WEBVTT Kind: captions Language: en 00:00:07.060 --> 00:00:08.060 I'm Terrill Thompson. 00:00:08.069 --> 00:00:12.890 I'm an IT Accessibility Specialist at the University of Washington. 00:00:12.890 --> 00:00:20.540 Video is a really powerful medium and benefits a lot of people, 00:00:20.540 --> 00:00:22.929 but also creates some barriers. 00:00:22.929 --> 00:00:27.239 So if somebody who is unable to hear the video 00:00:27.239 --> 00:00:29.699 then they need some equivalent to the audio 00:00:29.700 --> 00:00:31.560 so that's where captions come in. 00:00:37.060 --> 00:00:38.600 My name is Doug Hayman. 00:00:38.640 --> 00:00:42.140 I work at the University of Washington in the Accessible Technology Services group 00:00:42.149 --> 00:00:47.129 and my function here with this group is working around captioning efforts. 00:00:47.129 --> 00:00:52.539 More and more people are using videos in their technology instructions 00:00:52.539 --> 00:00:56.160 or even providing information about their groups if they're 00:00:56.160 --> 00:00:58.940 using an outward facing webpage. 00:00:58.940 --> 00:01:01.359 And they're relying on YouTube clips 00:01:01.359 --> 00:01:06.500 or Vimeo or Facebook or a whole variety of different modes 00:01:06.500 --> 00:01:15.390 and they’re maybe not thinking about the end-users benefiting from captions. 00:01:15.390 --> 00:01:17.970 And that could be not only people who are deaf or hard of hearing 00:01:17.970 --> 00:01:22.290 but also people who English is not their primary language 00:01:22.290 --> 00:01:25.070 or somebody that's in a distracted environment 00:01:25.070 --> 00:01:28.020 where they can't turn up the volume, 00:01:28.020 --> 00:01:30.470 they can turn the captions on if they're available 00:01:30.470 --> 00:01:33.100 and be able to take in the same information. 00:01:33.100 --> 00:01:34.890 In Spring 2017, 00:01:34.890 --> 00:01:39.420 a popular new class was offered at the University of Washington. 00:01:39.420 --> 00:01:43.130 Although there were no requests for captions from students in the class, 00:01:43.130 --> 00:01:48.160 its instructors decided that all lectures would be posted online with captions. 00:01:52.020 --> 00:01:55.780 I'm Carl Bergstrom and I'm a professor in the Department of Biology. 00:01:55.780 --> 00:01:57.230 I'm Jevin West. 00:01:57.230 --> 00:01:59.810 I'm an assistant professor in the Information School. 00:01:59.810 --> 00:02:03.430 This class is a brand-new class that we're teaching called 00:02:03.430 --> 00:02:05.630 "Calling Bullshit in the Age of Big Data." 00:02:05.630 --> 00:02:07.900 And it's something we've been wanting to teach for a long time. 00:02:07.900 --> 00:02:09.890 We've kind of been dreaming about doing it 00:02:09.890 --> 00:02:11.990 and we've actually been able to put together for this quarter. 00:02:11.990 --> 00:02:16.750 The main idea of the class is to teach people how to see through BS 00:02:16.750 --> 00:02:19.390 in quantitative forms because these days, 00:02:19.390 --> 00:02:22.480 instead of just getting fancy rhetoric, we're getting an awful lot of 00:02:22.480 --> 00:02:26.310 misleading graphs and figures and tables and models and algorithms 00:02:26.310 --> 00:02:30.010 and the point of this course is to help students learn to challenge those 00:02:30.010 --> 00:02:32.660 and see when they're being misled by that kind of information. 00:02:32.660 --> 00:02:37.480 For this class we wanted to move beyond just 00:02:37.480 --> 00:02:39.420 the 160 students in our classroom. 00:02:39.420 --> 00:02:43.810 We wanted to scale to the world and we’re thinking big about this class 00:02:43.810 --> 00:02:46.860 just because we think that these skills are really, really important. 