Video can be one of the most effective teaching tools you use, especially when every student can access the content. Captions and audio descriptions boost clarity, reinforce key ideas, and creative flexible learning pathways that benefit all learners. Compliance with the revised technical standards for the Americans with Disabilities Act is an added advantage, but the primary payoff is student success. And because these practices can fit naturally into your existing video recording workflows, even small improvements can make a meaningful difference in how students engage with your course.

Here are three practical ways you can make your videos more accessible using tools and workflows you already have.

1. Start with captions because everyone benefits!

Captions help students who are deaf or hard of hearing -- and they also help the students riding the bus, in the library, at work, or while a toddler naps across the room. Research shows:

• 80% of adults are more likely to finish a video with captions (Publicis Media, 2019)
• Most Gen Z students watch video in public -- 70% use captions when they are available (Mykhalevych, 2024)
• 75% of students use captioned videos as study aids (Linder, 2016)

Captions are universal design in action. Therefore, always make sure your videos minimally have captions available in the language that is spoken.

2. Always review and edit auto-captions

Sometimes accessibility is the difference between dinner and disaster. Here's an example from the Web Accessibility Initiative that shows how auto-captions can fail students. In one clip, the presenter said, "Broil on high for four to five minutes." But the auto-caption read, "Broil on high for 45 minutes."

One quick edit can completely change meaning. Auto-captions will eventually improve and advancements in AI and audio technology will help strengthen the quality and reliability. For now, it's important to review those auto-captions!

3. Add audio descriptions when visuals carry meaning

Captions make sound visible. Audio descriptions make visuals audible. If students need to see something to understand your content, such as a graph, a diagram, or a demonstration, that information must be spoken aloud with a description. Without audio description, when you say "As you can see here…" it does not provide clear enough information for someone who cannot see the graph. With audio description, one could say, "The line graph shows three trends over 20 years. The blue line increases from 10 to 45." 

In other words: if you closed your eyes and listened to your video, would you still learn something without seeing the content? If not, add the audio description. Accessible teaching is explicit teaching.

Accessible video matters. It takes about 15 minutes to fix captions for a 10-minute video and 30-45 minutes to add audio descriptions. Our new video platform, YuJa, allows you to generate auto-captions and edit them, and you can upload an audio description to publish a fully accessible video for your students. However, if you feel overwhelmed, start small. One video. One hour. That's it. The impact it has will not only meet legal requirements, but will also benefit 100 percent of all learners. 

Ready to take the first step? Visit UMBC's Digital Accessibility site or run an Ally course report today. Support is also available from Student Disability Services and Instructional Technology.

DoIT and Student Disability Services hosted a "Candid Conversation on Enhancing Accessibility" on March 15th. The session highlighted ways that course accessibility benefits all students and results in inclusive learning and working environments. Student Disability Services and DoIT's Instructional Technology team collaborate to provide resources and support to enhance course accessibility. Proactively designing and teaching a course with accessibility in mind not only supports students with documented accommodations, but also supports Universal Design for Learning (UDL) principles and best practices in course design. In the session panelists shared several key recommendations and resources that are available:

Key recommendations for course design and delivery

• Use Blackboard Ally to check the accessibility of course content, get guidance on remediating content, and to access alternative formats of course materials.

• Videos about Ally

• Alternative Formats in Bb Ally 

• Which Alternative Format is Best to Use? 

• Student FAQ - How do I download an alt format file generated by Ally? 

• Use live captioning in online course meetings, either with Webex or Google Chrome browser live captioning enabled.
• Caption video recordings with automatic captions in Panopto or VoiceThread.
• Upload a Video to Panopto
• Add time limit and due date accommodations in Blackboard.

Accessibility Resources

In addition to the tools noted above, the following resources also support accessibility:

• Create accessible documents with Office 365.
• Review the Google Workspace guide to accessibility.
• Explore SDS assistive technology resources.
• Review assistive technology resources available at the AOK Library.
• Review SDS Information for Faculty.

Technology Highlight: Class

UMBC will be piloting Class, a synchronous web conferencing platform built on Zoom's infrastructure. Class provides support for the following:

• Live transcription. All students in a Class session can view captions.
• Multiple video displays while sharing content, including support for sign language interpreters with a dedicated Sign Language Camera.
• Notes, an upcoming Class feature, will allow students to highlight text from the meeting transcript and add notes.
• Screen reader compatibility and keyboard navigation.