Okay. Scott are you ready?
I am ready. Let's do this.
Let's do it.
There is a lot of good, exciting information.
Yes, for sure.
So welcome everybody to
our Ask the Accessibility Expert webinar.
So who is with us today?
So today it's going to be me, Michal Roche.
I'm the Director of Marketing here at Verbit.
We have Scott Ready,
our Senior Customer Success and Accessibility
Strategist and Evangelist here at Verbit.
Scott will introduce himself in just one minute.
We're starting with a small introduction and
then we got so many great questions
from you all during the last week,
very important and interesting one and we'll try to
address as many as we can this webinar.
Then we'll have a session of Q&A,
so you can feel free to add your question
during the webinar and that at the time of the Q&A,
we'll pick a few questions
and we will address them as well.
So Scott, very exciting to introduce you.
Please go ahead and tell us a little bit
about your background before we
start going deep inside all of the questions.
Awesome. Well, thank you Michal.
I am so excited about how many responses we've
received from this webinar and manning this webinar.
I'm excited that you all are able to join us both here
live and also watching the webinar afterwards.
My name is Scott Ready.
I've been with Verbit for almost a year now.
Prior to that, I worked at
Blackboard and oversaw accessibility at Blackboard.
I was with Blackboard for 14 years.
Prior to that, I was in higher education.
I was a faculty member and a
Department Chair for an interpreter training program.
In that program, students were
learning how to become sign language interpreters.
Then I also became the Director of
Online Education at that institution.
Prior to that, my career's
always centered around accessibility,
and in one way or another from a state agency
to other corporations in private practice.
My parents were both deaf.
They were instructors at
the Missouri School for the Deaf,
so I had the awesome privilege of
growing up living on campus.
They had housing for faculty members,
so from the age of three until I was 11,
I actually lived on campus of the school for the deaf.
So I had one great question.
One person asked, "Well,
how do you become an accessibility expert?"
Well, I think the best clue to that
is having been in the field long
enough so that you have a lot of gray hair.
So anyway, I look forward to
the questions that you all have asked
and look forward to our dialogue.
Michal, you're on mute.
Can you hear me now?
All right, perfect. So we start with the first question.
How you can drive
your campus to be inclusive for all students?
This is a great question to start up with.
Really basically, it's a cultural shift.
It really is, and what do I mean by that?
everyone put the responsibility of accommodations in
higher Ed on one department
and that was the Office of Disability Services.
It was viewed as their responsibility
to make it accessible.
Well now, if we take a look at the physical environment,
it's the architect's responsibility
to ensure that the facilities
are designed and built in a way that is accessible,
but when it comes to the digital environment,
there are many contributors to
the building and designing of the digital environment.
So since it doesn't just fall
on one or a few individuals,
everyone needs to take ownership for creating
components of the environment
that is able to be accessed.
So does this mean that everyone has to
become a digital accessibility expert?
But there are some basics that everyone can
do such as adding an alt tag to
an image or using the correct formatting
when creating a word or a PDF document,
and captioning all video content.
Inclusion really requires that we
no longer look at just an accommodation
but how will what was once viewed as
an accommodation now benefit all students.
It's the digital curb cut effect.
a key component of this that I have found is research.
No one's going to disagree that it isn't nice to have.
But nice to have doesn't fund
the costs of making an inclusive learning environment.
What will the return on investment be?
What impact will this have on
learning outcomes and student engagement?
This is where research comes into play.
As we all know, every instructor is hired
because they bring subject matter expertise.
Content items have been constructed into
a learning path to meet specific objectives.
A lot of money and time has been invested in
the expertise and design of content.
Would it be a waste if students
weren't engaging with that content?
If we were able to increase the ability of
the student engagement with the content,
thus gaining the needed knowledge,
wouldn't it be worth it to also invest in
how the content is designed and delivered?
So even if we only look
at it from an accommodation perspective,
there are 60-80 percent of the students on every campus
who have a disability that are not
disclosing their disability to the institution.
So even looking at it from an accommodation,
there are numerous research articles
and thesis that have been
done on the benefit of inclusive learning environments.
What I like to point to regarding captioning was done
by Katie Linder at Oregon State University.
It's titled, A Rising Tide: How Closed
Captions Can Benefit All Students.
