Earlier this year, the Oregon State University Ecampus Research Unit conducted a nationwide research project on closed captioning in higher education. With over 2,500 student respondents, this is the largest study on the topic to date.
In this webinar, Dr. Katie Linder, the head researcher on the project, will present for the first time on the findings of the study. She will take a close look at how students use and perceive captioning and transcription at their institutions (beyond the need for accommodation).
This presentation will cover:
Data & results from the student study
Student awareness of the availability of captioning
Student use of captioning and transcription
How & why students who have not requested an accommodation for captioning use captions and transcripts
How captions & transcripts support learning
The perceived benefits of captioning & transcription on learning
Common captioning hindrances identified by students
Takeaways from the study
National Research Results: How Different Student Subgroups Use Closed Captioning3Play Media
University students with hearing disabilities aren’t the only ones who depend on closed captioning to succeed in their courses.
How many students struggling to focus in class rely on closed captions to help retain information from a video? What about students who speak English as a second language? What other student subgroups benefit from closed captioning?
Earlier this year, the Oregon State University (OSU) Ecampus Research Unit conducted a nationwide research project on closed captioning in higher education. With over 2,800 student respondents, this is the largest study on the topic to date.
In this third installment of our joint webinar series, Dr. Katie Linder, the head researcher on the project, will take a closer look at how different student subgroups use and perceive captioning and transcription at their institutions (beyond the need for accommodation).
This presentation will cover:
Data & results from the student study, broken down by student subgroups
Student subgroup awareness of the availability of captioning
Student subgroup use of captioning and transcription
How the availability of closed captions and transcripts impacts students’ perceptions of whether they are helpful or a hindrance
How students with disabilities compare to students without disabilities regarding closed caption and transcript use
The percent of overall students responding who report using closed captions or transcripts as a learning aid
Takeaways from the study
The State of Closed Captioning in Higher Education3Play Media
How are schools handling captions? How do captions improve learning for college students? Where does the budget come from? To what extent is captioning motivated by fear of litigation?
Presenting on the results from two national research studies and a survey on closed captioning in higher education, Katie Linder from Oregon State University Ecampus Research Unit and Lily Bond from 3Play Media will look at the current state of closed captioning in 2017 at colleges and universities across the US.
Together, these surveys provide a clearer picture of the benefits, solutions, complications, and direction of closed captioning in higher education.
This presentation will cover:
How and why students are using closed captioning
Perceived benefits of captioning beyond accessibility
How colleges and universities are handling closed captioning
Current successes and limitations of captioning in higher ed
Comparison of captioning practices for face-to-face, online, and institutional marketing content
How colleges & universities perceive and react to legal requirements for captioning
Australian Research Study: How Useful Are Closed Captions for Learning?3Play Media
Adding to the rapid-growing number of studies surrounding closed captioning in higher education, an Australian academic study on how closed captions impact student learning in mathematics has just been released.
The study involved 135 students at the University of New South Wales (UNSW) in Sydney and investigated the perceived level of usefulness that both accurate and automated captions lent in a mathematics course over a 2-month period.
It was discovered that students broadly agreed that captions are a useful learning feature allowing flexibility of where and when a video is watched, while helping to understand speaker accents, and clarify explanations that are difficult to hear in the recording.
Dr. Chris Tisdell, who is one of two authors on the study, Associate Dean of Education, and Associate Professor of Mathematics at UNSW, will present on the study and main takeaways from the insights as they apply to closed captioning use in higher education everywhere.
This presentation will cover:
Data & results from the student study
Levels of student engagement with closed captions
How and why students used closed captions in the study
How students perceived the usefulness of accurate vs. automatically-generated captions
The percent of overall students responding who report using closed captions as a helpful learning aid
Takeaways from the study
About the presenter:
Chris is Associate Dean (Education) at UNSW Science, a globally-acknowledged leader in digital innovation and technology in education. Chris is driven by the challenges of: scale, personalized learning, and inclusion and diversity in education. His digital and open classroom has positively transformed the learning experience of 10+ million learners in over 200 countries – including those groups who have traditionally faced challenges of participation and success in STEM education. Chris’ thought leadership is regularly featured in the Australian national media.
Bridging the Accessibility Gap: Improving Communication and Collaboration wit...Patrick Loftus
When it comes to accessibility at your institution, how confident are you that administration, faculty, and disability services are all on the same page?
Utah Valley University's (UVU) Accessibility Services Department is working to promote universal access for all students by tying accessibility for students with disabilities to the university's Inclusion Initiative action plan.
Based on a campus-wide faculty survey at UVU, this session will strategize ways to get buy-in from the top down by getting familiar with institutional and departmental goals, clearly demonstrating the close connection between accessibility and fulfillment of those goals, and understanding it’s not always what we say but how we say it that matters most.
Covered in this session:
How to alleviate faculty concerns regarding accessible curriculum
How to tie accessibility to institutional and departmental goals
What to say and how to say it to get buy-in from the top down
American Council of Teachers of Foreign Language (ACTFL) Standards: The Five Cs
combined with community college effort to create a community of inclusivity.
In this webinar, Lyman Dukes III, Ph.D., Karla Morris, M.Ed., and Casey Frechette, Ph.D from the University of South Florida, St. Petersburg, take us through the fascinating findings from an in-depth study on the use of captions and interactive transcripts in seven online courses.
Learn the basics of how to add closed captions to online video to make it fully accessible, searchable, and SEO-friendly. This webinar covers legal compliance, closed captioning lawsuits, creation of closed captions, explanation of caption formats and video player compatibility, as well as an overview of automated workflows and integrations with lecture capture and video platforms.
This webinar will cover:
Accessibility laws and compliance
How to create closed captions
Getting the right caption format
Emerging formats for HTML5 and mobile
How closed captions benefit all users
Results of SEO studies
Video player compatibility
Working with lecture capture and video platforms
How to edit closed captions after they have been processed
Translation and multilingual subtitles
Interactive video search
National Research Results: How Different Student Subgroups Use Closed Captioning3Play Media
University students with hearing disabilities aren’t the only ones who depend on closed captioning to succeed in their courses.
How many students struggling to focus in class rely on closed captions to help retain information from a video? What about students who speak English as a second language? What other student subgroups benefit from closed captioning?
Earlier this year, the Oregon State University (OSU) Ecampus Research Unit conducted a nationwide research project on closed captioning in higher education. With over 2,800 student respondents, this is the largest study on the topic to date.
In this third installment of our joint webinar series, Dr. Katie Linder, the head researcher on the project, will take a closer look at how different student subgroups use and perceive captioning and transcription at their institutions (beyond the need for accommodation).
This presentation will cover:
Data & results from the student study, broken down by student subgroups
Student subgroup awareness of the availability of captioning
Student subgroup use of captioning and transcription
How the availability of closed captions and transcripts impacts students’ perceptions of whether they are helpful or a hindrance
How students with disabilities compare to students without disabilities regarding closed caption and transcript use
The percent of overall students responding who report using closed captions or transcripts as a learning aid
Takeaways from the study
The State of Closed Captioning in Higher Education3Play Media
How are schools handling captions? How do captions improve learning for college students? Where does the budget come from? To what extent is captioning motivated by fear of litigation?
Presenting on the results from two national research studies and a survey on closed captioning in higher education, Katie Linder from Oregon State University Ecampus Research Unit and Lily Bond from 3Play Media will look at the current state of closed captioning in 2017 at colleges and universities across the US.
Together, these surveys provide a clearer picture of the benefits, solutions, complications, and direction of closed captioning in higher education.
This presentation will cover:
How and why students are using closed captioning
Perceived benefits of captioning beyond accessibility
How colleges and universities are handling closed captioning
Current successes and limitations of captioning in higher ed
Comparison of captioning practices for face-to-face, online, and institutional marketing content
How colleges & universities perceive and react to legal requirements for captioning
Australian Research Study: How Useful Are Closed Captions for Learning?3Play Media
Adding to the rapid-growing number of studies surrounding closed captioning in higher education, an Australian academic study on how closed captions impact student learning in mathematics has just been released.
The study involved 135 students at the University of New South Wales (UNSW) in Sydney and investigated the perceived level of usefulness that both accurate and automated captions lent in a mathematics course over a 2-month period.
It was discovered that students broadly agreed that captions are a useful learning feature allowing flexibility of where and when a video is watched, while helping to understand speaker accents, and clarify explanations that are difficult to hear in the recording.
