Australian Research Study: How Useful Are Closed Captions for Learning?

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1) A research study conducted by Dr. Chris Tisdell at the University of New South Wales investigated how useful closed captions are for learning through online educational videos. 2) Students volunteered to manually create closed captions for 45 educational math videos, which were then made available on YouTube. First year students were encouraged to watch the captioned videos over 2 months. 3) A survey found that the majority of students agreed that closed captions were useful for their learning, not just for those who are hard of hearing or have English as a second language. Captions were found to be beneficial for learning in noisy environments or understanding different accents. 4) The research concludes that the educational benefits of closed captions extend beyond expected

Technology

Australian Research Study:
How Useful Are Closed Captions for Learning?
Dr. Chris Tisdell
Associate Dean, Associate
Professor
University of New South Wales
www.3playmedia.com
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 Type questions in the control panel during the presentation
 This presentation is being recorded and will be available for replay
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Patrick Loftus (Moderator)
Marketing Assistant
3Play Media
patrick@3playmedia.com

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How useful are closed captions
for learning?
Chris Tisdell
Associate Dean (Education), Faculty of Science,
The University of New South Wales (UNSW), Australia
cct@unsw.edu.au
(joint research with Birgit Loch)

Imagine a world where sound and
language are no barriers to learning

UNSW 2025: A just society
“Our success will have been built upon embracing the
diversity and cultural richness of our communities and
ensuring that our staff and students can achieve their full
potential.”

Class action lawsuit over MOOCs in 2015
Failure to provide closed captioning in their online lectures,
courses, podcasts and other educational materials.
“Just as buildings without ramps bar people who use wheelchairs,
online content without captions excludes individuals who are deaf
or hard of hearing.”

What did we do?
• A team of students volunteered to manually create CC
for 45 educational videos
• Standard notation was agreed upon by all to ensure
consistency
• Students worked in teams to create the CC
• No particular method was prescribed to foster diversity
in methods
• Each transcription was checked by another student and
then approved by Chris
• Final transcript uploaded to YouTube and auto-synced
with video.

The experiment
• First year students were encouraged to watch our
YouTube videos with CC over a 2 month period.
• We surveyed the students on their experience.

What did we learn?
• The educational benefits of CC go way
beyond usual “expected” audiences and
situations.
• CC is not just useful for those who are
hard of hearing or who have English as a
non-native language.
• CC is useful for everyone (noisy places,
accents).

The change we want to see
• National guidelines on CC for online video
• Further discussion around best practice
and scale in CC for online video

Further reading
Chris Tisdell & Birgit Loch (2016):
How useful are closed captions for learning mathematics
via online video?,
International Journal of Mathematical Education in Science
and Technology,
DOI: 10.1080/0020739X.2016.1238518
http://dx.doi.org/10.1080/0020739X.2016.1238518

Chris Tisdell
Associate Dean, Associate
Professor
University of New South Wales
Patrick Loftus
Marketing Assistant
3Play Media
patrick@3playmedia.com
Q&A
Register for upcoming webinars at:
http://www.3playmedia.com/webinars/
Upcoming Webinars
 Dec 8: Quick Start to Captioning
 Jan 26: Tips for Getting Colleagues to Adopt UDL
 Feb 9: State of Closed Captioning in Higher Ed
Please type your questions into the window in your control panel.
A recording of this webinar will be available for replay.
3Play/OSU CC Research Studies
 Student Survey Report:
 www.3playmedia.com/student-research-
study
 Institutional Survey Report:
 www.3playmedia.com/institutional-research-
study

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1. Australian Research Study: How Useful Are Closed Captions for Learning? Dr. Chris Tisdell Associate Dean, Associate Professor University of New South Wales www.3playmedia.com twitter: @3playmedia live tweet: #a11y  Type questions in the control panel during the presentation  This presentation is being recorded and will be available for replay  To view live captions, please follow the link in the chat window Patrick Loftus (Moderator) Marketing Assistant 3Play Media patrick@3playmedia.com

2. OLC Workshops of Interest to You Special discounts available for OLC Members! January 23, 2017 – Fundamentals: ADA and Web Accessibility http://onlinelearningconsortium.org/learn/olc-new-institute-schedule/

3. How useful are closed captions for learning? Chris Tisdell Associate Dean (Education), Faculty of Science, The University of New South Wales (UNSW), Australia cct@unsw.edu.au (joint research with Birgit Loch)

4. Imagine a world where sound and language are no barriers to learning

5. UNSW 2025: A just society “Our success will have been built upon embracing the diversity and cultural richness of our communities and ensuring that our staff and students can achieve their full potential.”

6. Class action lawsuit over MOOCs in 2015 Failure to provide closed captioning in their online lectures, courses, podcasts and other educational materials. “Just as buildings without ramps bar people who use wheelchairs, online content without captions excludes individuals who are deaf or hard of hearing.”

7. The problem with auto Closed Captioning

8. What did we do? • A team of students volunteered to manually create CC for 45 educational videos • Standard notation was agreed upon by all to ensure consistency • Students worked in teams to create the CC • No particular method was prescribed to foster diversity in methods • Each transcription was checked by another student and then approved by Chris • Final transcript uploaded to YouTube and auto-synced with video.

9. The experiment • First year students were encouraged to watch our YouTube videos with CC over a 2 month period. • We surveyed the students on their experience.

10. CC was useful to my learning (Likert)

11. CC was useful to my learning (% Agree)

12. What did we learn? • The educational benefits of CC go way beyond usual “expected” audiences and situations. • CC is not just useful for those who are hard of hearing or who have English as a non-native language. • CC is useful for everyone (noisy places, accents).

13. The change we want to see • National guidelines on CC for online video • Further discussion around best practice and scale in CC for online video

14. Further reading Chris Tisdell & Birgit Loch (2016): How useful are closed captions for learning mathematics via online video?, International Journal of Mathematical Education in Science and Technology, DOI: 10.1080/0020739X.2016.1238518 http://dx.doi.org/10.1080/0020739X.2016.1238518

15. Chris Tisdell Associate Dean, Associate Professor University of New South Wales Patrick Loftus Marketing Assistant 3Play Media patrick@3playmedia.com Q&A Register for upcoming webinars at: http://www.3playmedia.com/webinars/ Upcoming Webinars  Dec 8: Quick Start to Captioning  Jan 26: Tips for Getting Colleagues to Adopt UDL  Feb 9: State of Closed Captioning in Higher Ed Please type your questions into the window in your control panel. A recording of this webinar will be available for replay. 3Play/OSU CC Research Studies  Student Survey Report:  www.3playmedia.com/student-research- study  Institutional Survey Report:  www.3playmedia.com/institutional-research- study

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