[ Using captions from CART ] >> BRENDA BOYD: Welcome everyone. This is our fourth and final stall amount of national distance learning week Webinars. This sessions is live captioned those captions are provided by A La CARTe services. If you would like to use the captions you can click the small CC button located in the audio and video window at the top of the screen. So if you would like to ask a question using your microphone, you can do so. But you will want to run the audio set up wizard which is located in that same audio and video area. That's where your microphone and your little gear are located as well. So a little introduction to the Blackboard Collaborate interface, if you haven't seen it before, there are emotircons located in the participants areas where you can register your emotions or communicate non verbally. You can also use the button to step away from the session, looks like a little person with a clock to let us know you stepped away from your computer. You can use the raise your hand button. The little hand button indicates you would like to ask a question. If you would click that button and then allow us to call on you in the order in which you raise your hand, then we can certainly do so. We also have a polling tool where the presenters may ask you questions. The polling tool looks like a check mark right now. It may change to another type of pole if need be. If that's been set up by the presenters ahead of time. So the chat box works just like all chats, you type in the box and you click the enter button on your keyboard to post your chat. And everyone will be able to see that. So QM we are continuing the sell brag of national distance learning week next week with 3 hands on workshops. Today you're going the hear about how San Jose State University insured accessible multimedia and you will be able to get some hands on experience yourself next week in QM live web conferencing workshops these are 2 hour small group workshops, highly interactife and highly engaging. You are not just going the sit around you will be moved into break out rooms and so forth you will interact with colleagues and be automobile to work on your own content to make it accessible including adding captioning to videos. If you want the learn more about national distance learning Webinars next week we cannot get enough of sharing accessibility with you, please go sign up for those on the QM website. If next week isn't great for you, that's okay. QM is also offering winter institute these are sets of 3 workshops shops that are also 2 hours. They are web conferencing workshops as well. They are 2 hours clock there's a focus in December on learner engagement. How to engage learners through introductions and so forth as well as using some web 2.0 tools. Then in January the focus again is on accessibility. And if you would like to take those, those are at a lower rate of 250 procession. National distance learning week, these hand on workshops are $75 discounted from 100. You get 3 workshops for 250. So okay 36 so I want to go ahead and let you know about those opportunities are coming up quickly. We still have a few seats left for next week. I encourage you to get out and register. [Recording started] Hello everyone and welcome to feeding many birds with one piece of red bread. Process and impact of providing a accessible multimedia course material. I would like to thank our presenters all from San Jose State University in beautiful San Jose, California. I would like to let you know about them before we begin. Stacy Knapp is San Jose State University technical writing director she's been applying technology for student outcomes in higher education since 2010. Most recently Ms. Knapp has designed hybrid upper division writing course for the college of engineering that includes a weekly online guest speaker series and digital study guide. She a collaborated with SGSU media services the center for faculty development and accessible education center to improve the ability of wide speaker series with green talk, You Tube channel with Closed-Captioning that is all viewed by the students in the course. Through effective team work the green stalk video is now distributed to all college of engineering technical writing faculty within 3 hours and within 48 hours the closed capping is complete. A service that benefits more than 1,000 engineering students annually. Elizabeth Tu is a structural designer and instructor at center for faculty development at SJSU. She's responsibility for training and support of accessible documents electronic form. Audio video faculty web shop, universal design for learning, Google mail are, calendar and documents and forms for faculty and staff. She designed and introduced and comanaged campus wide video captioning stations and shares campus wide a accessibility structure the material committee. Prior to this position she served as IT out reach specialist, training director and computer training manager at NASA aims research center for over 5 years. Her interesting focuses on identifying the needs and introducing results oriented training out reach support programs. And finally Keith Sanders is a media producer and academic technology at SJSU. He produced an Emmy nominated justice service course and edited a career center internship series that won the national Chevron NACE award for out expanding achievement. He directs live events and comanages the video captioning stations. Prior to