Captioning Beyond Compliance Using the DECT Grant and AST To Deliver Effective Distance Learning Pat Brogan, Ph.D. pat@automaticsync.com November 18, 2009
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Captioning Beyond ComplianceUsing the DECT Grant and AST To Deliver Effective Distance Learning
Pat Brogan, Ph.D.pat@automaticsync.comNovember 18, 2009
Agenda Accessibility compliance Benefits of captioning beyond
compliance for distance ed Examples of uses of captions and
transcripts Captioning options, process and
workflow Evaluating the impact on learning Using the DECT Grant with AST
Automatic Sync Technologies Funded in part by DoE grant to evaluate
captioning automation Provides offline captioning in 40+ formats
and transcription as DECT-approved vendor under the CollegeBuys program
Extensively use automation to keep costs low AST price for DECT Grant lowest of all three
vendors by considerable amount Transcription services performed by
trained stenographers, not speech recognition
Available 24/7 via web interface
Pat Brogan, Ph.D. 25 years ed tech experience Worked on accessibility and elearning
(SCORM) initiatives Published “Standards” chapter in recently
released “The eLearning Handbook” Former adjunct faculty member Santa
Clara University Ph.D. research conducted on distance
learning Studies conducted on remedial math students
at DeAnza College and Dallas County Community College District
Federal Accessibility Mandates
ADA Section 504 “No otherwise qualified individual with
a disability in the United States... shall, solely by reason of her or his disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program, service or activity receiving Federal financial assistance or under any program or activity conducted by any Executive agency or by the United States Postal Service.”
Web-based communications for educational institutions are covered
http://www.hud.gov/offices/fheo/disabilities/504keys.cfm
ADA Section 508
1194.24 standards apply to: streaming media such as broadcast and cable signals, as well as online presentations must correctly receive and display closed captions
1194.24(c) & (d) & (e) "All training and informational video and multimedia productions must contain captions
CCC DE Accessibility Guidelines
All distance education resources must be designed to afford students with disabilities maximum opportunity to access distance education resources "anytime, anywhere" without the need for outside assistance (i.e. sign language interpreters, aides, etc.). Distance education resources must be designed to provide "built-in" accommodation where possible (i.e. closed captioning, descriptive narration) and/or interface design/content layout which is accessible to "industry standard" assistive computer technology in common use by persons with disabilities. Whenever possible, information should be provided in the alternative format preferred by the student Source: HTCTU http://www.htctu.net/publications/guidelines/distance_ed/disted.htm
California AB 386
Facilitates the approval for permission to caption non-captioned publishers’ materials AB 386 expands the definition of non-printed instructional materials to include “audiovisual works and digital media files” Public colleges and universities can create captioned versions of audiovisual works if a publisher does not respond to a written request within two weeks Information at: http://www.cccco.edu/Portals/4/GR/AB%20386%20Fact%20Sheet%20-Final.pdf AST can provide captioning
Reframing Captioning: Not Just For The Deaf
Critical for deaf and hard of hearing, beneficial for all
Undergradute freshmen disability type for students reporting one or more disability
17
16
15
40
7
3
9
0 10 20 30 40 50
Other
Partially sighted or blind
Health-related
Learning Disability
Orthopedic
Speech
Hearing
Percent
Note: Freshmen could report more than one disabilitySource: HEATH Resource Center, American Council on Education: 2001.
LD Students benefit from hearing and seeing words together
Disability Types of College Freshmen
CCC Challenges Attract and retain students Serve more with less $ Keep them on task and motivated Provide instruction and materials to suit
digital natives’ learning styles Ensure academic proficiency Marketing Continually rethink models of
instruction
Distance Ed For Community Colleges More Critical Now Than Ever Budget cuts mean fewer classes,
impact CCC students’ schedules Increasing cost of transportation-
students can’t afford gas Increasing preference for online
interaction Job and family considerations Reduced geographic barriers Economy impact: job retraining
Instruction Is Evolving Synchronous vs. asynchronous course delivery
Students prefer asynchronousUCSF offered live CourseStream classes to remote users, almost ALL preferred to
watch asynchronously Content is queen, context is king Any time, any place learning
So, How Do Captions and Transcripts Help? Address accessibility requirements Provide text to make content
discoverable and navigable which is essential for reuse
Provide a basis for foreign language translation
Provide content relevant to different learning styles
Provide study tools
Captions and Transcripts Uses in DE
Video instructionRecorded “learning objects”Podcasts/VODcastsArchived classesPublishers’ materialsBroadcast videoStudent generated contentDVDs
Students retain more if they are able to 'read ahead' and have more of the transcript visibleStudy at: http://www.sei.cmu.edu/publications/documents/09.reports/09tr005.html
Transcript Use Example
Transcript Use Example
Captions To Go
Captioned VODcast
18
Using Recorded Lectures For DE
Portals: iTunes/iTunesU
Portals:YouTube
Portals: Edustream
Searching can be performed at different levels: A specified directory, campus server or across the Internet
Video Search
Research on Benefits of Captions• Augmenting an auditory experience with captions more than
doubles the retention and comprehension levels.” Gary Robson, The Closed Captioning Handbook
• Adult students that used captioned video presentations progressed significantly better than those using traditional literacy techniques. Benjamin Michael Rogner, Adult Literacy: Captioned Videotapes and Word Recognition
• Dual Coding Theory postulates that both visual and verbal information are processed differently and along distinct channels with the human mind creating separate representations for information processed in each channel. Allan Paivio, University of Western Ontario
• Multi-Modal Learning: See It, Hear It, Do It, Master It. Use 2 or more senses to avoid sensory overload (Granström, House, & Karlsson 2002, Clark & Mayer 2003)
San Francisco State Study American Indian Studies Class, 2007 Instructional materials delivered randomly to
students- 50% got captioned videos, 50% did not
Students who watched captioned videos were more engaged, more responsive to questions about video, were able to make the connections to their lives better.
