By Claude Almansi
Editor, Accessibility Issues
ETCJ Associate Administrator
The ongoing – June 15 to 24, 2011 – 22nd session of the Standing Committee on Copyright and Related Rights (SCCR/22) of the World International Property Organization (WIPO) is addressing, once again, the problem and removal of copyright barriers to accessing knowledge and information by people who are blind, sight-impaired or have other print disabilities.
In fact, copyright laws are national and — so far — international treaties and legal instruments have systematically aimed at globally reinforcing prohibitions, and rich countries, upholding the position of the content industry, have always opposed globalization of copyright restrictions in favor of people with disabilities, alleging that if they were officially globalized by WIPO, this would lead to further restrictions in favor of other groups.
From David Hammerstein's “I just called to say I want to read” post about a former discussion of a WIPO Treaty for the Blind, Visually Impaired and People with Print Disabilities. Site of the IP Policy Committee of the The Transatlantic Consumer Dialogue (TACD). Sept. 25, 2010.
Non scientists should refrain from using scientific concepts as metaphors. I am fully aware of this, and actually, when a sociologist or other humanistic scholar thus hijacks terms or phrases like “black hole,” “big bang,” “DNA,” etc., I skip his/her text if possible.
Nevertheless, what little I understand of how the cellulase enzyme works for ruminants has been very instrumental in my first perception of how captioning videos helps all users digest their content, and underlies what I have written here so far about captioning. Hence the decision to come out explicitly with this subjective and uninformed perception of it.
Digesting grass
Cows can digest and assimilate the grass cellulose because they ruminate it, but not only: humans could chew and re-chew grass for hours and hours, yet they would still excrete its cellulose whole without assimilating any because we lack something cows have: the cellulase enzyme that chops up the molecules of cellulose into sugar types so that they can be assimilated Continue reading →
At the end of the July 13 discussion, the Ambassador of Yemen to the UN in Geneva remarked that people who could not read because they had had no opportunities to go to school should be included among “Reading Disabled Persons” and thus benefit from the same copyright restrictions in WBU‘s draft treaty, in particular, digital texts that can be read with Text-to-Speech (TTS) software.
The Ambassador of Yemen hit a crucial point.
TTS was first conceived as an important accessibility tool to grant blind people access to texts in digital form, cheaper to produce and distribute than heavy braille versions. Moreover, people who become blind after a certain age may have difficulties learning braille. Now its usefulness is being recognized for others who cannot read print because of severe dyslexia or motor disabilities.
Indeed, why not for people who cannot read print because they could not go to school?
What does “literacy” mean?
No one compos mentis who has seen/heard blind people use TTS to access texts and do things with these texts would question the fact that they are reading. Same if TTS is used by someone paralyzed from the neck down. What about a dyslexic person who knows the phonetic value of the signs of the alphabet, but has a neurological problem dealing with their combination in words? And what about someone who does not know the phonetic value of the signs of the alphabet?
Writing literacy
Sure, blind and dyslexic people can also write notes about what they read. People paralyzed from the neck down and people who don’t know how the alphabet works can’t, unless they can use Speech-to-Text (STT) technology.
Traditional desktop STT technology is too expensive – one of the most used solutions, Dragon NaturallySpeaking, starts at $99 – for people in poor countries with a high “illiteracy” rate. Besides, it has to be trained to recognize the speakers’ voice, which might not be an obvious thing to do for someone illiterate.
Free Speech-to-Text for all, soon?
In Unhide That Hidden Text, Please, back in January 2009, I wrote about Google’s search engine for the US presidential campaign videos, complaining that the text file powering it – produced by Google’s speech-to-text technology – was kept hidden.
To help address this challenge, we’ve combined Google’s automatic speech recognition (ASR) technology with the YouTube caption system to offer automatic captions, or auto-caps for short. Auto-caps use the same voice recognition algorithms in Google Voice to automatically generate captions for video.
As the video above says, the automatic captions are sometimes good, sometimes not so good – but better than nothing if you are deaf or don’t know the language. Therefore, when you switch on automatic captions in a video of one of the channels participating in the project, you get a warning:
Short words are the rub
English – the language for which Google presently offers automatic captioning – has a high proportion of one-syllable words, and this proportion is particularly high when the speaker is attempting to use simple English: OK for natives, but at times baffling for foreigners.
