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Design Challenge Wednesday BrainstormAs always empathize with the instructor and encourage him or her to work through by starting with a quick needs assessment and analysis.Take an inventory on videos no longer used, those being used, and assess if some videos can be deleted, recreated or edited and advocate they make videos when possible void of semester references to give the videos longer shelf life. Make suggestions for a incremental workflow to work towards full compliance without overwhelming the faculty member with multiple years of video compliance. Prioritize and work from the most important to least.Encourage innovation to see if we can rethink and recreate videos in a new context through storytelling and scrap the rest while working on a course redesignDetermine through a needs assessment if professional videos/open source videos already captioned might serve a purpose to supplement instructor-made-videos (IMV’s)See if sites like https://amara.org/en/ may benefit facultyEngage students in a Google survey to see what they like and don’t ..muddy points..and ask if they could change something, what would it be. Use that feedback mechanism to drive some curriculum changesBrainstorm with faculty on the degrees of change wanted, needed or would like to implement to see if a shift in the whole course design process is needed or just open to some tweaks.As an instructional designer I always advocate when possible faculty script out what they want to say so that their thoughts are ordered and on track.  This also serves as transcript for people who wish to use the reader’s digest version verses watching the video and brings in principles of modalities of learning for learners.  In Foreign language and some education courses I have faculty using video journaling in our LMS asking students to first type their response to practice grammar and sentence structure and then use the embedded Kaltura Media to create a video post to practice speaking foreign language (or for education students to reflect on their classroom experiences.)We are piloting Ally at our institution which converts content in the LMS to multiple forms of accessible documents giving students the ability to download the audio file, written document ect.Work with grant sources to fund a campus initiative to caption videos through funding. Finance, student workers or additional resources Engage management and leaders on campus to help fund a common solution for complianceDevelop workshops to take the Fright out of Accessibility Work within the university or college or campus to see if there are other disciplines who could assist with the transcribing.Depending on available resources use the instructional design unit to help out.See if students can create some of the content as part of a production based immersive learning project for points or extra credit (individually or in groups) peer-led learning tasks.We are very fortunate here to have auto-captioning on all videos uploaded to Kalutra, our on-campus streaming media service.  If a video is not correctly auto-captioned, the faculty can edit the content or place a support ticket with our Office of Accessibility. They will fix the captioning either by using a student worker or by sending it out for professional captioning. This is a great and new initiative funding through our Chancellor's office and our campus Accessibility Office. YouTube is another option and if there is a student with an accessibility concern (whether an IMV or a public Youtube video, our Office of Accessibility will either correct the instructor’s video cc or send the video out to place in a smart player auto captioned with sync’d real-time transcripts.Conduct workshops and one-on-one consultations with tools that would assist with the work flow of cc and video capturing/creationImplementTestRedo

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Design Challenge Wednesday BrainstormAs always empathize with the instructor and encourage him or her to work through by starting with a quick needs assessment and analysis.Take an inventory on videos no longer used, those being used, and assess if some videos can be deleted, recreated or edited and advocate they make videos when possible void of semester references to give the videos longer shelf life. Make suggestions for a incremental workflow to work towards full compliance without overwhelming the faculty member with multiple years of video compliance. Prioritize and work from the most important to least.Encourage innovation to see if we can rethink and recreate videos in a new context through storytelling and scrap the rest while working on a course redesignDetermine through a needs assessment if professional videos/open source videos already captioned might serve a purpose to supplement instructor-made-videos (IMV’s)See if sites like https://amara.org/en/ may benefit facultyEngage students in a Google survey to see what they like and don’t ..muddy points..and ask if they could change something, what would it be. Use that feedback mechanism to drive some curriculum changesBrainstorm with faculty on the degrees of change wanted, needed or would like to implement to see if a shift in the whole course design process is needed or just open to some tweaks.As an instructional designer I always advocate when possible faculty script out what they want to say so that their thoughts are ordered and on track.  This also serves as transcript for people who wish to use the reader’s digest version verses watching the video and brings in principles of modalities of learning for learners.  In Foreign language and some education courses I have faculty using video journaling in our LMS asking students to first type their response to practice grammar and sentence structure and then use the embedded Kaltura Media to create a video post to practice speaking foreign language (or for education students to reflect on their classroom experiences.)We are piloting Ally at our institution which converts content in the LMS to multiple forms of accessible documents giving students the ability to download the audio file, written document ect.Work with grant sources to fund a campus initiative to caption videos through funding. Finance, student workers or additional resources Engage management and leaders on campus to help fund a common solution for complianceDevelop workshops to take the Fright out of Accessibility Work within the university or college or campus to see if there are other disciplines who could assist with the transcribing.Depending on available resources use the instructional design unit to help out.See if students can create some of the content as part of a production based immersive learning project for points or extra credit (individually or in groups) peer-led learning tasks.We are very fortunate here to have auto-captioning on all videos uploaded to Kalutra, our on-campus streaming media service.  If a video is not correctly auto-captioned, the faculty can edit the content or place a support ticket with our Office of Accessibility. They will fix the captioning either by using a student worker or by sending it out for professional captioning. This is a great and new initiative funding through our Chancellor's office and our campus Accessibility Office. YouTube is another option and if there is a student with an accessibility concern (whether an IMV or a public Youtube video, our Office of Accessibility will either correct the instructor’s video cc or send the video out to place in a smart player auto captioned with sync’d real-time transcripts.Conduct workshops and one-on-one consultations with tools that would assist with the work flow of cc and video capturing/creationImplementTestRedo

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Accessibility needs to be a partnership. At Tacoma Community College, the eLearning Department funds captioning, usually partnering with 3PlayMedia.We rely on faculty to let us know they've created a video that needs captioning or when the video is from the web, but lacks captioning. We encourage, but don't require, faculty to share videos created with a Creative Commons license so the investment makes even more impact as an Open Educational Resource.

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The professor can get help from an Instructional Designer (ID) to test drive different tools and ways of captioning his videos easily and quickly while still allowing him the time to develop his course content.
The ID is at the center of this prototype solution.

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I would suggest that the professor try captioning just a couple of his existing videos before deciding absolutely against it. I'd point out the research on the benefits of captioning for all students, then help with ways to caption more easily. I'd provide three different options to start, depending on equipment available, the course requirements, and preferences:

1) Upload existing videos to YouTube, and allow it to auto - caption. Download the caption file, edit it, and re-upload to ensure accuracy.
2) Use a speech to text tool when creating the videos, or create the videos starting with a script, so it can easily be added as captions. Woking from a script can also speed up video creation, since the professor probably won't require as many takes to create the video he wants.
3) Incentivize students to create or edit captions. This could be particularly beneficial for classes teaching media, communications, or writing topics.

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Ask him to sit with you and go through the course/video materials without sound to have the experience

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Walk through the process of planning, creating, and posting the videos to see if the planning (develop a script), creating (add visual elements reinforcing the spoken words) can create a comfortable work flow for moving forward.

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Have a work session where 2-3 tools tried for 15 min. each or one video (whichever is less) to see which works best.

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Ask professor to meet with ID and hearing impaired student to review the course/video materials together