The shift to digital classrooms brings new challenges in accessibility to multimedia content such as images and videos. This workshop introduces tools for creating embedded image and video descriptions for independent and immediate access to digital content by students who are blind or visually impaired.
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Tools for Access to Multimedia in the Classroom & Home
1. Tools for Access to
Multimedia in the
Classroom & Home
bit.ly/multimediaa11y
Yue-Ting Siu, TVI
SFSU and UC Berkeley
Twitter: @TVI_ting
ysiu@berkeley.edu
Mary Ann Siller, M.Ed
CTVI – Texas
dmasiller@sbcglobal.net
Twitter: @dcmp_tweets
#AERIntlConf
2. Principles of Media Accessibility
● Every student deserves equal access to
learning opportunities.
● For students with vision loss:
o Media in the classroom = hurdle
o Lack of accessible technology
• Access is necessary to:
o Enhance communication
o Create language opportunities
o Expand educational options
o Enrich lives
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3. Principals of Media Accessiblity
(cont’d)
● Description and captioning make educational media
accessible to blind, low vision, deaf, and hearing impaired
students.
● 15% of educational content = captioned
● 1% of educational content = described
● Description:
o Takes into account and targets the unique learning styles of
children with visual impairments
o Supports the connection to how lessons align with needs of
diverse learners.
● DCMP Tip Sheet:
http://www.dcmp.org/descriptionkey
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4. About DCMP
The Described and Captioned Media Program
(DCMP):
● Believes accessible media is an integral tool in the
teaching and learning process for all stakeholders in the
educational community.
● Promotes and provides equal access to communication
and learning for students who are blind, visually
impaired, deaf, hard of hearing, or deaf-blind.
● Provides an online catalog that allows members to
browse by topic or perform a keyword search.
#AERIntlConf @DCMP_tweets
5. About DCMP (cont’d)
● Lesson guides available for a large number of titles,
inclusion of caption and description scripts.
● Provides a collection of free 4,200 described and
captioned educational media that is online or as
free-loan media.
● Information and research about accessible media.
● Offers a free monthly newsletter with key educational
resources.
#AERIntlConf @DCMP_tweets
6. Case Study:
The “flipped” classroom
● Multimedia incorporated into lesson plans
● Aligned to Common Core materials
● Independent vs. dependent study
● Immediacy of access!
#AERIntlConf @TVI_ting
7. Tools: What Can They Do?
Promote
o Equal Access!
o Independent Access!
o Social Inclusion!
o Digital Inclusion!
Uses
o Alt text versus captions
o Image description
o Audio (video) description
#AERIntlConf @TVI_ting
11. Description Guidelines
Three Key Steps: Observe, Analyze, and Communicate
Step 1. Describe what you see and don’t infer
● Identify elements of the work by segments-- objects, people,
setting, arrangement
● Descriptive Elements-- Color, Shape, Line, Texture….
● Use Vivid Language
● Do not try to fill every pause
Step 2. Analyze/understand the work to be
described
● What is happening, what is emphasized, what are possible
meanings
● Goal/Purpose: Object/scene to be described
● Be careful not to infer….note mood, meaning, main idea/message
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12. Description Guidelines
(cont’d)
Step 3. Communicate
● Clear, Precise Thoughts
● Orderly Flow (General to Specific)
● Concise, Prioritize Description
● Vivid/Descriptive Words
★ Eliminate extra information/language
● Consistent vocabulary
★ Use present tense (walks vs. walking)
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13. The Meadows Museum at SMU:
Portrait of Ilya Ehrenburg—1915
Diego María Rivera
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14. Resources
http://bit.ly/aermultimediahandouts
bit.ly/multimediaa11y
• DCMP Description Key (Guidelines for K-12)
http://www.dcmp.org/descriptionkey/
• DCMP Description Tip Sheet
http://www.dcmp.org/ai/227/
Guidelines & Tutorials for:
• STEM image descriptions
• DIAGRAM Poet tool
• Video descriptions
• YouDescribe
• Handbook for museums & educators for accessible programs
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15. Contact Us!
Yue-Ting Siu, TVI
NLCSD Fellow and Doctoral Candidate
ysiu@berkeley.edu
Twitter: @TVI_ting
www.facebook.com/yuetingsiu
Mary Ann Siller, M.Ed. CTVI
Teacher of Students with Visual Impairments,
Description Leadership Network, and
DCMP and VDRDC Committee Member
dmasiller@sbcglobal.net
#AERIntlConf
Editor's Notes
Integration of media into the classroom has historically represented yet another hurdle to contend with the maze of access to the general education curriculum. The National Agenda for the Education of Children and Youths with Visual Impairments, Including Those with Multiple Disabilities indicated there is a lack of accessible technology for students to enhance communication and language opportunities, expand their educational options, or enrich their lives.
Lesson planning, instruction, and progress monitoring are key pieces of teaching…….and I believe YouDescribe will fit well in any lesson.
Description = Takes into account and targets the unique learning styles of children with visual impairments, who often don’t realize the same opportunities for learning through imitation and incidental experience as do their sighted peers.
• Selected after research of national curricular priorities and user input.
• Formally evaluated by teachers.
Power of Description--
Introduction:
This is an abstract portrait. It represents a person, but is comprised of geometric shapes, various paint textures and mostly flat, muted colors. The subject sits facing us; his face is near the center of the painting. The face is a white, trapezoid shape and appears mask-like, with slanted eyes and a nose comprised of two intersecting curved lines. He has a simple V-shaped mouth, from which a brown pipe extends down to our right. The pipe is heavily textured to create a kind of high relief on the surface of the canvas. Above the face, is a flesh-colored semi-circle representing the forehead. Shoulder-length, black wavy hair frames the face and forehead; it is also created using heavily-textured paint. On his head, he wears a tall, wide-brimmed, gray hat.
The subject’s body is composed of brown, blue and gray rectangles with a yellow cone-shaped patch beneath his chin. Extending down along the right side of his body (our left), is an L-shape that represents the subject’s right arm. He holds a black fountain pen in his right hand, and he is poised to write in a yellow book which lies open on his lap. Like the pipe, the pen is so fully modeled that it resembles an actual object attached to the canvas.
The background is also comprised of rectangular shapes. A roughly textured reddish-brown rectangles rises above the figure’s right shoulder and a golden- colored rectangle rises above him on his left.