this position Keith served as a commercial and promotion director at KICU TV and later became executive producer of their high tech show Silicone Valley careers. He written 3 documentaries he did video and if I am from SSUV. And so please join me in welcoming Stacy, Elizabeth and Keith for their presentation. Thank you. >> Thank you. So Elizabeth are you going get started? Liz. >> ELIZABETH TU: Sorry I didn't click the talk button. Good afternoon on your time. My name is Elizabeth and thank you for Brenda's introduction. I would like to introduce Amy Strage she's assistant vice president for faculty development. She was unfortunately pulled away to a last minute meeting and can't join us. But together she and I did the survey we will share with you. Before I start and I would like to check in with you to know a little bit about you. And is that can Brenda or someone put the poll up? We will do just -- okay great. Thank you. Yeah, first, this first question I want to get to know about you. Where are you from? And if you could check A, B, C or D by going to, I think Brenda mentioned the poll button next to raising your hand. If you could please check the correct alphabet number so we can get to know each other a little bit better. Okay, do we have -- are the answers -- looks like the numbers are coming up here Elizabeth. >> BRENDA BOYD: 17 from higher education so far, 9 from community colleges and 1 from -- [voices overlapping] >> ELIZABETH TU: So the next one. So most of you are 4 year higher education. Next question. Again. Please tell us a little bit more about you. Are you a faculty? Administrator? A staff? Or others? Let's give everyone a little time. 8, 9, all right. Okay. So we have about 10 faculty, and 4 administrator. And 11 staff. And other. Okay, thank you. Let's go to the next one. One more. Sorry. Okay. So can I ask you what are you interested to learn today? Again, there's A, want to learn about designing universal accessible material or providing services to students or providing universal accessible services to staff. Or others. If you could please quickly check the answers. Thank you. So we have about 14 people are interested in learning about designing universal accessible course materials. 6 want to provide services to students. And 3 want to provide services to faculty and staff and then 3 others. Thank you very much. Now that we know, here's our agenda next. Okay, yeah, so today we would Luke to start with Stacy and she will share with you about our green talk story and Stacy will share story with you. And then talk just kind of share with you what our campus is like and how we assess the needs and Keith will be talking about our captioning services and then we will wrap it up with some comments and answer your questions are welcome at the end. Stacy would you please take it away? >> Great thank you Elizabeth I'm going to tell you the story about how we developed a system to distribute Closed-Caption video of the weekly series to 500 engineering students within 48 hours of the live event. San Jose state is located in the college of engineering where I workplaces a high value of bringing industry guest speakers and to talk with students. So all engineering students are provided to take my course, which is 100 W it's a writing intensive course it's contextualised curriculum to write about the environment. And all of the students attend the green talk lecture series. The green talk lecture features practicing engineers and scientists and technical experts that deliver up to date briefing how they deal with environmental issues. The live lecture series is held in the engineering auditorium. And historically students enrolled in evening vehicles to view the recorded versions of the talk on DVD. Is this a success for all? In fall 2014 a student registered with accessible education center enrolled in my course, actually in another course, I was the coordinator for the program of the time his instructor contacted me saying she needed Closed-Captioning for the green talk videos for the students. So, we hadn't previously offered any Closed-Captioning since we were using the DVD technology for the evening classes and all the daytime students attended the live guest speakers series as the new coordinator I was faced with a problem we hadn't encountered before. So I said what if we created a You Tube channel for the green talk series and added closed captioning? So, we distributed a name optional survey electronically to two sections of my classes. The day and evening sections after that semester. And we surveyed a total of 33 -- 48 students, 33 responded to the survey. I just wanted to find out if students who were not registered with AEC found value in receiving the green talk You Tube link? And the results were surprising to me. About 90% of the students surveyed said having the You Tube video in addition to the live speaker was important. So we asked another question, which was do you think Closed-Captioning of the video is important? And again, I was very surprised with the results. These students did have the option, the majority of the students had the go to the live guest speakers series I only had one as I knew one registered disabled student the find out 91% found the captioning valuable was very surprising. And the last question was if you were asked to watch the You Tube video would you chooses to view the closed captioning and 85% said they would choose to view the