Captioning Beyond Compliance Using the DECT Grant and AST To Deliver Effective Distance Learning Pat Brogan, Ph.D. pat@a

1. Captioning Beyond Compliance Using the DECT Grant and AST To Deliver Effective Distance Learning Pat Brogan, Ph.D. pat@automaticsync.com November 18, 2009

2. Agenda Accessibility compliance 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

3. Automatic Sync Technologies • Funded in part by DoE grant to evaluate captioning automation • Provides offline captioning in 40+ formats and transcription as DECT-approved vendor under the CollegeBuys program • Extensively use automation to keep costs low • AST price for DECT Grant lowest of all three vendors by considerable amount • Transcription services performed by trained stenographers, not speech recognition • Available 24/7 via web interface

4. Pat Brogan, Ph.D. • 25 years ed tech experience • Worked on accessibility and elearning (SCORM) initiatives • Published “Standards” chapter in recently released “The eLearning Handbook” • Former adjunct faculty member Santa Clara University • Ph.D. research conducted on distance learning • Studies conducted on remedial math students at DeAnza College and Dallas County Community College District

5. Federal Accessibility Mandates • ADA Section 504 • “No otherwise qualified individual with a disability in the United States... shall, solely by reason of her or his disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program, service or activity receiving Federal financial assistance or under any program or activity conducted by any Executive agency or by the United States Postal Service.” • Web-based communications for educational institutions are covered • http://www.hud.gov/offices/fheo/disabilities/504keys.cfm • ADA Section 508 • 1194.24 standards apply to: streaming media such as broadcast and cable signals, as well as online presentations must correctly receive and display closed captions • 1194.24(c) & (d) & (e) "All training and informational video and multimedia productions must contain captions

6. CCC DE Accessibility Guidelines 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

7. California AB 386 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

8. Reframing Captioning: Not Just For The Deaf Critical for deaf and hard of hearing, beneficial for all

9. Disability Types of College Freshmen LD Students benefit from hearing and seeing words together

10. CCC Challenges 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 Marketing Continually rethink models of instruction

11. Distance Ed For Community Colleges More Critical Now Than Ever • Budget cuts mean fewer classes, impact CCC students’ schedules • Increasing cost of transportation-students can’t afford gas • Increasing preference for online interaction • Job and family considerations • Reduced geographic barriers • Economy impact: job retraining

12. Instruction Is Evolving • Synchronous vs. asynchronous course delivery Students prefer asynchronous UCSF offered live CourseStream classes to remote users, almost ALL preferred to watch asynchronously • Content is queen, context is king • Any time, any place learning

13. So, How Do Captions and Transcripts Help? 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

14. Captions and Transcripts Uses in DE Video instruction Recorded “learning objects” Podcasts/VODcasts Archived classes Publishers’ materials Broadcast video Student generated content DVDs

15. Transcript Use Example 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 

16. Transcript Use Example 

17. Captions To Go Captioned VODcast

18. Using Recorded Lectures For DE  18

19. Portals: iTunes/iTunesU

20. Portals:YouTube

21. Portals: Edustream

22. Video Search Searching can be performed at different levels: A specified directory, campus server or across the Internet

23. Research on Benefits of Captions • Augmenting an auditory experience with captions more than doubles the retention and comprehension levels.” Gary Robson, The Closed Captioning Handbook • Adult students that used captioned video presentations progressed significantly better than those using traditional literacy techniques. Benjamin Michael Rogner, Adult Literacy: Captioned Videotapes and Word Recognition • Dual Coding Theory postulates that both visual and verbal information are processed differently and along distinct channels with the human mind creating separate representations for information processed in each channel. Allan Paivio, University of Western Ontario • Multi-Modal Learning: See It, Hear It, Do It, Master It. Use 2 or more senses to avoid sensory overload (Granström, House, & Karlsson 2002, Clark & Mayer 2003)

24. San Francisco State Study 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. Source: http://ctfd.sfsu.edu/feature/and-captions-for-all.htm

25. Captioning With AST • AST has negotiated pricing under the CollegeBuys program. This pricing applies to both DECT grant-funded projects and non-DECT grant captioning projects • For eligible DECT grant captioning or transcription services: • Option A: apply, get approval and have project direct billed to the grant • Option B: Submit media to AST and apply for reimbursement upon completion • For non-DECT grant captioning and transcription, two options are available: • Option A: Purchase under the CollegeBuys program by creating an account with AST. You will be receive the negotiated rate and be billed directly • Option B: Purchase under AST’s non-College Buys volume discount program (for large projects or non-DECT work) • Options explained in detail at: http://www.automaticsync.com/caption/edu_ccc.htm

26. Evaluating The Impact • Caption use studies are sparse, as are tools to see who uses captions • Encourage data-gathering: surveys • Who uses captions? • Why? • What impact did they have? • View system metrics: Did content usage increase? • Was the content more “discoverable”? Gather SEO data • Did the overall course metrics show improvements?

27. Applying For DECT Grant • Ensure that media qualifies as Distance Ed material • Fill out an application agreement: • http://www.canyons.edu/Offices/Distance_Learning/Captioning/forms/forms.htm • Obtain a login account with Automatic Sync at: www.automaticsync.com/caption/signup_dect.php. • You will need to fill in the project number assigned to you by the DECT project office. • You will receive instructions via email about logging in and submitting media • You project will be directly billed to the project office

28. Using AST’s CaptionSync • Create an account. If you have large volumes of files, AST-Link can be enabled allowing you to FTP files in bulk. • Logon at http://www.automaticsync.com • Upload your media or transcript if captions-only are needed • Specify service timeframe: 24 hour or 3 business days • If you provide a transcript captions are generated in minutes • Receive caption files back via email or by downloading from AST’s website • Watch AST’s “How To” videos on integrating your captions with different media types • Your files are available anytime on your account. If you make edits or need new formats, you can “redo” your files at no charge for 6 months from original submission date

29. DVD Encore DVD Studio Pro Sonic DVDLab Pro Sony DVD Architect MicroDVD Media Players Search Data YouTube Flash iTunes/iPods Windows Media QuickTime Real Google Video AST Search Pixtron Browsable Transcripts Reel Surfer Broadcast/Videotape Content Systems CPC Cheetah RapidText MPEG AVID Echo360/Apreso Panopto MediaSite Tegrity Ooyala Caption Output Types Supported by AST More than 40 different outputs. Pick and choose. http://www.automaticsync.com/caption/results_faq.htm

30. Advanced Features Video search 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

31. Resources • SF State Study: http://ctfd.sfsu.edu/feature/and-captions-for-all.htm • AST DECT project Website: http://www.automaticsync.com/caption/edu_ccc.htm • DECT Site: http://www.canyons.edu/captioning • “How-to” videos at: http://www.automaticsync.com/help • Result types and what they are used for: http://www.automaticsync.com/caption/results_faq.htm • In-depth presentation on different ways to caption: http://easi.cc/archive/caption/caption-webinar.htm

32. Thank you for your attention The end goal