00:02:46.860 --> 00:02:50.890 So if you're scaling to the world and you want to have a world audience, 00:02:50.890 --> 00:02:54.690 we wanted to make it as accessible to as many people as possible. 00:02:54.690 --> 00:02:58.150 Not only are they useful when there are hearing challenges 00:02:58.150 --> 00:03:00.620 but it can be useful when English is not your first language. 00:03:00.620 --> 00:03:04.120 I'm not the easiest to understand when I'm speaking 00:03:04.120 --> 00:03:09.240 and so I've had people email and say they appreciated the captioning because 00:03:09.240 --> 00:03:11.590 it was much easier for them as English as a 00:03:11.590 --> 00:03:14.260 second or third or fourth language person 00:03:14.260 --> 00:03:16.810 to be able to follow what was going on in the classes. 00:03:16.810 --> 00:03:19.150 So that was this added bonus and really contributed, I think, 00:03:19.150 --> 00:03:22.020 to this worldwide accessibility that we're aiming for. 00:03:22.020 --> 00:03:30.160 Because the class uses sometimes jargon, just like any class on a university, 00:03:30.160 --> 00:03:34.880 someone can go back and try to hear exactly what that word was, 00:03:34.880 --> 00:03:36.819 they can see it in print. 00:03:36.819 --> 00:03:39.800 Students, including Austin Wright-Pettibone, 00:03:39.800 --> 00:03:42.090 say the captioned lectures have been a bonus. 00:03:42.090 --> 00:03:44.920 They’re like another set of notes. 00:03:45.060 --> 00:03:48.140 You know it really helps me engage with the material 00:03:48.140 --> 00:03:51.280 because I can be in lecture and just have my entire focus on 00:03:51.290 --> 00:03:53.750 what's being told to me and then I can go back 00:03:53.750 --> 00:03:58.070 and really come and supplement my learning with the videos themselves. 00:03:58.070 --> 00:04:01.849 I think it's critical to helping us to process that information 00:04:01.849 --> 00:04:05.160 because as we're getting so much that's being thrown at us 00:04:05.160 --> 00:04:07.819 we need to make sure we can take that step back 00:04:07.819 --> 00:04:09.780 and that's what those videos help us do. 00:04:09.780 --> 00:04:14.209 When you create captions, be sure to leave enough room on the screen 00:04:14.209 --> 00:04:19.329 so the captions won’t cover people’s faces or important content. 00:04:19.329 --> 00:04:21.049 This is a good way to frame interviews, 00:04:21.049 --> 00:04:24.680 so there’s enough room on screen for captions and other graphics. 00:04:24.680 --> 00:04:27.289 My name is Sheryl Burgstahler 00:04:27.289 --> 00:04:31.879 and I direct Accessible Technology Services at the University of Washington in Seattle. 00:04:32.720 --> 00:04:33.820 But this interview 00:04:33.820 --> 00:04:36.940 is framed too tight for captions and name graphics. 00:04:36.949 --> 00:04:39.539 My name is Sheryl Burgstahler 00:04:39.540 --> 00:04:43.980 and I direct Accessible Technology Services at the University of Washington in Seattle. 00:05:02.560 --> 00:05:06.800 Another recent video “Best of UW 2016,” 00:05:06.800 --> 00:05:09.360 included captions for a very different reason. 00:05:09.360 --> 00:05:11.330 I'm Gina Hills. 00:05:11.330 --> 00:05:16.240 I'm the web communications director for University Marketing And Communications. 00:05:16.240 --> 00:05:19.930 This year's video was all visual, with music. 00:05:19.930 --> 00:05:22.960 We did close caption the video. 00:05:22.960 --> 00:05:27.449 The first stage was we put a little thing that said “music” on there. 00:05:27.449 --> 00:05:31.129 But then one of the people in our department went a step further. 00:05:31.129 --> 00:05:33.759 They described the music in captions. 00:05:33.759 --> 00:05:37.809 If you watch that video, the music contributes significantly 00:05:37.809 --> 00:05:41.050 to the emotion that the video creates. 