:52 +0100 Subject: [PATCH 06/21] Update accessible-pairing-sessions.md --- accessible-pairing-sessions.md | 16 ++++++++++------ 1 file changed, 10 insertions(+), 6 deletions(-) diff --git a/accessible-pairing-sessions.md b/accessible-pairing-sessions.md index a69677e..7cf57ee 100644 --- a/accessible-pairing-sessions.md +++ b/accessible-pairing-sessions.md @@ -1,5 +1,9 @@ # How to make pairing sessions more accessible: +## Table of Contents +* Detail +* Checklist + >It's always best to ask a person about their specific, individual requirements. However, many employees may not be open about this information for various reasons. Moreover, more staff members have accessibility requirements than you might think, so it's wise to assume that the person you're pairing with has some sort of accessibility requirement. >In terms of language, I could use 'senior' and 'junior' instead of 'teacher' and 'student', but I believe it's beneficial to encourage people at similar levels to teach each other how to write software. @@ -20,15 +24,15 @@ * **Why**: This is particularly important for people with disabilities, individuals for whom English is a second language, or those who rely on closed captions for other reasons. * **Tip**: As the meeting host on Zoom, the teacher can click ‘Live Transcript’ and then ‘Enable Auto Transcription’. -## Preparing materials and questions in advance: +## Preparing materials and questions in advance * **For the teacher**: The teacher should try to provide the student with as much information as possible beforehand, e.g., steps that will be taken during the pairing session. This will allow the student to familiarise themselves with the steps on their own and ask the teacher learning questions during the pairing session itself. This information, whether in the form of a document or links to documentation, should be accessible e.g. readable by a screen reader, direct, uncomplicated language. * **For the student**: The student should try to prepare questions for the teacher in advance of the session. * **Why**: Compiling information benefits both the teacher and student, because it prompts them to think more carefully about what they are teaching/learning and provides them with material for further teaching/learning and documentation at a later date. -## Sensitive advice that optional prep is recommended: +## Sensitive advice that optional prep is recommended * When material is provided, the teacher should emphasise that reading the materials is optional and that there's no expectation to read the materials in advance. They can highlight the benefits of preparing before the pairing session, but should also be mindful that the individual may require flexibility due to responsibilities like caregiving or energy management. -## The pairing session itself: +## The pairing session itself * Communication - The teacher can ensure that they are communicating information at an appropriate technical level, speed and style. Where possible, language should be direct and uncomplicated. * Active learning - The teacher can ensure the student is engaged by asking them questions. * Check-ins - The teacher can regularly check in to ensure that the student has the opportunity to ask questions. @@ -45,16 +49,16 @@ If this is the case, then: * If the teacher does not have time or is taking leave, they should delegate this task to someone else e.g. a developer they know is familiar with the task, the student’s mentor (if they don’t have one, they should be signed up to a mentorship or mini-mentorship scheme) or ask for someone of the student’s choice. * **N.B.** This should also be arranged in cases when questioning was planned, but disrupted in some way. -## Summary/Further Resources: +## Summary/Further Resources * The teacher should aim to provide a summary of the key points of the pairing sessions through a preferred communication channel e.g. chat (ideally immediately) afterwards. They can also provide additional resources that the student might find helpful. This is a two-way thing, so the student should also feel encouraged to provide the teacher with any resources they find useful on the topic. -## Success-measuring: +## Success-measuring * The teacher and student should decide how success will be evaluated from the sessions: * Is it by the completion of the pull request / code review? * Is it by the teacher verbally quizzing the student at the end of the session on the key points or at a later date? * Is it by asking the student to write flashcards about the pairing session afterwards? -## Opportunities to improve documentation and working processes: +## Opportunities to improve documentation and working