Tutorials, Workshops, and More!

Category: Universal Design for Learning (Page 1 of 2)

Captioning for Teaching & Learning Video Resources

What are Captions?

Captions are the text that is synchronized with the audio in a video presentation. Captions are important when people need to see what is happening in the video alongside a text-based alternative to the audio information.

What should you include in captions?

  • ALL speech content
    If there is speech that is not relevant, it is usually best to indicate in brackets that it has been excluded from the captions. Example: [A & B chatted while slides were loading]
  • Descriptions of relevant non-speech audio are also usually provided in brackets in your captions.
    Example 1: [doorbell rings]
    Example 2: [example of music by XXX plays]Background noise that doesn’t have any contextual relevance can be left out of your captions.

Who Needs Captions?

Captions provide comprehensive access to the audio content in videos for students who:

  • Are deaf or hard-of-hearing
  • Are in a noisy environment and can’t hear the audio
    OR
    Are in a very quiet public environment and can’t play the audio
  • Are not a native-English speaker and need written-word format to support understanding

“As a student, I need captions when I watch videos from my instructor because…”

  • “They use a lot of scientific terms and/or proper names that I haven’t heard or seen before”
  • “The audio in the recording is fuzzy/muffled/poor and it makes some of the material really hard to understand”
  • “They have an accent and I don’t always understand what they are saying”
  • “I have to share my space with other people and I can’t always play or hear the audio when I need to watch the content”
  • “They speak too quickly for me and I miss important information”
  • “I have a hearing disability and captions are the only way I can get the content my instructor is talking about”

Types of Videos Faculty are Creating & Uploading to Kaltura (My Media)

Faculty creations include videos of:

  • Introduction to instructor
  • Demonstrations of course concepts (how-to, hands-on, practical examples, etc.)
  • Mini-lessons / mini-lectures
  • Presentations (e.g. narrated PowerPoint)
  • Interviews / Guest Speakers

Commonly asked question: “Should faculty upload recordings of live-class Collaborate sessions to My Media?”

  • It is not necessary for students’ review purposes to upload recordings of your live-class Collaborate recordings to your My Media. Students can access class recordings directly from the Collaborate section on your course site or via a direct link to the recording.
  • Suggestion: only upload the recording of a class Collaborate session if you need to provide an improved version of the recording by adding captions – and can commit the time to editing any major errors created by the auto-captioning.

How Do I Provide Captions with My Videos?

Always Available: Auto-captioning in Kaltura (My Media)

When you upload video files to Kaltura (My Media), Kaltura’s captioning algorithms automatically generate captions for your videos.

However, it’s important to know that components like background noise, proper names, specific terms/jargon, and variations in pronunciation can present challenges for these algorithms. Sometimes those challenges result in errors. The auto-captioning in Kaltura is approximately 70% accurate, which is comparable to the auto-captioning in YouTube.

You will need to edit your auto-captions. Because auto-captions may include errors that will negatively affect students’ comprehension, you should be prepared to review and edit the auto-captions before you publish your video to students. This is especially important when your video is the primary or sole means by which students get this particular content; they will have no other text-based representations of the concepts or terminology to refer to for comparison.

Available in 2021: (Some/Limited) Captioning support through eLearning

If you are creating teaching & learning video resources for your course(s), you may be able to access some professional captioning support through eLearning.

The budget we have to pay for this service is limited, so we will begin by considering teaching & learning projects that meet the following criteria:

  1. Video is a re-usable and/or shareable learning object; video is not limited to one single course offering. For example:
  • Demonstrations of course concepts (how-to, hands-on, practical examples, lab demos, etc.)
  • Mini-lessons / mini-lectures / presentations (e.g. narrated PowerPoint, Kaltura Capture video; max. 30 minutes)
  • Presentations (e.g. narrated PowerPoint)
  • Interviews or Guest Speakers
  1. Video is authored by the instructor.
  2. The audio quality of the video is reasonably high. e. the spoken word can be understood without having to work too hard to hear it.

Additional consideration will be applied to teaching & learning videos created with the assistance of Camosun’s Audio Video Services.

Out of scope: We will not be able to provide professional captioning support for recordings of live-class Collaborate sessions, or student assignments.

Wondering if your videos might be eligible for some professional captioning support?

If you are creating teaching & learning video resources for your 2021W course or are planning to develop video resources as part of your Scheduled Development plans, you may be able to access help with creating accurate captions.

