The document discusses using various technologies in the classroom, including blogs/wikis, digital video, and document sharing services. It describes the differences between blogs and wikis and provides examples of how each could be used to target different language skills. Digital video is discussed as a way to work on pronunciation, speaking, presentations, and collaborations. Document sharing services like Google Docs and Zoho allow students to collaborate online. The document provides guidance on choosing a technology, designing an activity around a language focus, and practical considerations for implementation.
Strategies for Getting Administrative and Faculty Buy-In for UDL3Play Media
The twentieth century saw access to higher education broaden in several significant ways. Formerly under-served populations of students were the targets of concentrated efforts to provide opportunities for college study: women, veterans, first-generation college learners, students from disadvantaged socioeconomic backgrounds, people with disabilities. To help make educational materials and teaching practices inclusive for all learners, this webinar radically reflects on how to motivate and inspire colleges and universities to adopt Universal Design for Learning (UDL).
Presented by Thomas Tobin, the Coordinator of Learning Technologies in the Center for Teaching and Learning (CTL) at Northeastern Illinois University in Chicago, this webinar will explore strategies for getting administrative and faculty buy-in for UDL. Thomas will focus on key shifts to make at your institution that will help demonstrate a measurable return on the investment of UDL.
This presentation will cover:
Training staff in Universal Design for Learning (UDL)
How to use UDL principles to increase student retention, persistence, and satisfaction
Motivating the adoption of UDL as part of campus culture
Getting administrative, budgetary, and faculty buy-in for UDL
How to expand the use of UDL elements beyond the legally required minimum
Video blogging in EFL/ESL classrooms faces several challenges, including students' lack of language proficiency, inability to respond to peers, and lack of sustained interest. Teachers also face challenges with technical knowledge and support. However, video blogging can benefit language learning in many ways if teachers scaffold instruction, create an immersive English environment, and find low-cost technical solutions. With adequate planning and support, video blogging can engage students and enhance their language skills.
Video blogging in EFL/ESL classrooms faces several challenges including students' lack of language proficiency, inability to respond to peers, and lack of sustained interest. Teachers also lack knowledge of how to effectively integrate video blogging and support. To address these challenges, teachers should carefully select vocabulary at students' level, scaffold support, teach commenting etiquette, create an English-only environment, participate in professional development, and utilize low-cost resources.
1) The study examined how the use of closed captions and interactive transcripts impacted learning in online courses at the University of South Florida St. Petersburg.
2) It found that students who used the captions and transcripts more frequently had better recall, comprehension, and application of the material compared to those who used them less. The majority of students also found the tools to be helpful.
3) The results suggest captions and transcripts can improve learning when incorporated as part of universal design and instructors should encourage their use as study aids. Making both tools available maximizes accessibility and benefits for students.
Making eLearning Accessible for EveryoneMatthew Guyan
This was my presentation from the LearnX conference in 2015 where I spoke about accessibility and some of the things eLearning designers can do to make their modules more accessible.
This document outlines tips for effectively conducting webinars. It discusses:
- The importance of interaction, engagement and applying principles of adult education in virtual learning.
- Strategies for creating interaction, such as using polls, asking questions, and changing presentation views frequently.
- Tips for a successful webinar such as having a moderator, preparing participants, using the chat feature, engaging multiple presenters, and keeping learners focused with visual aids.
- The document provides guidance for webinar leaders on how to effectively structure and facilitate a virtual learning session.
This document introduces an effective slide design for presentations in foreign language classrooms. The slide design follows principles of rhetoric, psychology and human factors. It includes a headline, assertion, images and important words to support the point. Using this design improves the quality of student presentations and allows them to transfer presentation skills to other subjects. Faculty report students have better communication skills when they graduate as a result of using this slide design approach in foreign language courses.
The document discusses using various technologies in the classroom, including blogs/wikis, digital video, and document sharing services. It describes the differences between blogs and wikis and provides examples of how each could be used to target different language skills. Digital video is discussed as a way to work on pronunciation, speaking, presentations, and collaborations. Document sharing services like Google Docs and Zoho allow students to collaborate online. The document provides guidance on choosing a technology, designing an activity around a language focus, and practical considerations for implementation.
Strategies for Getting Administrative and Faculty Buy-In for UDL3Play Media
The twentieth century saw access to higher education broaden in several significant ways. Formerly under-served populations of students were the targets of concentrated efforts to provide opportunities for college study: women, veterans, first-generation college learners, students from disadvantaged socioeconomic backgrounds, people with disabilities. To help make educational materials and teaching practices inclusive for all learners, this webinar radically reflects on how to motivate and inspire colleges and universities to adopt Universal Design for Learning (UDL).
Presented by Thomas Tobin, the Coordinator of Learning Technologies in the Center for Teaching and Learning (CTL) at Northeastern Illinois University in Chicago, this webinar will explore strategies for getting administrative and faculty buy-in for UDL. Thomas will focus on key shifts to make at your institution that will help demonstrate a measurable return on the investment of UDL.
This presentation will cover:
Training staff in Universal Design for Learning (UDL)
How to use UDL principles to increase student retention, persistence, and satisfaction
Motivating the adoption of UDL as part of campus culture
Getting administrative, budgetary, and faculty buy-in for UDL
How to expand the use of UDL elements beyond the legally required minimum
Video blogging in EFL/ESL classrooms faces several challenges, including students' lack of language proficiency, inability to respond to peers, and lack of sustained interest. Teachers also face challenges with technical knowledge and support. However, video blogging can benefit language learning in many ways if teachers scaffold instruction, create an immersive English environment, and find low-cost technical solutions. With adequate planning and support, video blogging can engage students and enhance their language skills.