processes * Are there opportunities to improve documentation? * Can working processes be improved? * Is there room to improve inclusivity? Has the pairing session prompted more questions about the software's accessibility and how it may affect users? If so, do any actions need to be taken to address this? From 244f8143d50ba92fbc0e29b1e2ba9e3267332fae Mon Sep 17 00:00:00 2001 From: Parisa Tork <47482049+ParisaTork@users.noreply.github.com> Date: Mon, 29 May 2023 19:38:11 +0100 Subject: [PATCH 07/21] Update accessible-pairing-sessions.md --- accessible-pairing-sessions.md | 2 ++ 1 file changed, 2 insertions(+) diff --git a/accessible-pairing-sessions.md b/accessible-pairing-sessions.md index 7cf57ee..4e7ef3b 100644 --- a/accessible-pairing-sessions.md +++ b/accessible-pairing-sessions.md @@ -4,6 +4,8 @@ * Detail * Checklist +## Detail + >It's always best to ask a person about their specific, individual requirements. However, many employees may not be open about this information for various reasons. Moreover, more staff members have accessibility requirements than you might think, so it's wise to assume that the person you're pairing with has some sort of accessibility requirement. >In terms of language, I could use 'senior' and 'junior' instead of 'teacher' and 'student', but I believe it's beneficial to encourage people at similar levels to teach each other how to write software. From 98fa111dbdb51ea70e806c3440fa29e5bc347682 Mon Sep 17 00:00:00 2001 From: Parisa Tork <47482049+ParisaTork@users.noreply.github.com> Date: Mon, 29 May 2023 19:38:53 +0100 Subject: [PATCH 08/21] Update accessible-pairing-sessions.md --- accessible-pairing-sessions.md | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/accessible-pairing-sessions.md b/accessible-pairing-sessions.md index 4e7ef3b..663c266 100644 --- a/accessible-pairing-sessions.md +++ b/accessible-pairing-sessions.md @@ -65,7 +65,7 @@ If this is the case, then: * Can working processes be improved? * Is there room to improve inclusivity? Has the pairing session prompted more questions about the software's accessibility and how it may affect users? If so, do any actions need to be taken to address this? -# Checklist: +## Checklist - [ ] Scheduling the pairing session - [ ] Checking suitable time, length and surroundings - [ ] Checking suitable assistive technology From dda16414262b6bf59db586b99013cca4422f3ffc Mon Sep 17 00:00:00 2001 From: Parisa Tork <47482049+ParisaTork@users.noreply.github.com> Date: Mon, 29 May 2023 19:43:56 +0100 Subject: [PATCH 09/21] Update accessible-pairing-sessions.md --- accessible-pairing-sessions.md | 48 +++++++++++++++++----------------- 1 file changed, 24 insertions(+), 24 deletions(-) diff --git a/accessible-pairing-sessions.md b/accessible-pairing-sessions.md index 663c266..1c44cf9 100644 --- a/accessible-pairing-sessions.md +++ b/accessible-pairing-sessions.md @@ -11,15 +11,15 @@ >In terms of language, I could use 'senior' and 'junior' instead of 'teacher' and 'student', but I believe it's beneficial to encourage people at similar levels to teach each other how to write software. ## Scheduling the pairing session -* Is the proposed time suitable for both the teacher and student? Do either of them have specific schedules due to caregiving responsibilities, gender-affirming care, disabilities, chronotypes, energy levels etc? Are both parties in relatively good health, both emotionally and physically? Are either of them overloaded with work or meetings? -* How much time does each party need? Do they require extra time to learn or process information? Is there ample time for breaks? -* Besides time, are both the teacher and student in suitable surroundings for the pairing session? This includes a lack of background noise, a reliable WiFi connection, etc. -* Do both parties have all the assistive technology they need, e.g. a virtual overlay, or does this need to be provided? Do they have any workarounds for this? Are there noticeable patterns in either of them, which could help both parties obtain help they didn't know they needed? Could they try out assistive technologies in the session to see if anything proves beneficial? -* Does the calendar invite contain information about what will be covered in the pairing session for future reference? Are there clear goals for the session? Could these goals be divided into smaller sessions instead of one large session? -* How many people need to be present? A 1:1 session would allow for a more in-depth exploration of the material, while a larger group might promote knowledge sharing and a greater variety of questions. -* Will there be a recording or transcription for the meeting? -* Which