>> AND I DON'T KNOW IF ANYBODY, IS IT JUST ME, OR IS THIS SLIDE BLANK TO EVERYBODY? IT IS BLANK. OKAY. THIS SLIDE, THANK YOU. THIS SLIDE IS SUPPOSED

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1 WCET WEBCAST CAPTION TRANSCRIPT: VIDEO CAPTIONING: FEATURES, COSTS, GOOD PRACTICES, AND HOW CAPTIONING BENEFITS ALL STUDENTS SEPTEMBER 10, 2015 TELEPERFORMANCE RAPIDTEXT >> RECORDING STARTED. >> HELLO, THIS IS MEGAN RAYMOND. THANK YOU VERY MUCH FOR JOINING US FOR OUR WEBCAST. TODAY VIDEO CAPTIONING, GOOD PRACTICES AND HOW CAPTIONING CAN BENEFIT ALL STUDENTS. WE HAVE A VERY FULL PROGRAM TODAY. I WILL MOVE RIGHT TO THE INTRODUCTION. WE HAVE SEVERAL SPEAKERS EAGER TO SHARE THEIR EXPERIENCES WITH YOU. I WOULD LIKE TO THANK BLACKBOARD COLLABORATE FOR MAKING THEIR PROGRAM AVAILABLE. IF YOU HAVE ANY QUESTIONS, PLEASE CONTACT BLACKBOARD DIRECTLY AND I WILL PUT THAT INTO THE CHAT BOX. THE WEBCAST IS BEING RECORDED AND I WILL RECORD THAT TO YOUTUBE AND SEND THE LINK OUT TO POWERPOINT AND ANY VIDEOS SHARED. I WILL SEND THAT TO YOU ALL IF YOU HAVE REGISTERED WITH US. IF YOU HAVEN'T, CHECK THE WCET WEBSITE AND THE RESOURCES WILL BE POSTED ON THE WEBCAST PAGE. I DO WANT TO MENTION THAT THE WCET AND THE WEBSITE AS WELL AS SOME OF OUR HAS BEEN DOWN. IF YOU HAVE ANY CHALLENGES ACCESSING THE WEBSITE, PLEASE KEEP CHECKING BACK AND WE'LL HAVE THAT PROBLEM RESOLVED SHORTLY. IF ANYONE IS TRYING TO REACH THE WEBCAST, PLEASE GIVE ME YOUR INFORMATION. OR FEEL FREE TO SEND ALONG ANY ACCESS YOU RECEIVE. WE WANT TO MAKE SURE NO ONE IS LEFT OUT IF YOU ARE NOT ABLE TO ACCESS THAT INFORMATION. >> THANK YOU VERY MUCH TO TELEPERFORMANCE RAPIDTEXT. THEY ARE DOING LIVE CAPTIONING FOR US. IF YOU WOULD LIKE TO VIEW THE LIVE CAPTIONS CLICK CONTROL 8 AND YOU CAN SEE THE CAPTIONS. WE WOULD LIKE TO "WALK THE WALK" AS THEY SAY. AS WE GO ALONG, PLEASE FEEL FREE TO JOIN IN THE CONVERSATION AND ADD ANY COMMENTS AT THE CHAT BOX. THERE WILL BE A TIME FOR QUESTIONS AT THE END OF SESSION AND IF WE DON'T GET TO ANSWER ALL OF YOUR QUESTIONS, WE WILL GET WRITTEN RESPONSES TO YOU BACK NEXT WEEK. 1

2 >> AND I DON'T KNOW IF ANYBODY, IS IT JUST ME, OR IS THIS SLIDE BLANK TO EVERYBODY? IT IS BLANK. OKAY. THIS SLIDE, THANK YOU. THIS SLIDE IS SUPPOSED TO BE JUSTIN'S SPACE. JUSTIN IS OUR MODERATOR AND HE WILL INTRODUCE OUR SPEAKERS. I WANT TO GET STARTED HERE. FOR SOME REASON A FEW OF THE SLIDES DIDN'T LOAD. >> THANK YOU, MEGAN, FOR STARTING US OFF AND LET ME FIRST WELCOME ALL OF YOU TO THIS FIRST WEBINAR THAT WCET IS DOING AND WITH ACCESSIBILITY IS THE FIRST OF THREE WEBINARS WITH THE WCET THAT WE HAVE PUT TOGETHER IN TERMS OF CAPTIONING AND ISSUES WITH ACCESSIBILITY ONLINE AND WITH EDUCATION IN GENERAL. I THINK THE FOCUS OF THIS AND THE OTHERS ARE TO HELP INSTITUTIONS DEVELOP SOME TYPE OF INSTITUTIONAL ADA STRATEGY. AS WE ALL GRAPPLE WITH DIFFERENT ISSUES WITH ACCESSIBILITY, I THINK THIS WILL HELP US AS WE GET INTO THE FEATURES OF ACCESSIBILITY. SO, TODAY AS MEGAN SAID WE HAVE A VERY FULL PROGRAM. SO I WANT TO MOVE INTO INTRODUCING OUR FIRST PRESENTERS. WHAT I WOULD ASK IS THAT IF WHEN WE ARE NOT SPEAKING WE CAN KEEP OUR MICROPHONES MUTED AND THE PRESENTERS WILL GET US GOING. WE HAVE FOUR DIFFERENT PRESENTERS FOR TODAY'S SESSION. THEY ARE ALL AT VARIOUS DIFFERENT AREAS AND ARE GOING TO SPEAK ON DIFFERENT AREAS OF ACCESSIBILITY AND CAPTIONING IN GENERAL. FIRST, WE HAVE KATHY FURLAN WHO IS WITH TELEPERFORMANCE RAPIDTEXT. SHE'S AN EDUCATIONAL REPRESENTATIVE. WE HAVE CHRISTOPHER KEVENY, MANAGER OF REALTIME SERVICES AT TELEPERFORMANCE RAPIDTEXT. WE HAVE KEITH WITH MEDIA AND AMY QUILLIN DIRECTOR OF ACCESSIBILITY SERVICES AT KENT STATE UNIVERSITY. >> WE HAVE SOME GREAT SPEAKERS, AND FIRST I WOULD LIKE TO TURN IT OVER TO KATHY AND SHE WILL TAKE US THROUGH OVERVIEWS OF THE LAW, AND AS SHE TALKS AND YOU HAVE QUESTIONS, PLEASE PUT IT ON THE CHAT WINDOW. KATHY? >> THANK YOU, JUSTIN. I WILL SKIP THIS SLIDE. THERE WE GO. GOOD MORNING, EVERYONE. I WOULD LIKE TO LAY A FOUNDATION THIS MORNING FOR OUR DISCUSSION BY TAKING A LOOK AT THE LEGAL LANDSCAPE WHEN IT COMES TO CAPTIONING. MANY OF YOU ARE NEW TO CAPTIONING. 2

