February 28 2014 School of Professional Studies Thanks to Christopher Leydon and SPS The CUNY Assistive Technology team CATSwebedu What are the issues as we understand them Video and audio content is not always accessible to SWD ID: 713372
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Slide1
Media Accessibility Project
February 28 2014
School of Professional StudiesSlide2
Thanks to Christopher Leydon and SPS
The CUNY Assistive Technology team
CATSweb.eduSlide3
What are the issues as we understand them?
Video and audio content is not always accessible to SWD
More courses are incorporating audio-video content
CUNY has vastly
increased
on-line course
offerings
Future of higher
ed
has more content is moving online Slide4
I
never think of the future - it comes soon enough.
Albert
EinsteinSlide5
The future has arrived
As Universities nationwide adapt to rapidly changing models of course and content delivery, students with disabilities are encountering new opportunities and new barriers. Since 2001, with major investments from the Sloan Foundation, a CUNY-wide commitment to online courses has led to rapid growth in the number of courses that are offered either fully or partially online throughout CUNY. Fully online Bachelor’s, Master’s and Certificate programs are now offered by the CUNY School of Professional Studies. CUNY online courses and programs rely on learning management systems (i.e. Blackboard) and use audio and/or video (a/v) content and instructional materials.Slide6
Since 2009, more than $600,000.00 has been invested into this effort by CUNY.
“In December 2009, responding to the Chancellor's call for the expansion of hybrid (partly online, partly in-class) instruction at CUNY, the central Office of Academic Affairs (OAA) issued a request for proposals (RFP) to ready significant numbers of hybrid courses”
http
://
www.cuny.edu/academics/initiatives/academictechnology/about/hybridinitiative.htmlSlide7
Blackboard, CUNY’s online learning management system
“CUNY has reached a point where over half of all its degree students are users of its online course management system,”
http
://www.cuny.edu/academics/initiatives/academictechnology/onlineinstruction.htmlSlide8
Top LMS in education space
Blackboard
Moodle
Desire2LearnSlide9Slide10
Long standing situation with
much inaccessible content
This issue has been percolating for many years. IT and Instructional design staff are not charged
or versed with
accessibility
issues or strategies.
AT
are not LMS or ID savvy and must respond
after the
creation of content.Slide11
Universal Design
Key Ideas:
Drawing
from brain research and using new media, the UDL framework proposes that educators strive for three kinds of flexibility:
To represent information in multiple formats and media.
To provide multiple pathways for
students
action and expression.
To provide multiple ways to engage
students
interest and motivation. Slide12
Universal Design
The three UDL principles, implemented with new media, can help us improve how we set goals, individualize instruction, and assess students progress.Slide13
So who is responsible for captioning?Slide14
We all should be captioning:
Content
creators:
Faculty?,
Distance Learning / Instructional
Technologists, Marketing
Tech Center,
College/University/Disability Services
QCC SSD created several in-house videos and we captioned them
Ideally, the entire system should incorporate principles of Universal Design
Slide15
Legal requirements:
The Americans with Disabilities Act, covers federal, state, and local jurisdictions. It applies to a range of domains, including employment, public entities, telecommunications, and places of public accommodation. This act ensures equal access to those with disabilities. The Americans with Disabilities Amendments Act of 2008 broadened the definition of disability, meaning those with a vast array of cognitive, psychological and physical disabilities are now covered by the ADA.