Video blogging in EFL/ESL classrooms faces several challenges including students' lack of language proficiency, inability to respond to peers, and lack of sustained interest. Teachers also lack knowledge of how to effectively integrate video blogging and support. To address these challenges, teachers should carefully select vocabulary at students' level, scaffold support, teach commenting etiquette, create an English-only environment, participate in professional development, and utilize low-cost resources.
1) The study examined how the use of closed captions and interactive transcripts impacted learning in online courses at the University of South Florida St. Petersburg.
2) It found that students who used the captions and transcripts more frequently had better recall, comprehension, and application of the material compared to those who used them less. The majority of students also found the tools to be helpful.
3) The results suggest captions and transcripts can improve learning when incorporated as part of universal design and instructors should encourage their use as study aids. Making both tools available maximizes accessibility and benefits for students.
Making eLearning Accessible for EveryoneMatthew Guyan
This was my presentation from the LearnX conference in 2015 where I spoke about accessibility and some of the things eLearning designers can do to make their modules more accessible.
This document outlines tips for effectively conducting webinars. It discusses:
- The importance of interaction, engagement and applying principles of adult education in virtual learning.
- Strategies for creating interaction, such as using polls, asking questions, and changing presentation views frequently.
- Tips for a successful webinar such as having a moderator, preparing participants, using the chat feature, engaging multiple presenters, and keeping learners focused with visual aids.
- The document provides guidance for webinar leaders on how to effectively structure and facilitate a virtual learning session.
This document introduces an effective slide design for presentations in foreign language classrooms. The slide design follows principles of rhetoric, psychology and human factors. It includes a headline, assertion, images and important words to support the point. Using this design improves the quality of student presentations and allows them to transfer presentation skills to other subjects. Faculty report students have better communication skills when they graduate as a result of using this slide design approach in foreign language courses.
The document discusses leveraging ICT in English language teaching and learning. It describes using e-videos to reinforce skills and allow self-directed learning. Chroma key technology and green screens allow students to create digital stories. Pbworks is proposed as a collaborative platform to provide instruction, assignments, feedback and student engagement through wikis on various English language topics like writing, oral exams, and project-based learning.
1. The document discusses free technology tools that can be used for reading, writing, math, and other subjects. It provides examples of tools from the past like Hypercard and tools currently available like ReadPlease, Bibliomania, and Virtual Manipulatives.
2. Future tools discussed include those that support Universal Design for Learning principles like providing multiple means of engagement, representation, and expression. Tools like blogs, wikis, and presentation tools are presented as ways for students to collaborate.
3. The document encourages using a variety of free technology tools to differentiate instruction and provide alternative ways for students to demonstrate their knowledge.
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
Participants will explore ways in which online technology, such as YouTube and VoiceThread, can be used in and outside of the classroom to encourage students’ enthusiasm and facilitate language learning. Participants will survey the surprising project outcomes and explore the flexible grading rubrics (i.e., those that become more rigorous as each assignment’s intensity increases). Participants will also review and critique sample student projects, learn how to create a video, and design a workable rubric to take back to his or her own classroom.
Understanding Closed Captioning Standards and Guidelines3Play Media
With recent legal action concerning accessibility, many organizations are shifting their discussions from whether they need to caption to how they will caption and what defines high quality captioning.
In this webinar, Jason Stark from the Described and Captioned Media Program (DCMP) and Cindy Camp from Pepnet 2 will go over DCMP’s captioning guidelines and preferred techniques that will help you produce captions that are accurate, consistent, clear, readable, and equal.
This webinar will cover:
DCMP’s captioning guidelines and standards
The importance of quality captioning
Preferred techniques for different types of media
Working with web media that doesn’t support certain captioning features
About DCMP
DCMP is a federally funded organization that advocates for equal access to educational media and the establishment and maintenance of quality standards for captioning and description by service providers.
About Pepnet 2
Pepnet 2 is a federally funded program whose mission is to increase the education, career, and lifetime choices available to individuals who are deaf or hard of hearing.
The document outlines an agenda for an e-learning workshop on Pachyderm, a multimedia authoring tool. It includes:
1) An introduction and overview of Pachyderm.
2) Examples of existing Pachyderm presentations.
3) A discussion of preparation and templates.
4) An activity where participants prepare their own Pachyderm project.
5) A live demonstration of building a Pachyderm presentation.
6) A question and answer session.
Portland Community College: Best Practices for Video Captioning3Play Media
In this recorded session from AHEAD 2014, Portland Community College discuss their accessibility and captioning policies, as well as workflows and use cases for transcripts and closed captions. The topics covered are:
Accessibility policies and procedures
Captioning and transcription workflows
Strategies for addressing accessibility issues
Video search with interactive transcripts
Industry trends with captions and transcripts
Speakers
Haris Gunadi
Alternate Media Specialist | Portland Community College
Tole Khesin
VP of Marketing | 3Play Media
The document provides instructions for creating an interactive video script, which includes writing audio narration and selecting corresponding visuals for clips, inserting transitional multiple choice questions between clips to direct student flow, and designing a clip flow diagram to ensure clips progress logically based on student responses. The script should cover a lesson objective through 8 clips and questions in 4-7 minutes, using a two-column format and copyright-free images sized at least 1024x576 pixels.
