<div dir="ltr">Thanks for your reply NDC. We do not consider any AI generated transcripts or captioning an appropriate substitution for communication access accommodations. My question is about the use of AI when there is not an accommodation for communication access. <br clear="all"><div><div dir="ltr" class="gmail_signature" data-smartmail="gmail_signature"><div dir="ltr"><div dir="ltr"><div dir="ltr"><div dir="ltr"><div dir="ltr"><div dir="ltr"><div dir="ltr"><div><br></div><div> </div><div>Tiffany Kennell, BS</div><div>Chemeketa Community College</div><div>Student Accessibility Services</div><div><a href="mailto:tiffany.kennell@chemeketa.edu" target="_blank">tiffany.kennell@chemeketa.edu</a></div><div>503.399.5192</div><div><br></div></div></div></div></div></div></div></div></div></div><br></div><br><div class="gmail_quote"><div dir="ltr" class="gmail_attr">On Tue, May 10, 2022 at 12:04 PM <<a href="mailto:athen-list-request@mailman12.u.washington.edu">athen-list-request@mailman12.u.washington.edu</a>> wrote:<br></div><blockquote class="gmail_quote" style="margin:0px 0px 0px 0.8ex;border-left:1px solid rgb(204,204,204);padding-left:1ex">Send athen-list mailing list submissions to<br>
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Today's Topics:<br>
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1. Re: Are you using automatic captions? (National Deaf Center)<br>
<br>
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Message: 1<br>
Date: Tue, 10 May 2022 08:21:47 -0500<br>
From: National Deaf Center <<a href="mailto:help@nationaldeafcenter.org" target="_blank">help@nationaldeafcenter.org</a>><br>
To: Access Technology Higher Education Network<br>
<<a href="mailto:athen-list@u.washington.edu" target="_blank">athen-list@u.washington.edu</a>><br>
Subject: Re: [Athen] Are you using automatic captions?<br>
Message-ID:<br>
<CAAQdMEUes=<a href="mailto:W4d2Ty6_cQMCkWPH9vjVfX9q4bfXiQTUzQCFfpuw@mail.gmail.com" target="_blank">W4d2Ty6_cQMCkWPH9vjVfX9q4bfXiQTUzQCFfpuw@mail.gmail.com</a>><br>
Content-Type: text/plain; charset="utf-8"<br>
<br>
Greetings Tiffany,<br>
<br>
When you say ?We are having conversations on campus?? an important<br>
consideration is centering the people who ultimately are the end-users of<br>
such technology to see if it is effective for them. For example, we often<br>
see deaf1 students struggling with access because their schools will rely<br>
on auto-caption features and will not provide professional speech-to-text<br>
service providers <<a href="http://www.nationaldeafcenter.org/stts" rel="noreferrer" target="_blank">http://www.nationaldeafcenter.org/stts</a>> (i.e. CART,<br>
C-Print, or TypeWell captionists) and/or quality captions<br>
<<a href="https://www.nationaldeafcenter.org/quality-standards-captions" rel="noreferrer" target="_blank">https://www.nationaldeafcenter.org/quality-standards-captions</a>> for videos.<br>
With poor accuracy rates among other concerns, automatic speech recognition<br>
(ASR) technology must be carefully considered where and when it is<br>
implemented. Generally speaking, it is not recommended for use with<br>
classroom access or live events when deaf people are present because of the<br>
risk of misunderstandings. We recommend reviewing: Auto Captions and Deaf<br>
Students: Why Automatic Speech Recognition Technology Is Not the Answer<br>
(Yet)<br>
<<a href="https://www.nationaldeafcenter.org/news/auto-captions-and-deaf-students-why-automatic-speech-recognition-technology-not-answer-yet" rel="noreferrer" target="_blank">https://www.nationaldeafcenter.org/news/auto-captions-and-deaf-students-why-automatic-speech-recognition-technology-not-answer-yet</a>><br>
.<br>
<br>
However, there may be certain use cases where ASR technology could be<br>
useful such as, but not limited to:<br>
<br>
-<br>
<br>
A tool when creating transcripts to edit when captioning pre-recorded<br>
videos. Editing ASR transcripts can be more efficient than creating a<br>
transcript from scratch.<br>
-<br>
<br>
An accommodation for people with mobility and/or dexterity disabilities<br>
to type independently.<br>
-<br>
<br>