Title III of ADA mandates online accommodationSlide16
Legal requirements:
All federally funded institutions must comply with Section 504 and 508
Section 508 is part of the Rehabilitation
Act and requires that all
federal
electronic and information technology
is accessible to people with disabilities, including employees and
the general
public.Slide17
Legal requirements:
Section 504, also of the Rehabilitation Act, entitles people with disabilities
equal access
to any program or activity that receives
federal subsidy
. Web-based
communications for educational institutions
and government agencies are covered by this as well.Slide18
Legal Precedents
National Association of the Deaf and Netflix has broadened the concept of a “place of public accommodation.” A precedent has been set that could have implications for online video interfaces, particularly for education or enterprise organizations. It is worth noting that states, such as California, have enacted legislation mirroring Section 504 and 508.Slide19
Legal Precedents
Netflix Inc. has reached an agreement
(in 2012)with
the National Association of the Deaf to ensure that all movies and television shows it streams on the Internet will be closed-captioned for the hearing impaired within two years. Slide20
Legal Precedents
In 2013
The National Association of the Deaf (NAD)
filed
a lawsuit against the University of Maryland College Park
over
the university’s long-standing and continuing failure to provide captioning of announcements and commentary made over the public address systems during athletic events at Byrd Stadium and the Comcast Center. The lawsuit asks the court to order that captioning be provided as required under Title II of the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973, as amended.Slide21
Legal Precedents
During the past five years inaccessible Information Technology (IT) has increasingly impacted higher education. Louisiana Tech, South Carolina Technical College System, University of Montana, Florida State University, Northwestern University, New York University, Penn State University, Law School Admissions Council, Arizona State, Princeton, Reed, Pace, Darden School of Business, and Case Western have all faced litigation for inaccessible Web content and technologies.Slide22Slide23
Leading Universities have moved to address these concerns and have in-house captioning services
Penn State
Boston College
Gallaudet
University
California
State University
Georgia Tech
Oklahoma
State University
George Mason University
Harvard
School of Public Health
Slide24
CUNY needs to catch up
March 5
2014 a task force will meet to discuss how CUNY
web accessibility
issues.
Members include CUNY IT, Legal, CATS, IT VP’s, others.Slide25
What is the Media Accessibility Project?Slide26
What is the Media Accessibility Project?
Funded by COSDI as a Special Project
ie
: CATS, LD
Project
Charged with addressing accessibility of audio-video course content
Not a CART
service
Definitely not a replacement of the CSI Multi-Media ProjectSlide27
Media Accessibility Project
production
support
educationSlide28
What does MAP propose to do?
Stage I: Provide
an audio and video captioning service to
provide timely a/v
captioning for use by deaf and hard of hearing students;Slide29
What does MAP propose to do?
Stage II: Provide
captions and transcripts
of a/v materials for use by students with learning disabilities; Slide30
What does MAP propose to do?
Stage III: Provide
audio description for videos for use by visually impaired students; Slide31
What does MAP propose to do?
Stage I: Provide
training to campus DS/AT staff and other relevant parties on best practices in this areaSlide32
What does MAP propose to do?
Stage I: Develop
an on-line archive of resources for
dissemination and campus support.Slide33
What does MAP propose to do?
Stage I: Increase
awareness across CUNY on this issue and promote solutions and servicesSlide34
Media Accessibility Project
productionSlide35
Production
MAP will caption your videos
Create transcripts
Move into audio descriptionSlide36
Media Accessibility Project
supportSlide37
Support
Train you
Provide software and tech support
Serve as a resource of information and toolsSlide38
Media Accessibility Project
educationSlide39
Education
Measure the actual need
Raise awareness across CUNY
Meet with anyone interested in this area to craft strategiesSlide40
Policies and ProtocolsSlide41
Policies and Guidelines
Usage permissions – Fair use only.
the purpose and character of the use, including whether such use is of a commercial nature or is for nonprofit educational purposes;
the nature of the copyrighted work;
the amount and substantiality of the portion used in relation to the copyrighted work as a whole; and
the effect of the use upon the potential market for or value of the copyrighted work.
http://copyright.columbia.edu/copyright/fair-use/what-is-fair-use/Slide42
Policies and Guidelines
Make sure you have rights to use video
Check your resources first!! i.e. library, alternate video sources DVD,
etcSlide43
Protocols
For DS/AT staff; don’t tell your Faculty to call us, you call us.
Requests for service: call or email
Delivery and
pick-up: MAP will
be providing online
Dropbox space
Turn around: 3 work days after delivery (average)Slide44
Media Accessibility Project Survey
Do
any of your current students require captioning services?
Have you ever needed to caption videos for any of your students?
Did you caption only for deaf or hard of hearing students
?Slide45
Media Accessibility Project Survey
Have you considered providing transcripts for students with learning disabilities?
Have
you ever provided audio descriptions for blind or low vision students?Slide46
Media Accessibility Project Survey
How did you obtain the captioning?
What content did you need to have captioned?
How quickly was the material captioned?
Were
you satisfied with the final product of the captioned materials?
If not, why not?
How much did you pay to caption the materials?
If not, why not?Slide47
Media Accessibility Project Survey
Does any of your staff know how to caption videos?
Does your campus instructional design or academic computing department caption videos?
Do you anticipate any need in the coming semester for captioning? Slide48
Online Training on BlackboardSlide49
Training on Blackboard