Hi
I am in the process of writing a report on 'how inclusive is my institution?' as part of my PDA in Inclusiveness. I have chosen to concentrate my investigation on the accessibility of my institution's VLE for students with additional support needs; with a particular view of evaluating the content. I have therefore found the recent emails regarding AV content both interesting and invaluable for my research.
Many thanks,
Pat Meach
Learning Inclusion Facilitator
Equality, Diversity and Inclusion Team (EDIT)
Fife College
Halbeath
Dunfermline
Fife
KY11 8DY
Tel: 0344 248 0115 EXT 5529 or 5254
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From: Assistive Technology interest group [[log in to unmask]] on behalf of Alistair McNaught [[log in to unmask]]
Sent: 11 April 2016 10:22
To: [log in to unmask]
Subject: Re: Does your organisation have a policy on providing transcriptions for AV content?
Hi everybody
this is definitely an area where you need to tread carefully because for many learners, video IS the accessible alternative format - an alternative to the standard text offering.
Stuart is absolutely right that having too high an expectation could simply result in lecturers deciding not to use videos. These are some of the suggested criteria that might be wise to inform any policies: they are based on overarching principles such as
· Take a pragmatic approach that seeks to maximise opportunities whilst minimising barriers.
· Focus on things that demonstrably make a difference to learners whether they have a disability or not.
· Tailor the expectations to the skills and responsibilities of the individuals. Expect more from e-learning professionals than from video-savvy teaching staff (or students). But expect more from the latter than from those uploading a video for the first time.
· Use workflows efficiently. When making a video, create a script to work from then use the script as the transcript.
This would be my suggested criteria to consider in any policy.
Availability of information
· Is the video an alternative format for existing text content (for example explaining what is already in a book or handout)? If so it is arguable that making an alternative format of an existing alternative format is a little obsessive ☺
· Can the video be controlled without a mouse? If a blind or motor impaired learner cannot start the video independently your investments in subtitling et cetera will be wasted.
Nature of content and context
· What are the key teaching points in the video? For many learners, a bulleted summary of the key teaching points will be a lot more useful than a multipage transcript.
· Do the visuals supplement the narrative or work independently? When the audio information effectively replicates the visual information - for example on some instructional videos - there may be little need for additional text descriptions.
· Risk factors - what is the risk of disabled learners being disadvantaged by lack of an alternative formats content? The need for alternative formats is high for content with
o high longevity – videos you intend to use for the next few years, and therefore will be exposed to lots of learners.
o a high-stakes context – eg contributing towards assessed modules and likely to impact on results.
o large and not necessarily knowable audience (eg Mooc)
on the other hand, videos from this term’s geology field trip that are pertinent only to this cohort of 30 students, none of whom have sight or hearing difficulties will hardly justify staff time being invested in subtitling et cetera.
· Identify appropriate alternatives – the tutor is often best placed to decide whether the key video content is best offered as a bulleted summary, a subtitled video or a full text transcript since it will depend on the purpose of the video within the planned learning activities. Each of these can benefit all learners. Scene description for blind learners is a specialised activity and is best done on a case by case basis with expert support from UKAAF.
Obviously these are broad brush considerations and open to improvement and amendment. The critical balance to encourage the use of multimedia in an ‘accessibility aware’ way that recognises (i) that video (and audio) can be an accessibility solution even without further work and (ii) that appropriate accessibility support - whether summaries, subtitles or transcripts – benefit all users by allowing cutting and pasting, easy search, checking of ambiguous spellings/dates etc.
Alistair
[Jisc]<http://www.jisc.ac.uk/>
Alistair McNaught
Subject specialist (accessibility and inclusion)
T 0203 819 8210
M 07443984111
Skype alistair_techdis
Twitter @alistairm
One Castlepark, Tower Hill, Bristol, BS2 0JA
jisc.ac.uk<http://www.jisc.ac.uk/>
From: Assistive Technology interest group [mailto:[log in to unmask]] On Behalf Of Stuart Milligan
Sent: 07 April 2016 12:53
To: [log in to unmask]
Subject: Re: Does your organisation have a policy on providing transcriptions for AV content?
Hi Margaret,
I am looking into this at the moment too.
I have been looking into outsourcing for transcripts but it proves quite expensive. However all suppliers seem confident of a quick turnaround.
We have a large quantity of video that ideally we would like to be subtitled. I’ve looked into touch typists, palantypists, BSL interpreters etc but I remain unsure of the best approach to take.
There is perhaps too much content to get staff members to attempt to tackle it in-house, and I think that asking lecturers to do it may have a negative effect on them using video content.
I would be keen to gather everyone’s opinion and thoughts.
Kind regards,
Stuart
Stuart Milligan
Assistive Technology Development Officer
Phone: 0141 272 9000
E-mail: [log in to unmask]<mailto:[log in to unmask]>
Web: Glasgow Clyde College<http://www.glasgowclyde.ac.uk/>
[cid:image003.png@01D193D3.F58658A0]
From: Assistive Technology interest group [mailto:[log in to unmask]] On Behalf Of Margaret McKay
Sent: 07 April 2016 12:39
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: Does your organisation have a policy on providing transcriptions for AV content?
Hi there,
I wondered if any of your institutions have a specific approach or policy on providing transcriptions for AV content in various situations?
One particular HEi has been looking into this, and their Educational Development Manager is interested in the approaches that other organisations take. Currently They provide transcriptions for any audio or video that they create in-house, however they are considering their approach not only to the content that they create internally but to things that they did not. They want to develop a policy on:
· Audio and video created by a lecturer and uploaded to Blackboard
· Audio and video sourced externally (YouTube etc.) and uploaded by either a lecturer or us to Blackboard
From a legal perspective John Kelly our subject specialist (technology and the law) has offered his view on copyright aspects of this issue (in particular of using third party content on You Tube). He said:
Making accessible formats for disabled people is fine as long as you have a lawful copy of the work. So as long as the YouTube content is not infringing material (copied/published without the rights holder’s permission) then making available transcripts for the primary purpose of making the work accessible for those that need it is lawful. Some explanation of the current law and what’s allowed is available in this publication - https://goo.gl/bro4Sn.
I’m wondering if your institution has a strategy regarding this or if particular approaches have been made?
Regards,
Margaret
[Jisc]<http://www.jisc.ac.uk/>
Margaret McKay
Subject specialist (accessibility and inclusion) Scotland
Mobile: 07443 984444
Skype: Margaret.Jisc
Twitter: @Mags_McKay
Jisc Scotland, c/o Argyll Court, The Castle Business Park, Stirling, FK9 4TY
jisc.ac.uk<http://www.jisc.ac.uk/>
Jisc is a registered charity (number 1149740) and a company limited by guarantee which is registered in England under Company No. 5747339, VAT No. GB 882 5529 90. Jisc’s registered office is: One Castlepark, Tower Hill, Bristol, BS2 0JA. T 0203 697 5800. jisc.ac.uk<http://www.jisc.ac.uk/>
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