This document discusses using video production tools in the classroom to help students learn visual storytelling skills. It outlines goals of understanding how video can enhance curriculum and basic production concepts. Examples are provided on creating a dental video and leveraging personal stories. Film language and narrative sequencing techniques are explained. Equipment options like cameras, microphones, and editing software are reviewed along with tips for professional quality video. Resources for project materials and sharing content are also provided.
1) PBS Kids is an educational website for children aged 2-6 that provides learning materials like games, puzzles and videos to teach basic concepts in a fun way.
2) The website content is divided into sections that include learning materials, sharing content with friends, and a ratings page to provide feedback.
3) Users can access different pages on the site through navigation links on the home page and content is implemented using scripts, storyboards and flowlines to map the user experience.
Encouraging autonomy through technology-enhanced toolsjohn6938
1. The document discusses developing tools and open online materials to encourage autonomy in computer science students in a thesis writing course. It aims to transition students from teacher-controlled activities to independent learning.
2. Several eTools are proposed, including features for reading like highlighting parts of speech, and tools for writing like detecting errors and visualizing writing features. Course notes are designed with modular, flexible materials to be student-centered.
3. The goal is to empower students as independent learners through setting their own goals, using the language outside class, raising awareness of learning processes, and encouraging choice and self-generation of tasks.
This document evaluates an educational program called "letters carpet" developed by Dwalej Technology for the Ministry of Education. The program teaches children Arabic letters and words by allowing them to fly to different islands on a magic carpet, each with different letters. It is readily accessible, inexpensive since it's provided for free by the ministry, and interactive with sound, pictures and motivations to keep students engaged.
Top 5 reasons to include captions for your live events John Peterson
According to the Ofcom survey, 80% of the television audience who watch programs with captions aren’t deaf or hard of hearing. Captions are much beyond time-synchronized transcripts; they help reach out to more potential customers in many ways. Read More: https://bit.ly/2Y6yWqU
Learner training for effective use of CALL by an M.A. Post graduate student M...MohammadMirzaee7
This document discusses various aspects of training learners for effective use of computer-assisted language learning (CALL). It covers CALL application classifications, including tutorial and tool uses. It also addresses providing computer literacy training, orientation to specific CALL applications, issues of learner control, developing learner strategies, fostering learner autonomy, and five principles for learner training outlined by Philip Hubbard based on his experience, including experiencing CALL yourself and teaching general exploitation strategies. The overall document offers guidance on equipping language learners to make the most of technology-enhanced language learning opportunities.
Video Captioning for Accessibility: University of Florida and Regis Universit...3Play Media
With the proliferation of education video, captioning has become an essential part of many university accessibility policies. Although captioning is sometimes perceived as obtrusive and expensive, in this session University of Florida and Regis University demonstrate their cost-effective, streamlined captioning workflows that provide push-button simplicity for instructors and administrators campus-wide.
Watch this session to learn about the efficient and cost-effective ways to implement video captioning solutions. We will also cover the basics of how to create closed captions, accessibility laws, captions formats including emerging formats for HTML5 and mobile, video player compatibility, and automated workflows with Kaltura.
This session was part of the Kaltura Education Video Summit held on December 6, 2012.
Presenters:
Nicole Croy
eLearning Technologist | Regis University
Jason Neely
Office of Distance Learning | University of Florida
Tole Khesin
VP of Marketing | 3Play Media
This document provides tips and resources for helping learners improve their writing abilities. It recommends choosing appropriate model texts and genre-specific instruction. Several websites are listed that provide writing exercises, feedback, collaboration opportunities, and evaluation of writing at different levels. Research suggests explicitly teaching genres, forms, and writing strategies with a focus on comprehensible output and feedback.
This document discusses computer-assisted language learning (CALL). CALL uses information and communications technology to teach and learn foreign languages. It ranges from early drill-and-practice programs to more recent applications like virtual learning environments and mobile-assisted language learning. Computers can serve as tools, tutors, facilitators, and stimuli for language learning. Computer-mediated communication allows for synchronous and asynchronous communication. Computer-aided assessment can evaluate listening, reading, and to a limited extent, speaking and writing skills. CALL supports language research through databases and search engines. It also aids in teaching and developing listening, speaking, reading, writing, pronunciation and translation skills.
Developing Speaking and Listening SkillsNik Peachey
This document provides information about Nik Peachey and his work as a learning technology consultant, trainer, and writer. It discusses his experience and qualifications, including 20 years of experience in English language teaching. It also summarizes his views on using various digital communication tools like video conferencing, webinars, and blogs for language learning. Several specific video tools and apps are presented along with example tasks for using video asynchronously and synchronously in the classroom. Challenges of online learning are also addressed.
Video Accessibility Toolkit for Success in a Virtual Environment3Play Media
Discover why video accessibility can transform the way you communicate in a virtual environment. In this session, you will learn how to use video accessibility to create an inclusive environment, while also improving your SEO, brand experience, and engagement.
How Non-Profit Organizations Can Create Accessible Video3Play Media
This webinar covers legal compliance, video accessibility lawsuits, the creation of accessible video, explanation of caption formats and video player compatibility, as well as an overview of automated workflows and integrations with video platforms.
