Options for Accessible Webcasts

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Options for Accessible Webcasts Online Media

• Michelle Swaney,Technology Specialist
• PEPNet-Southmswaney_at_utk.edu

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Philip A. Hyssong, CMRSManaging
PartnerAlternative Communication Services,
LLCP.O. Box 278Lombard, IL 60148800-335-0911
www.AlternativeCommunicationServices.comP
hil_at_ACSCaptions.com
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PEPNet-South
http//www.pepnet.org
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Postsecondary Education Programs for Individuals
Who Are Deaf (CFDA 84.326D)October 1, 2006
September 30, 2011

• PEPNet-South One of four regional centers that
  is funded to help secondary and postsecondary
  institutions more effectively address the
  postsecondary, vocational, technical, continuing,
  and adult education needs of individuals with
  deafness, including those who are deaf with
  co-occurring disabilities such as learning and
  emotional disabilities.
• PEPNet-South serves thirteen states including
  Alabama, Arkansas, Florida, Georgia, Kentucky,
  Louisiana, Mississippi, North Carolina, South
  Carolina, Tennessee, Texas, Virginia, and West
  Virginia
• Four regional centers Midwest (St. Paul
  College, St. Paul, MN), Northeast (Rochester
  Institute of Technology, National Technical
  Institute for the Deaf, Rochester, NY), South
  (Center on Deafness, University of Tennessee,
  Knoxville, TN), West (National Center on
  Deafness, California State University at
  Northridge, CA)
• The four regional centers must coordinate the
  development and implementation of all required
  activities (technical assistance and
  dissemination, personnel development and
  technology use) in order to avoid overlap and
  duplication of efforts. Centers must ensure that
  secondary education programs, parents, and
  individuals who are deaf have information on
  postsecondary programs throughout the country,
  including information on services these
  institutions provide, and that information on
  proven models and other exemplary practices,
  including innovative technology, is available in
  each of the four regions. This coordination must
  include carrying out collaborative activities and
  cross-regional initiatives, where appropriate.

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• Technology Use Activities (Consistent with
  section 674(b) of IDEA)
• Each regional centers technology use activities
  must, at a minimum
• Conduct an assessment to determine the technology
  needs and priorities of postsecondary
  institutions related to recruiting, enrolling,
  retaining, and instructing students who are deaf,
  and addressing the varying communication needs of
  and methods used by individuals who are deaf,
  such as oral transliteration services, cued
  language transliteration services, sign language
  transliteration and interpreting services, and
  transcription services.
• Provide technical assistance and consultation,
  in-service training, and planning and development
  assistance to administrators, faculty, and
  support staff at postsecondary education
  institutions to address the needs identified in
  the assessment conducted under paragraph (a).
  These activities must (1) be designed to enhance
  access to programs by and accommodation of
  individuals who are deaf and (2) as needed,
  provide information and technological support and
  B-5 in-service training to personnel at
  postsecondary institutions who provide services
  to students who are deaf.
• Demonstrate how postsecondary institutions can
  use technology to meet their responsibilities
  under Federal statutes, including section 504 of
  the Rehabilitation Act of 1973, as amended, and
  the Americans with Disabilities Act, to provide
  access and accommodations to individuals who are
  deaf.

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2007 PEPNet Needs Assessment

• Conducted March May
• Targeted groups (a) professionals providing
  services to individuals who are deaf or hard of
  hearing in postsecondary settings and (b)
  individuals who are stakeholders in the
  postsecondary lives of individuals who are deaf
  or hard of hearing, included in this group are
  students and their parents, deaf adults, and
  state and federal administrators of programs
  serving deaf and hard-of-hearing persons.
• Approximately 2,231 responses
• Questions and preliminary results relating to
  technology

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2007 PEPNet Needs Assessment (cont)

• Rate your Personnel Development/Technical
  Assistance needs related to Captioning for
  students who are deaf or hard of hearing

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2007 PEPNet Needs Assessment (cont)

• Rate your Personnel Development/Technical
  Assistance for providing access (inclusion) to
  students who are deaf or hard of hearing when
  courses utilize technology delivery.
• Rate your other technology training needs for
  serving students who are deaf or hard of hearing.

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Items for Discussion

• About Captions/Captioning
• The Law
• How Does Captioning Apply to Universal Design or
  Vice-versa?
• Considerations for Captioning Media
• Whats Currently Being Done?
• Whats Needed?

