With shrinking budgets and ever greater demands on educators to deliver world-class, high quality education for each and every student, it’s critical to address and provide accessible course content to all students, not just those without hearing or sight impairments.
More and more institutions are turning their attention to address this need, and in this case it’s heartening to know there are several tools, services and ways of addressing closed captioning for video in courses.
When working directly with course designers or instructors, I’m always quick to tell them that if they’re developing video content or even presentations with voice over to script what’s they’re going to say – ahead of time.
However, this isn’t always possible and in some cases, takes away from the instructor’s capacity to speak fluidly. Sticking to a script can at times seem rather stale, cold and impersonal. There are times when an unscripted set of content may deliver a better end-result for the student. However – providing an accessible asset for hearing impaired students is still necessary (take 2 minutes to read this post over at eLearningbrother.com). In fact, in some cases – students who do not need captions, will still choose to use the captions, because it helps them better identify what’s being said, or because they understand the content better when they hear it and read it at the same time. In my experience, turning captions on has also meant I grow to recognize certain words – I can look those words or concepts up because they’re spelled out in the captions. I can’t count how many times I’ve turned on the captions in a YouTube video when I don’t quite understand the speaker – and it’s the captions that made all the difference.
This video (auto-captioned-uncorrected), takes 20 minutes to watch and covers just one way captioning unscripted content can be done inexpensively with some widely available tools.
On a pedagogical note, some services – like Warpwire, include the ability to search captions and locate in the video where specific words are said (as of 2.0 release). This opens up a slightly different way for instructors to provide content and check to see if students are attending to what’s being shared in the video. As an undergraduate student, many of my instructors would provide guide-sheets that were filled with low-level Blooms Taxonomy type questions. These were great because they helped guide me through the required reading – providing a structure for what I needed to focus on. The same thing can be accomplished by using a caption search function in services – such as Warpwire. Video provides a great way for students to not only watch, rewatch and review content (making delivery of the content consistent), but could also be paired with closed captions (or transcript), so students can attend to – focus on parts of the content as they work through it. While this isn’t a ‘break through’ use of technology – it is of course just an adaption – yet it leverages students capacity to search and provides a means of helping them attend to the content actively.