00:05:41.050 --> 00:05:46.330 So it's featuring a lot of the really wonderful things that have happened 00:05:46.330 --> 00:05:50.089 at the university over the last year, in 2016, 00:05:50.089 --> 00:05:55.620 and the music builds and swells and just becomes much more dramatic 00:05:55.620 --> 00:05:59.080 as the piece, you know, grows. 00:06:11.440 --> 00:06:15.809 And so they revised the captions and really did an excellent job I think 00:06:15.809 --> 00:06:21.460 of capturing exactly what the music is doing throughout this piece as it grows and swells. 00:06:41.560 --> 00:06:46.000 The other thing that's interesting about the “Best of UW 2016” 00:06:46.009 --> 00:06:50.469 is that it was entirely music. 00:06:50.469 --> 00:06:55.849 There is no spoken audio, therefore somebody who can't see it 00:06:55.849 --> 00:06:57.909 gets nothing out of it other than the music. 00:06:57.909 --> 00:07:01.539 So they hear the music and it's a wonderful piece 00:07:01.539 --> 00:07:03.270 but to them it's just a music video. 00:07:03.270 --> 00:07:07.990 They have no idea that all these wonderful things happened at the university. 00:07:07.990 --> 00:07:10.749 So all those details are missing for them. 00:07:10.749 --> 00:07:15.139 So that particularly is a video that requires audio description. 00:07:15.139 --> 00:07:17.419 Words appear. 00:07:17.419 --> 00:07:19.550 Hashtag Best of UW 2016. 00:07:19.550 --> 00:07:25.649 The Nobel Medal next to David J. Thouless, 2016 Nobel Prize in Physics. 00:07:25.649 --> 00:07:30.250 With President Obama, Mary-Claire King, National Medal of Science. 00:07:30.250 --> 00:07:33.930 UW and Microsoft break record for DNA data storage. 00:07:33.930 --> 00:07:37.500 A collage of photos, Inaugural Husky 100. 00:07:37.580 --> 00:07:40.619 We covered all bases, all audiences, 00:07:40.619 --> 00:07:43.490 and didn't leave anybody out in terms of experiencing 00:07:43.490 --> 00:07:45.430 the previous year at the university. 00:07:45.430 --> 00:07:48.759 I think that this is a good model for what we can do 00:07:48.760 --> 00:07:51.380 and what we should do and what we should aspire to. 00:07:56.140 --> 00:07:58.059 One suggestion I have to other institutions 00:07:58.060 --> 00:08:01.320 is to think clearly about what they're going to do proactively. 00:08:01.320 --> 00:08:03.260 And what they're going to do reactively. 00:08:03.300 --> 00:08:05.199 For instance, when it comes to captioning videos, 00:08:05.199 --> 00:08:08.599 we believe strongly that every video should be captioned on our campus 00:08:08.599 --> 00:08:12.069 but that's probably not going to happen, at least overnight. 00:08:12.069 --> 00:08:14.179 So we have two approaches. 00:08:14.179 --> 00:08:17.219 One is we make sure that our disability services offices 00:08:17.219 --> 00:08:20.969 caption videos immediately, like within a day or two, 00:08:20.969 --> 00:08:24.860 when they are asked for an accommodation from a person who’s deaf. 00:08:24.860 --> 00:08:26.360 But that's not where we end. 00:08:26.420 --> 00:08:27.520 That's not where we stop. 00:08:27.520 --> 00:08:28.909 Because there are a lot of people that look at videos 00:08:28.909 --> 00:08:32.969 that are not even enrolled in courses. 00:08:32.969 --> 00:08:40.589 So on the publicly available videos we have a service where 00:08:40.589 --> 00:08:44.550 we will find funding centrally to caption those videos. 00:08:44.550 --> 00:08:47.370 We’re very appreciative of the help we're getting. 00:08:47.370 --> 00:08:51.209 We know how difficult it is to add these extra features 00:08:51.209 --> 00:08:52.800 and we've had tremendous support. 00:08:52.800 --> 00:08:53.970 We send in the videos. 00:08:53.970 --> 00:08:55.300 They come back captioned. 00:08:55.300 --> 00:08:56.300 They're beautiful. 00:08:56.300 --> 00:08:59.220 They look great and people are consuming them. 00:08:59.220 --> 00:09:00.980