Dr. Chris Tisdell, who is one of two authors on the study, Associate Dean of Education, and Associate Professor of Mathematics at UNSW, will present on the study and main takeaways from the insights as they apply to closed captioning use in higher education everywhere.
This presentation will cover:
Data & results from the student study
Levels of student engagement with closed captions
How and why students used closed captions in the study
How students perceived the usefulness of accurate vs. automatically-generated captions
The percent of overall students responding who report using closed captions as a helpful learning aid
Takeaways from the study
About the presenter:
Chris is Associate Dean (Education) at UNSW Science, a globally-acknowledged leader in digital innovation and technology in education. Chris is driven by the challenges of: scale, personalized learning, and inclusion and diversity in education. His digital and open classroom has positively transformed the learning experience of 10+ million learners in over 200 countries – including those groups who have traditionally faced challenges of participation and success in STEM education. Chris’ thought leadership is regularly featured in the Australian national media.
Bridging the Accessibility Gap: Improving Communication and Collaboration wit...Patrick Loftus
When it comes to accessibility at your institution, how confident are you that administration, faculty, and disability services are all on the same page?
Utah Valley University's (UVU) Accessibility Services Department is working to promote universal access for all students by tying accessibility for students with disabilities to the university's Inclusion Initiative action plan.
Based on a campus-wide faculty survey at UVU, this session will strategize ways to get buy-in from the top down by getting familiar with institutional and departmental goals, clearly demonstrating the close connection between accessibility and fulfillment of those goals, and understanding it’s not always what we say but how we say it that matters most.
Covered in this session:
How to alleviate faculty concerns regarding accessible curriculum
How to tie accessibility to institutional and departmental goals
What to say and how to say it to get buy-in from the top down
American Council of Teachers of Foreign Language (ACTFL) Standards: The Five Cs
combined with community college effort to create a community of inclusivity.
In this webinar, Lyman Dukes III, Ph.D., Karla Morris, M.Ed., and Casey Frechette, Ph.D from the University of South Florida, St. Petersburg, take us through the fascinating findings from an in-depth study on the use of captions and interactive transcripts in seven online courses.
Learn the basics of how to add closed captions to online video to make it fully accessible, searchable, and SEO-friendly. This webinar covers legal compliance, closed captioning lawsuits, creation of closed captions, explanation of caption formats and video player compatibility, as well as an overview of automated workflows and integrations with lecture capture and video platforms.
This webinar will cover:
Accessibility laws and compliance
How to create closed captions
Getting the right caption format
Emerging formats for HTML5 and mobile
How closed captions benefit all users
Results of SEO studies
Video player compatibility
Working with lecture capture and video platforms
How to edit closed captions after they have been processed
Translation and multilingual subtitles
Interactive video search
Advocates and practitioners of online education often come together to talk among themselves
To the converted, so to speak
This is a chance to share some of the remarkable developments in online learning with a broader audience
To talk about accomplishments and challenges
Like “global warming” online learning isn’t going away
Two ends of the spectrum
Generation Y students – computers in the delivery room and in the bassinet when child is born – “Communication technology is their middle name”
Traditional older student – never did anything with computers and afraid to even touch the computer
Keynote address delivered at the SUNY COTE Summit, February 2015. This talk (1) connects the concepts of democratizing innovation, permissionless innovation, and infrastructure to education, (2) clearly defines "open," briefly reviews research on the student success impacts of using OER, (3) discusses open pedagogy, (4) discusses the ethic of open, and (5) closes with a list of three things faculty can do to start being more open in their practice.
Open Educational Resources: Increasing Student Learning and Academic FreedomDavid Wiley
This brief (30 minute) overview of open educational resources and their benefits was presented to the a meeting of college of business faculty at university in Utah.
TVIs' AT Proficiency and Communities of Practice: Bridging tech innovations a...Yue-Ting Siu, TVI
This slide deck is abridged from a presentation given at #CSUN14 titled "TVIs AT Proficiency and Communities of Practice". The work is in press (2014) and will be published in the Journal of Visual Impairment and Blindness.
Image descriptions:
Slide 3: Bar chart of general education classroom teachers' use of technology for instructional activities. 2000=53%, 2010=69%
Slide 4: Bar chart of assistive technology (AT) use. TVIs (1998-2002)=41%; Students with visual impairments (2000-2005)=40% (school), 31% (home)
Slide 5: Photo of 2 cliffs separated by a large boulder. A person stands on the boulder, looking out into the crevice. Symbolizes divide between tech development/innovations, and student use and classroom implementation. The TVI is the gatekeeper to AT use.
Slide 7: Diagram of 2 circles with arrows pointing from one to the other. Circle 1: Identification with a community of practice; Circle 2: Assistive Technology Proficiency
Slide 11: Screenshot 1 is of the Bookshare Mentors program; Screenshot 2 is of the Paths to Literacy homepage, from Perkins.
OER Workshop for Coastline College Summer InstituteUna Daly
The Who, What, Why, Where, and How of Finding and Adopting High Quality Open Educational Resources
Join us for an interactive workshop on finding and adopting high-quality open educational resources (OER). The cost of a college education continues to rise dramatically and the high price of textbooks has been identified by students as a major barrier to achieving their academic goals.
Hear from faculty in California and other states who have adopted OER to reduce costs for students and enhance teaching and learning. You’ll get a chance to test drive searching for open textbooks in popular OER repositories and gain an understanding of what makes an effective open educational resource. Finally, we’ll brainstorm how to encourage other stakeholders at your college to support successful OER adoptions.
Bring a laptop or tablet and be prepared for some fun teamwork!
Presenter: Una Daly, director Community College Consortium for Open Educational Resources.
Digital Accessibility - Section 508 Refresh: Now What?Lisa Marchand
Siteimprove's in-house accessibility expert covers the 2017 update to Section 508, legislation that requires certain websites to be accessible by January 2018. Learn what the refresh entails and what it means for your organization. For the live webinar recording, visit go.siteimprove.com/section-508-refresh-webinar.
Making Video Communications and Training Searchable and Accessible3Play Media
On October 16th, 3Play Media co-hosted a 30-minute webinar with MediaPlatform to discuss how organizations can leverage an enterprise video platform with interactive transcripts and captions to enhance their internal communications, training and marketing programs.
Advocates and practitioners of online education often come together to talk among themselves
To the converted, so to speak
This is a chance to share some of the remarkable developments in online learning with a broader audience
To talk about accomplishments and challenges
Like “global warming” online learning isn’t going away
Two ends of the spectrum
Generation Y students – computers in the delivery room and in the bassinet when child is born – “Communication technology is their middle name”
Traditional older student – never did anything with computers and afraid to even touch the computer
Keynote address delivered at the SUNY COTE Summit, February 2015. This talk (1) connects the concepts of democratizing innovation, permissionless innovation, and infrastructure to education, (2) clearly defines "open," briefly reviews research on the student success impacts of using OER, (3) discusses open pedagogy, (4) discusses the ethic of open, and (5) closes with a list of three things faculty can do to start being more open in their practice.
Open Educational Resources: Increasing Student Learning and Academic FreedomDavid Wiley
This brief (30 minute) overview of open educational resources and their benefits was presented to the a meeting of college of business faculty at university in Utah.
TVIs' AT Proficiency and Communities of Practice: Bridging tech innovations a...Yue-Ting Siu, TVI
This slide deck is abridged from a presentation given at #CSUN14 titled "TVIs AT Proficiency and Communities of Practice". The work is in press (2014) and will be published in the Journal of Visual Impairment and Blindness.
Image descriptions:
Slide 3: Bar chart of general education classroom teachers' use of technology for instructional activities. 2000=53%, 2010=69%
Slide 4: Bar chart of assistive technology (AT) use. TVIs (1998-2002)=41%; Students with visual impairments (2000-2005)=40% (school), 31% (home)
Slide 5: Photo of 2 cliffs separated by a large boulder. A person stands on the boulder, looking out into the crevice. Symbolizes divide between tech development/innovations, and student use and classroom implementation. The TVI is the gatekeeper to AT use.
Slide 7: Diagram of 2 circles with arrows pointing from one to the other. Circle 1: Identification with a community of practice; Circle 2: Assistive Technology Proficiency
Slide 11: Screenshot 1 is of the Bookshare Mentors program; Screenshot 2 is of the Paths to Literacy homepage, from Perkins.
