Accessibility

Replay Lecture Capture is the number one most sought after resource valued by the students. It is an aid for all students but has significant value among students with disabilities. It is simpler, free and easier to use for disabled students if they have access to a computer. This page documents several examples and helpful tools that Replay Lecture Capture offers as part of it's package with the University of Oxford.

To view the Help guide we suggest that you browse the information below and then head over to the Getting Started Guide which includes legal and policy guides and followed by the Training Material. For other disability-related information please read the Disability Guidance document.

Captions

How will captions work within the video?

When you are watching a video playback, the captions will be located on the left-hand side of the primary screen under the heading ‘captions’. The captions will automatically scroll as the video plays so it keeps in sync with the presenters voice.

 

After I have uploaded a recording, how long will it take to upload the captions and whom do I request the captions from?

Option A

Captions may be created free-of-charge by staff or student volunteers from Oxford University directly within Replay. It is also possible to export a Replay recording as an MP4 file and use third-party transcription software such as Jubler or YouTube to create captions free of charge. The resulting .SRT file can then be uploaded into Replay and displayed as captions alongside the video and, if necessary, can be edited further. YouTube has an automated speech-to-text engine, which in some instances can speed up the process of making captions.

Option B

You can also use a third party captioning company. There is approximately a 4 day turnaround for the captions to be completed. A fast turnaround is possible, but at an increased cost. The charge for the captions is based on an hourly rate. The captions will be written in American English and will typically be a 98% accurate translation of the spoken words, though various factors such as poor-quality audio or unclear speech may reduce this accuracy.

Advanced Features: Playback & Keyword Search

For students with hearing impairments, or if English isn’t their second language is there a function where they can search for keywords within a lecture or find topics more easily?

Option A

It is possible to find keywords or topics within a lecture quickly and easily. Replay has a built-in automated speech-to-text analysis tool. This is a free service, but must be enabled per folder (it is switched off by default). To access this the creator of the folder will need to click on the cog-wheel in the top-right of the folder view and choose Settings. Under Captions, choose “Automatically caption new sessions using Panopto speech recognition”.

 

All new recordings in that folder will be processed automatically. For existing recordings, select the Search tab and under Smart Search choose “Speech: Process all.”

Option B

Replay recordings can be slowed down within the browser, which may be useful for students for who English is a second language. By clicking the speed settings option beneath the player window, recordings can be slowed down to either 75% (recommended) or 50% of their original speed, though the quality of the audio may be reduced. Recordings can also be sped up to 125% (recommended), 150% or 200%.

Downloads

Some students may have trouble connecting to the Internet on a regular basis because of their geographical location or their Internet speed. What is the best way for those students to watch the lectures?

Option A

Recordings can be downloaded as standard MP3 or H.264 MP4 files for local offline playback. Some media player apps such as VLC Player (http://videolan.org) also have playback speed options, and can display external SRT files as closed captions.

Option B

The student would be sent a copy of the transcript and the PowerPoint presentation of the lecture from the presenter and be able to study it manually and offline.

Mobility and Access

What happens if one of my students is unable to access the lecture room?

Option A

If a disabled student is unable to access the lecture room then an alternative room will be set up and a live streaming of the lecture will be shown on a monitor or computer for the student to view.

Option B

The disabled student can watch the lecture live on his or hers laptop from anywhere with an Internet connection. The disabled student will have a URL address that will directly link with that recorded lecture.

Tips for Audio and Video Recording

You must tell students that the lecture is being recorded.

Audio

  • Stay within microphone range
  • Don't stand too close to the speakers (to avoid audio echo)
  • Speak clearly at a normal, steady pace
  • Describe visual information
  • Repeat questions from the audience

Video

  • Stay within the camera frame
  • Face towards the audience / camera
  • Try not to turn away when speaking
  • Use black and dark blue markers on the whiteboard
  • Press chalk firmly on the blackboard
  • Make the size of your writing on the board visible

Tips for Audio and Video Recording (short and long versions) can be downloaded from the links below. You may like to print them and put a laminated copy alongside the podium in lecture venues, to assist lecturers in optimising the audio and video aspects of their presentation.  

Tips for Audio and Video Recording - short version

Tips for Audio and Video Recording - long version

Limiting access to recordings

Departments that are deciding to only allow students with disabilities to access recordings will need to follow certain steps. The following steps will show how you can restrict the access to recorded videos from a large portion of the cohort, but still allow certain other individuals to gain access to it.

Step 1

In WebLearn, check that all the students that are part of the course have the correct permissions. This should be set to Access for the students and Contribute or Maintain for the staff.

Step 2

In the Replay Lecture Capture portal, make sure you are in the parent folder of the course. You will then need to create an assignment folder. Assignment folders are created so that recordings can be hidden from the whole cohort - only the staff with Maintain and Contribute roles can see the recordings.

Step 3

Once an assignment folder has been created you will need to copy any recordings from the parent folder over to it. To do this you must tick the box next to the recordings, click Move and then select the assignment folder. You can avoid this process by recording directly to the assignment folder when you use the Scheduled Recording form.

Step 4

Once you are in the assignment folder you will need to add the correct students so they are the only ones who can view the folder as well as the staff. To do this, click on the Settings tab for that recording. Once the settings window opens you will need to click on the Share button. This will present an empty field to invite people to. You can type individual email addresses or you can add a user group. To add a user group, one would already need to be setup - please refer to the FAQ section. The empty field on the Share window should auto-fill when you begin typing in an email or user group. If it does not, this means that user has not previously logged into Replay. They will need to do this so that the software can generate a username for them.

Step 5

Now that you have added your User Group to the Assignment Folder, only those users will be able to see the recordings. The rest of the cohort will only be able to access the parent folder that may, or may not have any recordings in it.

If you have any other questions regarding legalities, recording or setting up recordings please visit the Frequently Asked Questions section on the Help site. If you wish to view the departments that are currently using the Replay Lecture Capture Service please visit the Departments page. Additionally, please visit the Panopto Accessibility page for more information. 

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Written by IT Services. Latest revision 12 April 2017