When I started studying English literature at university, we 1st-year students had to follow a course on John Donne’s poems. The professor had magnanimously announced that if we didn’t understand something, we could interrupt him and ask. But doing so in a big lecture hall with hundreds of listeners was rather intimidating. Still, once, when I noticed that the other students around me had stopped taking notes and looked as nonplussed as I was, I summoned my courage and blurted out: “Excuse me, but what do you mean exactly by ‘metaphysical pan’?” When the laughter subsided, the professor said he meant “pun,” not “pan,” and explained what a pun was.
If you switch on the automatic captions [2], there are over 10 different transcriptions – all wrong – for the 30+ occurrences of the word “rip.” The word is in the title (“Don’t get sucked in by the rip…”), it is explained in the video description (“Rip currents are the greatest hazards on our beaches.”), but STT software just attempts to recognize the audio. It can’t look around for other clues when the audio is ambiguous.
That’s what beta versions are for
Google deserves compliments for having chosen to semi-publicly beta test the software in spite of – but warning about – its glitches. Feedback both from the partners hosting the automatically captionable videos and from users should help them fine-tune the software.
A particularly precious contribution towards this fine-tuning comes from partners who also provide human-made captions, as in theOfficial MIT OpenCourseWare 1800 Event Video in the MIT YouTube channel:
Once this short word issue is solved for English, it should then be easier to apply the knowledge gained to other languages where they are less frequent.
I have done so with the Lessig at Educause: Creative Commons video, for which I had used another feature of the Google STT software: feeding it a plain transcript and letting it add the time codes to create the captions. The resulting caption .txt file I then downloaded says:
0:00:06.009,0:00:07.359
and think about what else we could
be doing.
0:00:07.359,0:00:11.500
So, the second thing we could be doing is
thinking about how to change norms, our norms,
0:00:11.500,0:00:15.670
our practices.
And that, of course, was the objective of
0:00:15.670,0:00:21.090
a project a bunch of us launched about 7 years
ago,the Creative Commons project. Creative
And soon, when Google opens this automated captioning to everyone, they will be able to say what they want to write in a YouTube video – which can be directly made with any web cam, or even cell phone cam – auto-caption it, then retrieve the caption text file.
True, to get a normal text, the time codes should be deleted and the line-breaks removed. But learning to do that should be way easier than learning to fully master the use of the alphabet.
Recapitulating:
Text-to-Speech, a tool first conceived to grant blind people access to written content, can also be used by other reading-disabled people, including people who can’t use the alphabet convention because they were unable to go to school and, thus, labeled “illiterate.”
Speech-to-Text, a tool first conceived to grant deaf people access to audio content, is about to become far more widely available and far easier to use than it was recently, thus potentially enabling people who can’t use the alphabet convention because they were unable to go to school and labeled “illiterate” the possibility to write.
This means that we should reflect on the meanings of the words “literate” and “illiterate.”
Now that technologies first meant to enable people with medically recognized disabilities to use and produce texts can also do the same for those who are “reading disabled” by lack of education, industries and nations presently opposed to the Treaty for Improved Access for Blind, Visually Impaired and other Reading Disabled Persons should start thinking beyond “strict copyright” and consider the new markets that this treaty would open up.
Harry Keller: "I read that the virus can remain viable on hard surfaces for as long as 12 hours. " ("My Life in LA County During COVID-19: March 22"). Harry Keller: "People are working feverishly on [COVID-19] cures and vaccines. Until they arrive, we might as well be in the world a century ago" ("My Life in LA County During COVID-19: March 20").
John Mark Walker: "If educational communities can continue to push platform integration and content portability, in the future, students may be able to design their own personalized degrees from smaller, modular chunks that cross institutional barriers" ("MOOCs Are Dead. Long Live MOOCs!"). Richard Koubek, provost of LSU Baton Rouge: “Our vision is LSU, anywhere, anytime, and that physical boundaries would not define the boundaries of this campus.... You’re not going to get there incrementally. You have to change the paradigm” ("Successful Online Programs Require a Paradigm Shift"). Bryan A. Upshaw: "Most teachers already have the resources to videoconference. If they have a smartphone, tablet, or computer, then they probably have everything they need!" ("Bring the World to Your Classroom: Videoconferencing").