OER Workshop for Coastline College Summer InstituteUna Daly
The Who, What, Why, Where, and How of Finding and Adopting High Quality Open Educational Resources
Join us for an interactive workshop on finding and adopting high-quality open educational resources (OER). The cost of a college education continues to rise dramatically and the high price of textbooks has been identified by students as a major barrier to achieving their academic goals.
Hear from faculty in California and other states who have adopted OER to reduce costs for students and enhance teaching and learning. You’ll get a chance to test drive searching for open textbooks in popular OER repositories and gain an understanding of what makes an effective open educational resource. Finally, we’ll brainstorm how to encourage other stakeholders at your college to support successful OER adoptions.
Bring a laptop or tablet and be prepared for some fun teamwork!
Presenter: Una Daly, director Community College Consortium for Open Educational Resources.
Digital Accessibility - Section 508 Refresh: Now What?Lisa Marchand
Siteimprove's in-house accessibility expert covers the 2017 update to Section 508, legislation that requires certain websites to be accessible by January 2018. Learn what the refresh entails and what it means for your organization. For the live webinar recording, visit go.siteimprove.com/section-508-refresh-webinar.
Making Video Communications and Training Searchable and Accessible3Play Media
On October 16th, 3Play Media co-hosted a 30-minute webinar with MediaPlatform to discuss how organizations can leverage an enterprise video platform with interactive transcripts and captions to enhance their internal communications, training and marketing programs.
Empowering YouTube for Higher Education3Play Media
This webinar will teach you how to leverage your YouTube videos to create an engaging learning portal for your students. Justin McCutcheon, the CEO and co-founder of Cattura, will walk you through the tools available for utilizing learning solutions that bridge Google Apps for Education, YouTube, and other Google services to create a rich video experience for your YouTube videos directly inside of your learning management system course.
This webinar will cover:
- An overview of video solutions with Google Apps for Education and YouTube
- Creating a well-organized YouTube course portal
- Delivering lecture capture and flipped classroom content to YouTube
- Making recorded and public YouTube videos accessible with closed captions
- Enriching YouTube videos with time-coded video metadata to drive notes, chapters, tags, and video search
- Creating a complete educational integration between Google Apps for Education and your LMS
- Leveraging Google tools such as YouTube annotations, video clipping, and Google Analytics to improve your educational video content
Want Your Video to Go Global? The Power of Community Translation3Play Media
A report from Cisco predicts that globally, video traffic will make up 80% of all consumer Internet traffic by 2019. However, less than 27% of Internet users speak English as their primary language. This means that as online video content booms, it is critical to consider translating your videos into multilingual subtitles to increase your global audience. In this webinar, Darren Bridenbeck from Amara will discuss the benefits of using community translation to help your videos go global.
His presentation will cover:
- An overview of community translation
- TED's success with DIY subtitles
- The anatomy of a DIY subtitling project
- How to develop a DIY or community translation workflow
- Promoting your translation projects
- Working with a vetted team of translators
- Scaling your DIY translation projects
- How Amara translation integrates with 3Play Media
- The benefits of adding multilingual subtitles to your video content
How to Implement Accessible Lecture Capture3Play Media
For many campuses, online video has become an integral part of teaching and learning. Further, the popularity of blended and online learning has made lecture capture an essential resource for many educational institutions. While this has opened up the classroom to many more students, it has also introduced colleges and universities to legal and ethical pressures to make their video content accessible to students and staff.
In this webinar, Christopher Soran, the Interim eLearning Director at Tacoma Community College, along with Ari Bixhorn from Panopto and Lily Bond from 3Play Media, will discuss how you can implement accessible lecture capture at your university. Looking at Tacoma's workflow, they will walk you through an efficient, cost-effective way to manage closed captioning for lecture capture at a university level.
This presentation will cover:
- How Tacoma Community College uses lecture capture
- The importance of accessibility and how it concerns lecture capture
- Benefits and legal requirements for accessible lecture capture
- Tacoma's approach to accessibility for eLearning
- Demo of Tacoma's captioning workflow
Advanced Workflows for Closed Captioning3Play Media
The DOJ and OCR are keeping a close eye on closed captioning for online video, and the impending decisions against Harvard and MIT will have huge implications for captioning in higher education (and across industries publishing video online).
Given the legal climate, developing a streamlined workflow for closed captioning at your institution is more critical than ever. Using George Mason University as a case study, this webinar will go through several workflows to consider implementing at your college or university. Kara Zirkle from GMU will go through an economic analysis of captioning as well as a timeline of their workflow development, and Lily Bond from 3Play Media will consider several approaches to closed captioning at an institutional level.
This presentation will cover:
Legal requirements & applicable lawsuits
GMU's workflow, timeline, and solutions for closed captioning
An economic analysis of captioning at GMU over the past 4 years
Using integrations to automate captioning
DIY captioning workflows
Using an API to customize and automate captioning
2016 Legal Update on Digital Accessibility Cases3Play Media
Digital access is a civil right, and there is a lot happening in the legal space. Court decisions, government agency activity, and private party settlements are defining best practices and the scope of digital accessibility requirements. Organizations across industries need to be aware of these developments to better understand their legal obligations.
This webinar will be presented by Lainey Feingold, a nationally recognized disability rights lawyer and pioneer of Structured Negotiation known for negotiating landmark accessibility agreements. Lainey’s book, Structured Negotiation: A Winning Alternative to Lawsuits, is now available from the American Bar Association (link in bio, below). Her presentation will analyze key cases, government agency activity, settlements, and other developments in digital accessibility through September 2016.
This presentation will cover:
Legal requirements impacting web accessibility
Updates on major digital access court cases, regulations and settlements in 2016
How the law is impacting accessibility in fields as diverse as finance, education, voting, healthcare, employment, and transportation.
U.S. Department of Justice and Department of Education activity in digital access
Best practices for digital accessibility as defined by major settlements
The legal horizon for web and mobile accessibility
10 Tips for Creating Accessible Online Course Content3Play Media
In our media-centric society, the desire and need for online learning is at an all-time high. However, as more academic content goes online, the industry is running into a stumbling block as they struggle to make their online courses accessible. With recent lawsuits in higher education and updates to Section 508 on the horizon, it is more important than ever that online learning content be made accessible to students with disabilities.
In this webinar, Janet Sylvia, Web Accessibility Group Leader and Web Accessibility Trainer, will provide you with 10 tips for making your online course material accessible.
Janet will cover:
The challenges of making online course content accessible
The legal landscape for online learning and accessibility
Challenges and solutions for instructors and administrators
Developing an accessibility statement and accessibility policies
10 tips for creating accessible course content
Accessible Video Captioning for Blended Learning and Lecture Capture3Play Media
In this session, University of Wisconsin- Madison discusses their accessibility policy, budgeting, prioritization, costs and benefits derived, and best practices for deploying video captioning technologies.
3Play Media was awarded a state-wide captioning contract with UW System in 2010. 3Play Media provides video transcripts and captions for 26 campuses across the state and one extension program.
Like many universities, a majority of classes are not captioned. But UW-Madison wants to make sure those that need captions aren’t dissuaded from asking for accommodation. They added a notice at the bottom of their webpage to inform students about this option. Furthermore, the University of Wisconsin is working towards accessibility proactively. Having vendors, contracts, and a reliable workflow in place is the necessary accessibility framework that facilitates an agile response to captioning needs.
Presenters:
Dusty Smith
Digital Media Manager | University of Wisconsin, Madison
Tole Khesin
VP Marketing | 3Play Media
Make your online videos searchable and more engaging with interactive transcripts. Join us for a webinar to learn about the features and benefits that make interactive transcripts so compelling. We'll show live demos of different use cases and do a walk-through of how easy it is to install one on your website. We'll also show a gallery of examples and customization options. The webinar will cover these topics:
- Features and options
- Benefits and impact on user engagement
- Live demos of different use cases
- Installation tips for your website
- Gallery of examples and customization
options
- Video player compatibility
- Application for large video libraries
- Tools and resources to get started
In-House Captioning Workflows and Economic Analysis3Play Media
Most colleges and universities are required by law to provide closed captions for students who are deaf or hard of hearing. However, cost is often a considerable limiting factor when it comes to captioning, as not all schools have the budget to hire a captioning vendor. If you are facing this issue, in-house captioning might be a solution to consider.