meeting software will be used (see also below)? -* Is there time for a follow-up session if the student wants to ask more questions? Or would it be better for them to pair with someone else to provide this opportunity at a later date? +* **Time** - Is the proposed time suitable for both the teacher and student? Do either of them have specific schedules due to caregiving responsibilities, gender-affirming care, disabilities, chronotypes, energy levels etc? Are both parties in relatively good health, both emotionally and physically? Are either of them overloaded with work or meetings? +* **Length of time** - How much time does each party need? Do they require extra time to learn or process information? Is there ample time for breaks? +* **Surroundings** - Besides time, are both the teacher and student in suitable surroundings for the pairing session? This includes a lack of background noise, a reliable WiFi connection, etc. +* **Assistive Technologies** - Do both parties have all the assistive technology they need, e.g. a virtual overlay, or does this need to be provided? Do they have any workarounds for this? Are there noticeable patterns in either of them, which could help both parties obtain help they didn't know they needed? Could they try out assistive technologies in the session to see if anything proves beneficial? +* **Calendar invites** - Does the calendar invite contain information about what will be covered in the pairing session for future reference? Are there clear goals for the session? Could these goals be divided into smaller sessions instead of one large session? +* **Number of people** - How many people need to be present? A 1:1 session would allow for a more in-depth exploration of the material, while a larger group might promote knowledge sharing and a greater variety of questions. +* **Recording/Transcription** - Will there be a recording or transcription for the meeting? +* **Meeting software** - Which meeting software will be used (see also below)? +* **Follow-up sessions** - Is there time for a follow-up session if the student wants to ask more questions? Or would it be better for them to pair with someone else to provide this opportunity at a later date? ## Consider the meeting software (video conferencing) * Google Meet's closed captions are subpar, so the teacher might consider hosting the pairing session using Zoom or another superior alternative instead. @@ -35,20 +35,20 @@ * When material is provided, the teacher should emphasise that reading the materials is optional and that there's no expectation to read the materials in advance. They can highlight the benefits of preparing before the pairing session, but should also be mindful that the individual may require flexibility due to responsibilities like caregiving or energy management. ## The pairing session itself -* Communication - The teacher can ensure that they are communicating information at an appropriate technical level, speed and style. Where possible, language should be direct and uncomplicated. -* Active learning - The teacher can ensure the student is engaged by asking them questions. -* Check-ins - The teacher can regularly check in to ensure that the student has the opportunity to ask questions. -* Breaks - The teacher and student can aim to have a break in the middle of the session by default and ask one another if they need additional breaks. They should both feel free to take impromptu breaks as needed. +* **Communication** - The teacher can ensure that they are communicating information at an appropriate technical level, speed and style. Where possible, language should be direct and uncomplicated. +* **Active learning** - The teacher can ensure the student is engaged by asking them questions. +* **Check-ins** - The teacher can regularly check in to ensure that the student has the opportunity to ask questions. +* **Breaks** - The teacher and student can aim to have a break in the middle of the session by default and ask one another if they need additional breaks. They should both feel free to take impromptu breaks as needed. Sometimes it might not be practical to ask questions: -* The questions would derail the session. -* There are multiple participants in the session. -* The pairing sessions involves a task that needs to be completed in a short time-frame. +* **Derailing** - The questions would derail the session. +* **Too many people** - There are multiple participants in the session. +* **Deadlines** - The pairing sessions involves a task that needs to be completed in a short time-frame. * N.B. This is why considering the structure of the pairing sessions beforehand is so important. If this is the