3 CONTACT ME FOR ADDITIONAL INFORMATION. THE REHABILITATION ACT GRANTED RIGHTS TO PEOPLE WITH DISABILITIES AT ALL INSTITUTIONS THAT RECEIVE FEDERAL FUNDING. YOU MAY BE SAYING, THAT'S ME, THAT'S ME, MAYBE NOT YOU. WE'LL DISCUSS SECTIONS 504 AND 508 OF THAT ACT BECAUSE THEY ARE DIRECTLY RELATED TO TODAY'S WEBINAR. YOU WILL SEE THERE IS A DIFFERENCE BETWEEN PROVIDING ACCOMMODATIONS WHICH IS WHAT MOST OF YOU ARE DOING NOW AND ACCESSIBILITY WHICH IS WHERE MOST OF US ARE HEADED. THE SECTION 504 MANDATES THAT IF SOMEONE WITH A DISABILITY REQUIRES AN ACCOMMODATION, THAT ACCOMMODATION MUST BE PROVIDED. AS A RESULT UNIVERSITIES LIKE YOURS BEGAN DEVELOPING DISABLED SERVICES OFFICES TO PROVIDE ACCOMMODATIONS. UNDER 504 IF A DEAF STUDENT REQUEST THAT A VIDEO BE CAPTIONED, THE UNIVERSITY WILL CAPTION THOSE VIDEOS FOR STUDENTS. SECTION 508 IS MORE UNIVERSAL IN SCOPE. IT REQUIRES THAT ALL ELECTRONIC AND INFORMATION TECHNOLOGY BE ACCESSIBLE BEFORE IT'S PUT INTO USE, THAT INCLUDES WEB CONTENT, VIDEOS, MULTIMEDIA AND DISTANCE EDUCATION CONTENT. AND SPECIFICALLY, 508 STATES THAT ALL TRAINING AND INFORMATION VIDEO CONTENT SHALL BE CAPTIONED. AND THAT'S A GAME CHANGER FOR YOUR CAMPUS. BECAUSE UNDER 508 ALL VIDEOS ARE REQUIRED TO BE CAPTIONED WHETHER OR NOT THERE IS A DEAF STUDENT IN THE CLASS. SO, SECTION 508, MOVES US FROM PROVIDING INDIVIDUAL ACCOMMODATIONS, TO GUARANTEEING UNIVERSAL ACCESS TO YOUR VIDEO. THAT IS NOT AN OPTION. JUST ASK HARVARD OR MIT. I APOLOGIZE IF ANY OF YOU ARE LOGGED ON TO OUR WEBINAR TODAY. STUDENTS COMPLAINED THAT CAMPUS VIDEOS AND ON THE WEBSITES WERE NOT ACCESSIBLE. NOW THE JUSTICE AND LAW IS INVOLVED. IT'S A BIG DEAL. COMPLIANCE WITH SECTION 508 CANNOT BE TAKEN LIGHTLY. AND THE AMERICANS WITH DISABILITIES ACT APPLIES DISABILITY RIGHTS TO LOCAL ENTITIES THAT SERVE THE PUBLIC. PRIVATE COLLEGES AND UNIVERSITIES ARE ALSO UNDER THAT UMBRELLA. AND DOES YOUR CAMPUS HAVE A TELEVISION STATION? IF THEY DO, THEY SHOULD BE AWARE OF THE TELECOMMUNICATIONS ACT TO REQUIRE TV BROADCAST TO INCLUDE CAPTIONING AND THAT REQUIRES INCLUDES LIVE AND PRERECORDED CONTENT. THIS IS JUST A BRIEF OVERVIEW. I ENCOURAGE YOU TO ALSO BE INFORMED ABOUT LEGISLATION IN YOUR STATE AND/OR LOCAL POLICIES SO YOU WILL KNOW NOT ONLY YOUR RIGHTS UNDER THE LAW, BUT ALSO YOUR RESPONSIBILITY. AND FINALLY WHENEVER YOU ARE CAPTIONING CONTENT THAT YOU DIDN'T CREATE, YOU NEED TO BE AWARE OF THE COPYRIGHT LAWS. YOU HAVE TO HAVE COPYRIGHT OWNERS PERMISSION TO CAPTION OR CHANGE THE FORMAT OF A VIDEO, OR MAKE A COPY OF THE VIDEO. 3

4 YOU MAY SEARCH THE INTERNET FOR THE COPYRIGHT HOLDERS CONTACT INFORMATION AND WHEN YOU SEEK PERMISSION FOR THAT VIDEO, ALSO SEEK BLANKET PERMISSION TO CAPTION ANY VIDEOS IN THE FUTURE. MAKE SURE YOU HAVE A FILE OF ALL YOUR COMMUNICATION TO ESTABLISH A PAPER TRAIL BECAUSE YOU WANT TO BE ABLE TO PROVE DUE DILIGENCE IN CASE ANYTHING COMES UP IN THE FUTURE. THERE IS A LOT OF TALK ABOUT FAIR USE AND I JUST WANT TO MENTION THAT BECAUSE TO MY KNOWLEDGE THERE IS NO LEGISLATION CURRENTLY THAT APPLIES FAIR USE TO CAPTIONING VIDEOS. IT IS STILL A GRAY AREA. YOU MIGHT WANT TO CHECK WITH YOUR LEGAL COUNSEL OVER COPYRIGHT ISSUES. TO SUMMARIZE, CAPTIONING VIDEOS ON YOUR CAMPUS IS NOT AN OPTION AND NO LONGER JUST ABOUT ACCOMMODATING A STUDENT'S REQUEST. THE LAW REQUIRES THAT YOU MAKE ALL VIDEO CONTENT ACCESSIBLE. BUT THAT IS EASIER SAID THAN DONE. COMPLIANCE CREATES A HUGE CHALLENGE TO EVERY CAMPUS, FINANCIALLY AND LOGISTICALLY, AND THAT IS THE REASON FOR OUR WORKSHOP THIS MORNING. WITH THAT, I WILL PASS THE MIC TO JUSTIN. >> THANK YOU, KATHY. I WILL REMIND PEOPLE IF YOU HAVE QUESTIONS PLEASE POST THEM IN THE CHAT BOX AND WE WILL TAKE PERIODIC RATES TO GIVE US THE QUESTIONS AND INFORMATION. OUR NEXT SPEAKER IS CHRISTOPHER AND HE WILL TALK ABOUT THE DIFFERENT CAPTIONING OPTIONS AND VARIOUS FORMATS. CHRISTOPHER? >> HI. CAPTION DEFINITIONS. SIMPLY CAPTIONING IS THE PROCESS OF TURNING THE AUDIO INTO EASILY ACCESSIBLE TEXT AND SEEING THE TEXT AT THE SAME TIME. REAL-TIME CAPTIONING, CART, COMMUNICATION ACCESS TRANSLATION, IS LIVE CAPTIONING THAT CAN BE PROVIDED ON-SITE OR REMOTELY FOR CLASSES AND MEETINGS OR EVENTS. THIS APPLIES TO COURT REPORTERS, STENOGRAPHERS, WHEN THEY CONVERT AUDIO INTO CAPTIONING ON-SITE OR REMOTE. AS WITH TECHNOLOGIES ADVANCING, TRADITIONAL CART PROVIDERS STARTED TO DO THIS REMOTELY AND CAPABILITY TO PROVIDE CAPTIONING AND HELPS TO REDUCE COST TO AGENCIES. SOME AGENCIES HOWEVER PREFER TO RETAIN USE OF ON-SITE CART AND DEPENDING ON THE NEED FOR REMOTE CART WHICH IS PRACTICAL FOR MANY USERS. REMOTE CART HAS COME A LONG WAYS FROM EARLY DAYS. BROADCAST CAPTIONING IS MUCH LIKE CART WITH THE TEXT VERSION OF SCOPE AND AUDIO FOR TELEVISION, MOVIE OR COMPUTER OR PRESENTATION. STENOGRAPHERS ARE CLOSE TO VERBATIM. A STENOGRAPHER TRANSCRIBES WHAT PEOPLE SAY AND KEEPING UP WITH PEOPLE SPEAKING AT CONVERSATIONAL SPEECH AND THEY CAN KEEP UP VERY ACCURATELY. 4