The document discusses leveraging ICT in English language teaching and learning. It describes using e-videos to reinforce skills and allow self-directed learning. Chroma key technology and green screens allow students to create digital stories. Pbworks is proposed as a collaborative platform to provide instruction, assignments, feedback and student engagement through wikis on various English language topics like writing, oral exams, and project-based learning.
1. The document discusses free technology tools that can be used for reading, writing, math, and other subjects. It provides examples of tools from the past like Hypercard and tools currently available like ReadPlease, Bibliomania, and Virtual Manipulatives.
2. Future tools discussed include those that support Universal Design for Learning principles like providing multiple means of engagement, representation, and expression. Tools like blogs, wikis, and presentation tools are presented as ways for students to collaborate.
3. The document encourages using a variety of free technology tools to differentiate instruction and provide alternative ways for students to demonstrate their knowledge.
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
Participants will explore ways in which online technology, such as YouTube and VoiceThread, can be used in and outside of the classroom to encourage students’ enthusiasm and facilitate language learning. Participants will survey the surprising project outcomes and explore the flexible grading rubrics (i.e., those that become more rigorous as each assignment’s intensity increases). Participants will also review and critique sample student projects, learn how to create a video, and design a workable rubric to take back to his or her own classroom.
Understanding Closed Captioning Standards and Guidelines3Play Media
With recent legal action concerning accessibility, many organizations are shifting their discussions from whether they need to caption to how they will caption and what defines high quality captioning.
In this webinar, Jason Stark from the Described and Captioned Media Program (DCMP) and Cindy Camp from Pepnet 2 will go over DCMP’s captioning guidelines and preferred techniques that will help you produce captions that are accurate, consistent, clear, readable, and equal.
This webinar will cover:
DCMP’s captioning guidelines and standards
The importance of quality captioning
Preferred techniques for different types of media
Working with web media that doesn’t support certain captioning features
About DCMP
DCMP is a federally funded organization that advocates for equal access to educational media and the establishment and maintenance of quality standards for captioning and description by service providers.
About Pepnet 2
Pepnet 2 is a federally funded program whose mission is to increase the education, career, and lifetime choices available to individuals who are deaf or hard of hearing.
The document outlines an agenda for an e-learning workshop on Pachyderm, a multimedia authoring tool. It includes:
1) An introduction and overview of Pachyderm.
2) Examples of existing Pachyderm presentations.
3) A discussion of preparation and templates.
4) An activity where participants prepare their own Pachyderm project.
5) A live demonstration of building a Pachyderm presentation.
6) A question and answer session.
Portland Community College: Best Practices for Video Captioning3Play Media
In this recorded session from AHEAD 2014, Portland Community College discuss their accessibility and captioning policies, as well as workflows and use cases for transcripts and closed captions. The topics covered are:
Accessibility policies and procedures
Captioning and transcription workflows
Strategies for addressing accessibility issues
Video search with interactive transcripts
Industry trends with captions and transcripts
Speakers
Haris Gunadi
Alternate Media Specialist | Portland Community College
Tole Khesin
VP of Marketing | 3Play Media
The document provides instructions for creating an interactive video script, which includes writing audio narration and selecting corresponding visuals for clips, inserting transitional multiple choice questions between clips to direct student flow, and designing a clip flow diagram to ensure clips progress logically based on student responses. The script should cover a lesson objective through 8 clips and questions in 4-7 minutes, using a two-column format and copyright-free images sized at least 1024x576 pixels.
This document discusses using video production tools in the classroom to help students learn visual storytelling skills. It outlines goals of understanding how video can enhance curriculum and basic production concepts. Examples are provided on creating a dental video and leveraging personal stories. Film language and narrative sequencing techniques are explained. Equipment options like cameras, microphones, and editing software are reviewed along with tips for professional quality video. Resources for project materials and sharing content are also provided.
1) PBS Kids is an educational website for children aged 2-6 that provides learning materials like games, puzzles and videos to teach basic concepts in a fun way.
2) The website content is divided into sections that include learning materials, sharing content with friends, and a ratings page to provide feedback.
3) Users can access different pages on the site through navigation links on the home page and content is implemented using scripts, storyboards and flowlines to map the user experience.
Encouraging autonomy through technology-enhanced toolsjohn6938
1. The document discusses developing tools and open online materials to encourage autonomy in computer science students in a thesis writing course. It aims to transition students from teacher-controlled activities to independent learning.
2. Several eTools are proposed, including features for reading like highlighting parts of speech, and tools for writing like detecting errors and visualizing writing features. Course notes are designed with modular, flexible materials to be student-centered.
3. The goal is to empower students as independent learners through setting their own goals, using the language outside class, raising awareness of learning processes, and encouraging choice and self-generation of tasks.
This document evaluates an educational program called "letters carpet" developed by Dwalej Technology for the Ministry of Education. The program teaches children Arabic letters and words by allowing them to fly to different islands on a magic carpet, each with different letters. It is readily accessible, inexpensive since it's provided for free by the ministry, and interactive with sound, pictures and motivations to keep students engaged.