This research was done with over 2,000
students at 15 institutions across the United States.
One statistic I'll throw out is that
75.5 percent of the student respondents said,
closed captioning were helpful because they are
a learning aid. Michal.
Yes. All right.
So next question.
Next question is, what is the best way to get
faculty buy-in and train everyone effectively?
Followed by, how do we get faculty to
understand the importance of
making their courses accessible?
We also had a question in
the chat and 60-80 percent seems high.
Where did you get that statistic?
I'll be glad to provide you
the resource of that statistic.
I'll put the link either
in the eDoc because I'll have to pull that up.
Well, I'll provide you that link.
Thank you Maureen for asking.
So on that second question, this next question.
There's a few institutional factors
that really come into play regarding this question.
Is this something that is being
mandated from leadership or is it
a grassroots cultural shift that's taking
place or is it somewhere in between?
The answer really will
vary on your individual institution.
I know we're talking to a lot of institutions here today.
But the successful institutions that I've worked with,
have had as a minimum executive
or leadership endorsement and support.
There is a fiscal component to this,
and if that is not
supported then oftentimes it's not successful.
Is this part of a larger initiative such as
maybe meeting an institutional strategic plan
If so, then show how all of this ties
together and enables the institution
to realize their goals.
If we're just looking at
accommodations and typically faculty will
adhere to the requirement of
the accommodation letter that they
receive as long as it
doesn't require too much additional work.
If it does, then typically,
they will provide some push-back or refer them back to
the Office of Disability Services
to aid in that additional work.
So having covered some of the factors involved,
changing a culture from the top-down or bottom-up really
takes time with a clear established plan.
Building in other incentives such
as departmental team meetings,
fun competition between departments,
recognition of work and effort that's been put forth,
you could have a faculty course showcase.
Those always help to promote involvement.
But the most important question to
answer is the, so what?
That so what is from a faculty's perspective.
We have to present the content in
a way so that the faculty are able to
realize the benefits to
all students as well as to themselves.
It can't just be for the one or two students that I,
the faculty member, might have that has a disability.
That's bringing us to the next question.
What is the easiest and most efficient way
for instructors to create captioning
for audio materials used in
class or with course management systems?
Awesome. Great question.
If these are instructor created audio materials,
then the first step is to start with a script.
This will not only help the captioning but will
also make a more succinct and effective piece of content.
Then the script can be
used as a first step to captioning.
Even when a script is created,
rarely does anyone ever follow
a script to 100 percent but this will provide
the basis to then add
those tangents and additional thoughts
to the base content.
There are three variables that
I recommend to take into consideration.
Accuracy, turnaround time and cost.
The most cost effective way for the institution
may be for the instructor to manually create the caption,
but the turnaround time maybe longer than acceptable.
Remember that on the average,
it takes four to five hours
to manually caption a one-hour session.
So this option might not
even be a scalable viable option.
If the content is being prepared for
the following semester and time is not a factor,
then having an instructor manually
create the captions might be an option.
Taking those three variables and weighing the need
per scenario is really
what I recommend that you take a look at.
That is why we offer institutions
options as to how we caption content for them.
For example, an ASR automatic speech recognition plus
one human type editor approach
might meet the need for turnaround time and cost,
then we leave it up to the institution to
finalize the captioning for the 99 percent accuracy.
There's a combination of ways that you can work towards
achieving your goals depending on
the scenario and the requirements of that scenario.
Hopefully, this provided a framework as to how to
achieve the goals while still being cost effective.
Perfect. We move to the next question.
So who is liable if a faculty member
refuses to comply with accessibility requirements?
We've never had anybody not
be willing to comply, have we?
First of all, let me say this, I'm not an attorney.
I will not provide you legal advice but
the precedence of cases would
demonstrate that the institution is liable,
even if a faculty member
or any other employee refuses to comply.
This is where your HR policies come into play and what
can vary depending on state law,
are you unionized or nonunion?
All of those factors come into play,
so I'd really highly recommend that
your legal counsel should be the ones
that are in the best position to answer
this question for your institution specifically.
Okay. That leads us to the next question.
Am I correct in telling
my faculty that all videos they make
and post to their course sites in
our LMS must be closed captioned,
and that the closed caption must be
word-for-word and in sentence structure?
