Video and Audio Accommodations


cc.jpgCaptioning is a textual component that synchronizes the audio with the video so the audio can read while it is taking place and viewed underneath the video.

Closed captioning is when the textual component may be toggled on or off by the user. 

Open captioning is when it is on and the user may not toggle it off.

Benefits of Captioning

The biggest benefit is to accommodate those who are deaf or hard of hearing and that they may understand what is presented in a video format. A secondary benefit is for people who are not able to turn up the volume or perhaps do not want to disturb others around them when watching the video (i.e. loud crowded place, sleeping baby, library etc). Some viewers may wish to read along while listening to enhance their understanding of what is being said.

How to create captioning

Contact ID&T for assistance.


Transcription is a written text script to accommodate any voice over, for example a podcast or a narrated PowerPoint.

It will save time if transcripts are creates at that same time as the presentation rather than waiting until a request is received to accommodate a student based on an accessibility request from the Student Disability Services office.

Keep in mind that transcripts can benefit all students. Transcripts are useful as a study aid. Transcripts can also be helpful when technical difficulties prevent a student from hearing what is being said.

Take a look at the article "When Should You Provide Transcription" for additional information.

Audio description

An audio description goes beyond captioning of the spoken word and describes all elements of the scene, such as music playing, leaves rustling, and rain falling. An audio description is only needed when the background audio adds to the comprehension of the video. Refer to "How do I do audio description of visuals?" from the W3 FAQ on Multimedia Accessibility for additional information.

Creating and using video

When to use video

Videos are great resources to enhance courses. Videos can assist students and prepare them for class. In this technology era, students view content on a variety of devices and want to view information on the go. They want to share video, create demonstrations, and use video for assignments. Keep in mind video may not always be appropriate. If you are thinking of using video in your courses, keep these questions in mind.
  • Are students bored or struggling with certain concepts?
  • What are students asking for?
  • Is there content that lends itself to visual explanation?
  • Are there visual demonstrations that students can use to come better prepared to class?
  • What assignments can students create using video?
  • Consider holding office hours incorporating video conferencing software such as Microsoft Lync.

Equipment for creating video

  • Smartphone
  • Webcam
  • Tablet
  • Video camera
  • Flip cam
Contact Instructional Design & Technology for guidance.

Expectations of students

Know what you want students to get from every video resource you’re considering. Students need to know the purpose of every video element. Consider how video can enhance the content for the enhancement of learning. Video should:
  • Demonstrate a specific principle.
  • Provide a comparison.
  • Present topics for discussion.

Video clip length

  • The length of the video will vary depending on the topic and what you are trying to accomplish. We recommend keeping videos as short as possible no longer than ten minutes.
  • There may be instances where you want to show a movie that is 30 minutes or longer but keep these to a minimum.
  • Provide an activity requiring students to respond to the video content.



  • Always develop a script and then follow it.
  • The script can be an outline of salient or a word for word transcription.
  • Prior to recording, read the script out loud and edit as necessary.
  • Accommodate students with different learning styles where they prefer to read over listen.


  • Mobile devices such as iPhones or iPads are great resources for recordings of less than ten minutes.
  • If you make a mistake, pause for five seconds then continue. The pause will allow for easier editing.
  • For more complex videos, please contact Learning Technologies. Internal resources such as CAT or Media Services are available to assist in filming.
  • Completed videos will then be placed in Kaltura, the online video repository, by Instructional Design & Technology.


  • If you plan to show a DVD in class, please verify that the classroom is equipped with a DVD player. Contact the ITS Help Center for assistance.
  • Is your DVD content copyright compliant? If unsure, please contact the Regis University Library for assistance.

Kaltura and MediaSpace


Kaltura is a video/audio repository for playback of video and audio files. Kaltura allows users to view videos on PC, Macs and mobile devices. Students have commented that Kaltura is much easier to use than iTunesU and YouTube. Kaltura is also appropriate for copyright protected videos where permission has been obtained.

Videos are uploaded to Kaltura by Learning Technologies. A URL link is then provided to instructors for placement into course content. Videos can be embedded into an existing course page.

Additional Kaltura resources


MediaSpace allows instructors and students to upload videos using a YouTube-like interface. MediaSpace seamlessly interfaces with Kaltura to provide a one-stop video repository. Instructors and students can easily embed videos directly into D2L courses and control who views them.

MediaSpace can be accessed using your RegisNET credentials.


Regis owns the rights to videos that are shot and produced locally and can use them in courses. Videos produced at other companies/institutions, including DVDs, may be copyrighted and require permission from the copyright owner. Permission can be as simple as an email permission statement or as complex as ongoing yearly costs. There may also be situations where Fair use applies and permission is not required. Use the following resources for additional information. For additional information regarding copyright and fair use contact the Regis University Library.