In this webinar, Korey Singleton, the Assistive Technology Initiative Manager at George Mason University, will walk you through in-house captioning workflows and timelines. In addition, he will provide a captioning cost analysis by fiscal year, demonstrating the economics of captioning as George Mason’s workflow has developed over the years. Topics covered include:
- Initiating an in-house captioning pilot program
- Developing and evolving a captioning workflow
- In-house captioning workflows for video platforms
- A timeline of George Mason University’s captioning initiative
- An economic analysis of in-house captioning over 3 years
- A closer look at the cost of in-house captioning per minute of content
The Impact of Recent Lawsuits on Video Accessibility Requirements3Play Media
Although many accessibility laws were written before the Internet was an integral part of everyday life, recent lawsuits and case law have extended accessibility requirements to online video.
In this webinar, Owen Edwards from SSB BART Group and Lily Bond from 3Play Media will take a look at recent video accessibility lawsuits and their implications for other organizations across industries. Their focus will be on closed captioning and video description legal requirements, case law, and standards.
This presentation will cover:
Legal requirements for video accessibility
NAD vs. Netflix
NAD vs. Harvard & MIT
OCR & DOJ inquiries into IT accessibility at colleges & universities
NFB vs. Penn State
Lighthouse for the Blind vs. Redbox
California Council for the Blind vs. AMC Theaters
Best practices for caption quality
Best practices for video description quality
Benefits of making video accessible
The FCC Explains Their 2016 Order on Closed Captioning Responsibility3Play Media
On February 18th, the FCC released a 2016 order to clarify who is responsible for complying with closed captioning requirements. The commission unanimously agreed on their decision, which divides responsibility between video programming distributors (VPDs) and video programmers. There are significant changes that all VPDs and video programmers should pay attention to.
In this webinar, Eliot Greenwald, the Deputy Chief of the Disability Rights Office at the FCC, will go over closed captioning requirements and responsibilities. He will cover the FCC's 2014 order for closed captioning quality, the FCC's recent 2016 order that allocates responsibility for captioning, and best practices for captioning according to the FCC.
Eliot's presentation will cover:
The FCC's requirements for closed captioning
The FCC's captioning quality standards
Overview of the FCC's recent 2016 order
Responsibilities for ensuring captioning compliance for VPDs
Responsibilities for ensuring captioning compliance for video programmers
FCC best practices for captioning
Use of Electronic Newsroom Technique
Revisions to the FCC's captioning complaint procedure
Creating Accessible PDFs with Acrobat: Requirements, Implementation, and Eval...3Play Media
In this webinar, the Chief Accessibility Officer of SSB BART Group, Jonathan Avila, will walk you through the requirements for PDF accessibility. He will provide you with implementation and evaluation techniques that you can follow to create accessible documents with Acrobat XI. You'll learn how to provide textual alternatives for visual elements as well as how to use various Acrobat tools that will make accessibility implementation as simple as possible.
In this webinar, Jonathan will cover:
Creation of accessible source documents
Use of proper heading structure and reading order
Textual alternatives for visual elements
Using the Make Accessible Wizard and Accessibility Checker in Acrobat
Using the Touch-up Reading Order and Tags panels
Best practices to maintain and update document creation processes and ensure ongoing accessibility
Tips for Getting Your Colleagues to Adopt Universal Design for Learning3Play Media
When most people in higher education hear the phrase “universal design for learning," they think about students with physical disabilities and the accommodations we provide to them in order to help them meet course outcomes.
To help make educational materials and practices inclusive for all learners, this interactive webinar session radically reflects on how faculty members and course designers can adopt Universal Design for Learning (UDL).
Presented by Thomas Tobin, author and speaker on quality in distance education, this session will help broaden the focus of UDL beyond learners with disabilities and toward a larger ease-of-use/general inclusion framework.
This presentation will cover:
How accommodations and UDL are very different
What you can do today, within a week, and within a month to reach out to your biggest segment of learners—people on their mobile devices
How you can incorporate UDL elements into your courses
How you can design and retrofit existing course components using UDL principles
How to implement UDL across campus to increase persistence, retention, and satisfaction for all learners
The Future of Closed Captioning in Higher Education3Play Media
With recent lawsuits, evolving legal requirements, and continuous advancements in technology, the question of closed captioning in higher education is one that is on a lot of people's minds. What does the future of captioning hold?
In this webinar, Sean Zdenek, author of the book Reading Sounds: Closed Captioned Media and Popular Culture and an Associate Professor at Texas Tech University, will answer exactly that question. Given the legal landscape, he will first focus on the hurdles and challenges of developing an infrastructure for closed captioning at the university level. Sean will then take a closer look at where closed captioning is going, focusing on the likely future requirements for, advancements in, and features of captioning.
This presentation will cover:
Developing an infrastructure for captioning at the university level
Training faculty & addressing faculty resistance
Economic analysis of captioning
Integrating closed captioning with lecture capture & video platforms
Faculty response to new captioning mandates
Future requirements for captioning
Current & future advancements in closed captioning technology
Advanced features that make captioning beneficial to all users
The Road to EIT Accessibility at Four Colleges: A Centralized Approach3Play Media
In 2015, the Five College consortium in Western Massachusetts created a new shared position to better address the growing challenges associated with campus-wide Electronic and Information Technology (EIT) accessibility at four private colleges.
As the new EIT Accessibility Coordinator for Amherst, Hampshire, Mount Holyoke, and Smith Colleges, Rob Eveleigh has worked with the schools to develop and implement parallel and collaborative campus-wide EIT accessibility solutions.
In this webinar, Rob will share the successes, challenges, and lessons learned in the concurrent development of four EIT Accessibility programs across the colleges he coordinates.
Topics will include:
Developing individual and centralized goals for EIT accessibility across four colleges
Parallel and collaborative solutions for multi-campus college EIT accessibility programs
Strategies for getting administrative buy-in for accessibility
EIT Accessibility rubrics and guidelines
Lessons learned in the first year of a shared EIT Accessibility Coordinator position
Section 508 and 504 Video Captioning Requirements, Workflows, and Best Practices3Play Media
If you are a government agency or a federally funded program that uses online video, you are probably familiar with Sections 508 and 504. However, these laws are incredibly broad, and it can be difficult to discern which requirements pertain specifically to your organization.
If you are looking for an in-depth understanding of your organization's video accessibility requirements as set forth by the Rehabilitation Act and the ADA, this webinar is an indispensable resource. We cover:
- Section 508, 504, and ADA closed captioning requirements
- How to tell whether your organization is implicated by accessibility laws
- Pertinent case law
- Best practices for captioning and transcription
- Tools for automating the closed captioning workflow
Demystifying WCAG 2.0: An Intro to Web, Office, InDesign, & PDF Accessibility3Play Media
Web accessibility is a growing priority across industries, and in light of recent lawsuits, the threat of non-compliance in higher education is very real. However, bringing an entire organization up to accessibility standards can be daunting. In this webinar, David Berman, the #1 rated speaker on the topic of web accessibility standards as well as an international expert in the field, will provide you with strategies for meeting WCAG 2.0 standards in various design platforms.
David's presentation will focus on building accessibility into your design process, with tips for web, Office, InDesign, and PDF. David provides not only a deep understanding of web standards and requirements, but also a passion for accessibility. His enthusiastic and entertaining presentation style will give you a new perspective on the importance of web accessibility, and his expert approach to developing an accessible infrastructure will provide you with a roadmap of what needs to be done to meet your accessibility goals.
This webinar will cover:
- An overview of WCAG 2.0 guidelines and conformance levels
- Current legal requirements for web accessibility
- How WCAG 2.0 will impact the Section 508 refresh
- Why accessibility matters
- Tips for creating accessible PDFs and web content
- Accessibility tips for Office, Acrobat, and InDesign
Implementing and Evaluating Web Application Accessibility3Play Media
While awareness of web accessibility is increasing, it can often be an overwhelming thing to implement.
In this webinar, Jared Smith, the Associate Director of WebAIM, will provide an overview of web accessibility. His expertise in the field will leave you with web accessibility tips and strategies that you can implement right away, as well as tools and resources for evaluating your site or web application's current accessibility.
Jared's presentation will cover:
The principles of web accessibility
Accessibility laws and standards
The challenges of making web content accessible
Tips for implementing an accessible website or application
Why you need to test your website for accessibility
Tools for evaluating your site's current accessibility
National Research Results: How Colleges Nationwide Are Handling Captioning3Play Media
Earlier this year, the Oregon State University Ecampus Research Unit conducted two nationwide research projects on closed captioning in higher education. One of the projects focused on how colleges and universities are handling captioning at the institutional level.
