5 Video Basics

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Key Takeaways

  • Audio must have a text equivalent: either captions, or the option to caption in the future.
  • Visual content must be described in audio, reproduced as text or images, or both.
  • Keep time-sensitive information separate from lecture materials to reduce future work.
  • Make sure backgrounds are simple and audio is clear.

Overview

Videos are excellent tools for providing information. Videos can increase instructor presence, provide context to activities, demonstrate labs and assignments, show problems being solved step-by-step, or summarize content at the beginning or end of modules.

However, they come with their own set of accessibility challenges:

  • Visual content must be reproduced in text for screen reader users.
  • Professional captioning must be provided for Deaf and Hard of Hearing users for the first two weeks of Canvas courses and for all videos in edX.
  • Distracting visuals and audio must be kept to a minimum for learners with cognitive disabilities.

Meeting these accessibility needs can also help other learners. For example:

  • Visual resources and audio narration can help people with cognitive disabilities focus on the content.
  • Captioning can be helpful for learners who are non-native speakers.

Making Existing Videos Accessible

Text Equivalents for Audio

To make videos accessible to learners with vision impairments, all text that appears in the video must have an audio or text equivalent displayed on the same page.

Ideally, content owners will be coached before recording to provide spoken descriptions of any slides or content that is displayed on screen. In practice, there is often some material that is missed or added in post production that will need to be supplemented.

Examples of content that will need to be reproduced include:

  • A text-based speaker introduction (if more than one speaker is present in videos in the course).
  • Audio versions of lists, vocabulary or concepts displayed on screen.
  • Graphics not described with audio (see Reproducing Video Content below).

Supplementing Missing Audio

  • Introduce each speaker in a text introduction above the video. This gives context to learners who aren’t able to see the instructor.
  • If only one speaker is present in videos for the course, introduce the speaker in the course overview in week 1.
  • Repeat any vocabulary in a definition list below the video.
  • Repeat any lists or concepts in their own component below the video.

Reproducing Visual Content

Videos may contain visual material that is not described or may need additional representation. This typically includes complex diagrams and handwriting produced in lightboard videos.

Simple handwriting (without diagrams) can be reproduced as text. Unless your speaker’s handwriting is especially readable, and the written contents are well-described in the audio, you should expect to reproduce any handwritten content as text.

Complex diagrams, whether created as graphics or hand-drawn, will almost always need to be reproduced as images and given alt text. For more information, please review Reproducing Images to be More Accessible.

Supplementing Content

Sometimes content will be accessible in the video, but could benefit from additional explanations or supporting content. For example, if a concept is described very briefly but is important for an assessment, adding a note in the text around the video may be useful.

Captioning And Transcripts

Captioning and transcripts are different concepts in accessibility, but the words may be used somewhat interchangeably. Typically, when we refer to transcripts in eDS, we mean captioning transcripts. However, the technique you use to make a video accessible may include captioning, transcripts, or both, so it’s good to know the difference.

For reference, the terms are defined as follows.

Captioning refers to text equivalents synchronized with videos. They include dialogue and important sounds present in the video’s audio. Captions are required to make videos accessible to people who are deaf. They are also useful for people who can’t listen to the video with sound, people with conditions that affect attention, and people who do not speak the language the video was made in.

Transcripts are full text equivalents of videos, including descriptions of visual materials, dialogue, and important sounds. They are not synchronized with videos. Transcripts are necessary to make videos accessible to people who are deafblind.

Captions

For Canvas courses, eDS standard is to have videos for the first two weeks professionally captioned. If an accommodation request is made for a course, the rest of the videos in the course will also be professionally captioned. Videos are uploaded to Kaltura, professionally captioned, and then embedded in the Canvas course.

For edX courses, all videos must professionally captioned before module content is published. Captioning transcripts are produced in Kaltura, then uploaded into edX and paired with their respective video.

As you are reviewing course content, make note of any specialized terms and how they should be spelled and/or capitalized. You’ll need to send a list of these terms to the captioning service.

You may still need to fix some words or spelling errors once the transcripts are complete.

Resources

Designing New Videos

What Should Be a Video?

You will undoubtedly adapt your videos to the needs of your course and the teaching methods of your instructor. However, in general, videos are best suited for:

  • Providing instructor presence
  • Introducing concepts or modules
  • Discussing assignment requirements
  • Demonstrations
  • Showing processes in action
  • Showing problems being worked out

Consider making the content text or supplementing videos with text if:

  • Learners are likely to review content multiple times (such as core concepts or study materials)
  • Learners must follow instructions step-by-step
  • Data must be reviewed in detail
  • Vocabulary terms are listed
  • Videos do not fully describe in audio images, processes, or text on screen

Also consider supplementing videos with images if:

  • An image is shown that is important in the course
  • An image is shown that learners may want to review more slowly
  • Videos do not fully describe in audio all important aspects of images

Structuring Videos

Ideally, videos should be organized as follows:

  • Begin with an overview of the topics covered in the video. Include a list of topics on screen.
  • When starting a new topic, verbally name the topic and show the name on screen.
  • End the video with a summary of what was covered, and describe any important connections between topics.

If you have time, it’s helpful to coach SMEs prior to recording videos. This is helpful for several reasons:

  • For content owners new to the recording process, it helps them know what to expect.
  • Planning videos helps align them with the rest of the content, and prioritize what most needs to be a video.
  • Pre-planned videos can be more easily recorded and edited.

SMEs should:

  • Avoid mentioning dates, times, assignments or exams that might cause the video to become outdated. This information can be included on the same page as the video or elsewhere in the course. If discussing an assignment is important, make the discussion a separate video from course content.
  • Treat each cohesive section of content as though it will be its own video (it probably will). Encourage content owners to introduce themselves briefly at the beginning of each new section of content.
  • Describe the contents of the video (what will be discussed) before going into detail. This helps learners process what they’re learning.
  • Describe images in detail, emphasizing relevant information. These images will likely need to be reproduced below the video, but explanations may eliminate this need for simple images, and complex images often benefit from an in-depth explanation. For more information, please review the resource documents provided below.

Resources

Supplementing Videos With Other Content

Well-designed, accessible videos can still benefit from supplementary content in other formats. One benefit of providing text or image supplements is that they allow students to review the content at their own pace. Consider providing these supplements for information students are likely to need to review, such as:

  • Study guides
  • Infographics and diagrams
  • Vocabulary lists
  • Step-by-step problem solutions

License

Accessibility and UDL Best Practices Guide Copyright © by Caitlin Malone. All Rights Reserved.