case, then: -* The teacher should try to schedule a 1:1, where the student has the opportunity to ask questions. -* If the teacher does not have time or is taking leave, they should delegate this task to someone else e.g. a developer they know is familiar with the task, the student’s mentor (if they don’t have one, they should be signed up to a mentorship or mini-mentorship scheme) or ask for someone of the student’s choice. +* **1:1s** - The teacher should try to schedule a 1:1, where the student has the opportunity to ask questions. +* **Delegation** - If the teacher does not have time or is taking leave, they should delegate this task to someone else e.g. a developer they know is familiar with the task, the student’s mentor (if they don’t have one, they should be signed up to a mentorship or mini-mentorship scheme) or ask for someone of the student’s choice. * **N.B.** This should also be arranged in cases when questioning was planned, but disrupted in some way. ## Summary/Further Resources @@ -56,14 +56,14 @@ If this is the case, then: ## Success-measuring * The teacher and student should decide how success will be evaluated from the sessions: - * Is it by the completion of the pull request / code review? - * Is it by the teacher verbally quizzing the student at the end of the session on the key points or at a later date? - * Is it by asking the student to write flashcards about the pairing session afterwards? + * **Completion of task** - Is it by the completion of the pull request / code review? + * **Quizzing** - Is it by the teacher verbally quizzing the student at the end of the session on the key points or at a later date? + * **Documenting** Is it by asking the student to write documentation or flashcards about the pairing session afterwards? ## Opportunities to improve documentation and working processes -* Are there opportunities to improve documentation? -* Can working processes be improved? -* Is there room to improve inclusivity? Has the pairing session prompted more questions about the software's accessibility and how it may affect users? If so, do any actions need to be taken to address this? +* **Documentation** - Are there opportunities to improve documentation? +* **Working practices** - Can working processes be improved? +* **Inclusivity/accessibility** - Is there room to improve inclusivity? Has the pairing session prompted more questions about the software's accessibility and how it may affect users? If so, do any actions need to be taken to address this? ## Checklist - [ ] Scheduling the pairing session From 6617c9c6526d843ed9c17d60068957ee342d118e Mon Sep 17 00:00:00 2001 From: Parisa Tork <47482049+ParisaTork@users.noreply.github.com> Date: Mon, 29 May 2023 19:44:39 +0100 Subject: [PATCH 10/21] Update accessible-pairing-sessions.md --- accessible-pairing-sessions.md | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/accessible-pairing-sessions.md b/accessible-pairing-sessions.md index 1c44cf9..82273d2 100644 --- a/accessible-pairing-sessions.md +++ b/accessible-pairing-sessions.md @@ -14,7 +14,7 @@ * **Time** - Is the proposed time suitable for both the teacher and student? Do either of them have specific schedules due to caregiving responsibilities, gender-affirming care, disabilities, chronotypes, energy levels etc? Are both parties in relatively good health, both emotionally and physically? Are either of them overloaded with work or meetings? * **Length of time** - How much time does each party need? Do they require extra time to learn or process information? Is there ample time for breaks? * **Surroundings** - Besides time, are both the teacher and student in suitable surroundings for the pairing session? This includes a lack of background noise, a reliable WiFi connection, etc. -* **Assistive Technologies** - Do both parties have all the assistive technology they need, e.g. a virtual overlay, or does this need to be provided? Do they have any workarounds for this? Are there noticeable patterns in either of them, which could help both parties obtain help they didn't know they needed? Could they try out assistive technologies in the session to see if anything proves beneficial? +* **Assistive technologies** - Do both parties have all the assistive technology they need, e.g. a virtual overlay, or does this need to be provided? Do they have any workarounds for this? Are there noticeable patterns in either of them, which could help both parties obtain help they didn't know they needed? Could they try out assistive technologies in the session to see if anything proves beneficial? * **Calendar invites** - Does the calendar invite contain information about what will be covered