In this webinar, Dr. Katie Linder, the head researcher on the project, will present for the first time on the findings of the institutional survey. Katie will take a close look at the results from over 50 colleges and universities nationwide, focusing on the challenges of and solutions for captioning.
This presentation will cover:
Whether institutions are prioritizing captioning
How institutions are budgeting for closed captioning
Whether captioning efforts are being centralized
The people and departments involved in captioning decisions
Whether colleges & universities are meeting legal requirements for captioning
How much captioning is currently being done
A comparison of captioning practices for face-to-face, online, and institutional purposes
Awareness of captioning across campus
This presentation reports on findings arising from the collaborative research carried out by OER Research Hub and Community College Consortium for OER (CCCOER).
- Most of the respondents have used some sort of OER, though only around a quarter create OER
- Most report positive effects on their teaching practice as a result of OER use, particularly around peer collaboration and improved subject knowledge
- A smaller proportion (but still in excess of 40%) feel that OER use directly leads to improved reflection on pedagogical practice
- Positive effects were also identified for learners, especially around increased self-reliance, subject interest and experimentation
- There were similar numbers who thought OER wasn’t making much of a difference and a core of what might be termed ‘anti-OER’ responses
- There were mixed views about whether OER was saving institutions money, but approximately 2/3 felt that students had saved money
- Around 1/3 believe that OER is improving student attrition while around 1/2 believe it is not having an effect
- Only around half of OER creators have used open licensing
- There is a core of advocates who understand and actively promote OER; they adopt open educational practices and believe it leads to benefits
Open Educational Resources Impact in Community CollegesRobert Farrow
The results of an OER Research Hub survey of college educators based on collaborative work with Community College Consortium for OER (CCCOER). It shows that OER are perceived as having positive effects on teachers and learners.
How Students Research Study Abroad Opportunities - NAFSA 2013Hotcourses Abroad
Presentation given by Mike Elms, CEO of Hotcourses at NAFSA in St Louis, USA. Through the Hotcourses channels, we commissioned a questionnaire into how prospective students search online, the content they would like to see, views on different types of programme and feedback on universities’ response to inquiries. 6,000 students took part in the survey and these are the findings.
Critical issues in contemporary open education researchRobert Farrow
This presentation outlines some key considerations for researchers working in the fields of open education, OER and MOOC. Key lines of debate in the open education movement will be described and critically assessed. A reflective overview of the award-winning OER Research Hub project will be used to frame several key considerations around the methodology and purpose of OER research (including 'impact' and 'open practices'). These will be compared with results from a 2016 OER Hub consultation with key stakeholders in the open education movement on research priorities for the sector. The presentation will conclude with thoughts on the potential for openness to act as a disruptive force in higher education.
A Research Study on the Use of Wimba Classroomahornton
Presentation given at the 2009 Wimba Connect Conference. The presentation discusses why The University of Southern Mississippi (Southern Miss) chose to use Wimba classroom, the implementation phase, and the evaluation of that implementation. The methodology and instrument used to conduct the research study as well as the results of the data analysis and discussion are included.
Presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Ayona Silva-Fletcher, Kirsty Magnier, Kim Whittlestone and Stephen May (Royal Veterinary College. Keynote videos, seminar audio and other resources from the event are available at www.cde.london.ac.uk.
Lecture capture and active learningRising to meet the needs of the changing A...Blackboard APAC
Classroom-based lecture capture has gained wide acceptance and application in higher education globally, and is part of the mainstream in university teaching in Australia and New Zealand. This presentation will offer insights into the University of Newcastle’s use of Echo360’s lecture capture solutions, including how the technology is used to support blended and flipped styles of learning and teaching, and how students respond to the service provided. The presentation will also showcase Echo360’s Active Learning Platform, and discuss how the platform’s unique direction will enable institutions to further enhance and extend learning opportunities for their students.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
TESTA at UNSW, Sean Brawley, TESTA Summit 16 Sept 2013Tansy Jessop
TESTA is Faculty of Arts and Social Sciences. Efficiency in Assessment and Feedback. Data-driven approach to fast-tracking quality assurance to make responsive changes to assessment.
Advancing Equity and Inclusion for Deaf Students in Higher Education3Play Media
Join us for a session presented by the National Deaf Center on Postsecondary Outcomes (NDC) on creating inclusive environments in higher education for deaf students. NDC will provide valuable insights into the common barriers faced by deaf students in higher education and offer strategies for fostering inclusivity.
"Am I Doing This Right?" Imposter Syndrome and Accessibility Maturity3Play Media
Register for this free webinar to learn ways to navigate challenges, embark on an exciting growth trajectory, and ensure a smooth accessibility career journey.
The 3Play Way: Real-Time Captioning in Higher Education3Play Media
During the session, you will gain insights into 3Play Media’s technologies and integrations to understand how these tools work in harmony with our highly skilled captioners to provide seamless, real-time captions that meet the highest standards of quality. Whether it’s live lectures, virtual classrooms, or campus events, our real-time services ensure that students have equal access to educational content.
Developing a Centrally Supported Captioning System with Utah State University3Play Media
Join us for a spotlight chat with Utah State University (USU) as they share their remarkable journey in developing a centrally supported captioning system across their statewide university campuses. This engaging webinar will delve into the various aspects of their captioning initiative, highlighting the challenges they faced, the strategies they've implemented, and their progress so far.
Lessons Learned: Canada’s Past, Present, and Future Leadership in Digital Acc...3Play Media
Canada is recognized as a global leader in digital accessibility, most recently with their introduction of the Accessible Canada Act. Like all countries, Canada has an imperfect history when it comes to accessibility and inclusivity, but what can others learn from Canada in how to operationalize an accessible ecosystem? How can other countries build inclusive practices into their culture and legislation?
On Global Accessibility Awareness Day (GAAD), join us as David Berman, an internationally recognized expert in inclusive design and strategic communications, discusses Canada’s history of leadership in accessibility, as well as predicting where the puck is heading regarding regulations and emerging standards that can benefit everyone within and beyond its borders.
David will share experience and insights that will help you leave no one behind online... while enjoying the “Accessibility Dividend” for all.
As Product Professionals we are told our job is to create products that either solve user problems or take advantage of opportunities. The challenge is that, during this time, this seems hard to find as new product innovations are being released every day. Are we running out of problems or opportunities? No, we have simply only been looking at the problem/opportunity from our usual viewpoint of the average user. What if we looked at it from a different lens? What if we look at people who always struggle with problems based on their environments not accommodating their unique needs? I argue, this is the gold mine of opportunity for creating innovative products. Solving the mismatches of people with disabilities will lead into innovations for your users and customers of all abilities! We will discuss the real-world examples of this, how to do it, and future market demand. We will all be disabled one day.
Why Every Company Needs to Think and Act Like a Media Company3Play Media
In this session, we will explore what it means to operate as a media company by owning your own channels and ensuring your content is accessible to a diverse audience.
2023 State of Automatic Speech Recognition3Play Media
This session will discuss the findings from a 2023 research study of leading ASR engines to understand how speech AI measures up to the task of captioning and transcription without the intervention of a human editor. The study tested 549 files across nine industries, testing approximately 107 hours of content with a total of over 900,000 words.
Although Universal Design for Learning (UDL) is commonly heard of in higher education, most are implementing it at the level of individual interactions or think it's just another facet of accessibility efforts. During this session, we will build on the foundational knowledge of UDL to create expert-level UDL systems at our institutions. We will work together to develop observation and assessment techniques for UDL to create a foundation from which we can build.
Neurodiversity in the Workplace - Part 13Play Media
This webinar, presented in partnership with Tara Cunningham from Beyond-Impact, aims to illuminate the experiences of neurodivergent people in the workplace – from the first interview to annual performance reviews. We’ll discuss the impact of a neurodiverse team on overall productivity and communication, as well as introduce easy-to-implement accommodations that could benefit neurodivergent employees… and your organization as a whole.
How To Deliver an Accessible Online Presentation3Play Media
This presentation will share the challenges people with disabilities face in delivering or participating in online presentations at conferences and meetings.
In this webinar, Bet Hannon, Founder and CEO of AccessiCart, gave non-technical, practical tips for improving website accessibility and discuss the benefits of having an accessible site.
2022 Digital Accessibility Legal Update.pdf3Play Media
3Play Media’s annual end-of-the-year Digital Accessibility Legal Update with Lainey Feingold.
Learning Objectives:
--Legal requirements impacting digital accessibility (primarily in the US, touching upon international requirements).
