4/2/2015

1 hour
Webinar How Copyright and Fair Use Impact 3rd Party Captioning for Educational Video

Summary:
There can be a conflict between copyright law and captioning law focusing on legality of captioning
videos we dont own.
Why should we caption video?
Federal and state disability laws
Because its the right thing to do
Obligations are very serious
Students with disabilities have a civil right to access
Things to ask yourself:
Is the video copyrighted? Probably copyright vests automatically (exception public domain,
which can be tricky)
Does someone else hold the copyright (staff, students)? Check your IP policy
If someone else holds the copyright, can you get permission or a license easily?
(Probably easy for us with SMEs)
If not, find out why could be complicated
Does captioning infringe exclusive rights?
Also complicated there are exemptions for schools and libraries
Fair use:
You dont need permission to caption it doesnt matter which rights it implicates
BUT fair use isnt always a sure thing
Teaching is exemplary fair use in the Copyright Act (doesnt infringe)
Theres a very strong argument that captioning is fair use
Online vs. F-2-F:
Use your legal counsel
If youre only captioning as an accommodation, it shouldnt be a problem (no ulterior motive)
Generally you need to be careful about hosting videos you do not own
As accommodations go, providing a transcript is generally not an appropriate substitute for captioning
over video (inferior student experience)

4/16/2015
1 hour
Webinar Copyright Clearance Center Get it Now: How to Instantly Deliver Journal Articles to your
Library Patrons

Summary:
ILL delivery time doesnt meet user expectations, can be outdated, is expensive, often goes unused
Its an I need it now world
Get It Now:
Just-in-time fulfillment
Does not replace ILL (complements it)
Process:
User identifies content, GIN option presented, user enters data and reviews/accepts, CCC emails content
to requestor
EBSCO is a link resolver supported by GIN what does that mean? What is a link resolver?
How is this different from what we currently offer?
Some journals are cost-prohibitive, so you can deselect them in GIN and not present as an option for
purchase
Price only displays on library-facing workflows (patron will not see cost)
Overall:
The presentation was primarily a sales pitch, but raised good questions about just-in-time resources and
alternatives to ILL. I also need to learn more about link resolvers.

4/17/2015
2 hours
Resource Integration: Human Services LibGuide in Human Services Courses

I worked with Suzanne Schriefer (Librarian, School of Justice Studies) to better integrate the Human
Services LibGuide in the programmatic courses. We surveyed faculty and determined the most
prominent placement of the new page, which includes links to the guide, Answers (a Rasmussen FAQ),
and TutorMatch. The changes will go live for the Summer quarter (July start).

4/22/2015
1 hour
Webinar The Future of Video Player Accessibility

Video players with accessibility support: Kaltura is listed (Rasmussen uses Kaltura)
How do developers approach accessibility? What is in the future?
(What are WebVTT captions?)
Always HTML (not Flash); keyboard accessibility
Audio descriptions (youdescribe.org)
YouTube and accessibility:
Accessibility is driven by mission
Priorities do not always align in favor of accessibility (limited bandwidth)
Attention to contrast (text and colors)
Using labels is cheap (e.g., full screen option)
Caption display is customizable
Needs more attention on mobile devices
Developers work together across player brands to improve accessibility
How do the browser issues weve been experiencing play into this? Accessibility can be difficult with
different/outdated browsers.
4/28/2015
1 hour
Webinar The Case for Open Educational Resources and Open Policies

Books are a major expense

Cost of rental vs. buying is considerably less
Rental limited time (vs. owning)
You lose access after a certain amount of time
(Rasmussen uses CourseSmart)
How are students supposed to learn if they cant afford materials?
2/3 of students dont have the resources that are intended for courses
How do we share digital things?
Copyright forbids copying, distributing and editing
We have the technology to do it, but its still forbidden
Copyright is much older than the Internet
Creative Commons
Global, non-profit
Free copyright licenses
Step 1: Attribution, ShareAlike, NonCommercial, NoDerivatives
Different steps of open copyright licenses
With CC license:
Anyone can update the book
Coalitions have formal updating processes like a traditional publisher
OER Free + legal rights to reuse, revise, remix, redistribute, and retain
Creative Commons does not mean you give up your copyright
OpenStax building out the most popular titles across colleges and universities
Spending a boatload of money building these
Whole degree programs going online (e.g., Tidewater Community College)
Go to Google and search find OER