Closed-Captioning. So again we didn't expect this kind of overwhelming support. Some of the reasons, I don't go through all of the bullet points you can skim some of them here but top two is speaker clarity and better learning of term. You know you'll go to the last bullet point there on the screen, it says captions allow the viewer to better understand the presentation. So this slide you can see some of the comments here. Included understanding terms better, being able the rewound and replay sections of the video since either tech aical talks there are often terms that merit more than one view. And, also, the better comprehension in the environment. The numbers in the parentheses represent the number of student response this that category. So, that was all what we found out after that first semester due to that one student who had accessibility needs. These are the responses for students who preferred the live speaker presentation. There were 5 responses that indicated that it was more engaging to watch in person, you could ask questions afterwards and discuss the talk. And so we certainly valued the live speaker and really encouraged a full audience during the green talk guest speaker series irregardless of having the You Tube opportunity. But we did learn from that first semester that this was a very important service for students. So we had to come up with a system after that. So here's the evolution of the green talk series we had the DVD for the evening students. That was the historical way of distributing the green talk series that occurs during the day at noon on Wednesday to the night students and then fall 2014 my first semester where we launched the first You Tube and did the survey after it. We were able to get the online playback with the streaming media by 6:00 p.m. the dame to all of the faculty. There have 10 to 12 faculty that teach the course. It's 200 to 500 engineers each semester. The Closed-Captioning occurred within one week at that time it took us about a week to get all of the Closed-Captioning updated and in place. Now the evolution, we are really proud of and thank you to Elizabeth and Keith and their hard work and really working on the system. We have an improved You Tube with improved editing online playbacks with streaming media by 6:00 p.m. to the same day of the the green talk. It comes out earlier. They really beat the deadline. The faculty received that You Tube link within a couple of hours of the guest speaker leaving the building. And then the closed coming is uploaded to the video within 48 hours. So it's been quite an improve accomplish. And I really want the thank Keith and Elizabeth for all their help. It's due to them that provide the service with that I'm going the hand it ought off to Elizabeth. >> BRENDA BOYD: Excuse me Elizabeth there's a question why is it called green talk? Stays stays great, thank you. It is called the green talks because our 100 W class is focused on sustainability. So the subject matter of the class is environmental science. It satisfieses a GEarily requirement that we require which is environment so they are writing about the engineering interfaced with sustainability and the environment. >> BRENDA BOYD: Great thank you Stacy. >> ELIZABETH TU: Hi, can you hear me okay? >> KEITH SANDERS: Yes. >> ELIZABETH TU: Terrific thank you. Let me share with you a little bit and tell you more about our campus. The university every year, every semester total involvement is about 31, 32,000. And for those they have registered with accessible education center is about 4%. That's equivalent to 1100, 1142 the math masters spring 2015. Our faculty with track and part time about 1600 faculty. So we have, we call accessible technology initiative structural material committee it's a committee with representative of different area, economic technology and AEC from our center for faculty development. And there are a couple the of assistant Dean's, library and book story. So that's our campus. So what Amy and I, we did, we are from faculty development we have a administered 2 faculty survey to make sure is there a need for the captioning services? So the two surveys we did you can see back in December 2012. Then also another one in October 2013. So from the survey the first we basically used to find out how many instructor faculty out there are using video in their class? So we find out 55% of them or more actually used in-class videos that are not chippings captioned. Then, there are other faculty 62% or more of faculty are assigning videos outside of class that are not captioned. This is not good. So that's why we did survey to ask them, basically if we are thinking about, okay, there's definitely a strong need out there. So how, what kind of serves we want to provide. So we want to find out what kind of source video that is faculties are using. This question will help us to learn, you know, what kind of a projects what kind of support we will receive or the faculty needs. And we find out this is again back in 2014 that survey 45% said they are using some electronic files. And you notice that by the time you know a year later or actually half a year later we find out already we see a difference if there's kind of almost 75% are using electronic file. Again back in 2014 spring, 30% say they are using DVD or you can see other formats bump basically there's a change already in by with one semester difference. Less DVD and more electronic files. Then we also