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There are 3 categories of audio or video recommendations that I found. Each had slightly different requirements for faculties or staffs: Real time meetings or online courses in real time. Here the recommendations are mainly to contact the Disability Resource Office well ahead of the need to set up a real time captioning service if there is an individual who needs it, or if it will be archived online for more than one term. There is also the important guidance to set it up and test it in the same environment before it will be used. Audio or video materials that faculty or staff produce and upload onto the institutional web (this includes courses). The prevailing wisdom is that if the faculty produce it themselves, they should also take responsibility for captioning; whether they do it themselves or not. Considering how easily this can be done in YouTube with a transcript and the synch captions feature, it is probably not too high a bar for someone who has the sophistication of producing the video in the first place. Of course it requires that a transcript is available or produced. Audio or video materials that faculty or staff find for use (e.g., link or upload materials from other sources). On this point there seem to be differences across institutions around what faculty and staff members should do. The section below details these differences.

"Instead of being an unstoppable force disrupting the faculty profession, MOOCs can be an opportunity to empower faculty to explore, create, and express themselves in new ways through open and digital education. To do this requires establishing the proper institutional context, one that allows for experimentation and grassroots, faculty-led initiatives to flourish. We have argued in this article that a focus on soft infrastructure - the resources, values, and affirmations that support faculty agency in experimenting with digital learning - has helped us create this context at Stanford. Our research suggests that this approach has given faculty the opportunity and autonomy to manifest their desires to share intellectual work more broadly, experiment and take pedagogical risks, express their unique teaching philosophies in new ways, and thoughtfully engage in the MOOC phenomenon on their own terms. As a result, a great number and variety of open and digital learning approaches have flourished at our institution."

"Quite expectedly, faculty comments included concerns about creating electronic correspondence courses, lowering course quality, and otherwise silencing the faculty voice in the teaching and learning process. Indeed, success with this new mode would depend on acknowledging the legitimacy of that fear and creating a process to encourage, respect, and retain the faculty voice. Our method of achieving this is anchored by five essential elements and will be applied to more than 250 courses, including general education, in nearly 20 academic programs."

"Drawing on her experience as a consultant for VoiceThread in which she hosts monthly Google+ Hangouts, she created the very first "Teach & Share" Google+ Hangout, an online gathering of educators who, for this installment, shared their experiences using the learning management system Canvas. "I started thinking about how much faculty learn from simply talking to one another. These are always the most powerful professional development experiences," Pacansky-Brock said of her decision to host the event. "Faculty need to connect with each other to keep innovation moving forward. [...] That's the premise of the Teach & Shares.""

"If you find yourself working longer hours or maybe feeling a bit more stressed at the end of the day, you're not alone. Fifty percent of college faculty who completed the annual Faculty Focus reader survey said that their job is more difficult than it was five years ago. Only nine percent said their job is less difficult, while 33 percent said it's about the same."

"According to faculty at various universities, there are two main ways that social networking sites are causing new concerns and considerations for faculty and institutions: frictionless sharing and context collapse."

"I've called educational technology issues the "academic freedom crisis of the twenty-first century" because I think how faculty present information to students is just as important as what information they present. If administrators force us to use tools that prevent faculty from teaching what we want to teach as well as we can teach it, they don't need to tell us what to teach in order to prevent us from getting our message out. If those tools can be used to replace faculty entirely, then even our content choices will become irrelevant because we won't have anyone around to hear our message. So what bothers me most about this message is its very limited definition of what academic freedom is."

"Of all the challenges facing online learning, I believe the need to train faculty properly to be the most difficult. Without adequate training in teaching methods, I don't see how learning technologies can be used effectively. We cannot afford to go on creating a whole parallel industry of instructional designers to hold the hands of faculty who can't teach effectively. Higher education is costing too much to have amateurs doing the teaching."

Social presence remains the key to a successful learning experience, and understanding social presence, with its critical connection to learning and community building, allows us to better support faculty and students. Understanding a wide selection of tools, media, and reflective activities helps faculty assist students in taking responsibility for their own learning. Providing iterative feedback and mindful assessments helps faculty meet learning outcomes and guide student learning. Implementing change in small steps is the key to understanding which strategies work and which lead to frustration and discontent.

"The massive open online course craze may have subsided, but the debate about the role of online courses in higher education persists. Even as more faculty members experiment with online education, they continue to fear that the record-high number of students taking those classes are receiving an inferior experience to what can be delivered in the classroom, Inside Higher Ed's new Survey of Faculty Attitudes on Technology suggests."

