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Adding Meaning To Media

Adding Meaning To Media. Pat Brogan, Ph.D. Automatic Sync Technologies June 2009. Adding Meaning To Media. Why caption and transcribe Benefits and Penalties Research Selecting Media Captioning options and process Creative ways to fund captioning.

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Adding Meaning To Media

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  1. Adding Meaning To Media Pat Brogan, Ph.D. Automatic Sync Technologies June 2009

  2. Adding Meaning To Media • Why caption and transcribe • Benefits and Penalties • Research • Selecting Media • Captioning options and process • Creative ways to fund captioning

  3. Pat BroganBias- Passion for leveraging technology for learning • 30+ years professional engagement • Hardware, software companies: IBM, Apple, Macromedia, Academic Systems, Echo360 • Dissertation and Research on rich-media & distance learning • Worked with standards on elearning (SCORM, LOM, Accessibility) • Adjunct marketing professor SCU • Highly influenced by motherhood, non-profit work with at-risk youth

  4. About AST • Founded in 1998 post-US Dept of Education grant (SBIR program) • Provides transcripts, and automated, web-based, offline captioning for variety of media formats (40) • Used by 1000+ customers • Outstanding price, service and quality

  5. Adding Meaning to Mediathrough Captioning • Improve learning outcomes by delivering a richer variety of learning materials • Primary source of input for deaf and hard of hearing • Support different learning styles and skills • Reinforce language and literacy skills, ESL • Fit more learning environments • Mobility, privacy, devices, bandwidth • Make content discoverable, navigable, reusable • Accessibility compliance with legislation and policy mandates: Federal, State & Local, system, institution

  6. Challenge: Close your eyes and think about the image the word “caption” evokes

  7. TV Subtitles?

  8. Foreign Language Subtitles?

  9. It’s Not Just About The Deaf • Majority of caption users are not hearing impaired • It’s more than just TV

  10. Supporting Disabled Students

  11. Changing The Model As The Models Change • Move from accommodation to Universal Design • Provide learners with control, options Transcripts instead of note-takers Recorded lectures for those immobile? • Re-think “transmissive pedagogical” models --Park egos about attendance • Andragogy vs. Pedagogy • Just in time vs. just in case learning • Appreciate preemptive multitasking, social networking modality of digital natives

  12. Appreciate Research • “Augmenting an auditory experience with captions more than doubles the retention and comprehension levels.” Gary Robson, The Closed Captioning Handbook • “People retain about 20% of what they hear, 30% of what they see, and 50% of what they hear and see.” Dales Learning Cone of Experience (www.willatworklearning.com/2006/10/people_remember.html) • Confucius :"Tell me and I'll forget. Show me and I'll remember. Involve me and I'll understand”

  13. More Research • 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

  14. Multi-Modal Learning • Use 2 or more senses to avoid sensory overload (Granström, House, & Karlsson 2002, Clark & Mayer 2003) • Read it: transcripts of the instructor‘s presentation are available • Hear it: audio of the instructor maps to the video of the presentation • See it: presentation materials, screenshots, and diagrams appear on-screen synchronized with the instructor‘s words • Do it!

  15. Learning Outcomes:SFSU Study • Instructional video materials delivered randomly to students-50% with captions 50% without • Two trends emerged: • No captions: students were quite passive and silent during class discussions - with the "usual speakers" dominating the conversation and generalizations were pervasive. • With captions: students were more engaged and responsive to the questions asked about the film. In a similar vein, students made interesting analogies to their everyday lives and reference to specific information and events from the video was much more abundant. • GPAs were 1 full point higher with population exposed to captions • Source: And Captions For All? A Case Study of the Relevance of Using Captions in a College Classroom by Robert Keith Collins, Assistant Professor, American Indian Studies

  16. Better Absorption of Material “It helped me to catch words that I didn't understand, and also helped with spelling.” “It allows me to ‘pause’ the lecture and take notes from the captions when my note-taking lags behind the spoken lecture.” “I caught several things the second time around reading captions that I did not listening the first time around.” Allows Better Interactivity with Course Material “I much prefer the captioned lectures and being able to look at the links while you are talking. So far this has been the BEST online class I've taken at SJSU, others should learn from your example.” Students Speak-SJSU

  17. Diversifies Delivery of Video Media “I was able to ‘read’ at my desk without having the audio turned on so that others in my office wouldn't be bothered.” “Captions also allow you to view videos when you are in a situation where you are not able to use sound.” Students Speak

  18. Captions Improve:Searchability, Discoverability, Navigability • Captions and transcript text can be used as meta-data for SEO (search engine optimization) • Can work with variety of tools: Google video, AST search, Reelsurfer • CNET captioned video drove 30% increase in Google hits

