Accessibility for video, lecture and synchronous sessions

Person filming with video equipment, woman in background

 

MISSOURI ONLINE RECOMMENDS

To comply with the University of Missouri System Policy 600.090 Digital Accessibility Policy and to provide an inclusive learning experience for all, the following criterion is required in the 5 Pillars Quality Review:

  • 32. Do required audio recordings and videos have transcripts and/or captions provided?

Planning accessible videos: Cognitive load theory of multimedia

Accessible multimedia begins with planning to ensure that your content and delivery are inclusive of all learners.

Richard Mayer, now a distinguished professor of psychology at the University of California, Santa Barbara, is credited with the Cognitive Theory of Multimedia Learning. In a nutshell, it is the idea that multimedia content is most effective when we keep in mind how the brain processes information. Following Mayer’s theory will benefit all learners but is especially important for supporting neurodivergent students.

We have two channels for processing information: visual and auditory. Part of what makes video powerful as an educational tool is that it harnesses both, allowing what is called dual coding. In short, the sum of visual and auditory processing is greater than its parts. 

However, even with dual coding, our brains have a limited capacity to hold new information. Learning is an active process of filtering, selecting, organizing and integrating information. There are three kinds of load that occur during this process. 

  • Intrinsic load is just that — the inherent, unavoidable difficulty of processing information. Think of it as the minimum amount of active memory your computer needs to run an application. There is nothing you can do to reduce the intrinsic load.
  • Germane load is the effort required to process new information and sort it into schemas, similar to the memory your computer uses when you’re installing a new application. Effective choices in presenting your information can help students’ brains process the germane load more effectively.
  • One of those choices is rooting out the extraneous load, or anything that detracts from the germane load.

How can you design your videos to root out the extraneous load?

  • Weed your content. As you’re planning your content, pare it down to what students need to know (i.e., the germane load). Then, weed out the distracting, irrelevant information or tangents. Use your learning outcomes as your guide. Remove distracting audio or visual elements as well.
  • Segment your content into subtopics or sections. Ideally, follow a microlecture format where each discrete video is no longer than 10 minutes. Another option is to add a table of contents in Panopto. 
  • Use signaling to call attention to the main ideas within those subtopics and to indicate transitions from one subtopic to the next.  
  • Personalize your delivery with conversational language. Learn more about using plain language in your instruction.

Producing accessible videos and lectures

Once you have planned your multimedia content, follow these practices to ensure accessibility:

  • If you are using slides, check that they follow accessibility guidelines for PowerPoint. Run the accessibility checker and resolve any issues before you begin recording. 
  • Take time to describe your visual aids, as this serves as your “alternative text.” If you are presenting an equation or formula, read it aloud. If you are presenting a chart, describe its salient features and conclusions. 
  • Avoid blinking and flashing content, which can be triggering for students with seizure disorders.
  • Try to speak slowly. This will not only allow your audience more time to process what you are saying but also improve the accuracy of your automatic captions.
  • Do not set up multimedia to play automatically; allow the student to control the play function.
  • Provide accurate captions or transcripts for all multimedia. 

Accessible synchronous sessions

Most of the principles described above still apply to synchronous sessions (e.g., over Zoom or Microsoft Teams). In addition, keep the following in mind:

  • Do not use synchronous time just for lecturing. Even if you use the time to lecture, break it up with activities that require students to respond or, ideally, to interact with you and with each other.
  • Use the buddy system. If your session is hybrid, with some participants in-seat and others remote, ask one of the in-seat participants to monitor the chat and bring questions or comments to your attention. 
  • When you’re teaching synchronously, it can be disheartening to face a gallery of black boxes. However, please be aware that neurodivergent students might focus better with their cameras turned off (Matias, 2023). Consider allowing cameras to be optional and allowing students to show engagement in other ways, such as polls, quizzing in iClicker or TopHat, or using the chat or non-verbal reactions during the session.

Related sprints

Follow the links to self-enroll in our self-paced mini-courses:

Learn more

UCL Human Resources. Accessible Remote Meeting Guidelines - Neurodivergent Participants. University College London.

Created on August 27, 2024