Top 5 reasons to include captions for your live events John Peterson
According to the Ofcom survey, 80% of the television audience who watch programs with captions aren’t deaf or hard of hearing. Captions are much beyond time-synchronized transcripts; they help reach out to more potential customers in many ways. Read More: https://bit.ly/2Y6yWqU
Learner training for effective use of CALL by an M.A. Post graduate student M...MohammadMirzaee7
This document discusses various aspects of training learners for effective use of computer-assisted language learning (CALL). It covers CALL application classifications, including tutorial and tool uses. It also addresses providing computer literacy training, orientation to specific CALL applications, issues of learner control, developing learner strategies, fostering learner autonomy, and five principles for learner training outlined by Philip Hubbard based on his experience, including experiencing CALL yourself and teaching general exploitation strategies. The overall document offers guidance on equipping language learners to make the most of technology-enhanced language learning opportunities.
Video Captioning for Accessibility: University of Florida and Regis Universit...3Play Media
With the proliferation of education video, captioning has become an essential part of many university accessibility policies. Although captioning is sometimes perceived as obtrusive and expensive, in this session University of Florida and Regis University demonstrate their cost-effective, streamlined captioning workflows that provide push-button simplicity for instructors and administrators campus-wide.
Watch this session to learn about the efficient and cost-effective ways to implement video captioning solutions. We will also cover the basics of how to create closed captions, accessibility laws, captions formats including emerging formats for HTML5 and mobile, video player compatibility, and automated workflows with Kaltura.
This session was part of the Kaltura Education Video Summit held on December 6, 2012.
Presenters:
Nicole Croy
eLearning Technologist | Regis University
Jason Neely
Office of Distance Learning | University of Florida
Tole Khesin
VP of Marketing | 3Play Media
This document provides tips and resources for helping learners improve their writing abilities. It recommends choosing appropriate model texts and genre-specific instruction. Several websites are listed that provide writing exercises, feedback, collaboration opportunities, and evaluation of writing at different levels. Research suggests explicitly teaching genres, forms, and writing strategies with a focus on comprehensible output and feedback.
This document discusses computer-assisted language learning (CALL). CALL uses information and communications technology to teach and learn foreign languages. It ranges from early drill-and-practice programs to more recent applications like virtual learning environments and mobile-assisted language learning. Computers can serve as tools, tutors, facilitators, and stimuli for language learning. Computer-mediated communication allows for synchronous and asynchronous communication. Computer-aided assessment can evaluate listening, reading, and to a limited extent, speaking and writing skills. CALL supports language research through databases and search engines. It also aids in teaching and developing listening, speaking, reading, writing, pronunciation and translation skills.
Developing Speaking and Listening SkillsNik Peachey
This document provides information about Nik Peachey and his work as a learning technology consultant, trainer, and writer. It discusses his experience and qualifications, including 20 years of experience in English language teaching. It also summarizes his views on using various digital communication tools like video conferencing, webinars, and blogs for language learning. Several specific video tools and apps are presented along with example tasks for using video asynchronously and synchronously in the classroom. Challenges of online learning are also addressed.
Video Accessibility Toolkit for Success in a Virtual Environment3Play Media
Discover why video accessibility can transform the way you communicate in a virtual environment. In this session, you will learn how to use video accessibility to create an inclusive environment, while also improving your SEO, brand experience, and engagement.
How Non-Profit Organizations Can Create Accessible Video3Play Media
This webinar covers legal compliance, video accessibility lawsuits, the creation of accessible video, explanation of caption formats and video player compatibility, as well as an overview of automated workflows and integrations with video platforms.
Enhancing your unit – Take your unit beyond the basics.
Dave Hunt and Debbie Holley share ideas, good practice and examples from across the faculty and beyond
This document provides an overview of digital storytelling and its implementation in the classroom. It discusses:
1) The benefits of digital storytelling for student learning such as developing multimedia literacy, communication skills, and motivation.
2) The steps involved in creating a digital documentary (digidoc) including selecting topics, conducting research and interviews, gathering media, developing a narrative, and sharing the final product.
3) Software such as Windows Movie Maker that can be used to edit video, audio, images and create transitions/effects.
The document discusses using information and communication technology (ICT) to enhance language learning and raise standards. It provides examples of tools like PowerPoint, Audacity, YouTube, and social media that can be used for lessons, developing students' skills, and sharing best practices. Barriers to using ICT like facilities, staff confidence, and time are also addressed, along with strategies for assessing ICT use and promoting creativity.
University of Wisconsin: Captioning and Transcription Policies, Uses and Work...3Play Media
This slideshow comes from a presentation at UB Tech in June, 2014. The presentation was led by Josh Miller of 3Play Media and Patrick Wirth of University of Wisconsin-Extension, Continuing Education, Outreach & E-Learning (CEOEL). 3Play Media provides captioning and transcription services for UW-Extension.
CEOEL serves as the coordinator for University of Wisconsin continuing education programs at all 26 campuses. The presentation covered:
- Overview of CEOEL accessibility policies and procedures
- Overview of media team captioning and transcription workflows
- Discussion of CEOEL strategies for addressing accessibility issues/needs
- Showcase of creative uses for transcripts and captions around marketing initiatives
- Access to media players and templates (audio, video, narrations, etc.)
In your organization, you frequently need to train others on how things are done. Whether it's for customers or new employees, there is information you know that they will benefit from.
Almost every organization offers some form of training or classes or seminars to employees (and sometimes to customers) but very few are succeeding in getting those “students” to learn. In this workshop, we will explore the use of technology and E-Learning environments to improve the actual knowledge transfer in your organization.