5 WITH AN EVENT OR CLASS, THIS IS THE BIGGEST ISSUE FOR EVERYBODY WHO IS WATCHING THE EVENT, OR AFTER THE EVENT IS OVER. THE CAPTIONER CAN PROVIDE A SCRIPT OF THE CAPTIONING THEY PRODUCED DURING THE LIVE EVENT. THESE EDITED NOTES CAN HELP PEOPLE WHO WANT TO GO BACK AND REVIEW WHAT THEY JUST HEARD IN THE PRESENTATION. VIDEO CAPTIONING AKA, OFF-LINE CAPTIONING, IS PRODUCED FOR RECORDED MATERIALS IN EDIT AFTER PRODUCTION OF OFF-LINE CAPTIONS AND TYPICAL OF OFF-LINE CAPTIONS ARE VERBATIM TEXT SYNCHRONIZING TO THE VIDEO. A VERBATIM TRANSCRIPT IS CREATED FIRST AND THE TRANSCRIPT INCLUDES EVERYTHING SAID IN THE PRESENTATION AND THIS INFORMATION IS CAREFULLY RESEARCHED. SOUND EFFECTS ARE ADDED TO THE CAPTION SO THEY WILL APPEAR ALONGSIDE THE SCOPE IN TEXT. TRANSCRIPTS ARE CHOPPED INTO COMPLETE THOUGHTS OR THOUGHT PHRASES TO MAXIMIZE THE READABILITY OF THE CAPTION. SO YOU WILL BREAK FIRST AND LAST NAMES AND INFORMATION TO BE KEPT REMAINS TOGETHER, ALWAYS IN THE SAME LANGUAGE AS THE VIDEO. >> TYPICALLY CAPTIONING IS IN THE SAME LANGUAGE AS THE AUDIO AND THE PRESENTATION AND USED TO SERVICE DEAF AND HARD OF HEARING IMPAIRED. SOME TITLES WHICH IS A TRANSLATION FROM VIDEO FROM ANOTHER LANGUAGE ARE DIFFERENT. TYPICALLY THEY ARE LANGUAGE TRANSLATIONS THAT HELP PEOPLE WHO DON'T UNDERSTAND THE LANGUAGE AT THE PRESENTATION. A TRANSCRIPT ALONE IS NOT EQUAL ACCESS, OFTEN TRANSCRIPTS FALL SHORT OF WHAT IS CONSIDERED ACCESSIBLE. TRANSCRIPTS LACK THE REQUIREMENT OF LETTING THE READER KNOW WHAT'S GOING ON IN THE CONFERENCE OR PRESENTATION AND LACKS THE CONTENT OF THE PRESENTATION. CLOSED CAPTIONING, THE CAPTION CAN'T BE TURNED ON OR OFF. MOST PEOPLE HAVE SEEN IT ON TELEVISION FROM TIME TO TIME. IT'S THE BOXED TEXT APPEARS ON TV AND YOU SEE IT IN A GYM OR AN AREA WHERE IT'S OFTEN LOUD. CLOSE CAPTIONS ARE ALWAYS ON AND CAN'T BE TURNED OFF. UNEDITED CAPTIONS LIKE YOUTUBE FOR EXAMPLE, THEY HAVE CREATED AUTOMATIC CAPTIONING SYSTEMS AND USUALLY THEY ARE BASED ON VOICE RECOGNITION. THIS IS UNTRAINED VOICE RECOGNITION. THE RESULTS ARE REALLY PRETTY POOR. NO PUNCTUATION, PHRASES AT RANDOM. THIS CAN MAKE THE CAPTIONS DIFFICULT TO UNDERSTAND UNDER THE BEST CONDITIONS AND OFTEN CONTAIN MANY ERRORS. OFTEN CAPTIONS ARE HARD TO UNDERSTAND, IF CAPTIONS CONTAIN ERRORS AND CAN CHANGE THE MEANING OF THE PRESENTATION, AND OFTEN DOES NOT CONSTITUTE LEGAL ACCESS. IF THEY ARE HARD TO UNDERSTAND THEY CAN'T BE DETERMINED AND VERY DIFFICULT AND COUNTERPRODUCTIVE. 5

6 STANDARD DEFINITION BROADCAST STANDARDS EXIST FOR STANDARD DEFINITION AND HIGH DEFINITION. THESE STANDARDS GOVERN THE PLACE OF CAPTIONS AND RATE OF SPEED AND CAPTIONS, WINDOWS, VIDEO. AS TECHNOLOGIES ADVANCE, BROADCAST STANDARDS HAVE BEEN ADAPTED AND APPLIED TO MODERN COMPUTER DATA BASE FILES. TYPICAL MEDIA, DVD, INTERACTIVE SOFTWARE HAVE FILE STANDARDS TO CREATE THEIR OWN STANDARDS FOR ACCESSIBILITY. DIFFERENCES IN DELIVERY MODELS, AMONG DELIVERY MODELS A LARGE FORMAT EXIST FOR CAPTIONED TEXT FILES. TEXT FILES CONTAINING CAPTIONING INCLUDE FILES FOR FINAL CUT, SRT FOR YOUTUBE, FILES FOR THESE SPECIFICALLY FORMATTED FILES INCLUDE INFORMATION PLACED IN COLOR DURATION ESPECIALLY THE SAME THINGS THAT USE TRADITIONAL BROADCAST CAPTIONING. CAPTIONED VIDEOS MAYBE DIRECTLY INTO THE SOFTWARE FOR TRANSMISSION OR AIRED FOR BROADCASTERS, A VERY COMMON WAY FOR DISTRIBUTING VIDEOS SUCH AS YOUTUBE. CAPTIONED FILES CAN BE MADE FOR THESE SITES AND EASY TO FOLLOW STANDARDS AND MINIMUM REQUIREMENTS FOR FORMATTING AND PRETTY EASY TO USE. HOSTED WEB BASE DELIVERY AND SOMETIMES HOSTING OPTIONS ARE NOT ENOUGH AND MAY INCLUDE VERY LARGE TEXT AND HIGH CONTRAST TEXT AND INDIRECT POSTING AND CUSTOMS SOLUTIONS CAN BE CREATED FOR THESE REQUIREMENTS. I WOULD LIKE TO PASS THE MICROPHONE BACK. >> EXCELLENT. THANK YOU, CHRISTOPHER. AS WE TRANSITION INTO OUR NEXT SPEAKER, AMY, SHE'LL BE TALKING ABOUT SOME OF THE INSTITUTIONAL TALENTS AND GOOD PRACTICES AND I WILL TALK ABOUT THE BUDGET ISSUES LIKE THE PILOT I DID. A NUMBER OF SESSIONS AT THE WCET'S ANNUAL CONVERSATION WILL PROVIDE MORE INFORMATION ON ACCESSIBILITY. WITH THAT, AMY, I WILL TURN OVER THE MICROPHONE TO YOU TO TALK ABOUT SOME CHALLENGES. >> GREAT, THANK YOU. GREETINGS FROM KENT STATE OHIO. I AM THE DIRECTOR OF STUDENT ACCESSIBILITY SERVICES AND WE PROVIDE ACCOMMODATION TO STUDENTS WITH DISABILITIES, AND I WILL TALK ABOUT THE CHALLENGES WORKING WITH FACULTY AND ADMINISTRATORS ABOUT THAT. OUR BASIC ASSUMPTION WHEN WE WORK WITH FACULTY IS THAT FACULTY AND ADMINISTRATORS GENERALLY WANT TO COMPLY WITH DISABILITY MANDATES. THEY MAY HOWEVER BE UNFAMILIAR WITH THE PROCESS OF DOING SO AND ONCE KNOWING HOW TO DO THOSE THINGS IS DIFFERENT THAN COMPETING THINGS. OUR REALIZATION IS THAT WE HAVE TO EDUCATE AND CONTINUE TO TRAIN AND HAVE RESOURCES ON "HOW TO" FOR FACULTY, SOMETIMES STAFF, PRIMARILY FACULTY. 6

