Adding captions to instructional videos
Interactive faculty training module
Read below to learn about the purpose, process, and principles behind this project.
PURPOSE
Interactive training module for college faculty
This module was developed to empower faculty with both the motivation and practical knowledge to add captions to their instructional videos. The training responds to a clear institutional need: ensuring compliance with legal accessibility standards while upholding our shared ethical commitment to inclusive education. While faculty are deeply invested in student success, their experience with captioning varies widely. This module bridges that gap with clear, actionable guidance.
Accessible content isn’t just a legal requirement—it’s a critical component of equitable learning. Captions benefit a wide range of learners, including students who are deaf or hard of hearing, non-native English speakers, and those learning in sound-sensitive environments. By walking faculty through the why and how of captioning, this training encourages meaningful change and helps create more inclusive classrooms.
Terminal Objective:
Given a pre-recorded lecture, participants will accurately add captions that are fully compatible with the Blackboard Learn Ultra learning management system.
PROCESS
OVERALL PROJECT APPROACH: ADDIE MODEL
INTRODUCTION
For this project, I collaborated with two different Pharmacy Technology subject-matter experts (SMEs) who are also the course instructors. For the purposes of this write-up, these colleagues will subsequently be referred to as the SMEs. The SMEs wished to create an authentic and interactive summative assessment that would test student’s ability to correctly dispose of medications.
TASK ANALYSIS
To ensure this training was both practical and effective, I conducted a detailed task analysis to map out exactly what faculty need to know and do to successfully caption their instructional videos. This analysis identified essential actions, prerequisite knowledge, and areas where learners may need additional support. It also revealed opportunities to streamline the instructional structure, ensuring a clear, logical progression from foundational knowledge to application.
By breaking the process into manageable, goal-aligned steps, the task analysis became a cornerstone for designing instruction that is both efficient and impactful. It also informed the development of formative assessments aligned with real-world tasks faculty will perform.
The preview to the right is a zoomed-in portion of the task analysis flowchart to provide a sense of its structure.
You can download the full task analysis by clicking the button to the right.
LEARNER ANALYSIS
Understanding our learners was essential to creating training that truly supports faculty success. To gather insight, I interviewed a cross-section of faculty from across the institution, capturing the diverse backgrounds, skill levels, and motivations of the target audience. This learner-centered approach shaped every aspect of the training design—from tone and pacing to the types of scaffolding provided.
Key findings included:
Demographics: Faculty vary in age, experience, and educational background. While most hold advanced degrees, some—particularly in technical and health sciences programs—entered higher education through industry pathways.
Skills & knowledge: Faculty have a wide range of comfort with technology. While many regularly record lectures using tools like Blackboard Collaborate or ScreenCast-o-Matic, few have experience with captioning or Microsoft Stream.
Motivation & attitudes: Faculty are highly committed to student success but vary in their perceived relevance of captioning, and some may face a steeper learning curve depending on their digital fluency.
In response to these findings, I included optional support materials for foundational technology skills—ensuring that all faculty, regardless of prior experience, could fully engage with the training and meet the learning objectives.
CONTEXT ANALYSIS
Designing for context means meeting learners where they are—technically, physically, and socially. This context analysis guided key design decisions to ensure that the instruction aligns with both the learning environment and real-world performance conditions.
Managerial support
Faculty are most responsive to initiatives supported by institutional leadership. For this training to have sustained impact, it’s essential that department chairs, deans, and faculty council representatives advocate for captioning as both a legal responsibility and a commitment to equity. Supervisory support is likely to increase once captioning policies are formally communicated.
Physical environment
Faculty will complete the training—and perform captioning tasks—from their office or home computers. To mirror the actual performance environment, the training uses realistic screenshots and workflows from Microsoft Stream, Blackboard Collaborate, and cloud-based file systems. Interactive activities include drag-and-drop sequencing and interface identification to reinforce procedural fluency.
Social environment
Faculty will complete captioning tasks independently. Early adopters may serve as informal mentors within their departments, offering an opportunity for peer-to-peer support as captioning practices grow. Because the learning and performance settings are similar—solitary, tech-based, and self-paced—the transition from training to application is seamless.
Workplace relevance
This training addresses urgent institutional needs: improving accessibility, complying with Section 508 and Title II, and aligning with Kentucky’s state system policies. Captioning directly supports student success, particularly for those with disabilities, multilingual learners, and others who benefit from multimodal content delivery.
Technology requirements
Faculty must have access to Microsoft Stream (included in the Office 365 suite), but variability in tech reliability and frequent software updates pose challenges. To ensure continued relevance, a supplemental guide is included to help faculty access official support resources for Microsoft Stream and Blackboard Ultra. Rather than relying on static hyperlinks, the training teaches faculty how to locate help resources through keyword searches or site navigation—building long-term self-sufficiency.