Please contact Sue Doner [doners@camosun.ca] and Bob Preston [prestonb@camosun.ca] with your inquiries.

 

Introducing the new ALLY tool in D2L course sites.

As you prepare for a more digital Fall 2020 term, wouldn’t it be great if there was a tool that was always on hand to help make to your online course materials more accessible?

We are happy to share some welcome and exciting news with you, in the form of a new tool we will be launching in D2L on Monday, June 29. The name of this tool is ALLY, which is entirely appropriate because it’s going to be one of our new best friends.

Here’s a snapshot of why we are excited about ALLY:

  1. Support for all students.

Many students actually need or prefer to access their text-based content on different devices or using assistive technology. ALLY makes it possible for students to download alternative formats to the Word, PowerPoint, PDF, and HTML files you added to the course site.

ALLY generates the alternative formats as soon as students select the option they need; alternative formats include such options as HTML (web page), MP3 (audio file), ePub (for e-readers), Electronic braille, or Tagged (formatted) PDFs. Any student in a D2L-based course can access these alternative options in Course Content.

  1. Support for all instructors.

ALLY provides instructors with immediate feedback and guidance on how to improve the accessibility of their course content. By extension, this improves the quality of the alternative formats students access through ALLY.

Note that you can gradually work on improving the accessibility of your content; you do not have to do everything ALLY recommends all at once.

  1. General institutional support.

ALLY also provides in-depth feedback through its administrator tools (Course Reports and an Institutional Report). These reports provide data on how technically accessible course content is across all courses in D2L and what we could be doing better as a whole.

When will you be able to meet this new Ally?

  1. You can email the Centre for Excellence in Teaching & Learning [CETL@camosun.bc.ca] to request a copy of the recording from the 1-hour information session Thursday, June 11.

    ALLY tutorials and tips will be added to the eLearning Tutorials site over the summer.

  2. ALLY will be enabled across D2L on Monday, June 29.

UDL and Moving Online

I am re-blogging this post from Seanna Takacs at KPU, as I think it is very important in this world of sudden shifts from face-to-face to online.  It is not just about putting everything into D2L, but about how to engage with your students and looking at various and flexible modes for doing so.

UDL and Moving Online

 

BCcampus Accessibility Workshop Resources

Awhile back, I posted about the BCcampus BCcampus Inclusive Design Webinar Series.  But I since realized that I hadn’t followed up with a link to the resources which were posted later at BCcampus.

So, without further ado, here are the Accessibility Workshop Resources which include the presentation slips, and information on how to create accessible webpages, Word documents, PDFs, PowerPoints, etc.

If ever you have questions about how to create accessible documents for your WordPress sites, D2L course sites, or Open resources, or about how to create and edit closed captioning for videos you create in Kaltura, contact desupport@camosun.ca to arrange to meet with an instructional designer.

 

Complex Images and Accessibility – Portland Community College Website

When adding images to your documents or web pages/WordPress pages, to meet best practices around accessibility you need to add appropriate descriptive text to your images so that learners who can not see the images have an alternate way to access the images.  But adding text to images can be tricky when you are dealing with more complex images like graphs, maps, diagrams, charts, etc.

This Complex image Accessibility site (which opens in a new tab or window) from Portland Community College has some excellent guidelines for how to make complex images accessible to all.

Making Your Print Materials Accessible for All Learners Brochure (and Website)

Those of you who were at our annual Walls Optional conference last spring will remember the launch of a new brochure, designed by our own Sue Doner, called Making Your Print Materials Accessible for All Learners. Well, this brochure is now available electronically at the Download Brochure page on the website, also created by Sue, Practical Applications of Universal Design of Learning (UDL).

In Sue’s own words:

“This website, Practical Applications of Universal Design of Learning (UDL), is one of the outcomes of a 2018/2019 project for UDL-based resources @ Camosun College and was made possible by funding from the Ministry of Advanced Education, Skills & Training.

The background research into and outcomes of the 2018/2019 project are intended to help build capacity & awareness at the college for UDL  and other accessibility and inclusive design guidelines.

The focus on Accessible Print Materials is  the first-phase of this website.”

I encourage you to take a look at the brochure as you start thinking about your next term of teaching (and perhaps even for your fall courses). Sue Doner and her instructional designer colleagues s in eLearning are available to provide support for you or answer questions about how to redesign your print materials for accessibility, as well as to show you how you can use some of the new tools in D2L to help make this a bit easier for you.