ask another question is they the copyright owner of the videos? Or did they have the permission? So these are the questions we are asking them. Because this question is very important to tell us whether we can, if they -- if we do not have the copyright we cannot add captions we can only provide transcripts so this is on important. So we find out at that time 2014 about 44% say no, they do not have the permission from the copyright owner or the owner. And 23% say yes. And then the others, for some, not for others, not sure. And then another question this will help us to determine what kind of delivery we need to produce. So we ask ourselves how are we going the's thing caption video? Is that going to be used electronic file? Played from the computer? Or is that going to be streamed online or are you going the play DVD or other format. These are the results. The majority was playing from the computer or from electronic file. So with that in mind we kind of had some idea the needs, where the needs are, the more specific needs. So, again, from our needs assessment in 2012, 2013 we started apilot program in spring, 2014. And we officially rolled out the surveys in fall, 2014. And I'll let Keith introduce what our serves are like. Before we do that another quick survey to help us know where you're from. If you can tell us, does your campus offer faculty and staff any Closed-Captioning or transcribing support? If you can please go into using your poll button and share with us the situation from your campus. Thank you. So oh. Great. So about 7 of you do. The majority of you don't. The others are not sure. Thank you, this is very good information for this. Thank you, so now you'll going the let Keith take away to talk about what our captioning services Keith please take it away. Hello Keith? Hi Keith. >> BRENDA BOYD: Keith you will have to press the talk button in order for us to hear you. -- >> KEITH SANDERS: Can you hear me now? >> ELIZABETH TU: Yes yes. >> KEITH SANDERS: We have an all around service that is no charge to knack lit and we basically do trippings for them if they need it and we also do captioning as well. As Elizabeth mentioned they do need to have copyright if they want to have the captioning done. Because any kind of captioning content we create is a derivative content and is not allowed if they don't have copyright. However many of our faculty do have copyright and they basically will take their own lectures is they will go ahead and get captioned by us. Our most likely we are going to put it on You Tube though we do have different options. We still do a few, a occasional DVDs that we will caption. We found the quality of the captions on DVDs is not quite as good and not as reliable. So online content is much better. And You Tube is generally what we go ahead and do. So we have basically an online resource where they can go ahead and contact us and then we build a spreadsheet or the instructor will build a spreadsheet of all of the videos they need to get done. We will start working on them with our different deadlines and things like that. Most instructors are going to have a variety of videos. Some they may have copyright for, some they don't. We need a pretty detailed spreadsheet to keep track of all of the data there. So what we will do is basically we ask for 3 weeks but we will certainly if somebody has a student that needs accessible content they go to the head of the line and we get that done first and as early as possible. As far as the You Tube links are concerned, we can usually turn them out fairly quickly. Less than 3 weeks in general and it's captioned so students can walk that as far as other content we do have some call for MP 4 files which we create and we go ahead and put the transcripts on the player like the quick time player. So they can be played without going online. That's actually a pretty -- I think it's a growing area we will work on. >> BRENDA BOYD: Keith, there's a question, a couple of people have the same question. Can you repeat the point about derivative work? >> KEITH SANDERS: Yes, so as far as that's a great question, derivative works, copyright law says that we -- that nobody can basically take a video and add captions to that video and create -- you're creating basically a new video or a derivative work on the original video you can do Oz not that without copyright permission from the author. That means for us there are many, many DVDs or edited content third party content that we get and we have requests for for captioning we cannot do that because even if an instructor was to purchase an edited DVD made by PBS or something just because they own a copy of it doesn't mean they have permission to get that DVD captioned. They have to get that permission from the producer and publisher which is not common in the case of edited content. With their own lectures, it's not a problem. And in some cases they do go ahead and obtain copyright permission, it has happened. But it's unusual. What we will do though is we have a remedy. If they don't have copyright permission we give them a transcript. Elizabeth request talk more about the short options of just having a transcript that is not sync misoneist but it helps those that need to be said and maybe you're hard-of-hearing. We create the transcript, we don't need permission for that. But to go ahead and create a DVD or most likely to create captioned You Tube video we do need permission. I have a question