What about third party videos
with closed caption that have
not been edited for
word-for-word and in sentence structure?
There are several questions in this one
so I'll try and address them all here.
First, the question now to ask is what policy and
expectations have been established at
your institution with your legal counsel?
So what's the expectations that have
been established with your faculty members?
Then if the course is an open course and where anyone
can gain access to the course such
as an open MOOC for example,
then yes, all videos must be closed captioned.
If the course is a course requiring
the participants to register,
then the requirement says that the student is to disclose
their disability with proper documentations
and accommodations will be provided.
Now, that is adhering to the law and
not necessarily best practices.
Regarding word-for-word or equivalent meaning,
it is common practice for false starts and
auditory fillers to be removed from the captioning.
So when we look at requiring it specifically
to be word-for-word or the equivalent meaning,
those removals aids to ease
the eye fatigue and also accommodate the speed of speech.
So the goal in captioning is to provide
an equitable message and experience.
Honestly, that can go beyond just the words,
but it can also add in audible cues such
as an overwhelming sigh,
that can really communicate a lot
and it's not a specific word.
So that's why I like to go back to
the equitable message and experience.
Perfect. Next question.
Just sent an email to faculty reminding them that
all video content presented in class must be captioned.
How do I support faculty while holding them
accountable for access to captioned video content?
Excellent question and very practical question and
a question that a lot of institutions are facing.
The first step that I
recommend is to make sure that there is
a clear process and workflow for faculty to follow.
Do they know how to review
the content to make sure it meets
the accuracy guidelines in addition to being captioned?
Some of the auto-generated captioning
really in my opinion should be turned off.
It really creates more harm than good.
So do they know how to evaluate that?
Do you have subject matter librarians on campus that can
assist in locating video content that has been captioned?
If you're purchasing content,
are there clear procurement policies
and processes in place
to evaluate and improve
the accessibility of video content?
Often times, the biggest barrier to overcome is
the barrier of not knowing what to
do in order to accomplish the goal.
Providing those clear steps to follow
is what I consider the first step.
Then depending on the culture at your institution,
faculty may be expected to
capture their own course content
or there may be
a centralized process where
the faculty submits their content to be captioned.
I always recommend having an open dialogue as
to what their perspective is regarding
this responsibility and help to shape
that perspective and it's a win-win for all.
Okay. Next question.
Many faculty are now recording the lectures and
posting them to LMS system to be viewed later.
The recording system contract
allows $1,000 for closed captioning.
However, that money is quickly
used since so many videos are being created.
We want to promote UDL.
Any advice on policy/guidelines for
producing accessible video content like this?
Yes to the first question.
I must ask with
a general audience such as
this related to lectures being posted,
does the institution focus regarding
these lectures on accessibility or inclusion?
Those are possibly two very different focuses.
Many institutions are moving towards captioning or
knowing the benefits for all students.
You have English as a second language,
you have your search capabilities,
multi-modal engagement, and so many other benefits
to providing captioning and
transcribing the lecture captures.
So this is really focusing on
inclusion and with the three variables;
accuracy, turnaround time, and cost,
often the variables and focus with lecture capture,
inclusion, at this time is
really on turnaround time and cost.
This isn't to say that accuracy
is not important and that we
shouldn't always strive for
the 99 percent level of accuracy.
But a 90 percent accurate transcript might
suffice for an inclusive environment
where it wouldn't if it were an accommodation.
So the exception to this,
is if the content is provided openly to
the general public such as a MOOC again,
then everything must be made accessible.
Now, in addition to being inclusive,
if there is a need for
accessible content as an accommodation,
then ensuring that content is
99 percent accurate is critical.
Some institutions are also taking into
consideration any lecture content that is going to
be used more than one time and making sure that
that content is meeting the accuracy requirements.
So many institutions have put together
a digital accessibility policy and I would recommend that
each of you Google digital
accessibility policy in higher ed
and start reviewing the policy in accordance
with your institution's leadership style and culture.
There's a lot of information available
there that will be able to glean from that.
I'll talk a little bit more
about that here in a little bit.
All right, perfect. Next question.
How to afford captioning for recorded lecturers?
Again, the cost.
How can we afford it?