A stop-gap tool for one-on-one situations when deaf and hearing people<br>
need to communicate.<br>
-<br>
<br>
As a note taking<br>
<<a href="https://www.nationaldeafcenter.org/resource/note-taking-introduction" rel="noreferrer" target="_blank">https://www.nationaldeafcenter.org/resource/note-taking-introduction</a>><br>
tool for some students.<br>
<br>
<br>
We hope this helps provide considerations on using ASR technology on<br>
campus. We also would encourage you to post your question on the NDC<br>
Listserv to ask colleagues who may frequently interact with captioning<br>
requests on campus to learn more about their strategies. To join the NDC<br>
listserv, sign up at <a href="http://nationaldeafcenter.org/signup" rel="noreferrer" target="_blank">nationaldeafcenter.org/signup</a><br>
<<a href="http://www.nationaldeafcenter.org/signup" rel="noreferrer" target="_blank">http://www.nationaldeafcenter.org/signup</a>>.<br>
<br>
Should you have any additional questions, please do not hesitate to reach<br>
out to us for more information on this topic.<br>
<br>
Additional Resources<br>
<br>
-<br>
<br>
Does Auto Captioning Effectively Accommodate Deaf People?<br>
<<a href="https://www.youtube.com/watch?v=XbMB5Hj14Pg" rel="noreferrer" target="_blank">https://www.youtube.com/watch?v=XbMB5Hj14Pg</a>>(Webinar Recording)<br>
<br>
<br>
-<br>
<br>
Captioned Media: Automatic Captions<br>
<<a href="https://www.nationaldeafcenter.org/automatic-captions" rel="noreferrer" target="_blank">https://www.nationaldeafcenter.org/automatic-captions</a>><br>
-<br>
<br>
Speech-to-Text Services (STTS) vs. Automatic Speech Recognition (ASR)<br>
<<a href="https://www.nationaldeafcenter.org/automatic-captions" rel="noreferrer" target="_blank">https://www.nationaldeafcenter.org/automatic-captions</a>><br>
<br>
<br>
1NDC <<a href="https://www.nationaldeafcenter.org/defining-deaf" rel="noreferrer" target="_blank">https://www.nationaldeafcenter.org/defining-deaf</a>> uses the term deaf in<br>
an all-inclusive manner, to include people who may identify as deaf,<br>
deafblind, deafdisabled, hard of hearing, late-deafened, and hearing<br>
impaired.<br>
<br>
*NDC | help team*<br>
<a href="mailto:help@nationaldeafcenter.org" target="_blank">help@nationaldeafcenter.org</a><br>
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Department of Education's Office of Special Education Programs<br>
#H326D210002. Project Officer: Dr. Louise Tripoli. Disclaimers: 1) The<br>
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On Thu, May 5, 2022 at 8:25 PM Victoria Ch?vez <<a href="mailto:vcchavez528@gmail.com" target="_blank">vcchavez528@gmail.com</a>><br>
wrote:<br>
<br>
> Personally I always enable automatic captions on zoom and I always request<br>
> them when I see the option. I know they are not perfect and especially when<br>
> folks with non-US accents speak it does a very poor job but if an org<br>
> doesn't have the resources to invest in CART, I think it's much better than<br>
> nothing. Otter.ai does a really great job of captioning and when you pay<br>
> for the subscription you can actually add your own dictionary so it does a<br>
> much better job of picking up names and any very specific terminology that<br>
> you may be using as long as it's in the dictionary.<br>
><br>
> On Thu, May 5, 2022, 16:17 Tiffany Kennell <<a href="mailto:tiffany.kennell@chemeketa.edu" target="_blank">tiffany.kennell@chemeketa.edu</a>><br>
> wrote:<br>
><br>
>> Hello,<br>
>><br>
>> We are having conversations on campus about the pros and cons of<br>
>> automatic captions. I would like to hear from you- is your school using<br>
>> automatic captions on a regular basis, or automatic transcripts for remote<br>
>> classes or events? What do you think about automatic captions? I<br>
>> look forward to hearing from you.<br>
>><br>
>> Kind regards,<br>
>><br>
>> Tiffany Kennell, BS<br>
>> Chemeketa Community College<br>
>> Student Accessibility Services<br>
>> <a href="mailto:tiffany.kennell@chemeketa.edu" target="_blank">tiffany.kennell@chemeketa.edu</a><br>
>> 503.399.5192<br>
>><br>
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