in the pairing session for future reference? Are there clear goals for the session? Could these goals be divided into smaller sessions instead of one large session? * **Number of people** - How many people need to be present? A 1:1 session would allow for a more in-depth exploration of the material, while a larger group might promote knowledge sharing and a greater variety of questions. * **Recording/Transcription** - Will there be a recording or transcription for the meeting? From 7342f0686f576e7b9160d8b781e9fbfb0533dc2e Mon Sep 17 00:00:00 2001 From: Parisa Tork <47482049+ParisaTork@users.noreply.github.com> Date: Mon, 29 May 2023 19:45:45 +0100 Subject: [PATCH 11/21] Update accessible-pairing-sessions.md --- accessible-pairing-sessions.md | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/accessible-pairing-sessions.md b/accessible-pairing-sessions.md index 82273d2..a635b94 100644 --- a/accessible-pairing-sessions.md +++ b/accessible-pairing-sessions.md @@ -44,7 +44,7 @@ Sometimes it might not be practical to ask questions: * **Derailing** - The questions would derail the session. * **Too many people** - There are multiple participants in the session. * **Deadlines** - The pairing sessions involves a task that needs to be completed in a short time-frame. -* N.B. This is why considering the structure of the pairing sessions beforehand is so important. +* **N.B.** This is why considering the structure of the pairing sessions beforehand is so important. If this is the case, then: * **1:1s** - The teacher should try to schedule a 1:1, where the student has the opportunity to ask questions. From c8f93f7ecebbe38140de8b66d9bda540e4ff5fc4 Mon Sep 17 00:00:00 2001 From: Parisa Tork <47482049+ParisaTork@users.noreply.github.com> Date: Mon, 29 May 2023 19:46:57 +0100 Subject: [PATCH 12/21] Update accessible-pairing-sessions.md --- accessible-pairing-sessions.md | 3 ++- 1 file changed, 2 insertions(+), 1 deletion(-) diff --git a/accessible-pairing-sessions.md b/accessible-pairing-sessions.md index a635b94..d6b8254 100644 --- a/accessible-pairing-sessions.md +++ b/accessible-pairing-sessions.md @@ -52,7 +52,8 @@ If this is the case, then: * **N.B.** This should also be arranged in cases when questioning was planned, but disrupted in some way. ## Summary/Further Resources -* The teacher should aim to provide a summary of the key points of the pairing sessions through a preferred communication channel e.g. chat (ideally immediately) afterwards. They can also provide additional resources that the student might find helpful. This is a two-way thing, so the student should also feel encouraged to provide the teacher with any resources they find useful on the topic. +* **For the teacher**: The teacher should aim to provide a summary of the key points of the pairing sessions through a preferred communication channel e.g. chat (ideally immediately) afterwards. They can also provide additional resources that the student might find helpful. +* **For the student**: The student should also feel encouraged to give a summary of the session and provide the teacher with any resources they find useful on the topic. ## Success-measuring * The teacher and student should decide how success will be evaluated from the sessions: From de13356f1402b748812bb4ae24e8d351105d8089 Mon Sep 17 00:00:00 2001 From: Parisa Tork <47482049+ParisaTork@users.noreply.github.com> Date: Mon, 29 May 2023 19:55:21 +0100 Subject: [PATCH 13/21] Update accessible-pairing-sessions.md --- accessible-pairing-sessions.md | 3 ++- 1 file changed, 2 insertions(+), 1 deletion(-) diff --git a/accessible-pairing-sessions.md b/accessible-pairing-sessions.md index d6b8254..802725c 100644 --- a/accessible-pairing-sessions.md +++ b/accessible-pairing-sessions.md @@ -13,6 +13,7 @@ ## Scheduling the pairing session * **Time** - Is the proposed time suitable for both the teacher and student? Do either of them have specific schedules due to caregiving responsibilities, gender-affirming care, disabilities, chronotypes, energy levels etc? Are both parties in relatively good health, both emotionally and physically? Are either of them overloaded with work or meetings? * **Length of time** - How much time does each party need? Do they require extra time to learn or process information? Is there ample time for breaks? +* **Necessity** - Is the pairing session necessary / desired? Is pairing the ideal format for providing this information or would another format be preferred e.g. async? * **Surroundings** - Besides time, are both the teacher and student in suitable surroundings for the pairing session? This includes a lack of background noise, a reliable WiFi connection, etc. * **Assistive