7. Video and audio

What does that mean?

In Moodle, it is possible to upload videos that play automatically. However, this should be avoided. Uploaded videos should be individually controllable and it should be possible to switch them on and off independently. Furthermore, videos (as well as graphics and animations) should not flicker; in other words, they should not flash more than three times per second. 

Why is it important?

When videos start automatically, recipients with visual impairments cannot immediately locate and stop the video. Until they have found the relevant function, they hear both the video’s audio and the voice output from their screen reader. Furthermore, it is also important for other recipients that videos can be controlled individually and tailored to their own needs. Otherwise, the sound from videos playing automatically can be very distracting and impair the ability to work effectively. Furthermore, rapid movements or flickering effects can trigger seizures in recipients with photosensitivity.

How can you put this into practice or check it?

To disable the "Autoplay" option in the advanced settings in Moodle, you must follow these steps:

1. Go to the section or activity where you want to disable autoplay.
2. Click the pencil icon (Edit) next to the activity or section.
3. Scroll down until you reach the advanced settings. In these settings, you’ll find the "Autoplay" option.
4. Select "Autoplay" and change the setting to "No" or "Disabled" to turn off autoplay.
5. Don’t forget to click "Save changes" or "Refresh" at the bottom of the page to save your settings.

What should be done?

Videos provided should include subtitles, and the spoken word should not only be audible but also appear in written form on screen throughout the video. Subtitles are helpful in many situations: when it is not possible to listen at the time of viewing; when the content must or can only be taken in visually; when the sound quality is poor; or to break down language barriers.

Why is it important?

Subtitles are important because there are viewers who primarily take in video content visually, are unable to hear (or cannot hear properly) at the time of viewing, do not have audio output, whose first language is not German, or who wish to copy or search the content of the audio track. Subtitles enable these viewers to understand the content of the video and make it accessible, regardless of their hearing ability, language skills or whether an audio output is available. Furthermore, subtitles provide a visual representation of the spoken content, thereby facilitating understanding and comprehension.

How can you put this into practice or check it?

When inserting videos via the text editor (via the menu bar under "Insert" > "Multimedia" or by clicking directly on the multimedia icon), you can enter the URL for the subtitles as well as the video URL.

When generating subtitles, ensure that they are displayed on a single line, are sufficiently large and appear at a moderate pace in relation to the spoken text. In addition, where necessary, information about who is speaking and significant audio events (such as sounds conveying information, laughter or applause) must be included.

What does that mean?

If videos contain relevant visual content, they should be provided with audio description or full text alternatives. Audio description describes the key visual elements and information that are not included in the main audio track. A full text alternative provides complete descriptions of all visual information, such as actions and facial expressions.

The alternative format can be provided within the video itself (audio description) or as a separate document available for download, or on a different website (e.g. a transcript).

Why is it important?

For many people, audio description and full-text alternatives are essential tools for accessing visual media. Audio description and full-text alternatives are particularly helpful for those who are unable to take in visual content or have difficulty processing it, such as people who are visually impaired or blind. Furthermore, an alternative format such as a transcript has the advantage that the content is available separately in the event of problems playing the videos. Furthermore, a varied presentation of the content can help students to absorb it more effectively. Students who find it difficult to concentrate for long periods or to listen attentively can also benefit from this. 

How can you put this into practice or check it?

If you decide to use audio description, you should familiarise yourself with the key aspects. Please follow these steps:

1. Content analysis: The first step in creating an audio description is to analyse the content thoroughly. The video is watched several times to identify the key visual elements that need to be described. These include the characters’ actions, facial expressions, scene transitions, on-screen text and other important visual elements that contribute to the narrative or overall understanding. Detailed notes are taken and a comprehensive list of the visual elements to be described is drawn up.
2. Scriptwriting: Once the content analysis has been completed, a script is written that describes the identified visual elements concisely and clearly. The script complements the existing dialogue and audio without detracting from the original sound. It is important to use concise, accessible language and to adapt it to the relevant target audience. The script focuses on the most important visual elements and ensures that listeners can follow them easily. Complex plots or scenes can be broken down into smaller, more easily comprehensible sections. The script is written in the present tense to convey a sense of immediacy and better engage the listeners.
3. Recording: Once the script is finalised, the audio description is recorded. Professional voice-over artists or an experienced audio describer record the description in a clear, distinct voice. It is important to provide a well-structured script and clear instructions regarding the tone, pace and style of the audio description. This ensures that the recording process runs smoothly and efficiently, resulting in high-quality audio description.
4. Editing: Once recorded, the audio description is edited and synchronised with the original content. Care is taken to ensure that the descriptions fit naturally into the pauses in the dialogue and sound. The timing or wording of the audio description may need to be adjusted to ensure seamless integration with the original content. The audio description is also checked for inconsistencies, errors or unclear descriptions. Any issues are rectified to ensure that the final product is professional and of high quality.
5. Quality assurance: The final step in producing audio description is to check the finished product to ensure that it meets the required quality standards and accessibility guidelines. Feedback may be sought from visually impaired users or accessibility experts to identify any potential issues or areas for improvement. During the quality assurance process, care is taken to ensure that the audio description is clear, accurate and informative. Any issues identified are rectified, and the audio description is revised and retested until it meets the desired quality standards. 