When I'm asked this question,
I love to go to
the evolution of the physical environment.
Fortunately, I'm old enough to
remember when institutions were
asking the same question about cutting out the curbs,
everywhere the side walk in the street met,
or having to put an elevator
in a building that was being renovated.
Elevators aren't cheap. They require
an ongoing maintenance cost,
but it was quickly realized how those
modifications to the way it used to be
provided a much greater benefit
to the campus population as a whole.
So with more than 85 percent of
videos on Facebook being viewed silently
and everyone engaging with
TV in a restaurant or in an airport,
through captions, captions are
really becoming the norm in our environment.
Just like a curb cut and elevators are now.
So I've had the majority of
people I've talked to tell me that they
prefer to have the captions turned on during
a movie so they can pick up on everything that's said.
Students expect recorded content to be captioned.
So where do we find the budget?
Well, we build it in as a cost of doing business.
Honestly, it outweighs the cost of losing students,
students who drop out
because they were unable to engage with
the content or was unable to experience the benefits.
Michal, you're on mute.
Sorry. Next question.
How can we set up a system for obtaining interpreters for
all deaf students wanting to
participate in after-school sport and activities,
and field trips with the organizers
recognizing their responsibility to provide
their interpreters and making their interpreters as
the ticket for the interpreter's part
of their activity budget,
while still along the student
the opportunity to self-advocate
by requesting the service?
Great question. Really, this question can
be answered from two perspectives.
One from a K12 environment perspective
and then also from a higher ed environment perspective.
So this is again an excellent question
and it's a delicate dance that's been
taking place for years now.
Let's take a look at the K12 environment.
The first step would be to make
sure there is leadership buy-in.
Then it becomes part of
the expected process in order to ensure that access is
provided because oftentimes we're looking at
areas that are outside of the classroom environment.
Depending on the student,
there may be activities
where they don't want the interpreter there.
So they can just fit in with the other students.
I love it when I see students working
together to make sure communication just takes place.
It's always the school's responsibility to provide,
if it is requested and part of
the student's IEP in the K12 environment.
I've seen too many times where
the school creates a dependency
by making those decisions for
the student regarding those types of activities.
So it needs to be a joint effort between
the student and the K12 school
to identify what needs to be
provided and what the student really truly wants.
Now let's shift to the higher ed environment.
Now, if the event is an open event to the public,
such as a sporting event,
then for students, it would fall under
both the Section 504 and Americans with Disabilities Act
because it's an open event.
Is the responsibility of the organization
to provide equitable access.
Regarding field trips and
activities that are associated to the students' class,
then is just an extension of their classroom.
So in higher ed,
there is a responsibility on
the student to be a self advocate,
but the institution needs to have
the processes in place for the student to request
for all activities throughout
the entire student lifecycle and
the ability to make a grievance
if services aren't provided.
The thing that I love about this question
is that it's really expanding from
the classroom into
the entire student academic experience,
and that is so important when you're looking at
the well-rounded educational experience of any student.
If you have a small web team,
what are the three most important areas
other than adding image alt tags,
to start with and why?
Great. My opinion, well,
first of all you nailed it,
with adding the alt tags.
That is a definite.
If I were to recommend
the three other most important areas,
first of all to be, make sure that the color contrast on
all images and content is in accordance with WCAG 2.1.
For example, WCAG 2.0 Level
AA requires a contrast ratio of at
least 4.5 to one for
normal text and three to one for large text.
Then WCAG 2.1 requires a contrast ratio of
at least three to one for
graphics and user interface components,
such as the form input borders,
and that information is available on WebAIM's website.
So I always like to give credit to
the organizations that have posted that.
So WebAIM is a great resource
for that kind of information.
The second area that
I would recommend would be to caption
all video content and to transcribe all audio content.
Then the third would be to make sure
that the navigation is accessible.
So if you can do alt tags,
color contrast, captioning, and navigation,
then you have conquered
a very large part
of accessibility within your environment.
How should we approach making
large amounts of archived materials accessible?
Yeah. This is a very relevant question and one that
many institutions are facing right now. Let me do this.
Let me share with you
the approaches at some institutions are taking.
For some institutions, they're first reviewing and
evaluating how relevant the archived materials are,
by conducting an inventory and determining what
is reusable content and what isn't.