You can contact eLearning support at desupport@camosun.ca to book an appointment with an instructional designer at either campus, or contact Sue directly at doners@camosun.ca

Ethical Dimensions of Educational Technology: Part 2 – Some important ethical issues to keep in mind

It’s been awhile since the first post about this workshop, and now it’s time for the second revolving around some important ethical issues that came up during the face to face session. So, for today’s post, I am going to introduce and briefly discuss six big ethical issues we decided need to be considered when integrating educational technology into teaching and learning. This will not be an exhaustive (or exhausting) discussion of these issues – rather, I will introduce each one (in no particular order) and point you to more resources both here at the college, and outside.

Privacy

When you use an online tool, do you and your students have to set up accounts? Do you need to provide the tool with your name and/or email address? What happens to this information (and any material you work with in the tool) and who owns it? Privacy is about keeping your personal information or intellectual property safe. While Camosun has a Privacy Policy (http://camosun.ca/about/policies/operations/o-6-information-management/o-6.1.pdf), it does not directly address the use of cloud-based tools to support teaching and learning. For that, we need to turn to the Freedom of Information and Protection of Privacy Act in BC (http://www.bclaws.ca/EPLibraries/bclaws_new/document/ID/freeside/96165_00).

In a nutshell, if you are asking students to provide personal information to a third-party for any purpose (for an activity, assessment, content access, etc.), you need to inform them of FIPPA, give them the option to opt-out, and be prepared to give them an alternate way of accessing the material if they choose to opt out.

Accessibility

Can your students access your course material? Can they see or hear it? Do they have access to the right equipment or software to engage with it? Do they have access to support and training for the tools you are using? Accessibility/inclusivity involves incorporating a variety of instructional formats, assessment strategies, etc. to support any number of issues, including visual, auditory, learning, mental health issues, and access to technology.

Consider how to make your courses accessible by designing your course materials ahead of time rather than waiting for someone to ask for an alternate format later (which is accommodation). When adopting a tool, review any accessibility features it promotes. If you can’t find any information, send them an email. An instructional designer in eLearning can help you assess the tool you are wanting to use.

To find out more about WCAG (Web content Accessibility Guidelines), see https://www.w3.org/WAI/intro/wcag.

Want to go further? Learn more about Universal Design for Learning (UDL) https://sites.camosun.ca/fair/diversity/universal-design-for-learning-udl/ UDL Guidelines: http://udlguidelines.cast.org/

Also, see Camosun’s Equity, Diversity, and Inclusion policy (http://camosun.ca/about/policies/governance/g-2-organizational-goals-and-accountability/g-2.1.pdf) for information on how the implementation of UDL principles supports college priorities.

Learning Analytics

Do you like to know what your students are doing in your online course site, for example, how often they logon, how long they spend reading materials, how engaged they are in course activities, their overall progress through the course? These are learning analytics, and while they can be useful for knowing who is doing what with your online tools, and for ensuring that your students are completing the tasks you have given them, using them comes with ethical concerns.

We need to consider transparency and consent, as well as how we interpret and act on analytics. (https://elearningindustry.com/7-ethical-concerns-with-learning-analytics some of the considerations)

Online classroom ethics

Like the face to face classroom, the online classroom should also be a place where students feel safe interacting with their instructor and fellow students. Some things to keep in mind:

  • If you are adding others to the course (for example, another faculty member, or an assistant of some kind), let your students know who they are, and why they are there.
  • Discuss Netiquette with the whole group, or have students draft class or group/team codes of conduct for engagement in the online classroom.
  • Address any concerns or questions students may have about anonymity.
  • If you are using student or class progress tools in D2L, let students know you are tracking them.

Some college policies which support conduct in our teaching and learning environments include

Indigenization

I am in no way qualified to discuss indigenization, but I can point you towards those at Camosun who are!

According to our Centre for Excellence in Teaching and Learning website:

“Indigenization is the process by which Indigenous ways of knowing, being, doing and relating are incorporated into educational, organizational, cultural and social structures of the institution. The goal is to create a more inclusive environment through the presentation of a different world view, and to enhance and enrich the educational and cultural experience of the educational community. This does not mean the institution is Indigenous-centred, but it does mean that consideration of Indigenous issues comes “naturally”.”

