Captioning Beyond Compliance Using the DECT Grant and AST To Deliver Effective Distance Learning Pat Brogan, Ph.D. [email protected] November 18, 2009.

Captioning Beyond Compliance

Using the DECT Grant and AST To Deliver Effective Distance Learning

Pat Brogan, [email protected] 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 deliveryStudents 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