Doing some cleaning. This is
accomplishing really two goals.
It's the content cleanup and
planning for content remediation.
Then during that evaluation,
they are classifying the types of content items.
The reason for this is so that
they can estimate how much time and
cost will be associated with remediation of those items.
Creating an accessible PDF for example is much
less expensive than captioning a one-hour lecture.
So there are other institutions that have
maintained a good archival process and now,
they're just needing to identify
the various content items and the volumes
so that they can build a remediation budget
that will accomplish their goal over time.
Well, there's other institutions
that are just biting the bullet
with a onetime allocation and remediating the bulk.
If not all of their archive, all at once.
Typically, they're starting with the most
recent and working their
way backwards, back through time.
So hopefully, this has provided
a couple of starting points to
consider as to how other institutions
are achieving this monumental task.
Nice, next question.
We have a student who is blind
in a completely online program.
Any tips to assist in
this student's success would be appreciated?
Most definitely, well, the first tip
that I would recommend is becoming WCAG 2.1 compliant,
and being sure that
the information that you
have in the learning environment.
First of all starting with
the actual environment itself as accessible
and then all of the content that's being added to
the environment is accessible according to WCAG 2.1.
Then be proactive on all the basics such as alt tags,
properly formatted documents, clear navigation.
Those are things that we can be proactive about,
making sure that that's already taken care
of so that we don't have to go
in and be told that an image doesn't have
an alt tag and
have to go in and take the time to remediate it.
We can just go in and make
sure all of that's taking care of.
But I have to say that the best tip that I have regarding
this is to have open communications with the student.
Proactively ask the student to find out
what challenges they are
experiencing while learning in this environment,
then be prompt in making those remediations.
Third, I would like to also take an opportunity to
discuss audio descriptions in the academic setting.
I'm often asked about providing audio descriptions,
and if we look at a movie that is Strain, for example,
it's easy to know according to the plot of
the movie what needs to be described audibly.
The one performing the audio description
can evaluate if the car is passing,
if the car passing is important to the plot
and provides valuable information
or isn't just background.
But in the academic setting,
describing something in accordance with
the pedagogical objectives of why that video is
being used requires a subject matter expert
in order for the relevancy to be identified.
So for example, if
the topic being studied is the attire worn during
the colonial period and a movie of Thomas Jefferson
and Samuel Adams discussing
the Declaration of Independence is used,
it would be easy to focus on
the Declaration of Independence and
all the subsequent visual information
around the declaration,
when in reality that would be
off point for the subject matter being discussed,
and that subject matter being the period clothing.
So in my opinion until we further define how
we are to provide
accurate audio descriptions in the academic setting,
we're doing a disservice describing
them in the same way we do a Hollywood movie.
So I would love to see those of us that are in
the field along with consumers
of audio descriptions come together
and really further define
what this needs to be in
the academic setting and how we accomplish this.
So thank you for
allowing me to go off on a little bit of a tangent there,
but I really feel like this is something important to
be shared also in taking a look at audio descriptions.
Okay. Back to the questions.
Thank you, Scott. So next question.
In working with faculty to develop online programs,
what are your top three must have
so that faculty are building accessible materials?
Love it, absolutely love it,
and what you're going to see is that my top
three are going to be beneficial to all.
But first there must be
a clear outline that leads into
an easy to navigate storyboard.
Over the past 20 years,
I have seen too many online courses and programs
built by just throwing content in and
adding some discussions and assessments,
not really going through and
addressing the navigational challenges that
individuals with cognitive disabilities
face and ultimately what it does is,
it makes the navigation better for everyone.
So really planning out how that content's going to
be accessed and the navigation
through storyboarding is my first must-have.
The second one is that
all documents must be formatted in an accessible way.
PDFs must be readable by a screen reader,
Word documents must use correct formatting style guides,
PowerPoints must be formatted with
the appropriate ordering and image identifications.
So for example, if we go back to the PDFs,
when PDFs are uploaded that are actually just an image,
then individuals are able to select and copy and
paste and use that content that's included in the PDFs.
When Word documents don't use headings, for example,
everything is just general text,
then you're not able to have a table of content,
you're not able to navigate through
that Word document with ease.