And you can find out more about Indigenization initiatives, and who to contact for support, at http://camosun.ca/about/teaching-learning/initiatives/indigenization.html and http://camosun.ca/about/indigenization/

Digital identity

Closely connected to privacy, a person’s digital identity is their footprint online. Every time you sign up for a tool using your personal information, this information is saved and sometimes passed on to others, with or without your knowledge or permission. It is not enough for us to say that “all students use Facebook” so they know how to protect themselves because even if students are using cloud-based social media tools already, it is still our responsibility as instructors and as an institution to inform them of how to protect themselves from cyber-bullying, identity theft, etc.

Ask yourself “What do my students know about their digital identity?”, then ask yourself what do you know about your own digital identity.

In addition to one’s personal digital identity, consider how you and your students can protect your intellectual property. When using a cloud-based tool to host course or research materials, as yourself Who owns it? Who is using it, and how are they using it? Check the privacy settings, the copyright/ownership information, and don’t’ be afraid to send an email to the company to find out more. These are things you need to know before asking or suggesting students to use these tools

To learn more about digital identity, and for tools to help you and your students navigate this complex issue, go to UBC’s Digital Tattoo site (https://digitaltattoo.ubc.ca/)

Of course, there are many other ethical issues to keep in mind when adopting educational technology, including:

  • Social Justice, human rights, and equality with regards to the non-neutral nature of (educational) technology (for example, silencing, constraints, access, power structures, openness (or not), etc.)
  • Digital literacy and fake news
  • Emotional wellbeing (digital detox) and online addiction

If you ever want to talk more about the ethical issues raised here, or any others that come to mind, our instructional designers in eLearning would love to talk to you! Contact desupport@camosun.ca to arrange for a consult.

In the next post (the third of four) about this workshop, I will talk about some of the outcomes from the discussions and things participants wanted to do or learn more about!

Universal Design for Learning conference at Royal Roads University!

The Third Pan-Canadian Conference on UDL will take place at Royal Roads University October 2- 4, 2019. This is an amazing opportunity for people working in Universal Design for Learning (UDL), wanting to connect with some of the leaders in the field, or wanting to find out more about UDL and what it might mean for their teaching and learning.  Early bird registration is available until the end of this month, so check it out – I hope to see you there!

Rather than repeat everything on the conference website, I am simply going to give you the link to it here.

https://udlcanada.ca/index.html

 

 

4 Great People to Follow on Twitter

When integrating educational technology into our teaching, we often find ourselves faced with a myriad of challenges and ethical issues to consider beyond the simple question of how the tool supports our learning outcomes. If you are wondering where to turn, here are four experts I follow on Twitter whose work has helped me work through some of the struggles I have faced when assessing a new tool. And yes, these are only four – if you have a go-to expert on your list, let me know in the comments!

Jesse Stommel: https://twitter.com/Jessifer

According to his website, “Jesse Stommel is Executive Director of the Division of Teaching and Learning Technologies at University of Mary Washington. He is also Co-founder of Digital Pedagogy Lab and Hybrid Pedagogy: an open-access journal of learning, teaching, and technology. He has a PhD from University of Colorado Boulder.”

Exploring digital pedagogy from a critical lens, with the student forefront in his mind, he says about his own practice, “My scholarly work is about the sometimes wondrous, sometimes horrifying relationship between bodies and technology. My particular expertise is in digital pedagogy, digital humanities, and open education. I believe all learning is necessarily hybrid. In on-ground pedagogy, it is important to engage students’ digital selves. And, with digital and online pedagogy, our challenge is not merely to replace (or offer substitutes for) face-to-face education, but to find new and innovative ways to engage students in the practice of learning.”

Rajiv Jhangiani: https://twitter.com/thatpsychprof

A champion of and innovator in the Open Pedagogy movement, Jhangiani says on his website: “I am the Special Advisor to the Provost on Open Education and a faculty member in the Department of Psychology at Kwantlen Polytechnic University. I currently serve as an Associate Editor of Psychology Learning and Teaching and an Ambassador for the Center for Open Science. Together with Robin DeRosa, I am co-founder of the Open Pedagogy Notebook. I also serve as an Advisory Buddy with Virtually Connecting and on the board of KDocs, KPU’s Official Documentary Film Festival.”