7 ONE OF THE THINGS THAT WE ATTEMPT TO DO IS SORT OF LEVERAGE COOPERATION AND COLLABORATION WITH FACULTY AND STAFF BY EXISTING PROCESSES. SO, IT'S CERTAINLY THE RIGHT THING TO DO TO MAKE SURE THAT THINGS ARE IN FACT ACCESSIBLE TO ALL STUDENTS AND ALL VISITORS AND FACULTY AND STAFF. THERE IS A UNIVERSITY POLICY WHICH SHOWS THAT NOT ALL IF NOT MOST OF YOU HAVE THAT WE AT THE UNIVERSITY DON'T DISCRIMINATE AND WON'T DISCRIMINATE WITH PEOPLE WITH DISABILITIES. BOTH THE PRESIDENT AND HAVE THEIR INDIVIDUAL COMBINED STRATEGIC PLANS. THEREFORE THE STRATEGIC PLAN IS THAT WE AS A UNIVERSITY WILL APPROACH EVERY ISSUE AND CHALLENGE AND OPPORTUNITY WITH THE INITIAL QUESTIONS OF HOW WILL THIS HELP OUR STUDENTS? SO IF YOU CAN LEVERAGE THAT EXISTING STRATEGIC IDEA OR PLAN RELATIVE TO CAPTIONING AND ACCESSIBLE KIND OF THINGS THAT STRENGTHENS YOUR ARGUMENT SOMETIMES WITH THE ADMINISTRATION. >> WE, AT THE UNIVERSITY MAKE MARKETING PROMISES OR ASSURE PARENTS AND STUDENTS THAT WE PROVIDE EQUAL OPPORTUNITY SO EVERYONE CAN BENEFIT ALL THAT THE UNIVERSITY HAS TO OFFER. AGAIN, SOMETHING ELSE WE ARE LEVERAGING AND CERTAINLY THE COST OF DOING BUSINESS. AGAIN, IT'S THE RIGHT THING TO DO, BUT IT IS A GOOD BUSINESS SENSE. THE LAST THING IS LAWSUITS. UNFORTUNATELY, THREE OHIO STUDENTS HAVE BEEN CITED OR FOUND TO BE IN VIOLATION OF EIT COMPLIANCE. SO, THOSE ARE PIECES OF INFORMATION THAT WE CAN BRING TO THE FORE WITH OUR ADMINISTRATORS AND AGAIN PROVIDE SOME LEVERAGE. SOME OF THE CHALLENGES THAT WE FACE IS THAT SOME ADMINISTRATORS ARE NOT ALWAYS AWARE OF THIS SCOPE SO OUR OFFICE STUDENTS WITH DISABILITY SERVICES FOCUS PRIMARILY ON STUDENTS WITH SPECIFIC DISABILITIES TALKING ABOUT ACCOMMODATION AND GENERAL ACCESSIBILITY. OUR OFFICE IS INTENT TO MEET THE SERVICES FOR STUDENTS WITH DISABILITIES. WHAT WE ARE NOT AN AWARE THAT WE ARE NOT RESPONSIBLE FOR EVERYBODY'S CAPTIONING NEEDS. THEY SAY, "CAN'T YOU GUYS JUST DO THAT?" THERE IS AN EDUCATIONAL PIECE TO THAT. NO ONE, NO NEW NEWS TO YOU IN TERMS OF TIME, MONEY AND PERSONNEL IS FIERCE. THERE IS SOMETIMES A STICKER SHOCK OF RELAYING THAT COST OF CAPTIONING AND PARTICULARLY ACCESSIBLE KIND OF THINGS TO ADMINISTRATORS IS EYE OPENING. ONE OF THE THINGS THAT WE AS A UNIVERSITY HAVE INITIATED A COUPLE YEARS AGO ACTUALLY REINSTITUTED FROM BACK THEN A CAMPUS WIDE STABILITY. WE HAVE WIDE REPRESENTATION FROM OUR UNIVERSITY AND ALL ARE REPRESENTED EXCEPT FOR THREE WHICH MAYBE ATHLETICS ADVANCEMENT. 7

8 WITH LOTS OF FACULTY REPRESENTATION WE HAVE THE LIBRARY, WE HAVE SERVICES, PSUPB, POLICE DEPARTMENT, ALL GOOD REPRESENTATION. WE HAD INITIAL FUNDING WHICH WAS KEY. I THINK IT ALLOWED US TO FEEL LIKE WE HAD SOME SAY AND WE HAD SOME VOICE AND SOME OF THE THINGS THAT WE COULD ADDRESS AS A COMMITTEE RELATIVE TO ACCESSIBILITY. THE COMMITTEE TYPICALLY MEETS MONTHLY. THEY ARE ADDITIONALLY SUBCOMMITTEES THAT LOOK AT CRITICAL INFO WHERE CAPTIONING COMES IN ATTITUDINAL AND THE UNIVERSITY, SOME OF THE RESULTS OF THE COMMITTEE THAT HAVE BEEN PRODUCTIVE. WE HIRED A THIRD PARTY COMPANY TO DO AN AUDIT FOR US AND WE GOT THE RESULTS AND THOSE WERE HELPFUL AND EYE OPENING AND SOME PROCUREMENT LANGUAGE. THE HEAD OF PROCUREMENT ON THAT ACCESSIBILITY COMMITTEE AND WE ARE ABLE TO ADD ACCESSIBILITY LANGUAGE TO SOME OF OUR RFP'S. WE ARE ALSO FLOATING AND PROMOTING ACCESSIBILITY LANGUAGE INTO THE PROVOST FOR THIS COMING YEAR. WE COUNT THAT TOO AS WELL. THE COMMITTEE ALSO ALLOWS US TO ESTABLISH AMBASSADORS SO THEY CAN GO BACK INTO THEIR RESPECTIVE AREAS AND OFFICES TO BE THE VOICE FOR DISABILITIES. AGAIN, BECAUSE IT'S CHARGED BY THREE OF THE VICE PRESIDENTS AND HAS FACULTY REPRESENTATION, IT PROVIDES A FORM OF A CLOUD WHEN WE GO TO DIFFERENT VENUES AND EITHER EDUCATOR PRESENT. THAT'S BEEN HELPFUL. AFTER THE THREE LAWSUITS CAME DOWN WITH INSTITUTIONS IN OHIO, WE LOOKED AT THE POLICIES AND LACK THEREOF AND WHAT WE NEED TO DO TO NOT BE IN THAT SAME SITUATION. WE ARE IN THE PROCESS OF DEVELOPING A POLICY IN ROLLING THAT OUT AND PROVIDING EDUCATION ACROSS CAMPUS. ADDITIONALLY OUR HUMAN RESOURCES OFFICE HAS TRAINING BEYOND COMPLIANCE FROM TITLE IX TRAINING TO ADA TRAINING AND ACCESSIBILITY AND WE HAVE BEEN ABLE TO LEVERAGE SOME OF THAT TRAINING AS WELL AND SPECIFICALLY CAPTIONING IN THE EIT ACCESSIBILITY. THE UNIVERSITY HIRED A VENDOR TO DO A CLIMATE STUDY OF THE UNIVERSITY WIDE CLIMATE STUDY AND ACCESSIBILITY HAS BEEN PART OF THAT. THAT WILL BE HELPFUL AND WILL BE INSTITUTED IN THE SPRING. CERTAINLY OUR OFFICE DOES A LOT OF FACULTY TRAINING AND PRESENTATIONS AS WELL AS TO STAFF AS WELL. SOME OF OUR PARTNERSHIPS THAT WE FIND ARE KEY CERTAINLY FACULTY OBVIOUSLY IN DEANS AND DIRECTORS. THE OFFICE OF CONTINUING EDUCATION HERE ON CAMPUS HAS BEEN AMAZING. THEY ARE STRONG PARTNERS AND THEY HAVE OFFERED THEIR ASSISTANCE AND EXPERTISE AND WE COUNT THEM A VERY VALUED PARTNER AND THE REST OF THOSE FOLKS ARE OBVIOUSLY FOLKS OF THE DEPARTMENT THAT WE HAVE REGULAR CONTACT WITH. 8