technologies** - Do both parties have all the assistive technology they need, e.g. a virtual overlay, or does this need to be provided? Do they have any workarounds for this? Are there noticeable patterns in either of them, which could help both parties obtain help they didn't know they needed? Could they try out assistive technologies in the session to see if anything proves beneficial? * **Calendar invites** - Does the calendar invite contain information about what will be covered in the pairing session for future reference? Are there clear goals for the session? Could these goals be divided into smaller sessions instead of one large session? @@ -68,7 +69,7 @@ If this is the case, then: ## Checklist - [ ] Scheduling the pairing session - - [ ] Checking suitable time, length and surroundings + - [ ] Checking suitable time, length, necessity and surroundings - [ ] Checking suitable assistive technology - [ ] Providing calendar invite information and structure of sessions - [ ] Determining if 1:1 or group session From f271702f28d816dfacadae7ab1dac0e13666dff3 Mon Sep 17 00:00:00 2001 From: Parisa Tork <47482049+ParisaTork@users.noreply.github.com> Date: Mon, 29 May 2023 19:57:32 +0100 Subject: [PATCH 14/21] Update accessible-pairing-sessions.md --- accessible-pairing-sessions.md | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/accessible-pairing-sessions.md b/accessible-pairing-sessions.md index 802725c..84655b3 100644 --- a/accessible-pairing-sessions.md +++ b/accessible-pairing-sessions.md @@ -14,7 +14,7 @@ * **Time** - Is the proposed time suitable for both the teacher and student? Do either of them have specific schedules due to caregiving responsibilities, gender-affirming care, disabilities, chronotypes, energy levels etc? Are both parties in relatively good health, both emotionally and physically? Are either of them overloaded with work or meetings? * **Length of time** - How much time does each party need? Do they require extra time to learn or process information? Is there ample time for breaks? * **Necessity** - Is the pairing session necessary / desired? Is pairing the ideal format for providing this information or would another format be preferred e.g. async? -* **Surroundings** - Besides time, are both the teacher and student in suitable surroundings for the pairing session? This includes a lack of background noise, a reliable WiFi connection, etc. +* **Surroundings** - Besides time, are both the teacher and student in suitable surroundings for the pairing session? This includes a lack of background noise, a reliable WiFi connection etc. * **Assistive technologies** - Do both parties have all the assistive technology they need, e.g. a virtual overlay, or does this need to be provided? Do they have any workarounds for this? Are there noticeable patterns in either of them, which could help both parties obtain help they didn't know they needed? Could they try out assistive technologies in the session to see if anything proves beneficial? * **Calendar invites** - Does the calendar invite contain information about what will be covered in the pairing session for future reference? Are there clear goals for the session? Could these goals be divided into smaller sessions instead of one large session? * **Number of people** - How many people need to be present? A 1:1 session would allow for a more in-depth exploration of the material, while a larger group might promote knowledge sharing and a greater variety of questions. From ff4de4c798bc8aeb643e8b00e1e3349df3cdbe26 Mon Sep 17 00:00:00 2001 From: Parisa Tork <47482049+ParisaTork@users.noreply.github.com> Date: Mon, 29 May 2023 20:06:52 +0100 Subject: [PATCH 15/21] Update accessible-pairing-sessions.md --- accessible-pairing-sessions.md | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/accessible-pairing-sessions.md b/accessible-pairing-sessions.md index 84655b3..b452e79 100644 --- a/accessible-pairing-sessions.md +++ b/accessible-pairing-sessions.md @@ -11,7 +11,7 @@ >In terms of language, I could use 'senior' and 'junior' instead of 'teacher' and 'student', but I believe it's beneficial to encourage people at similar levels to teach each other how to write software. ## Scheduling the pairing session -* **Time** - Is the proposed time suitable for both the teacher and student? Do either of them have specific schedules due to caregiving responsibilities, gender-affirming care, disabilities, chronotypes, energy levels etc? Are both parties in relatively good health, both emotionally and physically? Are either of them overloaded with work or meetings? +* **Time** - Is the proposed time suitable for both the teacher and student? Do