DESIGN AND DEVELOPMENT
Project highlights
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A self-paced, 20-minute training module designed in Articulate Rise 360 to help college faculty add accessible captions to instructional videos and upload them to Blackboard Learn Ultra.
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Audience: College faculty across multiple campuses and disciplines
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Need: Faculty lacked clear, accessible guidance on captioning practices aligned with legal, ethical, and institutional policies
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Solution: A streamlined, interactive training experience deployed in Blackboard to mirror real-world performance
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Tools used: Articulate Rise 360, Blackboard Learn Ultra, Microsoft Stream
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Design priorities: flexibility, clarity, inclusivity, and authenticity
Key features
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Modular design: 7 short instructional steps, each with:
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A 30-second demo video
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A sub-task breakdown
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An interactive ordering activity with feedback
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Engagement options: learners can choose when to complete activities (as they go or at the end)
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Motivational framing: connects captioning to faculty values and student impact
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Job aids and printables: includes a downloadable step-by-step guide and activity instructions
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Summative assessment: a real-world performance task using an uncaptioned video
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Accessibility built-in: Rise meets Section 508 standards, modeling inclusive design
Outcomes
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Training was easily accessible via Blackboard
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Faculty appreciated the clear walkthroughs and flexible practice options
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Supports long-term institutional goals around accessibility and equity
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IMPLEMENTATION
The training module has not yet been implemented. The KCTCS System Office chose to remove Blackboard Collaborate from the Blackboard Ultra LMS and replace it with Microsoft Teams virtual meeting software, as Collaborate and Teams were paid duplicate services. The training will be updated to reflect the new procedure in Summer 2025 after a new task analysis is conducted.
EVALUATION
The evaluation phase includes both formative and summative strategies to ensure that this instructional unit meets the needs of its faculty learners and fulfills institutional goals around accessibility and professional development.
Formative evaluation
One-on-one formative evaluations were conducted with three faculty members representing the target audience at Somerset Community College. Each session aimed to evaluate the instructional module’s clarity, relevance, and usability—not the learners’ performance.
Learner characteristics
Before beginning the evaluation, participants were reminded that the focus was on the instruction, not on their abilities. They were asked to self-report their openness to learning new skills and their comfort level with technology.
Evaluation process
Learners began with a brief pre-test to gauge their familiarity with adding captions to an instructional video in Blackboard. If they were unsure how to proceed, they were encouraged to indicate so and move on without attempting to guess.
Next, participants engaged with the Articulate Rise instructional module. Throughout the session, observations were recorded, including learner behaviors, time spent in each section, questions raised, and usability challenges.
Following the module, learners completed a post-test with the same attitudinal questions from the pre-test and were asked whether they successfully captioned and uploaded a video.
Learners then completed an attitude survey and a brief debrief interview, offering qualitative insights into their experience and suggestions for improvement.
Instructional revisions
Based on learner feedback and observation, revisions were made to the pre-test, motivational materials, and several instructional steps. Additionally, the structure of the final instructional product was reconsidered to align with faculty preferences.
To increase adoption, the full module may be streamlined to include:
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The Rise module
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A printable “Adding captions practice guide”
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A revised version of the attitude survey
While this simplification would reduce formal assessment opportunities, a modified version of the post-instruction survey will remain embedded in Blackboard. This survey will include the original attitudinal items, a success self-assessment, and an option for faculty to request follow-up support.
Summative evaluation (planned)
The Vice President of Institutional Effectiveness at Somerset Community College will lead the summative evaluation. This position brings expertise in outcomes measurement, training, and faculty development. While not external to the institution, the VP of Institutional Effectiveness maintains independence from the project and will be supported by additional staff from the Office of Institutional Effectiveness and Research.
Impact analysis
The impact analysis will assess whether the instructional intervention addressed SCC’s accessibility goals, supported faculty performance, and influenced instructional practices. This analysis will explore:
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Learner engagement with the module
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Changes in attitudes about captioning
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Intentions to use captioning moving forward
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Actual behavior change (i.e., whether faculty have begun captioning their instructional videos)
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Platforms used for video content
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Peer influence (e.g., awareness of colleagues also captioning videos)
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Desired supports or resources that would increase adoption
A college-wide survey will be distributed to gather quantitative and qualitative data. In addition, department chairs will be interviewed to identify any observable shifts in faculty discussion, collaboration, or behavior related to accessibility practices.
Given that instructional design decisions at SCC remain highly decentralized, this data will provide insight into how well the training resonated with faculty and what barriers still exist.