--Updates on major digital access court cases, laws, regulations, and settlements over the past twelve months.
--Best practices for digital accessibility to stay ahead of the legal curve as defined by industry leaders, court orders, and major settlements.
-- Ethics in the digital accessibility legal space (centering disabled people and avoiding fear, quick fixes, and shortcuts).
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
Dev Dives: Train smarter, not harder – active learning and UiPath LLMs for do...UiPathCommunity
💥 Speed, accuracy, and scaling – discover the superpowers of GenAI in action with UiPath Document Understanding and Communications Mining™:
See how to accelerate model training and optimize model performance with active learning
Learn about the latest enhancements to out-of-the-box document processing – with little to no training required
Get an exclusive demo of the new family of UiPath LLMs – GenAI models specialized for processing different types of documents and messages
This is a hands-on session specifically designed for automation developers and AI enthusiasts seeking to enhance their knowledge in leveraging the latest intelligent document processing capabilities offered by UiPath.
Speakers:
👨🏫 Andras Palfi, Senior Product Manager, UiPath
👩🏫 Lenka Dulovicova, Product Program Manager, UiPath
PHP Frameworks: I want to break free (IPC Berlin 2024)Ralf Eggert
In this presentation, we examine the challenges and limitations of relying too heavily on PHP frameworks in web development. We discuss the history of PHP and its frameworks to understand how this dependence has evolved. The focus will be on providing concrete tips and strategies to reduce reliance on these frameworks, based on real-world examples and practical considerations. The goal is to equip developers with the skills and knowledge to create more flexible and future-proof web applications. We'll explore the importance of maintaining autonomy in a rapidly changing tech landscape and how to make informed decisions in PHP development.
This talk is aimed at encouraging a more independent approach to using PHP frameworks, moving towards a more flexible and future-proof approach to PHP development.
UiPath Test Automation using UiPath Test Suite series, part 3DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 3. In this session, we will cover desktop automation along with UI automation.
Topics covered:
UI automation Introduction,
UI automation Sample
Desktop automation flow
Pradeep Chinnala, Senior Consultant Automation Developer @WonderBotz and UiPath MVP
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
JMeter webinar - integration with InfluxDB and GrafanaRTTS
Watch this recorded webinar about real-time monitoring of application performance. See how to integrate Apache JMeter, the open-source leader in performance testing, with InfluxDB, the open-source time-series database, and Grafana, the open-source analytics and visualization application.
In this webinar, we will review the benefits of leveraging InfluxDB and Grafana when executing load tests and demonstrate how these tools are used to visualize performance metrics.
Length: 30 minutes
Session Overview
-------------------------------------------
During this webinar, we will cover the following topics while demonstrating the integrations of JMeter, InfluxDB and Grafana:
- What out-of-the-box solutions are available for real-time monitoring JMeter tests?
- What are the benefits of integrating InfluxDB and Grafana into the load testing stack?
- Which features are provided by Grafana?
- Demonstration of InfluxDB and Grafana using a practice web application
To view the webinar recording, go to:
https://www.rttsweb.com/jmeter-integration-webinar
UiPath Test Automation using UiPath Test Suite series, part 4DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 4. In this session, we will cover Test Manager overview along with SAP heatmap.
The UiPath Test Manager overview with SAP heatmap webinar offers a concise yet comprehensive exploration of the role of a Test Manager within SAP environments, coupled with the utilization of heatmaps for effective testing strategies.
Participants will gain insights into the responsibilities, challenges, and best practices associated with test management in SAP projects. Additionally, the webinar delves into the significance of heatmaps as a visual aid for identifying testing priorities, areas of risk, and resource allocation within SAP landscapes. Through this session, attendees can expect to enhance their understanding of test management principles while learning practical approaches to optimize testing processes in SAP environments using heatmap visualization techniques
What will you get from this session?
1. Insights into SAP testing best practices
2. Heatmap utilization for testing
3. Optimization of testing processes
4. Demo
Topics covered:
Execution from the test manager
Orchestrator execution result
Defect reporting
SAP heatmap example with demo
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
Search and Society: Reimagining Information Access for Radical FuturesBhaskar Mitra
The field of Information retrieval (IR) is currently undergoing a transformative shift, at least partly due to the emerging applications of generative AI to information access. In this talk, we will deliberate on the sociotechnical implications of generative AI for information access. We will argue that there is both a critical necessity and an exciting opportunity for the IR community to re-center our research agendas on societal needs while dismantling the artificial separation between the work on fairness, accountability, transparency, and ethics in IR and the rest of IR research. Instead of adopting a reactionary strategy of trying to mitigate potential social harms from emerging technologies, the community should aim to proactively set the research agenda for the kinds of systems we should build inspired by diverse explicitly stated sociotechnical imaginaries. The sociotechnical imaginaries that underpin the design and development of information access technologies needs to be explicitly articulated, and we need to develop theories of change in context of these diverse perspectives. Our guiding future imaginaries must be informed by other academic fields, such as democratic theory and critical theory, and should be co-developed with social science scholars, legal scholars, civil rights and social justice activists, and artists, among others.
Essentials of Automations: Optimizing FME Workflows with ParametersSafe Software
Are you looking to streamline your workflows and boost your projects’ efficiency? Do you find yourself searching for ways to add flexibility and control over your FME workflows? If so, you’re in the right place.
Join us for an insightful dive into the world of FME parameters, a critical element in optimizing workflow efficiency. This webinar marks the beginning of our three-part “Essentials of Automation” series. This first webinar is designed to equip you with the knowledge and skills to utilize parameters effectively: enhancing the flexibility, maintainability, and user control of your FME projects.
Here’s what you’ll gain:
- Essentials of FME Parameters: Understand the pivotal role of parameters, including Reader/Writer, Transformer, User, and FME Flow categories. Discover how they are the key to unlocking automation and optimization within your workflows.
- Practical Applications in FME Form: Delve into key user parameter types including choice, connections, and file URLs. Allow users to control how a workflow runs, making your workflows more reusable. Learn to import values and deliver the best user experience for your workflows while enhancing accuracy.
- Optimization Strategies in FME Flow: Explore the creation and strategic deployment of parameters in FME Flow, including the use of deployment and geometry parameters, to maximize workflow efficiency.
- Pro Tips for Success: Gain insights on parameterizing connections and leveraging new features like Conditional Visibility for clarity and simplicity.
We’ll wrap up with a glimpse into future webinars, followed by a Q&A session to address your specific questions surrounding this topic.
Don’t miss this opportunity to elevate your FME expertise and drive your projects to new heights of efficiency.
Epistemic Interaction - tuning interfaces to provide information for AI supportAlan Dix
Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
As machine learning integrates deeper into human-computer interactions, the concept of epistemic interaction emerges, aiming to refine these interactions to enhance system adaptability. This approach encourages minor, intentional adjustments in user behaviour to enrich the data available for system learning. This paper introduces epistemic interaction within the context of human-system communication, illustrating how deliberate interaction design can improve system understanding and adaptation. Through concrete examples, we demonstrate the potential of epistemic interaction to significantly advance human-computer interaction by leveraging intuitive human communication strategies to inform system design and functionality, offering a novel pathway for enriching user-system engagements.
Kubernetes & AI - Beauty and the Beast !?! @KCD Istanbul 2024Tobias Schneck
As AI technology is pushing into IT I was wondering myself, as an “infrastructure container kubernetes guy”, how get this fancy AI technology get managed from an infrastructure operational view? Is it possible to apply our lovely cloud native principals as well? What benefit’s both technologies could bring to each other?
Let me take this questions and provide you a short journey through existing deployment models and use cases for AI software. On practical examples, we discuss what cloud/on-premise strategy we may need for applying it to our own infrastructure to get it to work from an enterprise perspective. I want to give an overview about infrastructure requirements and technologies, what could be beneficial or limiting your AI use cases in an enterprise environment. An interactive Demo will give you some insides, what approaches I got already working for real.
The Art of the Pitch: WordPress Relationships and SalesLaura Byrne
Clients don’t know what they don’t know. What web solutions are right for them? How does WordPress come into the picture? How do you make sure you understand scope and timeline? What do you do if sometime changes?
All these questions and more will be explored as we talk about matching clients’ needs with what your agency offers without pulling teeth or pulling your hair out. Practical tips, and strategies for successful relationship building that leads to closing the deal.
Key Trends Shaping the Future of Infrastructure.pdfCheryl Hung
Keynote at DIGIT West Expo, Glasgow on 29 May 2024.