Generally speaking, a well-written script forms the basis for successful audio description. You can find detailed information and guidelines on the Amberscript website.

Alternatively, you can provide a full-text alternative: all information is presented in text form. Full descriptions of all visual information are provided, including the visual context, the actions and expressions of the protagonists. In addition, non-verbal sounds (laughter, off-screen voices, etc.) are described, and transcripts of all dialogue are provided. The full-text alternative can be made available for download as a Word or PDF document.

What should be done?

The media files used should be named in such a way that they clearly and comprehensibly reflect their content or subject matter. 

Why is it important?

A descriptive title for videos and audio files is vital to ensure that they are easier to find and can be distinguished from other content. This makes navigation considerably easier for all recipients, particularly those who use screen readers.

How can you put this into practice or check it?

In Moodle, there is a simple way to set titles for multimedia elements such as videos. For example, if you insert a video under the "Multimedia" section, you will find the option to enter a title in the "Display options". Here, you should enter a clear and descriptive title that reflects the content of the video. This enables users to quickly identify and select the material they want without having to wade through unlabelled or poorly named files.

What does that mean?

A transcript is a written record or text document that reproduces the content of a spoken audio or video clip. It contains the full text of the spoken words, making the content accessible to all recipients.

The transcript can be displayed as text within the Moodle course itself, in the notes, in a separate document or as a link to an external website. The transcript contains the full text of the audio clip, so that recipients who prefer to take in the content visually can read and understand it.

Why is it important?

Recipients who prefer to take in audio content visually, who are unable to hear (or cannot hear properly) at the time of listening, who do not have audio output, whose first language is not German, or who wish to copy or search through the content of the audio clip, will benefit from a transcript. The transcript enables these recipients to understand the content of the audio clip and makes it accessible to them, regardless of their hearing ability, language skills or whether an audio output is available.

How can you put this into practice or check it?

There are various ways to create transcripts. As well as the manual method, there are also specialised software solutions that assist with the transcription of audio and video recordings. These can simplify the frequent correction processes, navigating through the recording and adhering to formal transcription rules. 

Express Scribe is a free digital transcription player that allows you to adjust the audio playback speed to suit your typing speed. You can also use the "F4" key to transcribe audio recordings with ease. The tool features a rewind interval, so that when you pause, you can listen again to the seconds of the recording you heard previously. The interval can be adjusted manually. The finished transcript can be made available as text within the Moodle course itself, in the notes, in a separate document or as a link to an external website.

What does that mean?

Recipients should be able to pause, stop and otherwise control audio recordings that are longer than three minutes. 

Why is it important?

Such personalised control functions are important to ensure that recipients are not overwhelmed by potential sensory overload and can decide for themselves when they wish to play the content. 

Flexibility in controlling the playback of audio files is particularly important for recipients with different needs and preferences. If audio files play automatically and loop continuously, this can significantly impair the experience of screen reader users. These tools are designed to read out web content, and if an audio file is played at the same time, this can lead to confusion and impair the perception of the information. Furthermore, screen reader users find it difficult to locate the audio file on the Moodle page and potentially stop or pause it, as the automatic playback mode makes navigation more difficult for them.

How can you put this into practice or check it?

When inserting an audio file into Moodle via the text editor ("Insert", "Multimedia", "Audio"), it is essential that the "Loop" and "Autoplay" functions are disabled. This ensures an accessible and user-friendly environment for all learners, regardless of their individual needs and assistive technologies.