here does this apply to video hosted on line where you can use an overlay? Video is that is hosted online would tend to be live, if I'm not mistaken and we don't have a live solution yet to do this. So if there's something that is, let's say, a You Tube link that is online, no, we cannot do anything with that other than create a transcript. We don't have a way to just create an -- put an overlay on it. What we would do is we would actually, we can load the actual transcript, the captions on to the You Tube channel but you -- not everybody can do that you have to have permission you have to be the owner of the You Tube channel to do that. If there is, say they own the You Tube channel and they upload an edited work that not their own. Many cases You Tube takes care of that and eventually blocks that out. You Tube Hasbro robots that go up and down and on the web all over and they take away any content that is not authorized. Even if You Tube doesn't were didn't do that job we wouldn't caption it because we cannot. We are fairly strict about the permissions. And I see a question here, what about videos that are a log on protected LMS learning system such as Moodle? In this particular a case away still need permission from the producer to go ahead and add the captions. Elizabeth do you want to weigh in on this particular issue? >> STACEY KNAPP: Can you hear me now? >> STUDENT: Liz great if I may add to what Keith was saying. Basically for those either they gave the DVD or some of the video online. Even though they are published online. Unless we see the permission from the copyright holder, we take a very conservative role, we want to comply. That's the whole thing. So we will not provide. We don't have the source file, we will not provide anything to add, to basically alter the original video file. What we do is we will provide transcript. But I will always explain to the faculty saying transcript are not considered as equally accessible. Again, Madge inthe student has 20 say this is a 1 hour DVD off transcript that is 30 or 40 pages you have to match the transcript with the exact location of the video. It's going the take some time. I'm going to have discussion with the faculty and raise their attention that you want to make sure that hopefully don't expect the to engage in a discussion right after you view the video it's going to take them time to compare and match the transcript with the actual video. However with that said, I do want to stress that there's a policy in educations hold out there in saying that if the student you know provide -- you know with disability has a proven hearing payment and if they do have a copy -- payment and do have a copy of the video we are not breaking any copyright we need to provide them with equal education that trumps the copyright law. We are not breaking any law to provide that. However we always take a very conservative role. So anything we do not have the source file and do not have the permission from the copyright holder we will provide transcript even though there are ways you can break in and use Amara or other ways but we want to comply. Hopefully that explain and help you answer some of your questions out there. Thank you. >> KEITH SANDERS: So as far as our services are concerned we initially concede the services to be a self serve situation we actually have two computers, actually a total of 4 that faculty can use to work on projects themselves. We have not had any luck on that side of our service so basically it's pretty much of a turn key service which seems to be the type of service that faculty would like. >> ELIZABETH TU: Okay. So you want to share with them our work flow process? >> KEITH SANDERS: Yes, so we can go ahead and we have a pretty specific work flow at this point. We log the video file in. Then like I said many cases it's basically You Tube. We transcribe the video on You Tube which a couple of years ago would not be that easy but now it's fairly easy. You Tube has pretty good tools to allow manual transcription. Going back a couple of years it was thought we could use dragon voice transcription to get it done by machine. We found that dragon has some limitations to it. The quality of the audio needs to be very high. And there can't be any major accents on the audio otherwise we really lose a lot of accuracy. However we leave it up to the students to decide how to do their transcription and they can use dragon if they want to. Certain circumstances we have the same professor handing us many, many videos dragon does the value it can learn the profile of that faculty member and it will continue very high accuracy for that person. It has it's because for the most part most of our videos are done manually on You Tube. Then what we do is very important. We get that first transcript done and we have another student check it. So we always, it's always double check every single one. Then if we are going to go ahead and have it put on You Tube we actually have to time it as well. You have the transcript, that's all the text but now you have to make sure the text shows up at the treatment while people are talking. While they are saying a certain phrase we are seeing the written version of that praise phrase. That's the third check we do to time everything. And then again they also make any changes like typos that are needed. At that point it's hopefully mostly timing. What we go ahead and do is wed rifer the video. If there's a no copyright