4/30/2015
1 hour
Webinar Creating Accessible PDFs with Acrobat: Requirements, Implementation, and Evaluation

It is easier to make a native document accessible than to go back and do it later

Native document preparation:
Templates
Color and contrast, styles, columns
Meaningful hyperlink text
HTML: Need to learn more about tagging
What are our obligations for pdfs? Publisher resources? What if we cant access native document?
Who would be responsible? Production? ID?
Implementation best practices too technical for my skillset, but will know how to discuss and assess
needs better
5/19/2015
1 hour
Webinar Navigating Content Use in a For-Profit Academic Environment

Copyright basics: secure rights to writings and discoveries

Exclusive rights display publicly/post on Internet
Public domain = not protected anymore, or never were protected by copyright
US government works
Copyright lapsed because work was published under certain terms/dates
Works gifted to public domain
Copyright duration need to create quick reference list for IDs
Digital content is subject to the same protections under copyright as paper
Attribution is not a substitute for permission
Public domain does not mean publicly available
No longer protected or never was protected
Online classroom
Linking has become a popular tool
Not a copyright issue more of a license issue
How deep you link can be a problem/issue
A lot of limitations and exceptions apply to for-profits
First Sale Doctrine
Didnt anticipate having things available online
Fair use
Determined by 4 factors
Purpose and character of the use
Nature of the copyrighted work
Amount and substantiality of the portion used
Effect of the use on the market
Fair use is less likely in a commercial environment
Specifically written for non-profits
Distance education provisions apply to accredited non-profits and government agencies

7/23/2015
1 hour
Webinar DIY Workflows for Captioning and Transcription

Http://go.osu.edu/transcribe
Undergrads as staff transcribers
(For us maybe tutors?)
http://go.osu.edu/diy-captioning
Obtain transcript chunk sync transcript with video
Express Scribe (pro/pay version takes video)
YouTube automatic
You can use YouTube as a transcription tool (especially if automatic gives you garbage)
Research chunking (Courier New, 10.5 font, R/L margins, .32 inches)
Line length: around 42 characters
1 or 2 lines per chunk
Chunk and line as semantically complete as reasonable
Speaker identifications
Sound effects
Other possibilities: Movie Captioner, MAGpie
Audacity for production of audio
For web, make sure to use an accessible player
What do I know about our video players?

8/5/2015
hour
Webinar Quick Start to Captioning

Captions text time-synchronized with video

Objective is to convey spoken content, sound effects, etc.
Captions vs. transcripts
Transcript is not synchronized with the media
Captions are time coded so they display at the right time
Transcripts are OK for audio only content
Captions are needed for other media
Captions vs. subtitles
Captions include sound effects
Subtitles assume that the person can hear, but might not understand
50% of students at UW reported repurposing a transcript as a study guide
Accessibility laws
Rehabilitation Act: Sections 508, 504
ADA: Titles II, III
CVAA
FCC Standards for Caption Quality
Caption accuracy
Caption synchronization
Program completeness
Onscreen caption placement
Harvard and MIT have been sued recently, which will impact all of higher education

9/18/2015 (viewed archive)

1 hour
Webinar How a Landmark Case Changed the Legal Landscape of Closed Captioning

48 million deaf and hard of hearing Americans

Many more than this would benefit from captions, as well
 80% of those who use captions are not deaf/heard of hearing (ELL, parents, people in loud
environments, etc.)
ADA 1990
People with disabilities were left out of nondiscrimination laws
Netflix
Came out with a big splash streaming and downloading
Deaf/hearing disabled wanted access to the same quality entertainment as everyone else
Netflix isnt a place (physical structure), so how is it a public accommodation?
Web-based services like Netflix didnt exist when ADA was passed in 1990
Current areas of streaming video:
Online education
Healthcare
Employment (online training)
Harvard and MIT said theyre not Netflix and their products are free (MOOCs), so they should be exempt
Case law is mixed, which makes this tricky
Netflix doesnt have brick and mortar at all
Private places of education are places of public accommodation
Undue burden might be easier to argue at a small entity than a big entity (U of P)
There is no ADA certification process
Transcript vs. captioning
Transcript is inferior experience (anyone could have a transcript, but is it equal?)

