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Craig Spooner UDL/Professional Development Coordinator Instructional Designer Marla Roll Director, Assistive Technology Resource Center Assistant Professor, Occupational Therapy Department Co-Pi ACCESS Project

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Define captioning Two approaches: UDL vs. Legal Mandate Higher Ed Captioning models Occupational Therapys DIY approach Demo of DIY captioning process Lessons learned

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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.

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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

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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

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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

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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)

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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

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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)

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http://accessproject.colostate.edu/

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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

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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

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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

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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

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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.

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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

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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/

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Fears and concerns with captioning? Other success stories?

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Craig Spooner Craig.spooner@colostate.edu Craig.spooner@colostate.edu 491-0784 Marla Roll Marla.Roll@colostate.edu Marla.Roll@colostate.edu 491-2016