then basically we just make the transcripts available to the faculty. If they do have copyright permission then we go ahead and usually give them captioned You Tube videos. And with green talks that's exactly what we do. We will within 48 hours give everybody in every single section the captioned You Tube files so they can play it back. And fortunately we have actually exceeded that 48 hours on number of occasions. So sometimes it's been like a day and a half and we try to stick with that. As Stacy said, initially even within 6 hours within 5 hours after lecture is done they initially see the You Tube link there but it will be uncaptioned at that point. Any questions on the work flow? >> BRENDA BOYD: There's a question in the chat. Do you run into any video links for uploads when using You Tube like for example a 15 minute cap? Keith so,. >> ELIZABETH TU: I can talk about that. Basically yes, in general You Tube does have 15 minutes however you can extend that. You can just kind of write to them and so far we have no problem especially as Keith has mentioned for the green talks. The way I want to make sure you have a clear picture is we did it within 48 hours it's a 1 hour talk. It's from basically from Wednesday at noon time and Keith's group they start recording the live lecture. So from the live lecture we uploaded to You Tube which is over 15 minutes, about an hour and sometimes 40, 50 minutes. And sometimes we begin start transcribing use youing You Tube. Students prefer using You Tube to use the live transcription. We are not using dragon or any other tools even though there are a lot of things available. So then we have one student do the first check, first transcribing. The second student goes in to do the second basically second check correction transcribing. And because we deliver the Closed-Caption video via You Tube there's again even a third or maybe the same second student will synchronize all of those words with a void I won't you need to do some time setting to make sure they are not delay speech. That can be a third correction w all this done within 48 hours we deliver a Closed-Captioned void I won't. Via You Tube channel video. >> KEITH SANDERS: With the green talks. Other videos are much longer. Deborah has a good question do you ever start with the transcription that You Tube exposers go on to correct it and make it accurate. That's a good question. To make it efficient and make that work flow work where you can start with a partially tribed tubes caption, you have to have a pretty high amount of accuracy. We found that if you don't have probably close to 90% accuracy it's probably better to just do it from scratch, yourself. Because you're replacing so many different words it's slower. It turns out that You Tube while it's getting better at auto recognizing words and putting in it's own captions notices nearly good enough yet to even rely on that as part of the solution. Generally what we do is manually transcribe like Elizabeth just said and then we go ahead and add that to You Tube. We very rarely would lean on the You Tube transcription. >> BRENDA BOYD: Thanks Keith Alex has a question. Alex you want to use the microphone? Or just the question in your chat? Okay so Alex asked do you use a specific set of best practices for creating closed captioning. I have been using the You Tube Closed-Captioning and I wonder how much punctuation simple quotes and formatting such as capital letters to use. >> KEITH SANDERS: What we want is to have 100% accuracy. So it's a pretty high hurdle but we feel we are in an academic institution, we are in an area, we are in a institution of learning we want to make sure that what people say we transfer into text very accurately. We certainly do care about punctuation a lot. Capitalization, all of those things. Spelling. And we also one thing I didn't mention that Elizabeth has added to this program which is really good, is we go ahead and we send what is being delivered to the faculty and they have a opportunity to correct with any expert words they happen to know that maybe we didn't get right. The students are very good at that. But sometimes hits biology or chemistry or something like that, physiology, sometimes you can get pretty Arcane words. So we let the structure be part of the solution and have them look through it to make sure we are accurate. So our best practices are 100% accuracy. >> ELIZABETH TU: Just to add to that, before the student, when the student come on board we make sure they have gone through all of the captioning guidelines so they have view different website and video about what are the guidelines and you must be very careful. And, also, is this is why we have second correction. We always emphasize quality is the very, very important part. So if they are not sure, they don't have the put any words they can just highlight the words saying unclear, not sure, highlight that word for the faculty to check. Another thing our students are good, strongly encourage if there's things that are not sure they actually go on the web to go look up for that word. So our students they go through that extra mile to make sure. Because we emphasize -- by the way, once we, when they say the student is ready to deliver, Keith and I often double check to do the final spot check. So. With that, I mean please if you have more questions, keep on asking us. I want to summarize from our by the spring it will be 2 years. This is one and a half