2.1.3 Content and layout

Production of accessible teaching videos is not about maintaining specific standards and then removing barriers afterwards. Rather, the goal is to create as few barriers as possible from the beginning. The fewer barriers there are in the initial version, the less work needs to be done to make it accessible afterwards. Therefore, actual realisation is dependent on the concept for the image composition, slides and text.
There are numerous possibilities for the design of the image composition. The teacher may be visible full-length, standing at a lectern, or sitting at a desk. The presentation slides may be included on the left, the right or full screen – and these are just a few options. It is also possible to change the image composition within a video (see 2.2.1 Video recording). Regardless which image composition you choose, you should allow space for subtitling at the bottom of the screen. A monochrome background should be used. The Bundesarbeitsgemeinschaft der Taubblinden e. V. recommends e.g. a dark grey and also that the teacher’s clothing should where possible be monochrome, to avoid visual disturbance. Inclusion of sign language interpreters should also ideally be considered when planning the image composition and the background design (see 2.2.3 German Sign Language interpretation).
A script is very helpful when preparing the recording: it allows the team to work together on the draft and plan properly for accessibility. In addition, the script can be a basis for use of a teleprompter, subtitling and the transcription. It is not only helpful for hearing sign language interpreters but essential for Deaf sign language interpreters.
A storyboard (see Diagram 2) enables systematic coordination of the spoken and visual content that may require audio description (AD). To achieve a clear structure for the content of the spoken text, it also helps to note the objective or the knowledge that is being taught, so that everyone involved in revising the text is clear about what each section needs to convey.
Start by developing the spoken text and make notes about the planned illustrations or diagrams. Then consider what content in the illustrations is relevant, whether they already convey just what is relevant or whether you can simplify them. If you then integrate the essential content of the illustrations in the spoken text, you make AD superfluous at these points, or reduce its length. After that, drafts for the AD containing all relevant information that is not integrated in the spoken text can be written and discussed by the team.
It is important to draft the AD at an early stage: if you want to insert the AD in pauses in speech, you must plan in time for the necessary pauses. It is also worthwhile to note brief pauses in the script, in order to include AD in a separate video, so as not to cut the teacher off later when mixing. Once the spoken text and images have been agreed, you should go over sentences once more to shorten/simplify them. This makes it easier to subtitle later and makes them easier to read. The storyboard can also help with the design of slide layouts.

Slide design: visual information

• Use at least 22 pt font size (or 28 pt for titles) or larger, and sans serif font (e.g. Arial, Calibri).
  
• Do not overload slides – if necessary spread information across several slides.
  
• Make sure the colour scheme offers good contrasts. Check contrasts, e.g. using Color Contrast Analyser.
  
• Increase accessibility by using text in addition to or instead of fancy graphics.
  
• Try to keep complex illustrations down to the bare essentials or spread content over a sequence of graphics.
  
• Do not convey information simply using colour (e.g. green = correct, red = wrong), you should also use a second differentiator (e.g. green tick = correct, red cross = wrong). Diagram 4 shows, for example, how we use various emoticons.
  
• If you are using slides in full screen mode, leave space towards the bottom so that the addition of subtitles does not mask content. The addition of sign language interpreters also demands space on the screen, usually on the right hand side.
  
• If you are showing slides in full screen mode it is also worth creating slides in 16:9 format, so that the slide format matches the video format.
  
• If several related videos are produced, the design should be standardised.

Below are sample slides for our DaLeLe4All project:

Presentation: Audio information

• Speak slowly and clearly, and afterwards check the audio quality.
  
• Avoid lengthy sentences. Short sentences are also necessary to produce easy-to-read subtitling (see 3.2.4 Subtitling).
  
• The text on the slides should also be read out (see 2.3 Accessibility as a process, the two-senses principle). For example, if the slide shows a formula, read it out. If you are using graphics, describe what they show. If only part of the illustration is relevant, only put the relevant information into words. This helps to reduce the need for AD or make it less complex. In addition, with your explanation you give all hearing people more time and an inducement to consider the content of the graphics.
  
• Pause before a new theme. Also pause after visual references to allow for insertion of AD.
  
• Avoid using expressions that involve “seeing” or “hearing” (e.g. use “as is illustrated here” instead of “as you see here”).
  
• Explain foreign words or expressions.

Practical tips

• Structure your content clearly, e.g. greeting, introduction, aim of the presentation, outline, contents, summary, thanks.
  
• Use examples that are relevant to all target groups.
  
• Consider carefully which pictures, graphics and formulas are needed in the slides and integrate relevant information that is presented visually into the spoken text.
  
• Prepare the AD for all relevant information that is presented visually and that cannot be integrated into the spoken text (see 2.2.2 Audio description).
  
• Plan in correction cycles for the script and slides: Ask yourself the following a) can the content be understood? b) are contrasts legible? c) is there too much text in the slides? d) are they written correctly and using short sentences? and e) are they consistent?
  
• A full screen test can help to get the length and image composition right, not to expect too much of the recording and to tidy up any unnatural formulations from the spoken text. It also offers a chance to check your presence, when to pause speaking, and the speed of speech. A screen test can of course be carried out on your own computer using its webcam, etc.
  
• If you use a teleprompter (digital version of the speaker’s script) for the video recording, it must be formatted properly: choose a far larger font size and give the text a clear structure by breaking into paragraphs. Note pauses for the AD and intentional breaks in the flow of speech or when switching slides. Planning in pauses not only makes it easier to process afterwards, but can also be seen as an important didactic stylistic device.