11/5/2015
1 hour
Webinar Implementing Universal and Inclusive Design for Online Learning Accessibility
Civil rights complaints about inaccessibility of technology are rampant
15+ large institutions/districts all have these issues in common
Legal basis
Section 504 of the Rehabilitation Act of 1973
The Americans with Disabilities Act of 1990 & its 2008 Amendments
State and local laws
Accessibility key words are fully, equally, and independently
Inclusive design, barrier-free design, accessible design, usable design, design for all, universal design
If you use PDFs in your course, verify that they are not image-only documents, which cant be read
Use properly formatting headings to structure documents and web pages
Use Outline view to see your Word document as an outline
Or activate the navigation pane
Entering alt text for images
Need to further investigate accessibility tips for other MS applications (our PowerPoint slide decks, for
example, are probably not accessible)
Syllabi should also be universally designed
Provide outlines and other scaffolding tools
Provide specific feedback on project parts and offer corrective opportunities
Allow adequate time for practice, activities, projects, and tests
 How do our institutional policies affect the above (especially with online test security settings)?

11/18/2015
Copyright Training Recap/Testimonials

Becky,

Thank you for sending us the results. I love that a full 100% (as compared to 9 % before) feel they have
the tools to determine whether or not they can use a resource. What an amazing improvement!

I can also tell you that a number of IDs have contacted me over the last month or so with copyright
questions. I feel thats a good sign they know they have questions/concerns, and they take the time to
try to get them answered. With time, Im hoping that they will feel even more confident answering their
own questions mostly through experience as well as through the continued use of the Toolkit. That
said, if you ever hear of an area or concern that should be further addressed in the Faculty Copyright
Toolkit, do let us know!

Thanks again for partnering with us on this important project! Its been so beneficial to all of us!

Thank you,

Kate Bessey, MLIS / Librarian, School of Business

Hello, Becky,

Thank you for sharing the results of the post-test with us. It is great to see such an improvement in the
level of understanding of copyright issues as it applies to Rasmussen College. (I say level of
understanding because I wonder if we will ever achieve complete understanding of this challenging
subject!) Thank you, most of all, for raising awareness of copyright issues in course development and
design. I hope that we have an opportunity to work together again in the future!

Suzanne

Suzanne Schriefer, AMLS, MBA / Librarian, School of Justice Studies

The copyright training was well received by all stakeholders. In the few weeks since the training was
conducted and the new toolkit was rolled out, there has been a noticeable focus on copyright issues.
The post test showed a major increase in both competence and confidence. Most importantly, the
project built the relationship between departments, as is evident in Kates email.

2/17/2016
1 hour
Webinar When the DOJ/OCR Makes a Visit: Lessons Learned in Resolving Complaints About
Inaccessible IT

Section 504
ADA and 2008 Amendments
State and local laws (how does this affect us as a multi-campus institution in several states?)
Universal Design for Learning (UDL)
 I learn best by reading, so closed captioning would benefit me even though I do not have a need
for accommodation.
There are different levels of UDL (think of a doorknob at wheelchair level vs. a button to push vs. a door
that just senses your presence and opens
U of Montana had a complaint filed against them, which precipitated the drafting of their policy
(reactive)
Consider the importance of having library, learning services, and IT represented
Surveyed current and former students about their experiences with barriers
One of the complaints was against Moodle, so the improvements that were made rippled throughout
other institutions that use that LMS, too
What does our accessibility committee do? Could we serve as a review board?
Do we have any kinds of standards for web accessibility?
Get commitment from leadership and key organizations/stakeholders (e.g., purchasing)
Who should be involved? High-level administrators, college councils, etc. Dont shy away from
Involving students with disabilities in research and policy-writing
Accessible Instructional Materials in Higher Education (proposed) Act research this