  19. The Stick: Accessibility & Legal Compliance • Federal, State and Local, System-wide, campus initiatives • Federal Accessibility legislation: ADA, Section 504, Section 508 • NY, TX, MO, NC, VA, IL, OK, CA have accessibility laws for education. Missouri passed captioning law for publishers with treble damage penalties • State law summary at: http://accessibility.gtri.gatech.edu/sitid/stateLawAtGlance.php

  20. Section 508 requires Federal electronic and information technology to be accessible to people with disabilities, including employees and members of the public. § 1194.22 Web-based intranet and internet information and applications. This section applies to all websites and is not unique to training materials or online courses. The standard requires that web content be constructed and tagged in a manner that enables the effective use of screen readers and other technologies that allow people with disabilities to access internet content. The commercial marketplace includes numerous design tools, checking methods, and training courses to assist website owners to comply with Section 508. § 1194.24 Video and multimedia products. This section contains two provisions that apply explicitly to training and informational video and multimedia productions. These provisions require a) captioning of any speech or other audio information that is necessary for the comprehension of the material and b) audio descriptions of any visual information that is necessary for the comprehension of the material.

  21. Legal Precedents • Non-compliance results in civil rights actions • Lawsuits: • Target • AOL • UC

  22. Scope of “Captionable” Media • University Communications (Promo and news videos) • Distance Learning materials, Podcasts • Recorded classes and learning objects • VHS/DVD library archives • Broadcast productions • Special Event videos • Student content

  23. Content Portals • iTunes U • 250+ universities, 175K educational content items, 58M users • YouTube • 160+ Universities, 30K videos • Campus LMS; media servera • Lecture Capture systems • Academic Earth, Facebook, Twitter

  24. Why Use Content Portals? • Extensive adoption=distribution • Minimal training/ end user support • Inexpensive • Ubiquitous, cross-platform and devices • Adds value to brand • Creates framework to sell content

  25. Making Content Accessible • Consistent with Universal Design Principles • Caption and sync video • Provide transcripts+ of audio • Audio descriptions for video

  26. Accesible iTunes U Content • For Audio only/Podcast add a transcript • For VODcast (.m4v) add captions and a transcript • AST can provide transcript and .scc file, additional integration step needed. • How to movie at:http://www.automaticsync.com/caption/podcaption.htm • For video: line 21

  27. Adding Content to iTunes U

  28. QuickTime Captioning Options

  29. YouTube Accessibility http://www.youtube.com/watch?v=PBe8_zTvgqI&fmt=18 Need to do screen shot for this but snagit doesn’t work on mac so I need another tool

  30. Accessible Echo360 Recorded Lecture

  31. Echo360 Automated Captioning Workflow

  32. Creative Uses of Transcripts & Captions Students retain more if they are able to 'read ahead' and have more of the transcript visible http://www.lib.ncsu.edu/tutorials/lit-review/

  33. VTE’s Providing a Full Transcript Offers: • The ability to perform deep searches • The ability to print, download, and annotate course materials to improve retention. • VTE allows the student to unlink the transcript and treat it as a standalone asset. Additional time to review materials. In some cases, students may not natively speak the instructor‘s language. • Having a verbatim transcript allows them to pause the audio lecture and look up words they need to clarify without missing any of the material. • Compliance with American with Disabilities Act (ADA) standards.

  34. Deciding What to Caption & Transcribe

  35. Prioritizing Captioning Projects • Critical Accommodations • Distance Learning classes and materials • Public information • Training materials • Events, communications • Recorded lectures

  36. Evaluating Captioning Solutions • Does it meet the need? Accuracy, quality, speed… • Cost? • Reliability? • Scalability? • Ease of use: minimal impact on workflow?

  37. Captioning Approaches Considered: • Realtime vs.Offline • Student labor • Speech Recognition solutions • Outsource captioning vendors

  38. Initial Findings • Stakeholders did not all fully appreciate the scope of the problem, what is required to create a compliant result, or the cost involved. • Individual campuses did not have adequate resources to leverage bulk discounts. • Search for a “silver bullet” solution sometimes kept people from finding reliable, effective solutions.

  39. Initial Findings • Large-scale student-based transcription was difficult to build and scale reliably; more expensive than it first seems. • Speech Rec solutions do not produce a compliant, usable result due to high error rates. The labor cost to repair the results makes them uncompetitive. • Most campuses were already working with or experimenting with Automatic Sync Technologies.

  40. Effect of Errors Predicted Result

  41. Effect of Errors Actual Test

  42. Submission Options • Web-based user interface • Lecture capture uploads • Tools available for batch uploads • Interface for automated upload processes (eg: CNET) • Mail-in service for VHS/DVDs

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