Captions on your Re/Play videos will now be automatically added

Suzanne Collins: Digital Education Office

From the 31st of January, we’re making a change to the way captions get added to video content in Re/Play. Instead of lecturers having to add captions manually, Re/Play will now add them automatically. This is good news for all of you who have said that having captions on video helps you to learn, and it also means that we will be working towards making your learning material as accessible as it can be.


“I use captions whenever I am watching a video. I find it really helps me to process what someone is saying. The Powerpoint slides help me to clarify any inaccurate captions.” UoB Student, Autumn 2021


The software that will add the captions does so using a computer, not a human, so there will inevitably be mistakes in the captions. Therefore, it’s really important to see captions as a way to support your learning, not as a replacement for the video content. They will not be accurate enough if you rely on captions to learn for accessibility reasons. If this is your situation, there is a separate support route in place where human written captions can be provided for you – get in touch with Disability Services who will be able to help further. For recordings of in-person lectures (lecture capture), captions will be added once the recording is published. If you don’t immediately see captions available, check back in an hour or so.


“When there are no captions, I am much more likely to need to keep rewinding to listen again.” UoB Student, Autumn 2021


If you use captions as a support to your learning, you’re adding to your set of study skills, as well as your digital skills! If anything doesn’t look right, especially terminology or names, double check against what’s on the slide, in handouts or reading materialsor listen to that section if you can. Captions should never be used as the sole source of information, especially for assessments and revision. Always check with your lecturer if you don’t understand something important. 

To turn the captions on or off on a video, look for the small ‘CC’ icon at the bottom of the video. Captions will appear at the bottom of the video.

Screenshot showing the CC icon on the Re/Play player

If you play the video full screen, you’ll also see a small magnifying glass icon. Here, you can search the captions and go straight to where a key word is mentioned by selecting the caption you want to see.

Screenshot showing the Re/Play player with captions search open

We’d love to hear feedback on how the captions help you learn. Why not get in touch with your course rep and ask them to pass your thoughts to our team of Student Digital Champions!

 

Why the student voice is so important, and how I am using mine to shape the digital learning experience for others

Written by Helena Thornton

Student Digital Champion and Undergraduate student of Psychology


When I began at the University of Bristol in September 2020, I had no idea what to expect. If university at all is a big step to take, moving across the country to start my degree in the middle of a pandemic felt like a giant leap. There were so many unknowns: of course, I had the more usual university concerns of whether I would like my flatmates, learning to cook for myself, and working out how to write a university-style essay. However, alongside these I faced Covid-specific questions: How I would receive my teaching? What would online teaching look like? Would it be accessible and engaging, or isolating and frustrating? Could I still build a social life with impending lockdowns and restrictions? 

A year on, many of these questions have been answered in some way or another. And, I am pleased to say that, while my first year of university was certainly a strange one, there were definitely positive elements of the experience. A lot of this has been down to how the university has managed to facilitate learning and even social opportunities online over the past year. 

Online learning took a while to get used to. One of my favourite things about it has been the flexibility it provides: I have enjoyed being able to watch pre-recorded lectures wherever and whenever during the week! This has been particularly helpful for me as someone with a disability: being able to break a lecture up across a longer period of time when needed, or spend a bit of time re-playing a part I didn’t understand, has definitely made the content more accessible.  

As expected, there have also been difficulties associated with learning almost completely online: from the more general problems, such as feeling more isolated from others on the course, to the more specific confusions around how to get Blackboard and other pieces of software to work!  

As the year progressed, I began to realise that, despite having almost exclusively online learning, there were still a lot of ways I could get involved with the University, and with other students. I started off by joining societies, and as I had an interest in Accessibility and Inclusivity, I sat on various committees as a Disability & Equalities Representative. This was a great way to meet people, and to help to build student communities online, by organising virtual events and participating in campaigns.  

It also made me realise the huge variation in student experiences of online learning, and of university as a whole. The switch to remote learning and online assessments has been much easier for some than others. It’s so important that anyone disadvantaged by the new systems, or struggling to adapt to them, is given a voice, and access to the support and resources that can improve their experience.  

With this in mind, this year I have started as Chair of the University’s Disability and Accessibility Network, leading the student platform for students with a disability, mental health condition or neurodivergence. This is an exciting opportunity to work with other students, finding ways to amplify their voices and improve their experience. 

As well as this, this role – alongside the others I have had in the past year – have (and continue to) offers fantastic opportunities to work with University members of staff, particularly those focussed on improving the student experience. As someone both with a disability and in a representation role for other disabled students, it has been really great to get involved in this type of work, being able to feed back about the different experiences students have had, and looking at ways to resolve the difficulties that come up.  

When students are placed in a position where they can speak and be listened to about the problems – and successes – of university learning, powerful changes can be made. For example, last year the Disability & Accessibility Network worked with the University to highlight the gaps in disability accommodations being provided in online assessment formats. As a result, new solutions were found, which have had an important impact across the University to the student assessment process. 

Going into second year, I have also started working with the Digital Education Office as a Student Digital Champion, a student role where I can give feedback, work on projects, and create resources alongside the DEO staff members. Although I haven’t been in the role very long, working with the DEO has been a really positive experience: it not only gives students a voice, but also provides a channel through which to collaborate with staff at the University to improve the resources available to students ourselves.  

The Student Digital Champions, alongside the DEO, are able to work together to improve the online learning experience for students. As we all have unique experiences of online learning and assessment, we can use these to ensure that the DEO’s priorities are as relevant as possible, and are approached in ways that can make a lasting impact for students.  

As a result, I am now not only able to answer the questions I had as a new student facing online learning, but am able to help create these answers myself! At a time when there has been so much change to the university learning experience, this is a great way to ensure that the new systems and ways of learning are positive changes, and I am very pleased – and proud – to play a part in that. 

If you would like to find out more about the Disability and Accessibility Network, feel free to visit our SU Network Page: https://www.bristolsu.org.uk/groups/bristol-su-disability-and-accessibility-networkor our Facebook page: https://www.facebook.com/BristolDSN,or join our Facebook group: https://www.facebook.com/groups/bristolsudisabilityandaccessibilitynetwork/.