3/31/2016
1 hour
Webinar The Legal Year in Review: Digital Access Cases

Over 48 million Americans are deaf or hard of hearing

Over 7 million Americans are blind or have low vision
Section 504: Applies to all recipients of federal financial assistance
Title II of the ADA: Public Entities
Title III: Public Accommodations
Dudley v. Miami University
Settlement is pending
Refer to this especially about deliberate indifference
What complaint system do we have in place? Especially in our online courses?
Research SCAG Web Content Accessibility Guidelines 2.0
When youre a large entity with a big budget, its very hard to show that accessibility is an undue
burden.
Delaying ruling until regulations are issued is not necessary
Is the ruling on the question strongly in the public interest?
There are currently three cases in the courts for public accommodation
NFB v. H&R Block
NFB v. Target
NAD v. Netflix
Oregon State is participating in a National Study on Closed Captioning
OSU study participation link: <http://oregonstate.qualtrics.com/SE/?SID=SV_4MUaroFCSopphMV>
Will a manufacturer ever be required to produce its product in an accessible form?
Probably not, but we should be required to use accessible technology regardless and will bring
so much market pressure that the producers will have no choice
Can faculty be specifically called out for responsibility?
Research faculty liability acting on behalf of the institution
OCR and DOJ do not charge for assistance with questions
Dont feel like youre turning yourself into the police just because you need technical assistance
Are online schools subject to all of these?
Absolutely yes, especially if theyre taking federal aid
Copyright issues arise when captioning someone elses video
Altering material can be an exception to copyright requirement tricky

5/12/2016
1 hour
Webinar The Future of Closed Captioning in Higher Education

Call is presented from the faculty members perspective (unique)

No legal requirements or lawsuits (as in previous webinars)
Make sure our courses are accessible out of the box
Make sure theyre inclusive from the start, and dont need to be retrofitted
Research speaker identifiers
A speaker ID can produce a different meaning/experience think of Superman
Superman isnt said throughout the movie (thats part of the meaning), but hes identified
as Superman in the speaker ID, so it changes the context (Man of Steel)
What are the impacts on pop culture captioning?
Turns tap off
Are we captioning the sound (squeak) or the act of turning the water off
Money is driving quality
Its all about budget
Sometimes hard to understand from faculty perspective (is hard for me as ID)
Build robust user interface
Customize the look of the captions (for us, would need to be to brand/design standards)
Captions should be baked in and not added on
Heat map shows the most popular part of a video (where people want to watch again)
Think of implications for lecture capture
Glee example
One particular song was really popular
How do we use this to crowd source learning>
What about flipped classroom? Instructor responsibility for captioning?
Importance of Universal Design (UDL should be our emphasis, anyway)
Multiple means of engagement
Appeal to many learning styles
There is a wide audience out there that can benefit
Research eye tracking studies
Arrange for outside speakers
How can I do this for my team?
How can I use this for my internship (set-up and execution)?
Reading speed (speaking vs. reading)
Rhetorical widening
How do you acknowledge UDL without implying that disabled students arent reason enough
to care about accommodation

Week of July 18 July 22, 2016

Researching guest speakers for October team PD

Dr. Tom Tobin met at UWDTL conference when I presented

Specializes in UDL/accessibility/ed tech
Schedule: http://mathcs.duq.edu/~tobin/cv/forthcoming.html
(Not available on 10/27, but may be able to do January session)

Doug Lawson
Oversees disability services area for students at Northeastern Illinois University; has worked at U
of Chicago supporting access for everyone.
Why/how we should reach out to make our interactions open to everyone

General planning:
Bring team in Week of October 24th. Remote designers will need to travel night before. day workshop
on UDL/accessibility with hands-on activities to help IDs implement principles in our course design
process.