9 I WILL PASS IT BACK TO JUSTIN. >> THANK YOU VERY MUCH, AMY. WE HAVE A COUPLE OF QUESTIONS COMING IN AND I WILL GET TO IT RIGHT AFTER MY PORTION HERE. WHAT I WANT TO SPEND A FEW MINUTES TALKING ABOUT, AND I LISTED ON WCET, AT TIMES IS WE HAVE GONE THROUGH A PROCESS ABOUT HOW WE WERE GOING TO PROVIDE CAPTIONING HERE ON CAMPUS AND WHAT UNITS ARE RESPONSIBLE. AND IT ENDED UP BEING MY OFFICE. THE TTU PART OF THE OFFICE OF THE PROVOST, AND WE ARE COMING UP WITH A CAPTIONING PLAN AND CAMPUS WIDE POLICY. WE STARTED IN OUR STUDENT CENTER WITH FOUR GRADUATE STUDENTS WITH EACH WORKING ABOUT 20 HOURS A WEEK CAPTIONING MEDIA PROGRAMS, THE CAPTIONING KEY. THE STUDENTS HAVE USED FANTASIA TO CAPTIONING VIDEOS FOR US AND TYPICALLY WORKING ON MULTIPLE PROJECTS THROUGHOUT THE SEMESTER WORKING WITH DIFFERENT FACULTY MEMBERS. A COUPLE OF PROBLEMS, ONE IS TO HAVE A STUDENT WORKING WITH CAPTIONING AND IT WAS A VERY TEDIOUS JOB. WE HAD TO MAKE SURE THEY WERE GETTING THE CONTENT CORRECTLY AND MATCHING WITH THE SPEAKERS WITH WHAT THEY WERE SAYING. WE HAD TO MAKE SURE THEY WERE WORKING AND NOT SHOPPING ON AMAZON, AND WE HAD TO MAKE SURE THEY WERE ENGAGED. WHAT WE FOUND IS WE HAD A LOT OF TROUBLE WITH THE WAY SOMETHING WAS SAID AND THE WAY SOMEBODY ELSE SAID IT. WE HAD A COUPLE OF GRADUATE STUDENTS ON CAMPUS, BUT IT'S VERY HARD FOR SAY, SOMEBODY WITH AN ENGLISH MAJOR TO CAPTION VIDEOS OUT OF ENGINEERING OR SOMEBODY THAT IS IN, YOU KNOW, JOURNALISM CAPTIONING SOMETHING FOR BIOLOGY OR CHEMISTRY. THE CONTENT ENDED UP BEING AN ISSUE FOR SOME OF OUR STUDENTS AND THAT TOOK QUITE A BIT OF TIME TO GET THE CAPTIONING RIGHT AND THAT WAS DIFFICULT FOR FACULTY AND MEMBERS. IT ENDED UP TAKING QUITE A BIT OF TIME FOR IN-HOUSE CAPTIONING. THAT'S HOW WE STARTED OUR CAPTIONING PROCESS WITH THIS INTERNAL RUN CAPTIONING LAB WITH A COUPLE OF STUDENTS TO GO THROUGH. WHAT WE HAVE NOW MOVED TOWARD, WE STILL HAVE THE CAPTIONING LAB, BUT WE HAVE DEVELOPED WHAT WE ARE NOW CALLING AND THIS IS A DRAFT, IT IS NOT FINALIZED. OUR DIFFERENT LEVELS OF SUPPORT WHERE A CLASS HAS A SHORT VIDEO OR JUST ONE OR TWO, MY OFFICE AND MY STAFF WOULD WORK WITH A FACULTY MEMBER OR SOMEBODY IN THAT SPECIFIC DEPARTMENT TO CAPTION THOSE VIDEOS USING FREE OR LOW COST SOFTWARE. OUR NEXT LEVEL WOULD BE VIDEOS THAT ARE LONGER THAN ABOUT 10 MINUTES, BUT LESS THAN 30 AND THOSE ARE ARBITRARY NUMBERS BASED ON WHAT WE THOUGHT OUR INTERNAL CAPTIONING WORKERS CAN DO. BUT THE COURSE CAN HAVE MORE THAN 10 VIDEOS. 9

10 AS AMY WOULD SAY AND KATHY THAT WE HAVE A CERTAIN AMOUNT OF TIME TO CAPTION A VIDEO ESPECIALLY IF THERE IS A LETTER OF ACCOMMODATIONS PERMITTED. IF THEY ARE LONGER WE WOULD CAPTION THOSE INTERNALLY IN OUR LAB AND WITH GRADUATE STUDENTS. THE THIRD OPTION WOULD BE TO GO TO A THIRD PARTY OR VENDOR AND THOSE ARE MORE THAN A HALF HOUR OR MORE THAN TEN VIDEOS IN A CLASS. IN THAT WAY TO OUTSOURCE THOSE WE WOULD GET THEM DONE FASTER AND WE MAKE SURE THEY ARE DONE VERY ACCURATELY AND BACK SO THAT STUDENTS HAVE THE VIDEOS AS THEY ARE GOING THROUGH THE CLASS. SO THAT'S WHAT WE HAVE PROPOSED AND THAT'S WHAT WE HAVE PUT INTO PLACE. BUT, OF COURSE, YOU KNOW AS WE TALK ABOUT THESE DIFFERENT ISSUES ONE THING THAT POPS INTO ALL OF OUR MINDS IS THE BUDGETARY ASPECT. IT'S TOUGH TO DO A LINE ITEM FOR BUDGET, FOR CAPTIONING BECAUSE OF THE UNKNOWN. YOU DON'T KNOW HOW MANY VIDEOS YOU ARE GOING TO HAVE TO DO, YOU DON'T KNOW HOW MANY CLASSES WILL NEED IT AND HOW MANY STUDENTS WILL REQUIRE IT TO DO IT VERY QUICKLY. IT'S HARD TO DO A BUDGET LINE ITEM FOR THAT. BARB, TTY LEARNING IS A GROUP HERE AT THE OFFICE OF THE PROVOST THAT IS RESPONSIBLE FOR SEEING ONLINE TECH AT THE UNIVERSITY AND WE ARE WORKING FOR ONLINE AND ALSO FOR CAPTIONED VIDEOS ON CAMPUS. WHAT WE HAVE DONE THROUGHOUT THIS INITIAL PILOT PHASE IS TO PROVIDE SOME ESSENTIAL FUNDING FOR THE FIRST YEAR OF THE PROJECT THAT WILL ALLOW A WORKING GROUP OF FACULTY AND ADMINISTRATOR DEVELOP A LONG TERM FUNDING POLICY. THE CENTRAL FUNDS CAME FROM A NUMBER OF SOURCES FROM THE OFFICE OF THE PROVOST, FROM THE CFO AND FROM MY CENTRAL BUDGET AND WE HAVE SPENT AND WE HAVE BUDGETED IN THE NEIGHBORHOOD OF AROUND $250,000 OVER THE LAST YEAR OR SO INCLUDING THE SUMMER AND INTO THIS FALL TO DO SOME OF THIS WORK. THAT DOES NOT INCLUDE THE SALARIES THAT I HAVE PAID THE UNDERGRADUATE STUDENT WORKERS. SO THIS IS NOT A CHEAP PROCESS. BUT IT'S SOMETHING THAT HAS BEEN VERY WORTHWHILE FOR US. WHAT I WANT TO DO HERE IS STOP FOR A SECOND AND GO TO SOME OF THE QUESTIONS THAT WE'VE HAD IN THE CAPTIONING. FIRST, AMY, MOLLIE HAD A QUESTION FOR YOU AND SHE WANTED TO KNOW IN AN IDEAL WORLD AND MONEY WASN'T AN ISSUE, WHAT WOULD YOUR DREAM FOR HOW SERVICES ARE MADE AVAILABLE AND COORDINATED BETWEEN STUDENTS, FACULTY AND STAFF? >> THE DREAM WOULD BE THAT PUT ME OUT OF A JOB. THAT IT WOULD BE FROM THE GET-GO THINGS WOULD BE ACCESSIBLE AND STUDENTS AND STAFF WOULDN'T NEED TO REQUEST ANY KIND OF REMEDIATION. 10