Cheryl Hung, ochery.com
Sr Director, Infrastructure Ecosystem, Arm.
The key trends across hardware, cloud and open-source; exploring how these areas are likely to mature and develop over the short and long-term, and then considering how organisations can position themselves to adapt and thrive.
Transcript: Selling digital books in 2024: Insights from industry leaders - T...BookNet Canada
The publishing industry has been selling digital audiobooks and ebooks for over a decade and has found its groove. What’s changed? What has stayed the same? Where do we go from here? Join a group of leading sales peers from across the industry for a conversation about the lessons learned since the popularization of digital books, best practices, digital book supply chain management, and more.
Link to video recording: https://bnctechforum.ca/sessions/selling-digital-books-in-2024-insights-from-industry-leaders/
Presented by BookNet Canada on May 28, 2024, with support from the Department of Canadian Heritage.
Transcript: Selling digital books in 2024: Insights from industry leaders - T...
National Research Results: How & Why Do Students Use Closed Captioning?
1. 1
National Research Results: How & Why
Do Students Use Closed Captioning?
Dr. Katie Linder
Research Director
Oregon State University Ecampus
Kathryn.Linder@oregonstate.edu
www.3playmedia.com
twitter: @3playmedia
live tweet: #a11y
Type questions in the window during the presentation
Recording of presentation will be available for replay
To view live captions, please click the link in the chat window
Lily Bond (Moderator)
3Play Media
Director of Marketing
lily@3playmedia.com
2. National Research Results: How & Why
Do Students Use Closed Captioning?
Presented by:
Dr. Katie Linder, Research Director
Oregon State University Ecampus
kathryn.linder@oregonstate.edu
Tweet using:
@ecresearchunit
@Katie__Linder
@3playmedia
3. Presentation Objectives
• An outline of the study recruitment and procedures
• Data & results from the study including:
• Information about the students who responded
• Student awareness of the availability of captioning
• Student use of captioning and transcription
• How & why students use captions and transcripts
• The perceived learning benefits of captioning & transcription
• Common captioning hindrances identified by students
• Takeaways from the study
• Q&A
3
5. Study Research Questions
• To what extent are students aware of the availability of video closed
captions and transcripts in their courses?
• To what extent do various student populations use video closed captions
and transcripts?
• Why do students use video closed captions and transcripts?
• How do students use video closed captions and transcripts to support their
learning?
• To what extent do various student populations perceive the use of video
closed captions as potentially valuable to their learning?
5
6. Recruitment
• 3,742 institutional representatives received an email
announcing the study
• A series of webinars describing the study were held
• For institutions that chose to participate in the study,
recruitment materials for the student survey were shared for
distribution
6
7. Instrument and Procedures
• When consented for the survey, students were told that their
institution was partnering with Oregon State University and
3Play Media
• Student participants were asked to complete a 46-item online
survey
• Students had the option at the end of the survey to provide
their email to be entered into a raffle for one of fifty $25
Amazon gift cards
7
8. Participants
• Participants who were under the age of 18 were excluded from
the study
• A total of 15 institutions agreed to assist with recruitment of
student survey participants
• From those 15 institutions, 2,839 students responded
• 2,124 student participant responses were included in the
analysis of the outcomes after data cleaning procedures were
completed
8
9. An Important Note
• Many institutions are only thinking about closed captions in
relation to student accommodation
• Thus, some institutions only sent out the survey to the
students who were receiving captions for accommodation
• This is reflected in the response rates of students with
registered disabilities and students who receive closed
captions as an accommodation
9
10. Participating Schools
School Respondents Institutional Profile
A 1 Private 4-year, nonprofit, Northeast
B 8 Public 2-year, nonprofit, Midwest
C 32 Public 4-year, nonprofit, Southeast
D 4 Public 4-year, nonprofit, Southeast
E 32 Public 2-year, nonprofit, Southwest
F 7 Public 4-year, nonprofit, Midwest
G 64 Public 2-year, nonprofit, Midwest
H 24 Private 4-year, nonprofit, Southwest
I 60 Public 4-year, nonprofit, Midwest
J 4 Public 4-year, nonprofit, Midwest
K 1130 Public 4-year, nonprofit, West
L 300 Public 4-year, nonprofit, West
M 100 Private 4-year, nonprofit, Northeast
N 123 Public 4-year, nonprofit, West
O 235 Public 4-year, nonprofit, West
10
11. frequency
percentag
e
freshman 357 18.1%
sophomor
e
323 16.4%
junior 436 22.1%
senior 514 26.1%
graduate
student
272 13.8%
other 71 3.6%
total 1973 100%
Student Respondents
freshman, 18.10%
sophomore,
16.40%
junior, 22.10%
senior, 26.10%
graduate student,
13.80%
other, 3.60%
Year in School
freshman
sophomore
junior
senior
graduate student
other
11
15. Student Respondents (cont.)
face-to-face, 35.20%
primarily face to face with
occasional online, 3.60%
equally face-to-face and
online, 5.10%
primarily online with
occasional face-to-face,
51.90%
only online, 4.10%
Course Modality
face-to-face
primarily face to face with
occasional online
equally face-to-face and
online
primarily online with
occasional face-to-face
only online
15
17. Availability of Closed Captions
• Approximately how many
videos in your courses had
closed captioning as an
option?
• How often did you use
closed captions when they
were available?
frequency percentage
all 125 6.0%
most 269 12.8%
many 209 10.0%
some 370 17.7%
just a few 318 15.2%
none 240 11.5%
I am not
sure
565 27.0%
total 2096 100%
frequency percentage
never 541 26.0%
seldom 418 20.1%
sometimes 394 19.0%
often 356 17.1%
always 370 17.8%
total 2079 100%
17
18. • Do you know how to tell if a
video has closed captioning as
a feature?
• Do you know how to turn on
closed captioning?
Use and Perceptions of Closed Captions
frequency percentage
yes 1174 55.9%
sometime
s
617 29.4%
no 308 14.7%
total 2099 100%
frequency percentage
yes 1251 59.6%
sometime
s
536 25.5%
no 312 14.9%
total 2099 100%
18
19. • Approximately how many
videos in your courses have
transcripts as an option?
• How often did you use
transcripts when they were
available?
Use and Perceptions of Transcripts
frequency percentage
all 62 3.1%
most 82 4.1%
many 81 4.0%
some 193 9.6%
just a few 364 18.0%
none 864 42.8%
I am not
sure
371 18.4%
total 2017 100%
frequency percentage
never 1087 55.5%
seldom 248 12.7%
sometimes 258 13.2%
often 171 8.7%
always 196 10.0%
total 1960 100%
19
20. • How often did you use closed
captions when they were
available?
• How often did you use
transcripts when they were
available?
Comparing CC and Transcript Use
frequency percentage
never 1087 55.5%
seldom 248 12.7%
sometimes 258 13.2%
often 171 8.7%
always 196 10.0%
total 1960 100%
frequency percentage
never 541 26.0%
seldom 418 20.1%
sometimes 394 19.0%
often 356 17.1%
always 370 17.8%
total 2079 100%
20
21. • Approximately how many
videos in your courses had
closed captioning as an
option?
• Approximately how many
videos in your courses have
transcripts as an option?
Comparing CC and Transcript Availability
frequency percentage
all 62 3.1%
most 82 4.1%
many 81 4.0%
some 193 9.6%
just a few 364 18.0%
none 864 42.8%
I am not
sure
371 18.4%
total 2017 100%
frequency percentage
all 125 6.0%
most 269 12.8%
many 209 10.0%
some 370 17.7%
just a few 318 15.2%
none 240 11.5%
I am not
sure
565 27.0%
total 2096 100%
21
22. Helpfulness of
Closed Captions vs. Transcripts
1.40%
10.50%
29.00%
35.70%
23.40%
31.10%
18.40%
22.50%
17.00%
11.00%
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
Not at all Slightly Moderately Very Extremely
Helpfulness of Captions & Transcripts
(by percentage of whole)
Captions Transcripts
22
23. Why do students use closed captions?
frequency
Helps me focus 1001
Helps me retain the information 963
Helps overcome poor audio quality 958
I watch videos in sound sensitive
environments (e.g. a library)
650
Helps me with difficult vocabulary 418
I have difficulty with hearing 288
My professor has an accent 285
Other (please describe) 155
English is my second language 112
23
24. Five main themes emerged:
1) Environmental
(quiet environments)
2) Video/audio quality
(poor quality, too quiet)
and/or instructor difficult
to understand
(accents, speaks too fast)
3) Convenience
(faster, saves time)
4) Accommodation
(disability accommodation)
5) Learning aid
(accuracy, comprehension,
retention, engagement)
Perceived Benefits of Closed Captions
24
25. Sample Comments of Perceived
Benefits of Closed Captions
• Environmental: “I don’t like playing videos with sound when
I’m in an environment where doing so would be disruptive.”