years support. What we find out. Originally we were only supporting based on from Stacy one student those students with hearing impairments. However we find out actually more students are benefiting from this captioning, Closed-Captioning support. And so you know they benefit any universal accessible teaching content. Stacy would you like to say the next one. >> STACEY KNAPP: Okay, so when we had the original plan we didn't realize we were going to be serving all of the engineers every semester. So we had to come up with an online distribution plan. So I created a coordinator You Tube channel and Elizabeth and Keith have access to that. And I created a Google group for the whole faculty and we since added a couple other engineering faculty that are interested in our green talk series because the topic is sustainability there are other entities on campus that are also interested in the topic I can quickly add them to the Google group. And we allow media services and accessibility staff to post to faculty groups. So you have to be open to having a You Tube channel with multipleet entities open to it and I'm open this tow that. And multiple analytics for the green channel we can see how many views students are, how many different times they are watching it. We have been able to do some additional studies just using the analytics from the You Tube channel. Then we try to report the faculty and student identified back as well. We are trying to be very transparent on the student views and, also, distribute those views to faculty and we have ongoing studies. We are still currently we are accessing country mention comparing the video to the live performance and creating some quiz type surveys. And we are assessing which groups perform better and so it's been really a great experience I think for all of the faculty and students. And again thank you to Elizabeth and Keith. >> ELIZABETH TU: I also want to mention, as Stacy mentioned actually this semester we are continuing doing more study about the impact of closed captions and Amy and I have, developed surveys and, also, work with Stacy and instructor green talk coordinator to develop whether we want to see measure does closed captions make any difference in student learning. We will be presenting in a different conference next week. But however the, in conclusion for faculty definitely we would strongly encourage if you can use different ways to reach out, practicing universal design flow and using different ways to present content. If you, whenever you're considering using video, please do include structural designer or video media producer like Keith and even ask librarian to see if there are any video out there to ask them to help you to find it. Actually on You Tube you can find Closed-Caption high quality Closed-Caption video as well. It's probably covered in another Webinar but I'll be happy to share with you as well. But invite more people in the initial stage about brainstorming your idea and maybe the other people can help you to provide you with resources for instance maybe you can you use dragon to record your voice file. That will cut down the transcribing time and maybe a particular software Temtasia to do that. Let your ideas be known to other people we are here to support you. Use a edema approach. It takes time to create unlittle segment of video. So if you let other people help you, maybe that will help you cut down the frustration time. We will get the caption done. As faculty you need to come up with more innovative ideas. Let awesome us people if support you. We do value the quality and value the universal design quality, quality universal design of the course material. With that thank you and if you have any questions, we will take some questions now. >> KEITH SANDERS: I'd like to also leave you with one final point that is if you are going to do one specific thing in production to make your quality better, it's keep your quality of your audio very high. Use a microphone, speak into the microphone, make sure you're getting good levels out of the camcorder or Camcasia computer. If you do that you're going to help everyone out. You are going to have a better pedagogical outcome and it's going to be faster to transcribe. >> BRENDA BOYD: Thank you Keith. And thank you Elizabeth and Stacy this has been so interesting to hear how you have been able to really turn these green talks around quickly and, also, providing so many wonderful resources and tips on how to make your videos Closed-Captioned with high quality captioning. A question in the chat. Explored out force in captioning to the Vern after technologies leveraging special CSU pricing. Curious about the costs associated with paying students versus outsourcing AST. >> ELIZABETH TU: We are aware and do use services if we have a treatment overwhelming kind of request. We use them and find out especially with the green talk series our students actually produce very good quality even with, we did try to send out one to them and come back they come back with SRT files. So it depends on the detail situation. If we need to upload it into our video then we still need to go to the track asking make sure they synchronized so yes we use them as a backup. >> BRENDA BOYD: Great, thanks, how many students are on a captioning team? >> ELIZABETH TU: We have 6 part time students assistants helping us. So it comes up to probably up to about 50 hours per week. So they are taking different shifts and