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About Captions/Captioning

• Web Captioning Overviewhttp//www.webaim.org/tech
  niques/captions/
• Who Needs Captions?
• Individuals who are deaf or hard of hearing
• Individuals who are ESL
• Individuals who are visual learners
• Individuals who are LD/ADD/ADHD
• Those of us who are aging
• Children learning to read

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Types of Captions

• http//www.webaim.org/techniques/captions/
• Closed Captions
• Open Captions
• Sub-titles
• DCMP Captioning Key - http//www.dcmp.org/caai/nad
  h7.pdf
• Sub-titles for the Deaf and Hard of Hearing (SDH)

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The Law

• Americans with Disabilities Act
• Section 508 of the Rehabilitation Act
• State Laws Captioning of Electronic Video
  Instructional Materials
• Missouri House Bill 181http//beta.house.mo.gov/c
  ontent.aspx?info/bills071/biltxt/truly/HB0181T.HT
  M
• Legal Opinion - M 03-09 New requirements
  regarding implementation of section 508 of the
  Rehabilitation Act of 1973. 
• California Community Colleges Chancellors Office
  http//www.cccco.edu/Portals/4/Legal/opinions/atta
  chments/03-09.pdf

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How Does Universal Design Apply to Captioning or
Vice-versa?

• The Principles of Universal DesignNorth Carolina
  State University Poster http//www.design.ncsu.ed
  u/cud/pubs_p/docs/poster.pdf
• Universal DesignClass Act Promoting Access for
  Deaf and Hard of Hearing Students
  http//www.rit.edu/classact/side/universaldesign.
  html

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Considerations for Captioning Media

• Is the content live or archived?
• Sample of a live webcast (http//mediabeast.ites.u
  tk.edu/mediasite4/Catalog/?cidc1953026-0f6b-4bc5-
  a3b5-42e71c8fe2b5)
• Archived content (http//mediabeast.ites.utk.edu/m
  ediasite4/Catalog/?cid662fc03a-59f0-42a5-a1f0-24c
  d42cc50d7)
• Do you need real-time captioning, text
  interpreting/transcribing or automatic speech
  recognition?
• Does the software/hardware used to create live
  video streams or webcasts have accessibility
  features built-in?
• Should captioning be done in-house or by an
  outside company? There are two parts to this
  issue/question
• A) the actual captioning process or creation of
  the transcript (for live or archived events)
• B) the process of taking the transcript and
  captioning a file (post-production process)

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Real-time Captioning, Text Interpreting/Transcribi
ng, or ASR . . .

• Real-time Captioning
• http//www.dcmp.org/caai/nadh28.pdf
• Alternative Communication Services -
  http//www.acscaptions.com/
• Text Interpreting/Transcribing
  http//www.stsn.org/
• Automatic Speech Recognition
• Definitions http//www.webaim.org/techniques/ca
  ptions/realtime.php Comparisonhttp//www.stsn
  .org/servicechart.html http//www.acscaptions.co
  m/
• What is available on your campus??

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Does the Software Have Accessibility Features
Built-in?

• QuickTime
• Real
• WindowsMedia Encoder
• Flash
• Accordent Video Streaming
• MediaSite

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Post-production Captioning -Outsourcing or
In-house . . . How Do You Decide?

• What is the length of the project and how quickly
  does it need to be done?
• What are the up-front vs. long-term costs?
• Will it require more time and personnel to
  accomplish the project in-house rather than
  outsourcing?
• Other items to consider are a) need, b) volume,
  c) cost, and d) how often is it needed?
• Automated Captioning Service Company for Media
  Automatic Sync Technologieshttp//www.automaticsy
  nc.com/ Live remote captioning not provided!

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Post-production CaptioningIn-house Personnel
Costs to Consider

• For a 30-minute video
• 34 hours to transcribe
• 34 hours to digitize
• 23 hours to do line breaks
• 23 hours to sync the captions to the audio
• 1014 hours total

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Software Options for Post-production Captioning
of Digital Media

• MAGpie
• http//ncam.wgbh.org/webaccess/magpie/
• Free download
• Can be problematic
• MAGpie Training Kit
• http//centerondeafness.utk.edu/pec/products/magpi
  ekit.html
• Hi-Caption
• http//www.hisoftware.com/hmcc/index.html
• 400500

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Whats Currently Being Done?(Not a lot!)

• Whats the best approach or standard?
• What resources are available?
• DCMP Captioning Key -http//www.dcmp.org/caai/nadh
  7.pdf
• EASI Training - http//www.rit.edu/easi/
• What about captioning for course
  delivery/distance learning?

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Whats Needed?

• Campuses/institutions that are willing to take
  the bull by the horns and find a way to
  effectively provide accessible media.
• Collaboration, teamwork and information sharing
  with those individuals or campuses who are
  willing to make media accessible and those who
  have attempted.

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A BIG Thank you to . . .

• Parker Owens, (EKU)
• University of Tennessee Office of Information
  Technology
• PEPNet-South
• Phil Hyssong and Mike Cano Alternative
  Communication Solutionshttp//www.acscaptions.com
  /