where’s everyone’s projects? I can’t find them to write my own reviews of them?? d’oh!
Below is some advice from a national listserv of multimodal teachers about captioning videos. In addition, I have a brief blog post about captioning available here, but you might have to google some of the resources mentioned there, as the post is just a list of notes from a presentation I saw.
Software programs are available – and they are free! – for adding caption tracks to video content. MAGpie is probably the best known (developed by WGBH): http://ncam.wgbh.org/webaccess/magpie/index.html. Subtitle Workshop is good too: http://www.urusoft.net/products.php?cat=sw&lang=1
Also available are online tools that work on a crowdsourcing model – the crowd does the work for/with you — such as dotSUB.com and Overstream.net. You may want to submit a video to one of these sites and see if someone will transcribe and then caption it. Or you can do the captioning yourself. Both sites have an easy-to-use web interface for entering captions and time-stamps for each caption.
As far as I know, no captioning program will do time-consuming work for you. I’ve heard (and can confirm through personal experience) that it takes about 1 hour to caption 3 minutes of video.
I wouldn’t encourage you to rely solely on interpreters to make multimedia content accessible to students who are deaf or hard of hearing. The content itself needs to be accessible. The best way is to add text captions. But for ASL users who may struggle with written text, signed captions may also be appropriate (http://www.w3.org/TR/WCAG20/#media-equiv). In other words, the solution should always make the content itself accessible, rather than rely on outside people to interpret the content.
I wouldn’t say that YouTube is inaccessible, as I think someone has written in response to your message. Rather, captioning YouTube videos is not a priority for content creators/uploaders (if it’s even recognized as a component of multimedia design at all) and many of the YouTube videos are considered disposable anyway. Google’s video player now supports captions (see http://googlevideo.blogspot.com/2006/09/finally-caption-playback.html). The same support is available in YouTube: http://www.youtube.com/t/captions_about
Finally, I’d inquire about your university’s own responsibility to provide reasonable accommodations under ADA and/or Section 508. In my state (Texas), institutions of higher education are required to adhere to the Texas Administrative Code. In the sections of the code concerned with web design (http://tinyurl.com/yostg2), the standards are essentially identical to Section 508. The 508 guideline for captions is: “A text equivalent for every non-text element shall be provided (e.g., via “alt,” “longdesc,” or in element content).” Audio and video are considered non-text. If your institution receives federal money, even indirectly (federal student loans), it is responsible for ensuring compliance with 508. Recently (see Target v. NFB), the courts seem to have resolved the question of whether the Internet is a “place” under ADA, so the ADA – which is intended to ensure reasonable accommodation for people with disabilities — is also in play when we have to figure out how to accommodate d
The safe, legal route is for you to work with your ADA compliance officer and your disability services office to ensure that videos are captioned for the two students in question. You run the risk of a lawsuit or an audit by the federal Office for Civil Rights if you don’t.
Thanks for posing your question to the list. I read this thread with great interest.
I’ve written about some of these issues: http://seanzdenek.com/?page_id=22
See the short article in Inside Higher Ed this morning.
Please remind your students to pre-register for the Tongue and Ink Conference at IWU on April 3-4. I recommend sending them to the Euphemism site (www.english.ilstu.edu/euphemism) for information about keynotes, workshop/panels, and instructions for registration. Students can register at the conference site on April 3 and 4, but pre-registration helps us get some sense of who’s coming.
A few things about the conference to know:
1. It’s free!
2. There will be a shuttle from the Alamo II parking lot to IWU for daytime conference events.
3. everyone is welcome: undergraduates, graduate students, community members.
4. we have some great workshops offered by ISU faculty– Amy Robillard, Amy Riddle, Hilary Justice, and Ricardo Cortez Cruz– and IWU faculty on fan fiction, micro-fiction, songwriting, sampling music in fiction, and personal essays. The conference is a great opportunity for students both to hear great writing and write their own stuff.
5. There’s also a workshop on spirituality and writing offered by local poets Judith Valente and Charlie Reynard.
6. The Euphemism spring reading/launch will happen at the conference on Sat. night (April 4) at 7 pm at the Hansen Student Center. In addition, there there will be a slam at the Hansen Center on Friday night at 8:30.
7. Euphemism is heading up the E-publication for the conference– every conference attendee is encouraged to send a piece for publication on the Euphemism site. Submission instructions on the euphemism site (see above)
As mentioned in my last blog post, there is a national project called the Digital Archive of Literacy Narratives and Dr. Bob McLaughlin, who runs Sigma Tau Delta on campus, has asked for volunteers who might help collect these narratives from English and other majors during the English studies symposium next Thursday. All you’d have to do is wo/man the digital equipment I have (easy enough – you’ve all seen it before) during the lunch period from 12-1 in STV 401 and help (by pushing the record button) users record their literacy narratives. (Read the website for more info on what this means.) You’re welcome to record your own as well. I will be there for part of the time to set up. This is next Thursday, March 26. Please email me or leave a comment here if you want to volunteer. Trust me, it’ll be FUN! And you get to contribute to a national project that is collecting all these narratives for research purposes. Let me know ifyou have questions. Easiest way to reach me while I’m in San Diego is through FB or my blog, as sending email is kinda backwards while I’m away.
The Digital Literacy Narrative Archives at Ohio State. This project is in the beginning stages, but includes literacy narratives in a variety of media from African American Women University Professors, undergraduate students of color, social activists, and deaf and hard-of-hearing contributors. They also welcome anyone to upload your own literacy narrative.
Came across these two sites on a listserv this week; might be of interest to some of you:
http://www.storymapping.org/: creating mapping/media story mashups with web and cell phone delivery.
All, there’s an article out in the December issue of one of the main print journals in rhetoric and composition that speaks directly to knowing digital media production tools. You might find it of interest.
Rice, Jenny Edbauer. (2008). Rhetoric’s Mechanics: Retooling the Equipment of
Writing Production. College Composition and Communication, 60(2), 366–387.
It’s available through Milner library.
Things I’ve been meaning to post:
- xtranormal: type in a script and use their pre-made 3D environs to create a movie.
- Writing in the 21st century: 9-page report by NCTE past-president Kathleen Blake Yancey about how writing pedagogy needs to change to accommodate digital technology. (first link in body of page
- University’s role in the dissemination of research & scholarship–A Call to Action: 6-page pdf calling for universities to figure out how to disseminate faculty research through creation of technological infrastructures.
Three items to add to your homework list for next week:
- send out your video CFP to 5 friends (they may or may not be the primary audience for your video, but you might get better feedback if they are), asking them what they think of the video; post a blog response based on their feedback suggesting ways you might change your CFP to reach them (if they were your audience). Due beginning of class next week.
- update your blogroll (use mine as a reference)
- watch several of your classmates’ CFPs (leave them comments if you want)