"Open educational resources rate as one popular strategy, with 92 percent of faculty members and 97 percent of administrators saying instructors should assign more of them. Still, past research has suggested many faculty members haven't heard of OER or don't know where to discover open content. David Wiley, chief academic officer of Lumen Learning, said the report builds on previous findings about OER."

"The Provost will charge an Open Access Policy and Implementation Committee with policy interpretation and with developing a plan that renders compliance with the policy as convenient for the faculty as possible. The OA Policy and Implementation Committee comprises two members of the Library/Faculty Advisory Board, one member of the General Faculty Academic Services Committee, one member of the library staff, and one representative of GTRC."

"Leveraging the revolutionary potential of digital technology to provide access to the world's best faculty members, this new method of dissemination takes what were once exclusive, limited-access, high-priced resources and puts them online for anyone to learn from, freely. Despite its somewhat goofy acronym, this new model has been embraced, sometimes in the face of faculty objections, because of its democratizing, globalizing potential, as well as its effectiveness in improving an institution's reputation for innovation and excellence. I am, of course, talking about Coapi. If you haven't heard of it, the Coalition of Open Access Policy Institutions, which now comprises more than 40, began in 2011 as a way for colleges to coordinate and advocate for open-access policies, which typically require that all faculty journal publications be made available freely online, whether on a personal Web site, institutional repository, or discipline-specific public archive."

"hat we're witnessing is the changing role of faculty in Competency Based Education - I (and many ed. reformers) believe instructors SHOULD function more like tutors, coaches, and mentors than their roles have traditionally called for! The faculty role has been historically constructed as a "fount of knowledge", sage on a stage, the smartest person in the room - this was a historic necessity during the long era of information scarcity that we are transitioning away from. Now that information is abundant, infinitely reproducible, instantly accessible, subject matter experts need to share space with faculty who specialize in the interpersonal nuances of teaching students. In fact "regular and substantive interaction" is scarce in higher education, unless you count lecturing and note-taking as "interaction". Do you? Is this the standard that OIG is measuring WGU against?"

Referenced by @tealia "Higher education institutions that want to significantly increase their student success outcomes must design their policies, practices, and organizational culture to promote the engagement and leadership of their faculty and staff. Colleges that invest in designing engagement and empowerment strategies that leverage the talent and dedication of faculty and staff are likely to produce more meaningful and sustainable results."

"The important point to remember is that the fair use guidelines that are used to determine what materials can be used on the local campus do not automatically transfer to online courses offered to the consumer public. To many faculty, these rules seem bureaucratic, but librarians can help navigate the terrain that faculty are not accustomed to dealing with. And, by becoming comfortable with copyright provisions themselves, faculty can ensure that their online students access the same level of resources that on-campus students enjoy."

"However, it is individual faculty, not CAOs and CIOs, who make the decisions about course materials - and by extension, the use of OER materials in their classes.   And there is evidence that faculty are far less enthusiastic about OER than CAOs and CIOs. Drawing again from the 2018 Campus Computing Survey, just two-fifths (38 percent) of CIOs report that faculty at their institution "believe that the quality of OER course materials is about the same as comparable commercial products.""

"Effective immediately, the single sign-on and gradebook syncing capabilities between the two companies are available for all current and prospective Canvas users. This is especially important for the many faculty who would like to enjoy the benefits of OER but have not had adequate tools and services to support this. With panOpen, not only can faculty make use of the platform tools, but also of panOpen's editors and instructional designers to help ensure that both faculty and students have the best possible experience with open content."

"Amid the various influences that massive open online courses have had on higher education in their short life so far -- the topic of a daylong conference here Monday -- this may be among the more unexpected: The courses may be prompting some faculty to pay more attention to their teaching styles than they ever have before."

"Postsecondary students in British Columbia may get a bit of a break when it comes time to buy their textbooks this fall. In the first move of its kind in Canada, the B.C. government said it will make available up to 20 free and open online textbooks for some of the most popular first- and second-year university and college courses. There's no guarantee that faculty will choose to assign the new textbooks, but proponents of the project are hoping that rigorous quality control measures and a little nudging from students will win them over. The textbooks also will be available to institutions, faculty and students across Canada to use at no charge."

Yes, I see that it is Canada, once again, leading the way.... :) If enough faculty adopt open online textbooks a new norm will be achieved! Of course, the quality must be equivalent....or, perhaps, better.

The state of Washington did it first. The Pacific North West leads the way.