Craig Spooner UDL/Professional Development Coordinator Instructional Designer Marla Roll Director,...
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Video Captioning: Lessons Learned Implementing a Do-It-Yourself Approach PDI - 2012 Craig Spooner UDL/Professional Development Coordinator Instructional Designer Marla Roll Director, Assistive Technology Resource Center Assistant Professor, Occupational Therapy Department Co-Pi – ACCESS Project
Craig Spooner UDL/Professional Development Coordinator Instructional Designer Marla Roll Director, Assistive Technology Resource Center Assistant Professor,
Craig Spooner UDL/Professional Development Coordinator
Instructional Designer Marla Roll Director, Assistive Technology
Resource Center Assistant Professor, Occupational Therapy
Department Co-Pi ACCESS Project
Slide 2
Define captioning Two approaches: UDL vs. Legal Mandate Higher
Ed Captioning models Occupational Therapys DIY approach Demo of DIY
captioning process Lessons learned
Slide 3
Captions are on-screen text descriptions that display a video
product's dialogue, identify speakers, and describes other relevant
information. Captions are synchronized with the video image so that
viewers have equivalent access to the content that is originally
presented in sound.
Slide 4
Americans with Disabilities Act Section 504 & 508 of the
Rehabilitation Act AIM Commission recommendations
http://www.ed.gov/news/press-releases/aim-commission-releases-report-disparities-
postsecondary-learning-material-stude
http://www.ed.gov/news/press-releases/aim-commission-releases-report-disparities-
postsecondary-learning-material-stude Chafee Amendment (related to
US Copyright Law) http://www.bookshare.org/_/aboutUs/legal/chafee
Amendment http://www.bookshare.org/_/aboutUs/legal/chafee
Amendment
Slide 5
Anticipating student diversity and diverse learning needs:
Disabilities (hard of hearing, deaf, deaf with visual impairment,
learning disabilities) Students watching video in noisy
environments English as a second language Learning styles Supplying
information in multiple ways, providing options Removing barriers
from the learning environment
Slide 6
Legal Mandates Speak to hearing impairments UDL approach Speaks
to diverse types of learners Benefits many students beyond those
with hearing impairments More timely access; equivalence Proactive
vs. Reactive We see it as part of our land-grant mission
Slide 7
Disability services office on-demand, hopefully in time
In-house, fee-based, centralized service Complete outsourcing Mixed
model (some of the work outsourced) DIY (the yourself may be
individual faculty or their departments)
Slide 8
Lots of existing uncaptioned videos, made in- house, mostly in
DVD format Use captioning tools built into Camtasia Studio Convert
all videos to MP4 Use guidelines developed by Caption Key Save
captioned video in MP4 format
Slide 9
DVD, digital video file 1.Identify the source of the video
Copyright ownership Format: DVD, digital file 2.Convert the video
to common format Software tool: Handbreak Output format: MP4
3.Transcribe the video Using Microsoft Word or Camtasia Studio
4.Create captions in Camtasia Studio Synchronize transcript with
video 5.Save the captioned video YouTube 1.Seek permission 2.Supply
transcript (optional)
Slide 10
http://accessproject.colostate.edu/
Slide 11
Lecture capture system Echo 360, MediaSite, Panopto, others
Post URLs in RamCT, not large media files YouTube Local file
storage (flash drive, hard drives) Network drives Media
archive
Slide 12
DIY has become more feasible in recent years Captioning tools
built into common software like Camtasia Studio and Adobe Captivate
Moral obligation to walk our talk: Anticipating diverse learning
needs, benefits to broad range of learners OT department gave
higher priority to this initiative because of needs of incoming
students Test the feasibility of this approach
Slide 13
12 full time faculty 90 graduate students Curriculum relies on
lots of video for instruction UDL (including captioning) fits with
OTs philosophy of equal access and participation; inclusive
environments *The OT Department: Ranked by U.S. News & World
Report among the Top 10 occupational therapy programs in the nation
Program of Research and Scholarly Excellence for 12 consecutive
years The Colorado Commission of Higher Education has designated us
a Program of Excellence
Slide 14
Hired dedicated TA (10 hrs/week) Set up dedicated workstation
w/ relevant tools Staff person point person responsible for
receiving content from faculty and tracking completion Tech support
go-to for TA 2-week turnaround, 1 week for urgent requests
Slide 15
Use of TA deemed essential Amount of old, analog video (VHS
tapes) that need to be digitized was shocking! Variety of video
sources (commercially produced DVD, home-made DVD, VHS tapes)
Issues remain around use of YouTube due to delay in obtaining
copyright permission. Process may stifle spontaneous use of media.
Requires planning ahead - hard with new courses.
Slide 16
Did not anticipate need for digitizing VHS Camtasia Studio for
Mac was less capable than PC version. Favored creating transcript
in Camtasia vs. Word Handbrake was unable to read chapters on
department made DVDs. Favorite part of process: creating captions
in Camtasia Biggest frustration: unfamiliar terminology and poor
audio quality Process can become monotonous, tedious Steep learning
curve, BUT getting more efficient and enjoyable Caption Key is
limited guidelines do not address all scenarios One TA could train
another Would have liked more formal training in the beginning Felt
the work was important
Slide 17
Our captioning process was made possible under this DOE grant
final year of a 4 year project. Tutorial offerings:
http://accessproject.colostate.edu/udl/http://accessproject.colostate.edu/udl/
Slide 18
Fears and concerns with captioning? Other success stories?