Much of today's learning can take place on-line in organized, downloadable segments and we'll show you the best way to create and deliver your important content using technology. We'll also discuss on-demand reference systems and the types of information that is best made available from a webpage or smartphone instead of asking people to memorize it. No more wasting time with on-the-job training or day-long classes that are not effective.
Here are some of the topics that will be covered:
• How to design courses so that learning really takes place
• What kinds of knowledge or information is best taught and what is best made available from a Wiki or other reference system?
• Tools for “recording” PowerPoint presentations (and other applications) so that others can learn on their own time
• The use of new media (video and audio) in your e-learning courseware
• Learning Management Systems and keeping track of learner’s progress
This document provides a summary of a presentation on 3Play Media's live auto captioning solution. The presentation covers what 3Play's live auto captioning is, how it works, benefits of captioning live streams, considerations for caption quality, and tips for post-event accessibility. It includes an in-session demo and addresses frequently asked questions.
This document discusses using technology in training. It covers choosing the right technology based on needs, incorporating new tools like webinars and screencasting. It provides examples of using PowerPoint and alternatives. Tips are given for evaluating training sites and audiences to maximize the effectiveness of technology while avoiding uses that don't enhance learning. Examples of specific technologies are demonstrated and resources provided.
This document discusses using technology in training. It covers using tools like PowerPoint and webinars to deliver content and engage learners. It also discusses screencasting as an option to create video tutorials. The document provides tips on using different technologies and highlights advantages like being cost-effective and allowing for interactive, remote learning. Examples of topics suitable for tutorials are also discussed.
This SlideShareshares the need for translating and localizing training programs and also the steps involved in an effective e-learning course translation process.
This document discusses how teachers can integrate multimedia tools into their classrooms. It defines multimedia as technologies like cell phones, videos, computers, and more. Teachers can have students create digital videos, presentations, and storyboards. PowerPoint and other programs allow students to incorporate text, graphics, sound, and video into multimedia projects. The document also addresses how multimedia can help students learn and develop creativity, research, and technology skills based on ISTE standards. It provides examples of classroom activities where students make multimedia presentations and discusses how teachers can support multimedia use in the classroom.
The document discusses how multimedia tools can be integrated into classroom projects and presentations. It provides examples of how students can use tools like PowerPoint, movies makers, and digital photography to create multimedia reports, presentations, and stories. The document also discusses the importance of planning, such as creating storyboards, before developing multimedia projects. Teachers are encouraged to set appropriate limits on multimedia use to help students learn effectively while having fun and being creative.
The document discusses the use of multimedia in the classroom and provides guidance for teachers and students. It defines multimedia and lists examples like PowerPoint, digital photography, and video. It then provides suggestions for how students can create multimedia projects and presentations, including creating a storyboard, using video editing software, and developing PowerPoint presentations with graphics, animations, and hyperlinks. The document emphasizes that multimedia can help students develop creativity, research and information literacy, and technology skills. It concludes by having students create a multimedia PowerPoint on chapter topics and how to apply their new knowledge in the classroom.
Excerpts from ANZCED 2013: Beyond access – using captions to teach skills and...Media Access Australia
In 2013, Media Access Australia’s Education Manager Anne McGrath presented at the 27th Australian and New Zealand Conference for Educators of the Deaf (ANZCED). The presentation, ‘Beyond access – using captions to teach skills and concepts’, considers the use of words in the context of accessibility, as well as challenges regarding captions for educators to think about. What to do with all these words and how to optimise their use? An excerpt from the presentation starts the conversation.
This document discusses using technology in training. It covers choosing the appropriate technology based on training needs, and introduces tools like PowerPoint, webinars, and screencasting. It provides tips for using technology effectively and considerations for equipment, environment, and audiences. Examples are given of how to structure PowerPoint slides and create video tutorials using screencasting software.
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This document discusses video-based learning and UltraLearn.com's video learning solutions. It begins with an introduction to using videos for learning and the impact of interactive video from a case study. It then covers challenges in video-based learning and requirements for next-generation video learning solutions. UltraLearn.com's presentation follows, outlining their video authoring, management, distribution and tracking capabilities. Their solutions aim to make video learning interactive and measurable.
Similar to Tips for Creating an Accessible & Engaging Virtual Classroom (20)
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Register for this free webinar to learn ways to navigate challenges, embark on an exciting growth trajectory, and ensure a smooth accessibility career journey.
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Lessons Learned: Canada’s Past, Present, and Future Leadership in Digital Acc...3Play Media
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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.
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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).
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Main Java[All of the Base Concepts}.docxadhitya5119
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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Tips for Creating an Accessible & Engaging Virtual Classroom
1. Tips for Creating an
Accessible &
Engaging Virtual
Classroom
📱 www.3playmedia.com l @3playmedia l #a11y
Sofia Leiva
Marketing Programs
3Play Media
Georgia McGoldrick
Product Marketing
3Play Media
2. On today’s agenda...
Why accessibility matters in a virtual classroom 👍
Creating engagement with UDL 👀
Hosting an accessible virtual classroom? 📹
Video Accessibility in a virtual classroom 💬
Accessibility Tips for non-designers 💡
Q&A 🙋
9. Video accessibility also benefits students
98.6%
Of students find
captions helpful
65%
Of students use
captions to
help them
focus
75%
Of students that
use captions said
they use them as
a learning aid
14. The three main
principles of
UDL
Representation
Provide information in more
than one format.