either of them have specific schedules due to caregiving responsibilities, gender-affirming care, disabilities, chronotypes (sleep-wake cycles), energy levels etc? Are both parties in relatively good health, both emotionally and physically? Are either of them overloaded with work or meetings? * **Length of time** - How much time does each party need? Do they require extra time to learn or process information? Is there ample time for breaks? * **Necessity** - Is the pairing session necessary / desired? Is pairing the ideal format for providing this information or would another format be preferred e.g. async? * **Surroundings** - Besides time, are both the teacher and student in suitable surroundings for the pairing session? This includes a lack of background noise, a reliable WiFi connection etc. From 5c631ef4b6c50ba2f97af678deb76c7f6f6d2005 Mon Sep 17 00:00:00 2001 From: Parisa Tork <47482049+ParisaTork@users.noreply.github.com> Date: Mon, 29 May 2023 20:07:39 +0100 Subject: [PATCH 16/21] Update accessible-pairing-sessions.md --- accessible-pairing-sessions.md | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/accessible-pairing-sessions.md b/accessible-pairing-sessions.md index b452e79..c6e5553 100644 --- a/accessible-pairing-sessions.md +++ b/accessible-pairing-sessions.md @@ -11,7 +11,7 @@ >In terms of language, I could use 'senior' and 'junior' instead of 'teacher' and 'student', but I believe it's beneficial to encourage people at similar levels to teach each other how to write software. ## Scheduling the pairing session -* **Time** - Is the proposed time suitable for both the teacher and student? Do either of them have specific schedules due to caregiving responsibilities, gender-affirming care, disabilities, chronotypes (sleep-wake cycles), energy levels etc? Are both parties in relatively good health, both emotionally and physically? Are either of them overloaded with work or meetings? +* **Time** - Is the proposed time suitable for both the teacher and student? Do either of them have specific schedules due to caregiving responsibilities, gender-affirming care, disabilities, chronotypes (sleep-wake cycles), energy levels etc? Are both parties in relatively good health for them, both emotionally and physically? Are either of them overloaded with work or meetings? * **Length of time** - How much time does each party need? Do they require extra time to learn or process information? Is there ample time for breaks? * **Necessity** - Is the pairing session necessary / desired? Is pairing the ideal format for providing this information or would another format be preferred e.g. async? * **Surroundings** - Besides time, are both the teacher and student in suitable surroundings for the pairing session? This includes a lack of background noise, a reliable WiFi connection etc. From 447b573a6fe74d88a9472f1e1f2727d9013ff8d6 Mon Sep 17 00:00:00 2001 From: Parisa Tork <47482049+ParisaTork@users.noreply.github.com> Date: Mon, 29 May 2023 20:11:03 +0100 Subject: [PATCH 17/21] Update accessible-pairing-sessions.md --- accessible-pairing-sessions.md | 6 +++--- 1 file changed, 3 insertions(+), 3 deletions(-) diff --git a/accessible-pairing-sessions.md b/accessible-pairing-sessions.md index c6e5553..e3b7e1c 100644 --- a/accessible-pairing-sessions.md +++ b/accessible-pairing-sessions.md @@ -1,8 +1,8 @@ # How to make pairing sessions more accessible: ## Table of Contents -* Detail -* Checklist +* [Detail](#detail) +* [Checklist](#checklist) ## Detail @@ -42,7 +42,7 @@ * **Breaks** - The teacher and student can aim to have a break in the middle of the session by default and ask one another if they need additional breaks. They should both feel free to take impromptu breaks as needed. Sometimes it might not be practical to ask questions: -* **Derailing** - The questions would derail the session. +* **Derailing** - The questions would derail (disrupt the original goal of) the session. * **Too many people** - There are multiple participants in the session. * **Deadlines** - The pairing sessions involves a task that needs to be completed in a short time-frame. * **N.B.