Considerations:
We design for a master course model (different than 1:1 with faculty)
There are areas in which we are currently deficient (accessibility)
We will be fairly limited by the tools/resources we have
Budget (Both Tom and Doug are local to Chicago area Tom has other local options, as well)
Team travel (car service from airport instead of car rentals, how many overnights, etc.)

9/14/2016
1 hour
Webinar How to Use Technology to Make Learning Accessible to All
http://sofo.mediasite.com/Mediasite/Play/8e2ec24bd5864e9ba061bf13f41cbbf11d?autostart=true

Video viewing consumption is increasing explosively

W3C guidelines
Closed captioning
Keyboard Accessibility
Screen reader

How do you make learning accessible for all?

Jessica Phillips Specializes in inclusive design, UDL, strategic accessibility initiatives (Ohio State)
 Roughly 20% of the population has a disability
Only about 1 in 5 actually tell their instructor about their disability
Accessibility is a basic civil right

Inclusive design improves the experience for everyone

Inclusive design vs. accessibility

Design from the very beginning thinking about accessibility

Once again, an emphasis on the importance of captioning
80% of people who use captions do not have a disability

Infrastructure > Outreach > Empowerment

Accessibility and inclusive design cant be one persons responsibility. Everyone should understand its
importance and champion for it.

Integration in course development process:

Prep/Outcomes: Who are my students?
Obstacles, age, prerequisite knowledge, socioeconomic status/resources, childcare
Assessment: Multiple options for demonstrating learning?
Instruction: Present information in multiple ways? Obstacles for those with disabilities?

How do we integrate this in quality assurance strategies? Weave in accessibility and inclusive design
throughout those checks.

Central Compliance Organization

Accessibility Captioning Landing Page
One simple URL campus-wide to streamline all course content
Research cielo24 for captioning services more focused on accessibility solutions

11/03/2016
1 hour
Webinar Copyright Made Simple for Digital Educators

Presenter Tom Tobin (he attended my conference presentation at the UWDTL conference and
recommended our recent guest speaker Doug Lawson)

Who owns the monkey selfie?

Monkey took 875 pictures, including a terrific selfie
Photographer posted selfie on his blog who owns it? The monkey took the pictures and does
not have legal agency.

What is not copyrighted?

Created by federal government
 70+ years after the creators life, copyright not renewed (public domain)
Owner gives up some or all rights to the work

What is?
Any works you created and put into a fixed format
There is no need to register it or display the symbol

Fair Use Secrets: PANE

Purpose: Are you using it for teaching/scholarship/research? (For-profit alert! purpose is
almost always commercial!)
Amount: How much of the whole item are you using? Forget the 10% rule its not in the law.
Nature of the Work: One-time purpose? Repeatedly?
Economic Impact: Are you depriving the author/creator of revenue/profit?
Licenses and Permission Trump the Law
Use advanced search features to select media with creative commons licensed content

11/30/2016
1 hour
Webinar National Research Results: How Different Student Subgroups Use Closed Captioning

Interesting statistics (respondents to survey):

30.2% always or often struggle with maintaining attention in class
19.1% have difficulty with hearing
10.8% have difficulty with graphs and charts
47.1% sometimes struggle with maintaining attention in class
37.2% have difficulty with vision
9.5% have been diagnosed with a learning disability
10.7% have other disabilities
13.1% are registered with an office of disability services
11.4% require academic accommodation

Of this sample, approximately half were online students.

Many students do not know how to turn on captions even for those videos that are captioned
(important note for us how do we educate students?)

Can we survey our students? Who is using transcripts? Who could benefit from captions?
How could we posivitvely impact the experience for adult learners? What is the impact on PELL eligible
students (we wouldnt think of this as being a relevant subgroup)?

Why do we use transcripts as opposed to captioning? Primarily cost? Timeliness? Student experience?
Numbers are skewed by availability (students didnt know that they were there both for transcripts and
for captioning).

When are captions or transcripts a hindrance?