Action & Expression
Suggest more than one way to
interact with the material.
Engagement
Look for different ways to
motivate your audience
15. Representation: Why of Learning
How do I engage my
students?
How do I make my
presentation relevant
to their needs and
wants?
How can I show
why we are
learning this?
16. Use polls or chat
Encourage your audience to
participate throughout the
presentation.
17. Action & Expression: How of Learning
How do I offer
purposeful options to
show my students?
What do they already
know?
How can I be
flexible with how
students interact
with the material?
19. Engagement: What of Learning
Speak to content that
is relevant to the
student’s life.
Give students choices
or have them make
choices throughout the
presentation.
Make them think
about how this
relates to their lives
with examples.
25. What makes a presentation accessible?
Images
Use alt-text and
describe images as
you present
Text
Think about the font
color, size, and style
- make sure it’s
legible
Audio
Use videos that
are captioned;
use live captions
27. Accessible Presentation Checklist
DESIGNING 🖊🖊
❏ Alt-text on graphics
❏ Avoid excess animation
❏ Check for screen reader
compatibility
❏ Images use high contrast (at least
4.5:1)
❏ Use readable fonts
❏ Use an accessibility checker
(PowerPoint has one built in)
❏ Use a clear structure, with headers
PRESENTING 🎤
❏ Have a clear beginning, middle,
and end
❏ Give the audience time to read
your slides
❏ Repeat audience questions
❏ Use a microphone
❏ Have a strong internet
connection
❏ Use live captions
❏ Describe visual elements
32. Live Captioning
In real time
For live events like
webinars or meetings
automatic or
stenographer
Slight latency
Computer processing or
stenographer typing
34. Best Practices for Live Captioning
Strong Network
Connection
Good Quality
Audio
Little to No
Background
Noise
Single Speaker
Clear Speech and
Pronunciation
37. Captions vs. Subtitles vs. Transcripts
Captions assume the
viewer can’t hear the
audio.
Subtitles translate the
audio into another
language.
Transcripts contain
text of the audio that
isn’t timecoded.
38. How do you caption pre-recorded videos?
Let me know in the comments!
39. Do it yourself Use ASR Use a vendor
Creating Closed Captions
40. How to create
captions: DIY
Set timings
Use a software or do it manually.
Convert format
Check which formats your video
player accepts.
Transcribe your video
Make sure to capture non-speech
elements & include speaker IDs.
44. Benefits of Interactive Transcripts
29%
Of students use the
tool as a study guide
38%
Of students
said it helps
with
information
retention
29%
Of students said
the tool helped
them find
information
54. Tips About
Accessibility
for Online
Learning
Instructors
May 7, 2PM ET
Learn what is reasonable for instructors
and online course designers to know in
order to begin designing courses that are
welcoming to, accessible to, and inclusive
of all students and instructors, including
those with disabilities.
What is accessibility?
In order for something to be accessible, it must offer an equivalent experience to everyone including those with a disability. This can refer to physical locations, but in the context of online accessibility it refers to a disabled user’s access to electronic information. The content and design must provide the most convenient and all-encompassing experience possible to prevent any level of exclusion.
A11Y is another term for accessibility, and depicts that there are 11 letters between the “a” and the “y” in accessibility.
A study by OSU uncovered why and how students use captions for learning…
USFSP is running a study looking into how captions and interactive transcripts impact student success in a classroom.
They’ve uncovered that students who used captions actually increased test scores by 3% and by 8% when using the interactive transcript.
UDL describes human variability based on parts of the brain that manage the “why” (affective (moods, feelings) network), the “what” (recognition network), and the “how” (strategic network) of learning.
This means that you create multiple ways to do the same task (rarely the same way).
So what are live captions?
Representation: WHY of learning how do i engage my students? How do i make the presentation relevant to my students needs and wants? Example: polling, state your goals clearly so they can understand how it’s relevant to them, hands on if possible
Action & expression: How of learning. how do i offer purposeful options to show my students? what do they already know? How can i be flexible with how students interact with my material?For example: checklist, accessible technology, show concepts in different formats, offer additional resources after the presentation
Engagement: what of learning. speak to content that is relevant to the student. Give students choices or make choices during your presentation, give examples or make them think about how this relates to their lives
https://assets.ctfassets.net/p0qf7j048i0q/3vzjvQAnt6xj0l080yVqXg/6e51e59e0b5b5eadd5e1c40ed135facd/Getting_started_with_universal_design_for_learning__UDL__Understood__1_.pdf
http://udlguidelines.cast.org/
Representation: WHY of learning how do i engage my students? How do i make the presentation relevant to my students needs and wants? Example: polling, state your goals clearly so they can understand how it’s relevant to them, hands on if possible
Ex: state your goals clearly so they can understand how it’s relevant to them, hands on if possible
Example: polling, state your goals clearly so they can understand how it’s relevant to them, hands on if possible
Ask them to ask questions, share thoughts, participate in polls
You can even use polls to learn more about your audience and know what to focus on
Do them throughout the presentation
Action & expression: How of learning. how do i offer purposeful options to show my students? what do they already know? How can i be flexible with how students interact with my material?For example: checklist, accessible technology, show concepts in different formats, offer additional resources after the presentation
Offering ways for students to express their knowledge
For example: checklist, accessible technology, show concepts in different formats, offer additional resources after the presentation
Engagement: what of learning. speak to content that is relevant to the student. Give students choices or make choices during your presentation, give examples or make them think about how this relates to their lives
Creating a presentation that is a journey where they have to make choices
We started out offering captioning, transcription, and subtitling services. We also offer audio description, a service for blind and low vision individuals, and we recently released a live automatic captioning solution as well.
