Transcript Media Accessibility Project - City University of New York

Media Accessibility Project
February 28 2014
School of Professional Studies
Thanks to Christopher Leydon and SPS
• The CUNY Assistive Technology team
• CATSweb.edu
What are the issues as we understand them?
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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
I never think of the future - it comes soon enough.
Albert Einstein
The future has arrived
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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 CUNYwide 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.
Since 2009, more than $600,000.00 has been
invested into this effort by CUNY.
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“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/hyb
ridinitiative.html
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/onlineinstruc
tion.html
Top LMS in education space
• Blackboard
• Moodle
• Desire2Learn
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.
Universal Design
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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.
Universal Design
• The three UDL principles, implemented with new media, can help us
improve how we set goals, individualize instruction, and assess students
progress.
So who is responsible for captioning?
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
Legal requirements:
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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 accommodation
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.
Legal requirements:
• Section 504, also of the Rehabilitation Act, entitles people with disabilities
equal access to any program or activity that receives federal subsidy. Webbased communications for educational institutions and government
agencies are covered by this as well.
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.
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.
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.
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.
Leading Universities have moved to address these
concerns and have in-house captioning services
• Penn State
• Gallaudet University
• Georgia Tech
• George Mason University
Boston College
California State University
Oklahoma State University
Harvard School of Public Health
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.
What is the Media Accessibility Project?
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 Project
Media Accessibility Project
support
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;
What does MAP propose to do?
• Stage II: Provide captions and transcripts of a/v materials for use by students
with learning disabilities;
What does MAP propose to do?
• Stage III: Provide audio description for videos for use by visually impaired
students;
What does MAP propose to do?
• Stage I: Provide training to campus DS/AT staff and other relevant parties
on best practices in this area
What does MAP propose to do?
• Stage I: Develop an on-line archive of resources for dissemination and
campus support.
What does MAP propose to do?
• Stage I: Increase awareness across CUNY on this issue and promote
solutions and services
Media Accessibility Project
Production
• MAP will caption your videos
• Create transcripts
• Move into audio description
Media Accessibility Project
support
Support
• Train you
• Provide software and tech support
• Serve as a resource of information and tools
Media Accessibility Project
Education
• Measure the actual need
• Raise awareness across CUNY
• Meet with anyone interested in this area to craft strategies
Policies and Protocols
Policies and Guidelines
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Usage permissions – Fair use only.
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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/
Policies and Guidelines
• Make sure you have rights to use video
• Check your resources first!! i.e. library, alternate video sources DVD, etc
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)
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?
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?
Media Accessibility Project Survey
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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?
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?
Online Training on Blackboard
Training on Blackboard