Accessible Video Captioning in Higher Ed and MOOCS

Campus Technology Conference

July 30, 2013

Agenda

Panel introduction

Katherine Berger Director of Disability Services, University of New Hampshire

Nicole Croy e-Learning Technologist, Regis University

Brett Paci Video Publication Manager, MIT OpenCourseWare

Video Accessibility Background

Captioning Process at Scale

Subtitles and Transcripts for YouTube

Discussion

University of New Hampshire

Video Accessibility BackgroundKatherine Berger

Accessibility Data

• More than 1 billion people have a disability

• 56.7 million report a disability in the U.S.

• 48 million (20%) in U.S. have some hearing loss

• 11% of postsecondary students report having a disability

• 45% of 1.6 million veterans seek disability

• 177,000+ veterans claimed hearing loss

Accessibility Laws

21st Century Communications & Video Accessibility Act (CVAA)• Applies to content that airs on TV and the Internet.

Section 504• Part of Rehabilitation Act of 1973• Anti-discrimination law

Section 508• Added to Rehabilitation Act in 1986• Applies to federal agencies and organizations

with federal subsidies

ADA• Updated in 2008 via ADAAA• For schools, same requirements as Section 504• Netflix lawsuit implications

Accessibility Laws

CVAA DeadlinesPhased In: All prerecorded programming that is not edited for Internet distribution

Phased In : Live & near-live programming originally broadcast on television.

Sep 30, 2013 : Prerecorded programming that is edited for Internet distribution.

Mar 30, 2014: Archival programming

Benefits of Captioning

• Accessible for deaf and hard of hearing

• For ESL viewers

• Flexibility to view anywhere, such as noisy environments or offices

• Search

• Reusability

• Navigation, better UX

• SEO/discoverability

• Used as source for translation

Regis University

Captioning Process at Scale

Nicole Croy

Department of Learning Design

Enterprise-Level Online & Blended Courses

475 Course Online

Roughly 60% include Video

http://www.regis.edu/regis.asp?sctn=facst&p1=cpsdld

We feel we have a duty to make ALL required course materials accessible

to ALL learners.

Resources for Captioning Requirements & Techniques

Web Content Accessibility Guidelines (WCAG 2.0)http://www.w3.org/TR/WCAG20/#media-equiv

Web Accessibility in Mind (WebAim)http://webaim.org/techniques/captions/

“An equivalent experience for all users.”

Latest Version

Tech-support Nightmare

Original Captioning Process

1 23

43-4 Days 5

6 7 8 9

12

8 hrs - 2 Days

3

4

Integrated Captioning Process

Mobile Ready

BONUS!

Increased Usability for ALL Learners

http://cpsdl2.regis.edu/kaltura_test/interactive_transcriptDEMO.html

MIT OpenCourseWare

Subtitles and Transcripts for YouTube

Brett Paci

Question: Describe the impact of the interactive video features on your viewing experience?Answer: 100% feel it ‘Enhances’ or ‘Significantly Enhances’ (50/50 split.)

“I liked the transcript on its own, but the ability to select a word within the transcript to start the video where I want is an outstanding feature. I have full, quick, easy control over the delivery of the lecture. Also, for review purposes, the ability to download the transcript, will allow me to highlight segments I would want to hear, see and read. I am then able to utilize a full range of senses in a manner that suits my needs...”

“Because I'm Italian, so it's easier for me to understand”

“Since I'm not an english is not my mother tongue, it helps me understand the class better. Also, it helps not to lose focus during the video.”

Siccome sei un bugiardo con te non gioco piu

"our fixed costs are rk bar"

Tu sei il padrone dello spazio

Είσαι στην κορυφή του παιχνιδιού

Brett Pacibpaci@mit.edu

Questions