Judith McDaniel: "The nature of online education is that it removes me, the instructor, from the center of the learning process and allows the students to learn from me and from one another" ("Creating Community: Part 3 – Hard Conversations in an Online Classroom – Heart of Darkness").
Tim Fraser-Bumatay: "Although the format leaves us far-removed physically, the online forum has its own sense of intimacy" (Judith McDaniel, "Creating Community: Part 3 – Hard Conversations in an Online Classroom – Heart of Darkness").
Ryan Kelly: "For me to be able to work with people clear across the country for an extended period of time opened me up to new things" (Judith McDaniel, "Creating Community in an Online Classroom: Part 1 – Getting to Know You").
Daniel Herrera: "As a Mexican American, I know that words of identity are powerful; so to discuss white privilege with my professor and classmates in a face-to-face class would have been terrifying and impossible" (Judith McDaniel, "Creating Community: Part 2 – Hard Conversations in an Online Classroom – Othello"). Camille Funk: "Instructional design is an emerging profession and in the midst of a renaissance. There is a need to structure and develop this growing field" (Stefanie Panke, "New Instructional Design Association in Higher Ed: An Interview with Camille Funk").
JD Pirtle: "Coding is learning to create and harness the power of machines, both near and far.... But coding isn’t really about machines, programming languages, or networks—it’s about learning new and powerful ways to think" (Stefanie Panke, "Wearable Tech on Your Preschooler? Technology Education and Innovation for Children").
John Wasko: "Here is the great thing. You don’t need any special set up or call center or anything like that. Just a smartphone. I use an iPhone 4. Works great. If we can develop mobile techniques to help these students, every university will knock on their door" (Lynn Zimmerman, "Social Media in TESOL: An Interview with John Wasko"). .
Katie Paciga: "It’s always better to use the technology to accomplish meaningful, child-centered goals related to communication — to consume information, to create new messages, and to communicate those messages to others" (Lynn Zimmerman, "Technology in Early Education: An Interview with Katie Paciga"). Lee Shulman: Whereas the traditional approach aims to achieve generalized findings and principles that are not limited to the particulars of setting, participants, place and time, the SoTL community seeks to describe, explain and evaluate the relationships among intentions, actions and consequences in a carefully recounted local situation (summary by Stefanie Panke in "ISSOTL 2013: ‘Doing SoTL Means You Never Have to Say You’re Sorry!’").
Jesse Stommel: "The course (and its participants) inspired our thinking about MOOCification, which basically means leveraging the best pedagogies of MOOCs in our on-ground and small-format online courses and laying the rest to waste."
Sean Michael Morris: "The MOOC has become something manageable, something we we can mine for data, and something that simply isn’t — and never was — all that innovative" (MOOC MOOC! The interview by Jessica Knott).
Curtis P. Ho: "The challenge will be to create and implement authentic learning in an online course. How authentic can learning be if we are confining it to a 15-week semester at a distance?" (A Conversation with Curtis Ho: AACE E-Learn SIG on Designing, Developing and Assessing E-Learning by Stefanie Panke.
Tom Evans: "We are ... using this MOOCulus platform as a learning tool for students taking Calculus at Ohio State.... However, any student, anywhere, can access MOOCulus, anytime, by logging into the site using their Google ID" (MOOCulus for Calculus Fun: An Interview with Tom Evans by Jess Knott).
Curt Bonk: “Today, anyone can learn anything from anyone at any time." "Students want feedback on everything they do. You know what happens when you give feedback on everything they do? You die” (Stone Soup with Curt Bonk: Armchair Indiana Jones in Action by Stefanie Panke). Daniel McGee: "Successful [Calculus I] students appeared to need a unified approach, which emphasized verbal situations, geometric figures, algebraic expressions and the relations between them" (Study Suggests the Need for an Intergrated Learning Styles Approach to Calculus by Jessica Knott).
Kathlyen Harrison and Michael Gilmartin: "We highly recommend [Triptico] for teachers that want to improve interactivity, foster competition, and engage students in the learning process" (Triptico: A Powerful and Free Instructional App).