I highly recommend exploring the Open Pedagogy Notebook site which contains concrete examples of open pedagogy in action, and encourages you to collaborate and engage with open pedagogy practitioners from around the world.

Julia Hengstler: https://twitter.com/jhengstler

An advocate for and specialist in privacy as it applies to our world of educational technology, The White Hatter tells us that “Julia Hengstler is a Professor, Educational Technologist, and Chair of the Centre for Education & CyberHumanity (Faculty of Education, Vancouver Island University, Nanaimo, British Columbia, Canada) … Her doctoral research specializes in privacy and the use of educational technology in BC public schools… With over more than 25 years as an educator in BC’s public-school system, Julia has taught a wide variety of subject areas and grade levels ranging from K-12 to post-graduate. Julia blogs about education and technology at “ED Tech Thoughts”.”

Much of Hengstler’s work revolves around understanding and managing your digital footprint, and the impact of using social media in education.

Jess Mitchell: https://twitter.com/jesshmitchell

Jess Mitchell is the Senior Manager of the Inclusive Design Research Centre  at OCAD University in Toronto, Ontario which “was created as Canada’s first research hub focused on digital inclusion. It is adding new approaches to learning that are championing cross-disciplinary practice, collaboration, and the integration of emerging technologies.” (https://casestudies.etgroup.ca/ocad/)

An advocate for inclusive design, as you may have guessed, Mitchell “manages large-scale international projects and initiatives focusing on fostering innovation within diverse communities while achieving outcomes that benefit everyone”, which is inclusive design in a nutshell: inclusive design benefits all, and practicing inclusive design makes something more accessible overall. When I started reading more about inclusive design, I realized that there is a difference between inclusive design and universal design, as well as between inclusive design and accessibility. The essay “The Number 1 Thing You’re Getting Wrong about inclusive Design” is a good place to start when beginning to puzzle through the distinctions. Following Jess Mitchell will help clarify them.

Pedagogy + Empathy = Universal Design for Learning (UDL)

Contributed by Sue Doner, Instructional Designer, eLearning (Originally published in The Confluence, November 2018)

As you begin to prepare course materials for next term, may I draw your attention to some great advice laid out in the UDL Guidelines about providing learners with Options for Perception?

But first, a couple of common-experience questions for empathetic context

  • Have you ever cursed the tiny 8-pt font on a Children’s Tylenol bottle in the middle of the night when you and your aging eyes were just trying to find the right dosage information?
  • Have you ever been listening to a radio program, missed hearing what that author’s name was (or when that event is happening, or what the URL was for that guest’s website), and wished you had the information written down?

My contextual reason for asking these questions is this. In our daily quests for information, we all have occasions to require information be presented to us in multiple or different ways. We’ve all appreciated being able to access information we needed, how and when we needed it. But we’ve probably also all experienced the frustration of a barrier when the information we need is presented in a singular format that is inaccessible to us.

Information formats and barriers to learning

What if that Children’s Tylenol bottle and that radio program are sources of information you need to successfully satisfy a course learning outcome? If 8-pt font is imperceptible to you, or if you don’t hear or remember all of the relevant details for information you only receive aurally, then you are missing information that is considered essential for your success in the course. In short, these singular representations of information are going to create significant barriers to your learning.

Implementing UDL Principles & Guidelines to avoid

Excerpt from the UDL Guidelines: Provide Options for Perception

Excerpt from the UDL Guidelines: Provide Options for Perception

barriers to information

Consider the difference it would make to your success in the course if your instructor recognized that “there is not one means of representation that will be optimal for all learners”.

Consider the difference it would make to your success in the course if that paper-based information in tiny-font was also readily available in a digital format that allowed you to:

  • Customize how the information was displayed (e.g. you could enlarge font-sizes, or adjust brightness & contrast between background and text),
    or
  • Use text-to-speech technology to hear the text read aloud.

And consider the difference it would make to your success in the course if the oral information was also readily available in a format that allowed you to:

  • Access visual alternatives (e.g. text, graphics) to the oral information/instructions.

In your role as an instructor, you play a critical part in the selection of course materials. If you provide learners in your course with Options for Perception  and present information in multiple formats, fewer of your students will encounter learning barriers that result when the singular format provided is inaccessible to them.

Questions about providing more Options for Perception in your courses?

(Camosun College instructors) connect with a working group that is currently focused on this very topic. Contact group via:

« Older posts