Formatting, obscuring text, difficulty in time and resources for printing them out for transcripts
Broken out specifically in the student report

Full report will be available next week (will review)

Major Takeaways:
Over 70% of students who use closed captions and transcripts in this study did not self-identify
as having a hearing-related disability
Difference in helpfulness of CC and transcripts for students with/without disabilities is not
significant
Helpfulness of CC and transcripts is higher for a range of student sub-groups
Availability (or lack of) of CC and transcripts has a significant impact on the helpfulness of each
tool

Dr. Katie Linder, Research Director Oregon State University Ecampus

Kathryn.linder@oregonstate.edu
@Katie_Linder
12/07/2016
1 hour
Webinar Intro to Web Accessibility for Education

Graying population
May request accommodations, but not by name
What would benefit our aging student population? Large print, etc.

Smartphones and accessibility

How is mobile learning impacted from an accessibility standpoint?
Some of these mobile devices are being used as cheaper assistive technology
Desktop is still (as of now) the primary means of accessing content for disabled students

Costly assistive technologies are being replaced by free and/or open-source technologies
Often part of the underlying operating systems

Americans with Disabilities Act

Continued acceleration of litigation is expected
Namely Title II and Title III
General ADA Title III litigation expected to grow at compound annual rate of 36.2% per year
March 2016 61 Federal lawsuits
October 2016 244 Federal lawsuits

What changes are likely to come as the result of Trump administration?

Little short-term, unclear long-term
Section 508 refresh before new administration comes in?

02/28/2017
1 hour
Webinar Accessibility at Blackboard

How is the way we design serving students with disabilities and appealing to a variety of learning styles?
How do we consider accessibility when we choose vendors?

Proactive accessibility efforts are being driven by greater awareness of civil rights and at the same time a
lower percentage of students who are disclosing disabilities.

Platforms
Blackboard Collaborate (can be used in conjunction with assistive technology like screen
readers)
Moodlerooms compliance with ADA, plug-ins to help with discussions, etc.
Content
Consultation
Institutional challenges:
No insight into how institution is doing
Difficult to track and identify what to focus on
Manual remediation workflow
Lawsuits because of legal requirements

Instructor challenges:
Lack of awareness of what to do
Lack of understanding on how it can affect students
Lack of guidance on how to improve accessibility

What do we provide for faculty training? What do they assume is already accounted for in the design of
our courses?
Consider training for course announcements (colors, highlight, underline, etc.)
Basic concepts maybe include a pdf of tips and tricks

When learning environments are made accessible, everyone wins.

For learners to have a fully inclusive environment, accessibility must be addressed throughout
the entire lifecycle.

eLearning Accessibility Plan

What is ours?
Review academic and student services
Operational Accessibility Plan
Goals, strategies, metrics, and tools for improvement

04/06/2017
45 minutes
OLC Innovate Virtual Conference Webinar Making a Murderous Faculty Development Program

Online courses are where marginal teachers meet marginal students for marginal results. (from a
recent survey)

Why are professional development programs that support online faculty ineffective and sparsely
attended? What kills professional development efforts geared toward online teaching? How can we
build more motivating online development programs?

Motivators:
Money
Recognition
Tie-in with research/scholarly work
Sense of belonging across silos
Relevancy
Continued support system beyond the training process
 Barriers:
Money (not enough for good PD)
Time
Those who need 1:1 attention (not a class)
Scheduling
Connecting people from different locations and time zones
Lack of awareness that techniques need improvement/set in their ways
Not acknowledged in the tenure process, so no value
Politics
Morale issues (both for participants and those who develop PD)
Perception of past efforts/reputation

Institute a culture of continuous improvement.

04/07/2017
45 minutes
OLC Innovate Virtual Conference Webinar Conversations About Social Presence in Online
Communities

Why do students feel isolated online?

Theories and techniques for participant engagement:

Constructivism
Emotional engagement
Social presence
Discussion boards
Journaling/blogging
Self-reflection on work

Quirky ideas:
Two truths and a lie
Getting to know you
Fun videos

Best practices:
FlipGrid for video discussions embedded in Canvas
Strategies for engaging students on a program-level outside of individual courses
Online parties, awards ceremonies, etc.
Participation in online discussion to keep the conversation going