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Captioning Beyond Compliance Using the DECT Grant and AST To Deliver Effective Distance Learning Pat Brogan, Ph.D. email@example.com November 18, 2009. Agenda. Accessibility compliance Benefits of captioning beyond compliance for distance ed
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Using the DECT Grant and AST To Deliver Effective Distance Learning
Pat Brogan, Ph.D.
November 18, 2009
Benefits of captioning beyond compliance for distance ed
Examples of uses of captions and transcripts
Captioning options, process and workflow
Evaluating the impact on learning
Using the DECT Grant with AST
All distance education resources must be designed to afford students with disabilities maximum opportunity to access distance education resources "anytime, anywhere" without the need for outside assistance (i.e. sign language interpreters, aides, etc.).
Distance education resources must be designed to provide "built-in" accommodation where possible (i.e. closed captioning, descriptive narration) and/or interface design/content layout which is accessible to "industry standard" assistive computer technology in common use by persons with disabilities.
Whenever possible, information should be provided in the alternative format preferred by the student
Source: HTCTU http://www.htctu.net/publications/guidelines/distance_ed/disted.htm
Facilitates the approval for permission to caption non-captioned publishers’ materials
AB 386 expands the definition of non-printed instructional materials to include “audiovisual works and digital media files”
Public colleges and universities can create captioned versions of audiovisual works if a publisher does not respond to a written request within two weeks
Information at: http://www.cccco.edu/Portals/4/GR/AB%20386%20Fact%20Sheet%20-Final.pdf
AST can provide captioning
Critical for deaf and hard of hearing, beneficial for all
LD Students benefit from hearing and seeing words together
Attract and retain students
Serve more with less $
Keep them on task and motivated
Provide instruction and materials to suit digital natives’ learning styles
Ensure academic proficiency
Continually rethink models of instruction
Students prefer asynchronous
UCSF offered live CourseStream classes to remote users, almost ALL preferred to watch asynchronously
Address accessibility requirements
Provide text to make content discoverable and navigable which is essential for reuse
Provide a basis for foreign language translation
Provide content relevant to different learning styles
Provide study tools
Recorded “learning objects”
Student generated content
Students retain more if they are able to 'read ahead' and have more of the transcript visible
Study at: http://www.sei.cmu.edu/publications/documents/09.reports/09tr005.html
Searching can be performed at different levels:
A specified directory, campus server or across the Internet
American Indian Studies Class, 2007
Instructional materials delivered randomly to students- 50% got captioned videos, 50% did not
Students who watched captioned videos were more engaged, more responsive to questions about video, were able to make the connections to their lives better.
Students who received captioned video averaged 1 GPA increase over students not exposed to captions.
DVD Studio Pro
Sony DVD Architect
OoyalaCaption Output Types Supported by AST
More than 40 different outputs. Pick and choose.
Browsable transcripts: HTML transcript which allows searching at the word level and launching audio and video from the word
Word level captioning: Karaoke-style captioning for foreign language, music and classes where word-level emphasis is needed
Lecture Capture System Integration-Echo360, Mediasite and Panopto
The end goal