11 THE EXAMPLE I GIVE AND SOMEBODY MAYBE TALKING ABOUT IT LATER, BUT CURB CUTS AND ACCESSIBLE RAMPS. WHEN ADA WAS PASSED, IT WAS A BIG DEAL. I REMEMBER PEOPLE SAYING OUT LOUD THIS IS UNDOABLE. NOW IT'S BUILT INTO THE AESTHETICS, IT'S BUILT INTO THE BUDGET. IDEALLY THAT IS WHAT WE DO. IT'S UNIVERSALLY DESIGNED UNIVERSITY OPEN AND ACCESSIBLE TO EVERYBODY. >> THANKS, AMY. AS WE MOVE FORWARD I WILL JUST ANSWER A COUPLE OTHER QUESTIONS AND WE CAN MOVE INTO OUR NEXT SET. ONE PERSON ASKED, HOW DO WE ENFORCE CAPTIONING, OR HOW DO WE MAKE SURE THAT EACH INSTRUCTOR IS MADE SURE THEIR CONTENT GETS CAPTIONED? >> RIGHT NOW THROUGHOUT THE TECH, THE PILOT IS ON THE HONOR SYSTEM. WE HAVE MET WITH DEANS, PARTNERS AND FACULTY MEMBERS AND LET THEM KNOW ABOUT THE REQUIREMENT AND ASK THEM TO REQUEST IN MY OFFICE TO HAVE VIDEOS. WE HAVE KEPT A MASTER SPREADSHEET AND WORKED WITH THE FACULTY. BUT IT'S NOT IDEAL AND I THINK WE ARE STILL GOING TO LOOK FOR ANOTHER PROCESS. BUT, IN THE INTEREST OF TIME, I WILL TURN IT OVER TO OUR NEXT SPEAKER FROM MEDIA AND HE WILL TALK ABOUT THE BENEFITS OF CAPTIONING AND SOME MUST HAVES AND NICE TO HAVES. >> TOLE? >> GREAT. THANK YOU. WE HAVE BEEN PROVIDING CLOSED CAPTIONING IN HIGHER EDUCATION FOR OVER 8 YEARS. I WILL TALK A LITTLE BIT ABOUT THE BENEFITS OF CAPTIONING. SO, THE FIRST BENEFIT REALLY IS TO PROVIDE ACCESSIBILITY FOR PEOPLE WHO ARE DEAF OR HARD OF HEARING. IN THE U.S. ALONE THERE ARE ABOUT 48 MILLION PEOPLE WITH SOME DEGREE OF HEARING DISABILITIES, SIGNIFICANTLY ENOUGH TO AFFECT THEIR DAY-TO-DAY ACTIVITIES. THERE HAVE BEEN REPORTS RECENTLY COME OUT OF THE WORLD HEALTH ORGANIZATION AND THE U.S. CENSUS BUREAU THAT THERE ARE OVER 1 BILLION PEOPLE WHO REPORT SOME SORT OF DISABILITY. BUT ONE OF THE MOST INTERESTING FINDING IS THE NUMBER OF DISABLED PEOPLE IS INCREASING RAPIDLY AND DISPROPORTIONATELY WITH THE POPULATION GROWTH, AND YOU MIGHT ASK, WHY IS THAT HAPPENING? THERE IS A NUMBER OF REASONS BUT MOST BOIL DOWN TO MEDICAL AND TECHNOLOGICAL ADVANCEMENTS. FOR EXAMPLE, WITH PREMATURE BABIES, THERE IS A LIKELIHOOD THEY WILL SURVIVE BUT AT THE EXPENSE OF HAVING SOME SORT OF DISABILITY. THE NEED FOR ACCESSIBILITY WILL BE MORE COMMON IN THE PREVALENT YEARS. BUT IT'S IMPORTANT TO KNOW THAT CLOSED CAPTIONING IS NECESSARY FOR NOT JUST THE HARD OF HEARING AND DEAF BUT VERY BENEFICIAL TO ALL USERS. 11

12 I WILL SHOW YOU SOME OF THE OTHER BENEFITS THAT COME WITH CAPTIONING. ALTHOUGH CAPTIONS ARE CRITICAL FOR PEOPLE WHO ARE DEAF, TURNS OUT THAT MOST PEOPLE THAT USE CAPTIONS HAVE NO DISABILITY AT ALL. IN FACT, COMMUNICATION THEY ARE USED BY ESL STUDENTS AND BY ALL STUDENTS BECAUSE THEY HELP WITH COMPREHENSION. A STUDY CONDUCTED BY THE BBC, OFFICE OF COMMUNICATIONS FOUND THAT 80% PEOPLE WHO USED CAPTIONS HAVE NO HEARING DISABILITY AT ALL, AND THEY DO IT BECAUSE IT EITHER HELPS THEM UNDERSTAND THE CONTENT BETTER OR BECAUSE THE CAPTIONS MAKE IT POSSIBLE TO CONSUME VIDEO IN NOISY ENVIRONMENTS. THERE ARE A COUPLE OF SLIDES MISSING HERE. I WILL GO ON HERE. SO, THE INTERESTING THING HERE FOR INTERACTIVE VIDEOS, CAPTIONS ORIGINATED IN 1988, BUT NOW CAPTIONING IS PROVIDED IN MANY FORMS OF MEDIA AND DEVICES. THE CONTENT IS BEING WATCHED IN DIFFERENT ENVIRONMENTS. FOR EXAMPLE PEOPLE WHO WANT TO WATCH VIDEOS IN LIBRARIES OR QUIET AREAS WITHOUT TURNING ON THE SOUND AND CAPTIONS PROVIDE THAT FLEXIBILITY, AND THE OTHER THING WITH CAPTIONS IS YOU ARE ABLE TO MAKE THE CONTENT SEARCHABLE AND INTERACTIVE. AS YOU ARE WATCHING VIDEOS YOU CAN FIND WHAT YOU ARE LOOKING FOR. SO WE CAN USE A NUMBER OF TOOLS THAT WHERE YOU SEARCH ACROSS AN ENTIRE VIDEO LIBRARY AND SELECT A POINT BY CLICKING ON A WORD IN A TRANSCRIPT. FOR SEARCHING, IF YOU ARE CREATING A MARKETING VIDEO, AND PEOPLE ARE ABLE TO SEARCH THROUGH YOUR VIDEO THEN TRANSCRIBING YOUR VIDEO IS HELPFUL. GOOGLE DOESN'T KNOW HOW TO WATCH A VIDEO. IT RELIES ON THE TEXT TO UNDERSTAND WHAT THE CONTENT IS ALL ABOUT. ANOTHER THING IS TRANSCRIPTS CAN BE VIEWED AND PROFESSORS HAVE USED THE TRANSCRIPTS FROM A COURSE. THE UNIVERSITY OF WISCONSIN DID A STUDY AND FOUND THAT 50% OF THEIR GRADUATE STUDENTS USED TRANSCRIPTS WHEN THEY WERE AVAILABLE AS STUDY GUIDES. THERE IS A COUPLE OF SLIDES. THE ONLY OTHER ONE HERE THAT -- DO YOU KNOW IF THERE ARE ANY OTHER SLIDES MISSING OR THE MUST HAVES? ARE THEY AT THE END? >> I JUST PULLED THOSE OUT TO SEE IF ANY ARE MISSING. SORRY ABOUT THAT. I HAVE NEVER HAD THIS HAPPEN BEFORE. I CAN TRY TO PLUG THOSE BACK IN SO WE CAN COME BACK TO THOSE. OKAY. >> SO, IN THE MEANTIME I WILL PASS IT BACK TO YOU AND IF WE HAVE TIME TO COME BACK TO THE OTHER SLIDES IN THERE. >> EXCELLENT. THANK YOU. 12