Bert Kimura: "If paper and pencil testing is absolutely required in a class, it probably shouldn’t be offered as a DE class. Not today anyway" (Remote Proctoring: More Questions Than Answers). Cathy Gunn: "Traditional methods for effecting change at my institution aren’t getting us even to a trickle yet, let alone to thinking about or planning for a wave!" (How Will Traditional Leaders Fare in the Wave of Open Courses?) Janet Buckenmeyer: "It takes more time to design and develop the [online] course. It takes more time to monitor students in an online course.... How are faculty compensated in terms of workload and pay for the additional work an online course requires? How many students should be placed in an online course?" (A Talk with Janet Buckenmeyer on Issues in Online Course Development, by Lynn Zimmerman). Billy Sichone: "My phone has been a valuable asset as I can check the internet for information at any and every time. For instance, I once took an international trip to two countries in a row and the phone was my only source of assignment submissions etc. I did not miss out at all" (A Student’s View of an Open University: An Interview with Billy Sichone, by Stefanie Panke). Julia Kaltenbeck: "Seek ways to build and maintain your community! The community is the single most important success factor in crowdfunding and social payments. To put it simply: No community, no funding" (Julia Kaltenbeck: How Crowdfunding and Social Payments Can Finance OER, by Stefanie Panke). Jessica Ledbetter:
"What keeps me going is that I’m actually creating things I might not find the time to do otherwise. It’s nice to be able to learn with others and see what they’re doing. I always learn by looking at others’ code" (Open Learning at P2PU: An Interview with Jessica Ledbetter, by Stefanie Panke). Susan Murphy: "We are all so afraid that we're going to miss out on something, so we just skim and scan and re-post without really taking time to consider the source. We sometimes forget that there are real people behind the avatars. And that it's worth getting to know more about them" (The Human Face of Twitter: An Interview with Susan Murphy, by Jessica Knott). Jessica Knott: "While a lot of these younger students are pretty gung ho to go forth and innovate technologically, they will be stymied in many cases by an aging infrastructure and restrictive technology rules. Perhaps even by the culture of co-workers who discourage them from using tech in their teaching" (An Interview with Jessica Knott: Teaching an Online Class on Course Development). Emily Hixon: "If a teacher thinks that she/he is going to be able to talk 'at' students and they will learn, she is mistaken. Teachers must be prepared to engage students and use technology to support an interactive, meaningful approach to learning" (Integration of Pedagogy and Technology in Teacher Education: An Interview with Emily Hixon, by Lynn Zimmerman). Parry Aftab: "Unless we can make the technology safer and provide the right skills to use it responsibly and teach cyber-self-defense, we can’t expect students to use it, enjoy it or benefit from it. We owe it to the kids" (Bonnie Bracey Sutton, "Cyberbullying: An Interview with Parry Aftab"). Nancy Willard: "It sure does not help us in transitioning to Web 2.0 if the news is that cyberbullying is at an epidemic level. But it isn’t. And my approach will demonstrate the positive norms of students, which should also translate to greater willingness to also use these technologies for instruction" (Bonnie Bracey Sutton, "Cyberbullying: An Interview with Nancy Willard").
Marc Prensky: "Instead of just spending, and often wasting, billions of dollars to create things that are new, let’s try harder to fix what we have that’s already in place" (Simple Changes in Current Practices May Save Our Schools). Spotlight Archives
By Claude Almansi
John Mark Walker: "If educational communities can continue to push platform integration and content portability, in the future, students may be able to design their own personalized degrees from smaller, modular chunks that cross institutional barriers" (
Richard Koubek
Judith McDaniel
Tim Fraser-Bumatay: "Although the format leaves us far-removed physically, the online forum has its own sense of intimacy" (Judith McDaniel, "
Ryan Kelly: "For me to be able to work with people clear across the country for an extended period of time opened me up to new things" (Judith McDaniel, "
Daniel Herrera: "As a Mexican American, I know that words of identity are powerful; so to discuss white privilege with my professor and classmates in a face-to-face class would have been terrifying and impossible" (Judith McDaniel, "
Cathy Gunn: "Traditional methods for effecting change at my institution aren’t getting us even to a trickle yet, let alone to thinking about or planning for a wave!" (
Educational Technology and Change Journal 