** This is why considering the structure of the pairing sessions beforehand is so important. From dc8eb00723d95370fb81fa9badccf6bc7caa6477 Mon Sep 17 00:00:00 2001 From: Parisa Tork <47482049+ParisaTork@users.noreply.github.com> Date: Mon, 29 May 2023 20:14:29 +0100 Subject: [PATCH 18/21] Update accessible-pairing-sessions.md --- accessible-pairing-sessions.md | 3 ++- 1 file changed, 2 insertions(+), 1 deletion(-) diff --git a/accessible-pairing-sessions.md b/accessible-pairing-sessions.md index e3b7e1c..94a9259 100644 --- a/accessible-pairing-sessions.md +++ b/accessible-pairing-sessions.md @@ -60,7 +60,8 @@ If this is the case, then: * The teacher and student should decide how success will be evaluated from the sessions: * **Completion of task** - Is it by the completion of the pull request / code review? * **Quizzing** - Is it by the teacher verbally quizzing the student at the end of the session on the key points or at a later date? - * **Documenting** Is it by asking the student to write documentation or flashcards about the pairing session afterwards? + * **Documenting** - Is it by asking the student to write documentation or flashcards about the pairing session afterwards? + * **Feedback** - Can the teacher and the student provide each other feedback on the pairing session to see what went well and what could improve? ## Opportunities to improve documentation and working processes * **Documentation** - Are there opportunities to improve documentation? From 39216cf764e7bf1a26f09d74c5beba0b3f43e2f6 Mon Sep 17 00:00:00 2001 From: Parisa Tork <47482049+ParisaTork@users.noreply.github.com> Date: Fri, 23 Jun 2023 17:34:35 +0100 Subject: [PATCH 19/21] Rename accessible-pairing-sessions.md to accessible-inclusive-pairing-sessions.md --- ...airing-sessions.md => accessible-inclusive-pairing-sessions.md | 0 1 file changed, 0 insertions(+), 0 deletions(-) rename accessible-pairing-sessions.md => accessible-inclusive-pairing-sessions.md (100%) diff --git a/accessible-pairing-sessions.md b/accessible-inclusive-pairing-sessions.md similarity index 100% rename from accessible-pairing-sessions.md rename to accessible-inclusive-pairing-sessions.md From 5c89b624253b77b862ce2ef0d820da09b282193e Mon Sep 17 00:00:00 2001 From: Parisa Tork <47482049+ParisaTork@users.noreply.github.com> Date: Fri, 23 Jun 2023 17:34:59 +0100 Subject: [PATCH 20/21] Update accessible-inclusive-pairing-sessions.md --- accessible-inclusive-pairing-sessions.md | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/accessible-inclusive-pairing-sessions.md b/accessible-inclusive-pairing-sessions.md index 94a9259..9cef802 100644 --- a/accessible-inclusive-pairing-sessions.md +++ b/accessible-inclusive-pairing-sessions.md @@ -1,4 +1,4 @@ -# How to make pairing sessions more accessible: +# How to make pairing sessions more accessible and inclusive: ## Table of Contents * [Detail](#detail) From 8c515bdcadcb95f71def8704dbfdfff488fe02b6 Mon Sep 17 00:00:00 2001 From: Parisa Tork <47482049+ParisaTork@users.noreply.github.com> Date: Fri, 23 Jun 2023 19:39:28 +0100 Subject: [PATCH 21/21] Update accessible-inclusive-pairing-sessions.md --- accessible-inclusive-pairing-sessions.md | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/accessible-inclusive-pairing-sessions.md b/accessible-inclusive-pairing-sessions.md index 9cef802..dd1222f 100644 --- a/accessible-inclusive-pairing-sessions.md +++ b/accessible-inclusive-pairing-sessions.md @@ -17,7 +17,7 @@ * **Surroundings** - Besides time, are both the teacher and student in suitable surroundings for the pairing session? This includes a lack of background noise, a reliable WiFi connection etc. * **Assistive technologies** - Do both parties have all the assistive technology they need, e.g. a virtual overlay, or does this need to be provided? Do they have any workarounds for this? Are there noticeable patterns in either of them, which could help both parties obtain help they didn't know they needed? Could they try out assistive technologies in the session to see if anything proves beneficial? * **Calendar invites** - Does the calendar invite contain information about what will be covered in the pairing session for future reference? Are there clear goals for the session? Could these goals be divided into smaller sessions instead of one large session? -* **Number of people** - How many people need to be present? A 1:1 session would allow for a more in-depth exploration of the material, while a larger group might promote knowledge sharing and a greater variety of questions. +* **Number of people** - How many people need to be present? A 1:1 session would allow for a more in-depth exploration of the material, while a larger group might promote knowledge sharing and a greater variety of questions. N.B. Larger group discussion require more structure and time for signposting and summaries. * **Recording/Transcription** - Will there be a recording or transcription for the meeting? * **Meeting software** - Which meeting software will be used (see also below)? * **Follow-up sessions** - Is there time for a follow-up session if the student wants to ask more questions? Or would it be better for them to pair with someone else to provide this opportunity at a later date?