13 SO WHAT I WANT TO DO NOW IS TAKE SOME OF THE QUESTIONS THAT HAVE COME IN FROM THE AUDIENCE AND ONE, AND I THINK THIS QUESTION CAN BE OPEN TO BOTH AMY AND KATHY AND OTHERS. BUT, TO WHAT DEGREE IS CAPTIONING REQUIRED IN A COURSE? FOR EXAMPLE, IF A FACULTY MEMBER GIVES VIDEO FEEDBACK ON AN ASSIGNMENT INSIDE THE LMS, DOES THAT NEED TO BE CAPTIONED? >> THIS IS AMY. FROM OUR PERSPECTIVE, STUDENTS DISABILITY SERVICES PERSPECTIVE, IF STUDENT IS DEAF AND REQUIRES CAPTIONING, THEN YES, EVERYTHING IN THE CLASS OUGHT TO BE ACCESSIBLE TO THAT STUDENT. THANK YOU, AMY. THE OTHER QUESTION THAT WE HAVE, AND IT'S BACK TO YOU, IS WHEN YOU TALKED ABOUT IN YOUR SECTION YOU TALKED ABOUT AN IT ACCESSIBILITY AUDIT. HOW WAS THAT DONE AND CAN YOU SHARE WHAT ARE COST ESTIMATES? >> SURE. WE PUT OUT AN RFP AND I THINK THREE DIFFERENT COMPANIES RESPONDED TO THE RFP AND WE WENT THROUGH THOSE DIFFERENT COMPANIES, SELECTED ONE. I THINK THE TOTAL COST WAS APPROXIMATELY $45,000-50,000. WHAT THEY DID IS THEY CERTAINLY DIDN'T AUDIT ALL OF OUR IT FOOTPRINT, BUT WE SELECTED FOUR AREAS AND THEY DID A RANDOM SEARCH ON SOME OF THOSE AREAS AND PROVIDED A REPORT FOR US. THANK YOU, AMY. MEGAN HAS TOLD ME THAT SHE HAS ADDED THE SLIDES BACK IN FOR THE NICE TO HAVES AND MUST HAVES. I'M GOING TO TURN IT BACK TO HIM BECAUSE IT'S VERY INTERESTING INFORMATION THAT WE WANT TO TALK ABOUT. THERE WE GO. >> GREAT, THANKS, JUSTIN. HERE ARE SOME MUST HAVES FOR CAPTIONING. I THINK THE MOST IMPORTANT PART IS ACCURACY AND GREATER THAN 99% ACCURACY. I THINK CHRISTOPHER TALKED A LITTLE BIT ABOUT SPEECH RECOGNITION AND CAPTIONING AVAILABLE FOR YOUTUBE. I THINK THE CONSENSUS FROM EVERYBODY AT LEAST FROM HIGHER EDUCATION THAT IS SOMETHING THAT IS INSUFFICIENT FOR EDUCATION BECAUSE THE ACCURACY RATE IS NOT HIGH ENOUGH. SPEECH RECOGNITION HAS A LOT OF ERRORS AND WHEN IT'S WRONG, IT'S WRONG SPECTACULARLY. IF YOU ARE HIRING VENDORS, PLEASE MAKE SURE THE ACCURACY RATE IS AT LEAST 99%. THAT'S THE STANDARD MINIMUM. 13

14 THE NEXT ITEM OF MUST HAVES IS THE TURN AROUND AND COMPLIANCE. THIS IS SOMETHING FOR EXAMPLE IF YOU ARE PROVIDING A TURN AROUND OPTION. YOU CAN REQUEST TURN AROUND AS QUICK AS 2 HOURS, THAT IS, IF YOU NEED IT URGENTLY. WHAT TO KEEP IN MIND IS THE CONSISTENCY. IF YOU NEED TO HAVE A FILE CAPTIONED AND YOUR TRANSCRIBERS ARE NOT ABLE TO GET TO. THERE IS A SPECIFIC WAY TO TRANSCRIBE A MATH EQUATION. TRANSCRIBERS NEED TO BE TRAINED TO DO THAT. NEXT ARE THE PLATFORM SYSTEMS. UNFORTUNATELY CAPTIONING SHOULD BE MUCH SIMPLER THAN IT IS BECAUSE OF THE DEVICES THAT WE HAVE AND CAPTIONING IS DESIGNED AS AN AFTERTHOUGHT FOR EXISTING TECHNOLOGY. IT'S BEEN DESIGNED, BASICALLY IF YOU ARE CREATING CAPTIONS FOR YOUTUBE, IT'S GOING TO REQUIRE A DIFFERENT TYPE OF VIDEO FORMAT CERTAINLY FOR BROADCASTER FOR DVD AND ALL THE DIFFERENT FORMATS. IT'S IMPORTANT TO HAVE THE ACCESS TO ALL THE DIFFERENT VIDEO FORMATS THAT YOU WILL NEED FOR YOUR SYSTEMS. SAME IS TRUE FOR HARDWARE COMPATIBILITY. MAKE SURE THAT EVERYTHING IS SET UP CORRECTLY IF YOU ARE USING OVERHEAD PROJECTORS TO MAKE SURE YOU HAVE THE CODER FOR THE CAPTIONS. THE OTHER IS REFERRING TO INTEGRATIONS TO HAVE IN PLACE. WE HAVE INTEGRATIONS WITH ALL THE MEDIA PLATFORMS LIKE YOUTUBE AND THE DIFFERENT COMPANIES. YOU DON'T HAVE TO WORRY ABOUT THE VIDEO FORMATS OR TRANSFERRING FILES BACK AND FORTH. YOU CAN SELECT WHICH VIDEOS TO CAPTION AND PRESS THE BUTTONS AND THE CAPTIONS SHOW UP. IF YOU ARE DOING ONE OR TWO VIDEOS IT'S NOT A PROBLEM BUT YOU NEED TO HAVE THESE IN PLACE. LASTLY AS WITH ANY TECHNOLOGY, THINGS YOU HOPE THAT EVERYTHING WORKS AND THINGS WORK RIGHT MOST OF THE TIME BUT WHEN THINGS FAIL, IT'S IMPORTANT TO HAVE A MECHANISM IN PLACE TO BE ABLE TO ADJUST THOSE PROBLEMS QUICKLY. NEXT TO HAVE, IT'S ACCOUNT SYSTEMS. IF YOU FOUND A VIDEO TO CAPTION, WHICH IS REALLY NICE TO HAVE, AND WHERE ALL OF THAT DATA IS KEPT, FOR EXAMPLE, IF YOU NEED TO GET A DIFFERENT CAPTION FORMAT OR NEED TO USE IT IN A DIFFERENT WAY, YOU HAVE ACCESS TO THAT AND BY EXCHANGE OF . YOU WANT TO HAVE THE ABILITY TO CONVERT FROM ONE CAPTIONING FORMAT TO ANOTHER. IF SOMETHING CHANGES AND IF YOU ARE USING KALTURA OR A DIFFERENT PLATFORM YOU WANT TO USE ONE TECHNOLOGY, CAPTIONING ENCODING AS KATHY AND CHRISTOPHER POINTED OUT EARLIER. USUALLY CAPTIONS ARE A SEPARATE ASSET TO THE VIDEO AND THE VIDEO PLAYER IS WHAT RENDERS THE CAPTIONS ON TOP OF THE VIDEO. BUT IN SOME CASES IT'S UNIQUE TO ENCODE THE CAPTIONS IN THE VIDEO ITSELF. FOR EXAMPLE, IT MAY REQUIRE A FILE TO ENCODE. YOU WILL HAVE THE ABILITY TO DO THOSE, ALSO, THE ABILITY TO CAPTION AFTER THEY HAVE BEEN CREATED. 14

