- Read the article Why Our Crazy Smart AI Still Sucks at Transcribing Speech (opens new window) before coming to class. While you are reading, consider the times you’ve watched video captioning and your experiences using speech-to-text software platforms (for example: SIRI).
- Students are responsible for reviewing the following sections of DCMP Captioning Key (opens new window) before coming to class:
- Students are responsible for reviewing the CRTC website (opens new window) to learn more about TV access for people who are deaf or hard of hearing and who use closed captioning.
- Live Described Video Best Practices (opens PDF, 262kb)
- Post Production Described Videos Best Practices (opens PDF, 260kb)
- If you would like to explore further aspects of captioning review these sections of DCMP Captioning Key (opens new window):
This is not a requirement for the course.
- The article Recipe For Disaster, Storm Jonas Edition: Julia Child Said What Now, YouTube? (opens new window) is provided to promote further discussion on captioning, it is not a requirement for the course.
Create journalism content using Universal Design which will be accessible in all formats including digital audio, video, and print media, and web content. Articulate the disability perspective through integrated learning opportunities applicable to the field of journalism. Identify the principles and practices of pertinent legislation and standard Web guidelines. Demonstrate the appropriate professionalism.
Module 1: Legislation
Module 2: Disability Perspective
Module 3: Alternative Communication
Module 4: Assistive Technologies
Module 5: Accessible Meetings & Events
Module 6: Video Captioning
Module 7: Document Accessibility - Word
Module 8: Document Accessibility - PDF
Module 9 - Web Accessibility
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