Using AI to Increase Accessibility & Inclusion

Alternative Title

Using Artificial Intelligence (AI) to Increase Accessibility & Inclusion

Contributor

University of Central Florida. Faculty Center for Teaching and Learning; University of Central Florida. Division of Digital Learning; Teaching and Learning with AI Conference (2023 : Orlando, Fla.)

Location

Cape Florida A

Start Date

25-9-2023 10:30 AM

End Date

25-9-2023 10:45 AM

Publisher

University of Central Florida Libraries

Keywords:

Accessibility; Inclusion; AI tools; Educational content; Diverse imagery

Subjects

Artificial intelligence--Educational applications; Technology and people with disabilities; Assistive computer technology; Real-time closed captioning; Special education--Technological innovations

Description

AI tools like ChatGPT can convert “auto-captions” into more increasingly accurate transcripts with appropriate capitalization and punctuation almost on par with professional captioning providers. And AI-image generation tools provide us with a means to create more diverse imagery. By leveraging AI, instructional materials can be made more inclusive and empower learners with disabilities to more fully engage with educational content. This presentation will demonstrate two tools for achieving these ends.

Language

eng

Type

Presentation

Rights Statement

All Rights Reserved

Audience

Faculty, Instructional designers

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Sep 25th, 10:30 AM Sep 25th, 10:45 AM

Using AI to Increase Accessibility & Inclusion

Cape Florida A

AI tools like ChatGPT can convert “auto-captions” into more increasingly accurate transcripts with appropriate capitalization and punctuation almost on par with professional captioning providers. And AI-image generation tools provide us with a means to create more diverse imagery. By leveraging AI, instructional materials can be made more inclusive and empower learners with disabilities to more fully engage with educational content. This presentation will demonstrate two tools for achieving these ends.

Accessibility Statement

This item was created or digitized prior to April 24, 2027, or is a reproduction of legacy media created before that date. It is preserved in its original, unmodified state specifically for research, reference, or historical recordkeeping. In accordance with the ADA Title II Final Rule, the University Libraries provides accessible versions of archival materials upon request. To request an accommodation for this item, please submit an accessibility request form.