1 Introduction – Why do videos need to be accessible?

In recent years, large parts of teaching on many degree programmes have been at least temporarily digitalised. In this way both teachers and students gain new experiences and develop expertise in all kinds of digital formats that are used to convey knowledge, hold discussions and learning cooperations. Students with disabilities in particular have ambivalent experiences here: some find that digitalisation processes remove barriers, others however discover new and sometimes insurmountable barriers to participation.
Teaching videos also form part of the new digital landscape. Good preparation and follow-up are essential when producing video recordings, if they are to be accessible to all. This is because teaching videos in themselves present a barrier to users with sensory impairments, as they present
information by visual and audio means. Creating accessible videos demands thought is given to the two-senses principle (see 1.3 Accessibility as a process). This requires an audible description of visual components and speech or tonal information also being provided in text and/or visual form.
This guide describes the findings made in producing accessible teaching videos as part of the DaLeLe4All project. We cannot provide examples of every conceivable form of video-based teaching. The experiences we share can however be applied in every area of the university. They relate to the components necessary for accessibility and are illustrated with practical recommendations and thoughts on real-life experiences. In relation to actual implementation, we do not refer to the specific conditions at the University of Göttingen, since universities normally feature an accumulated landscape of IT components and support structures, and processes and measures cannot usually simply be transferred to other locations. The technical infrastructure is also constantly evolving – including with regard to accessibility – and therefore we can only offer a snapshot.
Please note that the English language version is a translation. The legal position it describes and the statistics all relate to a German context. Consequently it may be necessary to adapt to your own national situation, and at least make checks (e.g. the legal position).

Introductory video about the interdisciplinary project DaLeLe4All (in German)