Students who received captioned video averaged 1 GPA increase over students not exposed to captions.
Source: http://ctfd.sfsu.edu/feature/and-captions-for-all.htm
Captioning With AST AST has negotiated pricing under the CollegeBuys program. This pricing
applies to both DECT grant-funded projects and non-DECT grant captioning projects
For eligible DECT grant captioning or transcription services: Option A: apply, get approval and have project direct billed to the grant Option B: Submit media to AST and apply for reimbursement upon completion
For non-DECT grant captioning and transcription, two options are available: Option A: Purchase under the CollegeBuys program by creating an account with
AST. You will be receive the negotiated rate and be billed directly Option B: Purchase under AST’s non-College Buys volume discount program (for
large projects or non-DECT work)
Options explained in detail at: http://www.automaticsync.com/caption/edu_ccc.htm
Evaluating The Impact Caption use studies are sparse, as are
tools to see who uses captions Encourage data-gathering: surveys
Who uses captions? Why? What impact did they have?
View system metrics: Did content usage increase?
Was the content more “discoverable”? Gather SEO data
Did the overall course metrics show improvements?
Applying For DECT Grant Ensure that media qualifies as Distance Ed
material Fill out an application agreement:
http://www.canyons.edu/Offices/Distance_Learning/Captioning/forms/forms.htm
Obtain a login account with Automatic Sync at: www.automaticsync.com/caption/signup_dect.php. You will need to fill in the project number assigned
to you by the DECT project office. You will receive instructions via email about
logging in and submitting media You project will be directly billed to the project
office
Using AST’s CaptionSync Create an account. If you have large volumes of files, AST-Link can
be enabled allowing you to FTP files in bulk. Logon at http://www.automaticsync.com Upload your media or transcript if captions-only are needed Specify service timeframe: 24 hour or 3 business days
If you provide a transcript captions are generated in minutes Receive caption files back via email or by downloading from AST’s
website Watch AST’s “How To” videos on integrating your captions with
different media types Your files are available anytime on your account. If you make edits
or need new formats, you can “redo” your files at no charge for 6 months from original submission date
Media PlayersYouTubeFlashiTunes/iPodsWindows MediaQuickTimeReal
EncoreDVD Studio ProSonicDVDLab ProSony DVD ArchitectMicroDVD
DVD
Google VideoAST SearchPixtronBrowsable TranscriptsReel Surfer
Search DataEcho360/ApresoPanoptoMediaSiteTegrityOoyala
Content Systems
More than 40 different outputs. Pick and choose.
Broadcast/Videotape
CPCCheetahRapidTextMPEGAVID
Caption Output Types Supported by AST
http://www.automaticsync.com/caption/results_faq.htm
Advanced Features Video search Browsable transcripts: HTML transcript
which allows searching at the word level and launching audio and video from the word
Word level captioning: Karaoke-style captioning for foreign language, music and classes where word-level emphasis is needed
Lecture Capture System Integration-Echo360, Mediasite and Panopto
SF State Study: http://ctfd.sfsu.edu/feature/and-captions-for-all.htm
AST DECT project Website: http://www.automaticsync.com/caption/edu_ccc.htm
DECT Site: http://www.canyons.edu/captioning
“How-to” videos at: http://www.automaticsync.com/help
Result types and what they are used for: http://www.automaticsync.com/caption/results_faq.htm
In-depth presentation on different ways to caption: http://easi.cc/archive/caption/caption-webinar.htm
Resources
Thank you for your attention
The end goal
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