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"Why Google Captions Video Google's mission is to make all information universally accessible. Ellis and his team have embraced this directive by attempting to remove barriers to video captioning. Whether using captions to assist those with hearing disabilities, or because translated captions help international audiences, video accessibility is a priority to YouTube from the top down. Building Accessibility into YouTube YouTube has more than 1 billion unique visitors each month. So how does YouTube approach captioning on such a mind-numbingly large scale? "The captions team at YouTube doesn't actually go in and type in captions for anything. But we build a platform that allows anybody to upload captions in 20-plus different formats and then display those captions on all YouTube players," says Ellis. "We also build tools for people who are creating captions for their content on their own to easily and quickly create captions for their videos. Our goal is simply to make every video understandable to every user. A very long-term goal, but that's what we're aspiring to.""

"We recently hosted a webinar exploring copyright and fair use of captioning third-party educational video. The event featured legal expert Blake Reid, Assistant Clinical Professor in Technology Policy and Telecom Law at Colorado Law. Blake has worked on captioning regulations with deaf and hard of hearing interest groups and the FCC, earning a reputation for expertise in copyright law. Copyright and captioning are a major concern for educators. A poll of webinar participants revealed that, while only about a quarter of respondents encountered copyright issues with their captioned video, over half worried that they would run into trouble down the road."

Watch the final video that caps the entire Reinvent the University for the Whole Person series. The 15-minute documentary-style video synthesizes what we accomplished through the work of all six roundtables and weaves together the very best contributions from 40 top-tier experts and innovators who helped figure out how universities could integrate the best aspects of a liberal arts education for the whole person with the new possibilities of digital tools, the online world, and the learning sciences.

Class Problem March 26, 2012 - 3:00am By Kaustuv Basu The YouTube video of a Florida Atlantic University student losing control last week in a classroom and threatening her classmates has gone viral, disturbing many who teach in college classrooms. Campus safety experts say that the clip reveals challenges faced by faculty members who are usually the first point of contact when it comes to disruption in the classroom -- and who sometimes may not be trained on how to respond.

"A Resource Supporting the Full Integration of Technology in Arizona Schools What is the Arizona Technology Integration Matrix? The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal directed (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells. What is in each cell? Within each cell of the Matrix one will find two lessons plans with a short video of the lesson. Each lesson is designed to show the integration of technology in instruction and classrooms as well as the Arizona Educational Technology Standards."

'Badges' Earned Online Pose Challenge to Traditional College Diplomas By Jeffrey R. Young The spread of a seemingly playful alternative to traditional diplomas, inspired by Boy Scout achievement patches and video-game power-ups, suggests that the standard certification system no longer works in today's fast-changing job market.

Faculty Development Programming: If We Build It, Will They Come? © 2008 Ann Taylor and Carol McQuiggan. The text of this article is licensed under the Creative Commons Attribution-NonCommercial-No Derivative Works 3.0 license (http://creativecommons.org/licenses/by-nc-nd/3.0/). EDUCAUSE Quarterly, vol. 31, no. 3 (July-September 2008) A faculty development survey analyzed what faculty want and need to be successful teaching online By Ann Taylor and Carol McQuiggan The number of courses offered online grows every year, resulting in an increasing number of higher education faculty entering a virtual classroom for the first time.1 It has been well documented that faculty need training and assistance to make the transition from teaching in a traditional face-to-face classroom to teaching online.2 Faculty professional development related to teaching online varies widely, from suggested readings to mandated training programs. Various combinations of technological and pedagogical skills are needed for faculty to become successful online educators, and lists of recommended competencies abound.

"Sugata Mitra shows how kids teach themselves"