Open ed pres_2012_paci

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  • Wore this business school shirt to try and create Moire (mwah-ray) patterns in the video of this presentation, but I guess there is no video? (except for my little flip-cam.)
  • I’ve worked for MIT OpenCourseWare for a long time now, previously in intellectual property. But one day, back in February of this year I decided I needed more stress in my life…
  • So I took a position as Video Publication Manager for MITOpenCourseWare, and I thought my journey of the last several months was a good way introduce you to the universe of transcripts and subtitles (This is a technique used byAkira Kurosawa in The Hidden Fortress, and then by George Lucas in Star Wars of telling the story from the perspective of the film's lowliest characters, C-3PO and R2-D2. So as Vid Pub Man I’m responsible for arranging video capture…
  • (courses, recitations (help sessions), interviews w/course faculty), as well as…
  • Getting people review copies of the videos to create edit notes which go to video editors… and then we get the edited videos back to publish…
  • … on various distribution channels, such as YouTube, iTunesU, Internet Archive, and MORE!! But then another process starts: process of transcribing and subtitling our videos.
  • Difference between subtitles and captions… as it turns out, its confusing. Typically: Captioning, is more commonly used as a service to aid deaf and hearing-impaired audiences. They are more adaptable to live broadcasts (and you’ve if you’ve seen them, you know the quality is not great.) Subtitling is often used for translation into another languages (but not limited to other languages,) and usually appear at the bottom of the screen. So while what we do has some aspects of Captioning, it more closely resembles Subtitling, thought the company that PRODUCES these for us refers to it as captioning. For the sake of this discussion, we’ll call them subtitles. So how do we get our videos transcribed and subtitled?
  • Send to 3PlayMedia.com (upload a video file, or just a link.) <full disclosure slide?> They use a little transcription cocktail consisting of speech recognition software and actual human beings working remotely; and they get the videos approx 90% accurate. Our choice has been to get it as close as poss to 100%, and that requires that someone (a SME) review the videos. Who are these SMEs? Typically MIT students do this, work thru MIT’s Student Financial Services (SFS), modest pay, but not taxed. And they can work whenever, wherever they want. Drawback, much like my scalp, they tend to flake-out during the hot summer months. The benefit, familiarity with the source material (and reviewing it benefits them,) and sometimes we even find students who were actually IN THAT CLASS when it was recorded, so when transcript says “inaudible” they fill in blanks, from memory, if you can believe that. (and when we say 90% accurate, its mostly just the parts that are tough to understand for anyone, as well as some complex terms and, of course, type-o’s. But for SMEs we also use…
  • Full disclosure, CJ “Commodore” Johnson is an MIT alum, an OCW alum, and a personal friend, but I am certainly not here to give them free publicity. He’s gonna have to pay me.
  • (there’s a good joke about “The Real Heros” and “Teachers” if you’re a Norm MacDonald fan.) But yes, there are actually people out there who have some free time, and are not only willing to review and correct transcripts, but enjoy it (and no doubt learn from or reinforce their knowledge by doing this.)
  • In fact just yesterday I got an email from one such heroine, apparently I wasn’t keeping her busy enough < read it? >. So as you can see, complex, time-consuming and expensive process… why do we do it?
  • Netflix is having their video library transcribed and captioned, but of course we know why they’re doing it…
  • Their being sued. In the OER world, however, we’re not about waiting for the government to force us to make our materials more accessible. That’s not how OERs role…
  • We do it for L.O.V.E., as Gardner put it yesterday. And yes, the hearing impaired are one clear audience to benefit from transcribing and subtitle/captioning materials (and that’s huge, but you probably already know that.) But there’s another important group as well, probably a much bigger group: non-native english speakers. I’ll try to put you in their shoes, if you’re not already in them…
  • Imagine you’re attempting to learn some difficult subject matter like nuclear science and engineering. Hard enough, right?
  • But now you’ve got this second mountain to climb, which is the language. Providing transcripts and subtitles helps mitigate that second layer of difficulty…