doing the work for us. And Keith and I this is just our additional things we do this the way. But 6 students about 50 hours per week. >> KEITH SANDERS: And some not real small amount of time between Elizabeth and myself not a token amount of time. >> ELIZABETH TU: If you want to create a captioning service on your campus. Feel free to contact us theirs. Experiences we can share with you, lessons learned we can share with you. It takes a lot of time really. It's not something on the side. But every day you have to check on that. Especially with students, there are different projects, different requests coming at different timeline. Which should come first and there are lots of decisions you need the make. And just to keep track this is due next week, this is due tomorrow. Aof them needs time and if you don't have a dedicated person it's probably nicer to have two. Just in case one person is on leave or busy then the other person can catch up. It's not a trivial task. It does take a lot of time. That's how -- >> STACEY KNAPP: I wanted to chime in one thing I learned from all of this experience just how labor intensive it is to create a high quality video with with Closed-Captioning that's number one I learned as a faculty member. What Keith said the 100% biggest take away the audio has to be high quality. Ironically my son gave me his X box headset I would recommend the X box headset I tried 4 different computers and 3 different microphones I didn't have the headset idea for some reason in my a brain. He said here mom try this. It's the best thing I ever had. It's a 50-dollar headset and a lot of you seem to have different experience with videos. It's a horrible experience to realize you went through all of this trouble and the audio quality is bad so make sure you have the headset first before you record the videos is step number 1. Yeah the X box headset is fantastic. >> ELIZABETH TU: Stacy can share with you all of the experience and time she spent. If she has good voice quality she doesn't have to worry about captioning bar she can create quality video and let us in support her in making sure the captions are done. >> STACEY KNAPP: It's a great feeling to have a support team. Thank you! >> BRENDA BOYD: Great, thanks again Elizabeth, Keith and Stacy this has been such an eye opening session. There's another question from lieu an. Do you have headsets for faculty? That would be a good idea. Maybe get X box ones. >> KEITH SANDERS: Yeah, that's very true. One thing you want to look at is to get our headset should be a USB You may have a good or bad audio card in your computer I don't know. But you're depending upon that. But USB headsets have all of the electronics inside of the headset. You can have a chief computer and you can plug it in and you are going to have great audio. >> ELIZABETH TU: I want to add to that. We actually have one windows and one Mac laptop and we actually have a special room set up, a studio room if faculty wants to come and record their video either in house or they want to do it in their home we can loan them the laptop for them to go home and do it. It's loaded with Camkasia and dragon net so we can record everything. That's why we say hey, work with your IT team or support team and on our campus we have everything ready for the faculty to they come check with us and we support up front. So hopefully it will be a smooth experience for the faculty and, also, for experience for us to transcribe and provide the captioning for them. >> KEITH SANDERS: And the two times, just two times I remember we have lent our PC laptop out, they use dragon but didn't use dragon for transcription. They used dragon to actually go ahead and do the command recognition because in both casessality was somebody that had, paramedic use of their hands for a little while. They learned that dragon command recognition and were able to open documents and lots of different things with dragon. Dragon does have the other side with it it's not just a transcription engine it's a command recognition device. So we have found that the turn key services by far and wide what everybody wants. >> BRENDA BOYD: Great! Well thanks again. There's a couple more questions and I know we are at time. Do you support all departments? Or just the engineering? Work with M arc department. >> ELIZABETH TU: I work with -- okay. And I'm sorry, the question? >> KEITH SANDERS: We support all departments. Yeah. We support everybody. Everybody that has status you know at working at San Jose state we will support with green talk and with others, certainly engineering gets their money's worth and make use of our service quite a bit but it's open to everyone. >> BRENDA BOYD: Great, so support everywhere. >> ELIZABETH TU: It's campus wide, free. It is a free service we provide for the entire campus for faculty and sometimes information for different departments for staff. >> BRENDA BOYD: They asked for contact info so I flipped to the slide that has the contact info on the slide. Thank you so much. This is a wonderful wrap up for distance learning week making your content accessible. And we really, really appreciate all of your hard work in sharing your story with us about how you make these have I hadose captioning available on your campus. It's wonderful. >> ELIZABETH TU: Thank you for having us. >> STACEY KNAPP: Thank you have a great Friday. >> ELIZABETH TU: By by everyone. >> BRENDA BOYD: Thank you [ No caption source available ]