Then PowerPoints, they need
to be able to have the appropriate ordering
and alt tags so that information can be shared.
I had several instructors that we're
using alt tags on images as a teaching tool,
not only to provide
information if you are using a screen reader,
but also information related to
that image that relates
to the content that they're being taught.
So they were using it for
more than just an identification,
but really for a strong pedagogical purpose.
Then you should expect this answer from me,
but third all video content used
must be captioned and
audio content needs to be transcribed.
There are so many scenarios where individuals are
having a difficult time understanding what's being said,
have it be an accent,
have it be an individual
that is losing their hearing as they are getting older,
a returning veteran that might have a hearing loss.
In the electronic environment,
in the online environment,
sometimes it can be very challenging when you don't have
a face to look at to be
able to understand exactly what's being said.
So those are my top three.
Perfect, next question.
What do you see as the biggest challenge for
the higher education in digital accessibility?
Okay. Here I go. You ready?
By what I see as
the biggest challenge is
viewing digital accessibility as optional.
Okay. An institution would
be an uproar if a student who uses
a wheelchair was unable to enter
the library because there were
steps and no ramp made available.
Why is there not the same outrage when
it comes to digital accessibility?
I know those of you that's on
this webinar and listening to
this webinar are here
because you believe in digital accessibility,
and want to see a change.
But throughout higher education,
I still see an overwhelming presence of
denial and willingness to accept minimal accommodations.
How many campuses can say there are little to
no digital barriers in
all areas of the student academic experience?
Not just in the classroom.
If you walk throughout campus,
you'll see institutions that have equipped with
swimming pools with chair lifts,
gems with accessible equipment,
but yet a document or a video cannot
be accessed in the classroom or in the student union.
So the biggest challenge is
not viewing digital accessibility is
viewing digital accessibility as optional.
Is there a program that can generate photo and
video description for the deaf, blind and deaf-blind?
Excellent question, and honestly not that I know of,
not for the academic setting.
Those areas are very subjective items and really require
a subject matter expert to state
the pedagogical reasoning behind
the use of the photo or the video.
So I do not know of
any technology that has the ability to do that.
Okay. How can
higher education institutions recruit and retain
qualified interpreter stuff keeping in mind that
the content in higher education is different
than conversational interpreting needs?
Excellent questions. So the first place to
start is to start with a certified interpreter who
has either certification or
prior experience in the educational setting.
The best place to
find out about resources if you haven't done
so already is really to connect with
both national and local organizations
such as the registry of interpreters for the deaf,
the National Association of the Deaf,
and local interpreting agencies
and organizations for the deaf.
Reach out to any interpreter training programs
that might be in your area.
When there's not enough to meet the demands., again,
depending on your location,
looked to be able to contract with interpreter providers.
One such provider is Access Interpreting, for example,
and they are able to contract with institutions,
with educational organizations to
be able to provide interpreters.
So that would be my recommendation.
How can higher education institution address
the increased demand for
support by students with disabilities
when the staff does not increase to meet the demand?
This is a common challenge
that's being experienced by institutions nationally,
and I would recommend that connect with AHED,
the Association on Higher Education and Disability.
You can go to their website and
if you're not already associated
with them it's a great organization in
this role to be a part of.
Within the organization,
are individuals who have encountered
the same challenge and have delivered webinars and
white papers on how they were able
to expand to meet the needs.
Much of it really relies on the Kaltura
of the institution and the supportive leadership.
But AHED would be the one that you can get
together and talk to the colleagues to
be able to glean from them as to how they were
able to successfully accomplish this.
So how do I know if my university
meets ADA compliance requirements
followed by I would like to know how to build
our budget correctly so it can include ed-tech tools.
Excellent questions and the first one I would
recommend searching out other institutions,
digital accessibility policy.
Do a Google search on that.
There's a lot of information that's available on the web
and look to see how others are accomplishing this,
and then compare it to the WCAG standards and of
course the ADA and Rehabilitation Act 504 and 508 laws,
as well as your individual state laws.
There are consulting agencies
that have consultants that can
come and provide a review and
assessment if that's something that you would also like,
and there's a lot of information out there on the web.
So I'd recommend first of all start by doing
a search on digital accessibility policy in higher ed.