  • And you could end up helping non-native english speakers bypass that second leg altogether, because transcripts can also facilitate translation into the MOTHER TONGUE of those users. Potentially…We’re actually testing something out right now in conjunction with 3PlayMedia
  • A video plugin (or set of plug-ins) that include the subtitles, of course, an interactive scrolling transcript (and what I mean by that is the blue highlight follows along with the speaker AND conversely, wherever you are in the transcript, when you click on a word you jump to that spot in the video (you’ve probably seen this sort of thing elsewhere.) But this becomes even more useful when you add in search functionality (search this video and this course.) And when you search for a word, a marker will appear in video timeline at every instance of that keyword. So, what good is this, really?
  • We created a survey for people who test out this “video plug-in suite,” Asking them to “Describe…” Now even around our office when it came to the whole scrolling interactive transcript we all kind of felt like “well its kinda nice to have, but kind of annoying.” In our survey however, 50/50 (so far no one has selected the other two options, don’t know what they are, maybe “Does not enhances” and “Please make it stop.”
  • We talk about how OERs can’t replicate the classroom experience, which is probably true, but here we have something OERs can do that the classroom can’t replicate. Now personally I really like this next one…
  • So, ok. But why? What makes it easier for you to understand? The very next survey response sort of clarifies…
  • How many of you have learned a foreign language? In your native language, you can sort of half-listen; check-out, check-back-in and its like everything you weren’t quite focusing got stored in your short term memory and your brain says, “Ok, here’s what you missed” and you catch right up. In a foreign language, even if you’re fairly proficient, you really need to concentrate just to get the language part. And if you’re learning a difficult subject, well there’s your two mountains (you’re learning something complex, and you’re trying to learn it in a language that you’re struggling to understand.) So while for a lot of native english speakers these features seem like just a nice-to-have, for many, many users out there these features are extremely valuable.
  • Satisfaction, goodwill, hundreds of thank you emails and thank you posts on Facebook… but it also makes your site, your materials more…
  • … however you want to say it.
  • When you add transcripts/subtitles(/closed captions) to a video, the entire transcript becomes searchable; even "start playing at search term” Search with or without quote brings up listing and “start playing”, but with quotes makes it the first result. (Now in Google too!)I use this one because its helping my three-year-old daughter learn italian. You’d be amazed how a song like that can get a toddler interested in a foreign language. To her she’s just having fun.So the point of all this is if you can get your videos transcribed, subtitled, captioned, do it. Its worth it for you and its worth it for the users. If you’re resources are limited…
  • … to get a 65% version of the text of your interviews, but you will need to correct the transcript in areas where we get it wrong. As long as you are the video owner you can pull those files down and work with them (again, students, volunteers?)
  • This morning John Willinsky mentioned the public’s expectations. The OER movement has created an expectation for ed materials to be shared freely; and we’d like to create the expectation of greater accessibility and greater ability to work with these materials at different speeds, from different angles, in different languages like a multi-faceted education diamond.
  • Open ed pres_2012_paci

    1. 1. Question: Describe the impact of the interactivevideo features on your viewing experience?Answer: Enhances or Significantly Enhances (50/50 split.)
    2. 2. “I liked the transcript on its own, but the ability to select aword within the transcript to start the video where I wantis an outstanding feature. I have full, quick, easy controlover the delivery of the lecture. Also, for reviewpurposes, the ability to download the transcript, will allowme to highlight segments I would want to hear, see andread. I am then able to utilize a full range of senses in amanner that suits my needs...”
    3. 3. “Because Im Italian, so its easier for me to understand”
    4. 4. “Since Im not an english is not my mother tongue,it helps me understand the class better. Also, ithelps not to lose focus during the video.”
    5. 5. Είσαι στην κορυυή του παιχνιδιού Tu sei il padrone dello spazio Siccome sei un bugiardo con te non gioco piu "our fixed costs are rk bar"
    6. 6. YouTube’sAutomated Speech Recognition tool
    7. 7. Other resources: Documentationabout displaying math in transcripts

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