• Video/audio quality: “Helps when a video has poor sound
quality.”
• Instructor difficult to understand: “My professor has a slight
accent that makes her words fast and jumbled.”
25
26. Sample Comments of Perceived
Benefits of Closed Captions
• Convenience: “I find it easier to read along with the videos
rather than just sit there and listen to the professor talk.”
• Accommodation: “I’m dyslexic so it helps me to know that the
notes I’m writing down are both spelled correctly and in the
right syntax.”
26
27. Sample Comments of Perceived
Learning Benefits of Closed Captions
• Accuracy: “If I need to write down notes, I know exactly how to
quote a video.”
• Comprehension: “It can help me deeply understand the
lecture.”
• Retention: “By simultaneously reading and listening to the
content, I am able to retain the information better.”
• Engagement: “They help me to focus on the video instead of
just tuning out the noise.”
27
28. Perceived Hindrances of Closed Captions
Frequency Percent
Not at all 965 63.32%
Slightly 401 26.31%
Moderately 135 8.9%
Very 16 1.05%
Extremely 7 .05%
Total 1524 100%
28
29. Perceived Hindrances of Closed Captions
400 qualitative comments included in analysis
• 41.5% (166) said that closed captions were distracting or
required too much cognitive load
• 34.8% (139) said that closed captions included incorrect
information such as typos or were incorrectly synced with the
video
• 32% (128) said that closed captions blocked important
information
29
30. Distracting or required too much cognitive load
• “I do not focus on the video, I focus on the reading.”
• “If the video is simple with simple vocabulary then closed
captioning can be annoying and seem repetitive causing the
feeling of boredom.”
• “They are distracting from the actual video.”
Sample Comments of Perceived
Hindrances of Closed Captions
30
31. Included incorrect information such as typos or were
incorrectly synced with the video
• “Most of the time the videos in class have used automatic
captions which never match up with what is really being said
which often makes them inaccurate and not helpful.”
• “When the captioning is wrong, it is frustrating because in a
PhD program details matter. Additionally, when they are
wrong, it takes that much longer to process and contribute to
a conversation.”
Sample Comments of Perceived
Hindrances of Closed Captions
31
32. Closed captions blocked important information
• “Some instances it covered up the equations needed to see
for the math classes.”
• “It can block important images/pictures.”
• “When they are in the way of the video (specifically words,
such as names or positions of people talking in video).”
Sample Comments of Perceived
Hindrances of Closed Captions
32
33. Why do students use transcripts?
33
frequency
I use transcripts as study guides 682
Helps me retain the information 668
Helps me find what I'm looking for 667
Helps me focus 491
Helps overcome poor audio quality 428
Helps with difficult vocabulary 288
Other (please describe) 273
I watch videos in sound sensitive environments
(e.g. the library)
261
My professor has an accent 178
I have difficulty with hearing 136
English is my second language 75
34. Perceived Benefits of Transcripts
Five main themes emerged:
1) Environmental
(quiet environments)
2) Video/audio quality
(poor quality, too quiet)
and/or instructor difficult
to understand
(accents, speaks too fast)
3) Accommodation
(for specified disability)
4) Convenience
(search for information,
easier, faster, use for
citations and quoting)
5) Learning aid
(comprehension, note-
taking, study aid, review
materials later)
34
35. Sample Comments of Perceived
Benefits of Transcripts
• Environmental: “They helped me understand what was
being said if I was in a noisy environment, or when I was in a
quiet environment. I found it easier to follow along as well.”
• Video/audio quality: “They allow you to read what is said
without having to understand the speaker clearly.”
35
36. Sample Comments of Perceived
Benefits of Transcripts
• Instructor difficult to understand: “It is not always easy to
understand professors who have a foreign dialect or who
speak too quickly.”
• Convenience: “It’s much easier to locate the key ideas and
terms.”
• Accommodation: “It helps with my learning disability, being
able to read the information while watching the video.”
36
37. Sample Comments of Perceived Learning
Benefits of Transcripts
• Accuracy: “If I missed anything, I could have it right in front of me.”
• Comprehension: “It is harder to take notes from a video. Transcripts
allow easier identification of key points.”
• Retention: “I am a visual learner so being able to read the material
at my own pace and take notes helped me retain the information
better.”
• Engagement: “It helps me not have to take notes, which allows me
to focus on the video.”
37
38. Perceived Hindrances of Transcripts
Frequency Percent
Not at all 1482 81.03%
Slightly 193 10.55%
Moderately 114 6.23%
Very 20 1.1%
Extremely 20 1.1%
Total 1829 100.0
38
39. Perceived Hindrances of Transcripts
153 qualitative comments included in analysis
• 43.79% (67) said that transcripts were distracting from the
video or visual cues or required too much attention or
cognitive load
• 20.26% (31) said that transcripts included incorrect
information such as typos, were not well-written, or were not
formatted well
• 14.38% (22) said that transcripts were too long, were too much
to read, or required too much time
39
40. Sample Comments of Perceived
Hindrances of Transcripts
Transcripts were distracting from the video or visual cues or
required too much attention or cognitive load
• “Transcripts are meant to be read without the video playing, so
you cannot see an object if the person is pointing to it in the
video.”
• “Hard to read and listen and watch at the same time.”
40
41. Sample Comments of Perceived
Hindrances of Transcripts
Transcripts included incorrect information such as typos, were
not well-written, or were not formatted well
• “Contained info that was irrelevant.”
• “Not all correctly transcribed and often have weird line
breaks.”
• “Hard to sift through big blocks of text sometimes.”
41
42. Sample Comments of Perceived
Hindrances of Transcripts
Transcripts were too long, were too much to read, or required
too much time
• “It can make studying take longer than it should.”
• “It is time consuming when you have to request for
transcripts.”
• “I would have to read it and not be able to watch the video and
might fall behind with the other classmate.”
42
43. Takeaways
• Almost 100% of courses include some video content
• Generally, students find closed captions to be more helpful
than transcripts
• Closed captions or transcripts are not being provided for all
videos and multimedia items or students are not aware when
closed captions or transcripts have been made available
• Closed captions and transcripts are being used in a range of
ways to aid student learning
• Many of the common hindrances can be mitigated by
instituting a quality assurance process that involves the creator
of the content
43
44. Study Report
• A full study report for the student survey will be available later
this fall
• The report will include:
• Additional results from the study including more specific qualitative
analyses
• The survey instrument
• Data tables for all questions
Everyone who registered for this webinar will be emailed when
the report is available.
44
45. Upcoming Webinar: October 12
How Colleges Nationwide Are Handling Captioning
This presentation will cover:
• Whether institutions are prioritizing captioning
• How institutions are budgeting for closed captioning
• Whether captioning efforts are being centralized
• The people and departments involved in captioning decisions
• How much captioning is currently being done
• A comparison of captioning practices for face-to-face, online, and
institutional purposes
• Awareness of captioning across campus
• Whether colleges & universities are meeting legal requirements for
captioning
45
46. An Additional Resource
A weekly podcast about topics and
issues related to research in higher
education.
Full transcripts are provided with
each episode.
46
47. National Research Results: How & Why
Do Students Use Closed Captioning?
For additional questions contact:
Dr. Katie Linder, Research Director
Oregon State University Ecampus
kathryn.linder@oregonstate.edu
@ecresearchunit & @Katie__Linder
48. 48
Dr. Katie Linder
Research Director
Extended Campus, Oregon State
University
Kathryn.Linder@oregonstate.
edu
Lily Bond (Moderator)
Director of Marketing
3Play Media
lily@3playmedia.com
Q&A
Upcoming Webinars:
Sept 20: Captioning the 3Play Way
Sept 29: 2016 Legal Update on Digital
Accessibility Cases (with Lainey Feingold)
Oct 6: Developing an Accessibility Policy
Oct 12: Research Results: How Campuses
Nationwide Are Handling Captioning
Oct 20: An Architect of the ADA on Its Application
to Modern Technology
Register for upcoming webinars at:
http://www.3playmedia.com/webinars/