Now regarding the budget,
we'll be delivering a webinar that is focused
on building a budget from accommodations to inclusion.
So there are a number of
items to take into consideration when doing this.
Typically, when asked us question,
the institution is looking to expand their accommodations
budget as well as fund the
proactive, more inclusive approaches.
So I typically will ask questions such as,
is this a centralized budget approach?
Or is it a centrally managed
but decentralized funded budget
or is it entirely decentralized budget.
So all of those budget approaches are out there within
higher education and building that budget
really differs depending on the approach
that's being used and then with some institutions,
anything that is considered technology because there
was a part of this question about ed-tech tools,
anything that is considered
technology falls under the IT budget.
So partnerships within the institution,
with other departments in order
to achieve the overall needs.
So I recommend more to come on budgeting
and stay tuned and join
our webinar that we're going to focus on budget building.
Yeah. We will send you
all notification and save the dates will be in November.
So stay tuned for that.
Next question, this is a time for our Q&A,
so by all means if you have any question that you
feel is not being answered today if
you have anything to add,
this is the time for Q&A,
so you can click on questions and start adding yours.
Well, as we are waiting for others to add questions,
one question that came in towards the end was,
how does Verbit partner with Kaltura and Panopto.
If an institution already
licensed either of these products,
what does a separate license
or how does Verbit contribute?
So I just wanted to let you all know that we do have
integrations into both Kaltura and Panopto,
and we can take a look at your scenario.
It depends for example on Kaltura,
it depends on which version you're on,
and what you're looking to
accomplish as to are you looking for
just the automatic speech recognition or are you
looking for the human editing on top of
that so we can look at
your specific scenario to
help you to further expand that,
but we do have integrations
with both Kaltura and Panopto.
Okay. We have a question now in our chat.
So how do you make your course accessible to all types of
disabilities such as visual disabilities,
Excellent question, first of all,
let me say your course is
never going to be 100 percent accessible.
Okay? It just won't,
there's no way that you can address
every individual or combination
of disabilities out there.
But there's a lot of things that can be
done that cover the basics like I
mentioned a little bit earlier
making sure your documents are accessible,
making sure images have alt tags,
making sure that any kind of video is captioned,
any kind of audio is transcribed.
Covering those basics will take you 90 percent of
the way to making sure
that your online course is accessible,
then making sure that there is an open opportunity,
a clear understanding with
your students that if they run into
a situation where they're not able to engage
with the content because of a disability,
then how are they supposed to then communicate that back?
Where are they supposed to go?
Are they supposed to go the disability services?
Is there a direct email
that they can send that information to?
Having those clear lines of
processes in communications so that students
know will enable you to then
take care of any other scenarios that might come up.
So we have another question
here about the caption line length.
We will discuss that.
So what happens is that we saw this question,
it was just a few minutes before the webinar.
What we'll do, we got maybe 50 or 60 amazing questions.
So we're going to follow
this webinar with a nice playbook with.
We will add all the questions that we
received and we will address
each one of them including this one,
so you will get an answer for this
for sure in the next few weeks definitely.
Any other question?
Okay. There is another one that came through the chat.
Is a study abroad program
perceives a need for extra caregiving on
a trip but the student does not agree
with the needs and feels prepared for the trip?
Can the study abroad program force the option?
This would be the same for
field trips and other program activities.
Christine, that's a great question
and I don't want to give you a blanket answer
because hopefully and all of these situations that it is
a joint negotiated agreement
between the institution and the student.
Your obligation is to
provide the accommodation when it's requested,
and if the student is saying no,
then you've met your obligation
by being willing to provide it.
Of course, you want the best success for that student.
But ultimately in higher ed,
it's up to the student and if they decline it,
then it might be a situation where
that student experiences failure, and that's okay.
Okay. Scott, I think this is it for today.
I would like to thank everybody who joined this webinar.
Thank you very much everyone.
Thank you so much, Scott,
for your time and your great answers,
and as I said before,
we will follow up with this webinar one
with the link for this webinar for all the ones who
couldn't join and all the ones who would
like to hear this webinar once again,
and as well with
a nice playbook with all questions that we received.
We'll make sure to send it to you in the next few weeks.
Thank you, everybody, have a great rest of the day.
Thank you for joining us.