15 YOU CAN MAKE ANY EDITS YOU WANT AND SAVE THE FILES. THAT'S SOMETHING THAT IS REALLY HELPFUL AND NICE TO HAVE. THEN, THE NEXT IS THE ABILITY TO ADD CAPTIONS TO YOUTUBE VIDEOS THAT YOU DON'T OWN. AS KATHY MENTIONED THERE ARE SOME COPYRIGHT CONSIDERATIONS. YOU CAN'T ACTUALLY UPLOAD CAPTIONS TO THAT AND WE HAVE TO OVERLAY THE CAPTIONS FOR A VIDEO. THESE ARE THINGS LIKE THE TRANSCRIPT WHICH PROVIDES THE ABILITY TO SEARCH THE VIDEO AND LEVERAGE THE TIME TEXT DATA. AND ALSO IT WOULD BE NICE TO HAVE TOOLS THAT FACILITATE CAPTIONING CONTENT THAT IS DIFFICULT IN EDUCATION YOU MAY HAVE PROFESSORS WITH ACCENT AND CONTENT THAT IS HARD TO TRANSCRIBE AND YOU WANT TO HAVE TRANSCRIBERS THAT CAN TRANSLATE THAT AND VOCABULARY TO ALLOW THE TRANSCRIBER TO TRANSCRIBE THAT CONTENT AND YOU WANT TO HAVE MULTIPLE OPTIONS FOR CAPTIONS. >> I WILL PASS IT BACK TO YOU. >> THANKS. WE ARE AT THE TOP OF THE HOUR. I WANT TO GIVE YOU TIME FOR A COUPLE OF THOUGHTS. I DON'T KNOW THAT WE'LL GET THROUGH THE REMAINING SLIDES. BUT WHAT AMY AND OTHERS HAVE MENTIONED IS ONE THING TO THINK ABOUT IS HOW DO YOU GET THERE AND HOW DO YOU GET FACULTY TO REALIZE THE NEED FOR CAPTIONING AND OTHERS HAVE MENTIONED IT. WHY SHOULD WE DO IT? IT BENEFITS ALL OF OUR STUDENTS, AND WHEN YOU COMPARE IT TO THE CURBSIDES AND SIDEWALKS BECAUSE IT'S NOW SECOND NATURE. AS THE FACULTY USING A VIDEO IN A CLASS IS THEY HAVE TO BECAUSE OF THE INSTRUCTION IN CLASS OR JUST BECAUSE THEY ARE USING A VIDEO AND IT MAY LEAD TO DISCUSSIONS OF BEST PRACTICES AND TEACHING AND WHEN YOU SHOULD AND WHEN YOU SHOULDN'T USE VIDEO IN A CLASSROOM. HERE FOR THE LAST COUPLE OF MINUTES, I WANT TO GO BACK TO A COUPLE OF QUESTIONS AND TOLE, THIS WILL BE FOR YOU. DO YOU HAVE PROBLEMS WITH CAPTIONING IN A MOBILE LEARNING ENVIRONMENT? DOES THE TECHNOLOGY ACCOMMODATE CAPTIONING IN A MOBILE ENVIRONMENT? >> YEAH. THAT'S A GREAT QUESTION, AND OBVIOUSLY THERE HAS BEEN A GREAT PROLIFERATION WITH TECHNOLOGY AND PROVIDING CAPTIONED VIDEO IS A PART OF THAT. THE MEANING TO ADDRESS THIS TECHNOLOGY IS HAVING, IS PROVIDING A WAY TO ENCODE THE CAPTIONS IN THE VIDEO, TYPICALLY WITH A DESKTOP VIDEO PLAYER. MOST PEOPLE ARE USING A PLAYER WITH MAYBE FLASH FALL BACK. WHAT OTHER PEOPLE ARE DOING IS FALL BACK WITH A PLAYER WITH AN ENCODED CAPTION TRACK. THAT ALLOWS MOBILE DEVICES LIKE IOS DEVICES TO RENDER CAPTIONS. THANK YOU. FINALLY HERE IN OUR LAST COUPLE OF MINUTES, I WANT TO GO BACK TO KATHY FIRST TO SEE IF YOU HAVE ANY FINAL THOUGHTS TO SHARE WITH THE GROUP OR ANY QUESTIONS YOU WANT TO 15

16 ANSWER FROM THE CHAT. >> I JUST THINK THIS HAS BEEN A WONDERFUL OVERVIEW OF THE CAPTIONING CHALLENGES AND SOLUTIONS THAT ARE FACING OUR COLLEGES AND UNIVERSITIES TODAY. I LOOK FORWARD TO ANSWERING ANY INDIVIDUAL QUESTIONS THAT MAY COME UP LATER. AND I HOPE THAT MOST OF YOU HAVE HAD A CHANCE TO IF YOU HAVE NEVER SEEN REAL-TIME CAPTIONING BEFORE. I HOPE YOU HAD A CHANCE TO VIEW THE REAL-TIME CAPTIONING HAPPENING DURING THIS PRESENTATION. THAT'S ALSO A KEY SERVICE THAT YOU MAYBE PROVIDING TO YOUR STUDENTS. >> THANK YOU. AMY, DO YOU HAVE ANY FINAL THOUGHTS FOR THE GROUP? >> I'M NOT SURE THAT I CAN ADD ANYTHING ELSE. MY ONLY RECOMMENDATION AND ADVISEMENT IS TO MAKE PARTNERSHIPS ACROSS CAMPUSES. CHRISTOPHER, AND TOLE, ANY FINAL THOUGHTS? >> YES, I HAVE HEARD A LOT OF QUESTIONS ABOUT FORMATS, THERE ARE A LOT OF PRACTICAL SOLUTIONS AS FAR AS THE FORMAT. THERE IS A SOLUTION FOR THAT. IF YOU SEND US AN INDIVIDUAL REQUEST FOR INFORMATION ABOUT WHAT A PRACTICAL SOLUTION FOR YOUR VIDEO FORMAT OR YOUR NEED IS, WE SHOULD BE ABLE TO COME UP WITH JUST ABOUT ANYTHING THAT YOU MIGHT REQUIRE. >> YES, JUST A FINAL THOUGHT. THIS IS TOLE SPEAKING. WE TALKED ABOUT ACCESSIBILITY LAWS. JUST SOMETHING TO KEEP ON YOUR RADAR IS THE SECTION 508 REFRESH THAT IS IN THE WORKS RIGHT NOW. WHEN SECTION 508 WAS ENACTED IN 1988, IT WAS WHEN MOST OF THE WEB PAGES WERE STATIC AND PEOPLE WEREN'T STREAMING VIDEO AND CAPTIONING WASN'T MUCH OF AN ISSUE, AND IT WASN'T REALLY ADDRESSED IN THAT STANDARD. BUT NOW WITH THE 508 REFRESH, ACTUALLY IT WILL UPDATE THAT STANDARD AND WILL REFERENCE THAT 2.0 AND REQUIRE THE CAPTIONING FOR THE VIDEO CONTENT. THAT'S SOMETHING THAT YOU SHOULD REALLY START PLANNING FOR BECAUSE THE PROPOSED RULE WAS PUBLISHED IN FEBRUARY OF THIS YEAR AND STILL WAITING COMMENT, AND THERE IS A PRETTY GOOD CHANCE THAT IT WILL GET PUBLISHED THIS YEAR OR EARLY NEXT YEAR. >> GREAT, THANK YOU ALL. I WANT TO THANK ALL OF OUR SPEAKERS FOR TODAY'S SESSION, THE VERY ACTIVE CHAT FROM ALL OF OUR ATTENDEES. THANKS TO MEGAN AND MOLLY FOR PUTTING THIS TOGETHER. WE ARE AT THE TOP OF THE HOUR AND VERY QUICKLY MEGAN HAS PROVIDED THE INFORMATION ON THE NEXT THREE SESSIONS ON ACCESSIBILITY THAT WCET IS LEADING AND OTHER CONFERENCES. MEGAN, ANY FINAL THOUGHTS? >> THANK YOU TO ALL OF YOU FOR PARTICIPATING, AND THANK YOU TO LORENA FOR PROVIDING THE CAPTIONING. 16

17 I WILL PROVIDE ALL THE MATERIALS AND THE SLIDES AND THE TRANSCRIPT FOR THE CLOSED CAPTIONING. THANK YOU ALL. THIS IS A WONDERFUL WEBCAST. OUR PRESENTERS DID A WONDERFUL JOB PREPARING. THANK YOU FOR THE WEBCAST AND THANK YOU FOR MAKING THE PLATFORM AVAILABLE TO OUR YOUTH AND THANK YOU TO OUR SUPPORTING MEMBERS FOR YOUR SUPPORT AND OUR WCET ANNUAL SPONSORS. THANK YOU FOR JOINING US. IF YOU ARE NOT A MEMBER OF WCET, PLEASE GO TO OUR WEBSITE AND FIND OUT ABOUT THE BENEFITS AVAILABLE. >> RECORDING STOPPED. >> 17