Summative evaluation report
The final report will include:
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An executive summary
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Detailed findings from the impact analysis
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Key insights and recommendations for improvement
The report will be submitted to the Chief Academic Officer and SCC’s Accessibility Coordinator to inform future training and institutional strategy.
PRINCIPLES
My work is always grounded by well-established adult learning theories, educational neuroscience principles, and relevant instructional design approaches. The scholarship and science guiding the development of this interactive training module are discussed below.
KNOWLES’ ADULT LEARNING THEORY (ANDRAGOGY)
Malcolm Knowles’ andragogical principles emphasize that adult learners are self-directed, goal-oriented, and bring prior experiences to the learning process. This training module aligns with these principles by providing a self-paced, asynchronous learning experience that allows faculty to complete the training at their convenience. The module is structured around a problem-centered approach, guiding faculty through the real-world task of adding captions to instructional videos. Furthermore, by emphasizing the legal, ethical, and institutional importance of captioning, the training underscores its relevance to faculty roles, thereby enhancing engagement and motivation.
MERRILL’S FIRST PRINCIPLES OF INSTRUCTION
Merrill’s First Principles emphasize that effective instruction is problem-centered and involves the activation of prior knowledge, demonstration, application, and integration. This module aligns well with these principles by structuring learning around a real-world problem—the ethical and legal imperative to add captions to instructional videos. The training begins with a problem-centered approach, ensuring that faculty engage with an authentic task that has immediate relevance to their teaching responsibilities. Learners activate prior knowledge through an optional pre-requisite review, ensuring they can connect new information with their existing skills. Each step of the process is demonstrated using short screen capture videos, reinforcing correct procedures. Learners apply their knowledge through interactive matching activities and a real-world captioning task. Finally, integration occurs as faculty use their newly developed skills in their actual teaching environment, supported by a downloadable job aid and a rubric-based summative assessment.
SITUATED LEARNING THEORY
Situated Learning Theory posits that learning is most effective when it takes place within an authentic context, emphasizing participation in a community of practice. This training module aligns well with situated learning by providing an authentic, workplace-relevant task—faculty learn to caption videos using the same tools and environments they will use in practice. Additionally, since faculty work independently in their roles but can share knowledge and mentor colleagues, the training positions early adopters as potential mentors in their departments, reinforcing a community of practice. The integration of real-world tools such as Blackboard Ultra and Microsoft Stream ensures that learners acquire skills that are immediately transferable to their work environment.
COGNITIVE LOAD THEORY
Cognitive Load Theory states that instructional materials should be designed to manage intrinsic, extraneous, and germane cognitive load. To reduce cognitive overload, the module incorporates short 30-second live screen capture videos that provide concise demonstrations of key tasks. Each video is supplemented by written step-by-step guides, supporting dual-modality learning and reinforcing retention. Additionally, an interactive slider review presents summarized steps in an organized format, helping to structure learning and minimize unnecessary cognitive strain.
GAGNE’S NINE EVENTS OF INSTRUCTION
Robert Gagné’s instructional model is used to scaffold learning effectively. The module begins by gaining learners’ attention through a motivational section that highlights the significance of captions for accessibility and compliance. Learning guidance is provided through immediate feedback in formative assessments, reinforcing correct processes. Faculty performance is elicited through a summative assessment that requires them to caption an actual video, ensuring hands-on practice. Finally, a downloadable job aid supports retention and transfer, allowing faculty to apply their learning beyond the training environment.
SPACED LEARNING RETRIEVAL PRACTICE
Neuroscience research indicates that spaced repetition enhances long-term retention. The module integrates spaced learning techniques by presenting instructional content multiple times, which reinforces learning. Formative assessments throughout the module require faculty to order steps multiple times, promoting retrieval practice and ensuring mastery of the captioning process.
DUAL CODING THEORY
Dual-Coding Theory suggests that information is better retained when presented both visually and verbally. The module applies this principle by including live screen captures as well as text-based representations, reinforcing conceptual understanding and improving knowledge retention.
MOTIVATION AND ENGAGEMENT (AFFECTIVE NEUROSCIENCE)
Motivation plays a crucial role in adult learning. To enhance engagement, the module includes a motivational component that appeals to faculty’s ethical commitment to student success. Choice-based engagement strategies empower faculty to customize their learning experience, increasing intrinsic motivation. Immediate feedback loops help sustain motivation by reinforcing progress and competence, ensuring that learners remain engaged and confident in their ability to complete the captioning task.
Notes on improvements
The assessment is being revised using Articulate Storyline’s new tools to make the drag and drop interaction compliant with WCAG-2 accessibility guidelines.