Live captioning is much different than closed captioning, which are used for pre-recorded video. Live captioning is for events happening in realtime. For example this webinar, or a meeting, fitness classes, and even conferences.
Live captions ensure that all your live events are accessible to deaf or hard of hearing individuals, as well as make your content more engaging.
Live captions are usually created by an automatic software or by a stenographer. In this webinar, we are using automatic captions.
There might be slight delays in live captioning as the computer is processing the words or the stenographer is typing.
(depends on platform)
When talking about live captioning here are some other terms to know. CART which stands for computer assisted real-time translation is a service for live captioning that involves humans, or stenographers or captioners are they are typically called and this is done remotely.
ASR stands for automatic speech recognition, and this is used for live automatic captioning solutions and this is done by a computer.
Here are some best practices for live captioning - these are both helpful if you are using an automatic software or a CART service.
Strong network connection
Good quality audio - we recommend investing in a microphone instead of relying on your computer or phone mic. These microphones can often pick up surrounding sounds and sound very distant or echoy. A good microphone will cost around $50.
Next, your surrounding sounds. In particular with automatic live captioning, you have to be careful of your surroundings. A computer is not as smart as a human to detect what is just background noise. So making sure you have little to no background noise is imperative. You can hang blankets around your room to help dampen the sound. We also recommend you avoid echo-y rooms
Next you wnt a single speaker at a time.
Last, clear speech and pronunciation is imperative for accuracy
How many of you use google slides to create presentations or present? Let me know in the chat window
The industry standard for spelling is a 99% accuracy. 99% accuracy, though close to perfection, means there is still a 1% chance of error. In a 10-minute file of 1,500 words, this leniency allows for 15 errors total.
Now it’s important to distinguish between captions, subtitles, and transcripts as they all mean something different.
Captions assume the viewer can't hear the audio. They are time synchronized, and they include relevant sound effects. You can spot if a video has captions when you see a CC icon.
Subtitles on the other hand, assume the viewer can hear but can’t understand the audio. Their purpose is to translate the audio. Like captions, they are also time synchronized.
Transcripts are a plain text version of the audio. It’s not time synchronized and its good for audio only content.
In the U.S. the distinction between captions and subtitles is important, but in other countries, like in Europe, these terms are used synonymously.
So what are live captions?
For those of you that are currently captioning, how are you doing it?
There are a few ways to create captions. You can
Do it yourself
Use automatic speech recognition or ASR
Or you can use a captioning vendor
A study by USFSP uncovered why and how students use captions for learning…
Webinar: https://www.3playmedia.com/resources/recorded-webinars/wbn-09-26-2019-zovio/
Course: https://content.bridgepointeducation.com/curriculum/file/65749b6b-7ed3-4e0e-8f5c-fd2d1b930aac/1/designing-for-online-accessibility.zip/content/index.html#/lessons/RuhHFFEUT46TZFaCMFUZ4Xrg0Sfd4EVB
Jamie Lin, instructional designer at zovio
https://webaim.org/resources/contrastchecker/
Color
Make sure to use colors that are easy to see. Use sufficient color contrast when putting text on backgrounds. WCAG level AA requires a contrast ratio of at least 4:5:1 for normal text.
https://webaim.org/resources/contrastchecker/
https://go.3playmedia.com/wbnr-05-07-2020-online-learning
Best practices from designing online courses
Strategies to create and inclusive online environment
Tips for creating a structure future course planning
Sheryl Burgstahler, Ph.D.
Director of UW Accessibility Technology & DO-IT, UW-IT, and Affiliate Professor
University of Washington
https://www.3playmedia.com/certification/
https://www.3playmedia.com/access/
We can now begin the Q&A.
How do you get started with 3Play live captioning?
•Feel free to contact us at live@3playmedia.com and we’d be happy to get you started
How do you access and interactive transcript?
The interactive transcript feature is free with our enterprise account. It’s part of the 3play plugin which is a tool to help make video more accessible. The 3play plugin allows you to publish captions to videos you don’t own, add audio description to video players that don’t support it, and also add the interactive transcript. We generate the code for you so that you can easily add it to your website and videos.
Does your live captioning service integrate with any video platforms?
•Yes! We integrate with top live streaming video and meeting platforms such as YouTube, Zoom, Brightcove, and JW Player. Facebook will be coming soon.
How does the live captioning process work?
First you create a live event in any of our integrated live stream video platforms. Then you schedule live automatic captioning in 3Play for your corresponding live event. Next, you stream your live event. Your captions will display directly in the video player or through an embed code. Finally, you can download, edit, or upgrade your live transcript. You can access the final transcript for editing, upgrade to full transcription, or even order more services on the transcript.
Is there API support?
Yes, we do support API endpoints for ordering and managing 3Play live events.
All of the settings for live events are parameters you can set through the API.
API documentation: https://docs.3playmedia.com/apiv3/overview
AT THE END:
Thanks everyone for joining. Keep an eye out for an email with a link to view the recording & slide deck. I hope everyone has a great rest of the day!