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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.

"In essence, it is a just a distributed ledger to record transactions. What makes it special is that it is durable, time-stamped, transparent and decentralized. Those characteristics are equally useful for managing financial transactions as for a system of reputation. In fact, you can think of reputation as a type of currency for social capital, rather than financial capital."

"I asked the lead tech  developers of several Cedar Rapids companies what they look for when hiring, and they all responded with, "The applicant's Github [open source] portfolio." Not their GPA. Not their test scores or transcripts. Their what-have-you-done files. The only way a student can have a Github portfolio is if they have a project worth working on, and the only way they can have that is if they've had generative interactions with the greater community; a community who has a plethora of problems worth working on."

"I don't know who's going to send out transcripts - kids are already appying for rolling admission, so I have no idea. And some schools require a letter from a guidance counselor. So I don't know what we're going to do." "I found this app for their smartphone, which helps them search scholarships, and I got really excited. And then I got really depressed, because I'm trying to replace a guidance counselor with a dollar smartphone app."

"When a college goes out of business, all of its alumni can suddenly find themselves in an unexpected dilemma: How can graduates prove they actually earned their degrees when no one is left at the institution to send academic transcripts to prospective employers or graduate schools? That scenario is one reason that a group of nine universities, led by the Massachusetts Institute of Technology, today announced a collaboration to build a system that would let institutions issue digital diplomas and credentials in a way that can be verified without needing to check with a human registrar. The idea is to encourage widespread use of digital credentials across all kinds of academic institutions, and even at more informal places of learning, so that students end up taking ownership of how to communicate their learning to employers."

"Open Pedagogy, like the Persona Project, thins the walls of the classroom, gives students control over the their own learning environment, uses the internet to put students into real authentic contexts. Open Educational Resources, like the Transcript Media project, reduce the cost of education, but more importantly, they make Open Pedagogy possible."

"Digital student records are evolving in ways that more fully document student achievements. One such form is the Comprehensive Learner Record (CLR), a digital asset that helps students both better understand their learning and share a verifiable record of their knowledge and accomplishments. CLR content can include portfolios, learning artifacts, course descriptions and syllabi, rubrics, performance evaluations, and other materials that help document what a learner knows and can do. The CLR shifts attention away from seat-time metrics to richer measures of an individual's abilities."