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Learning2gether with Claude Almansi and Lucia Bartolotti about Amara

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    [Vance Stevens] Posting posting
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    Ah, here we are: we're there.
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    With - this is learning 2gether, another episode of learning together,
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    and this is the 14th of July.
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    Happy independence day to any French we have listening.
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    And of course the could be listening, if not live, on the stream.
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    Well, they're not in the hangout, probably but we --
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    let's see, we also, we have recordings.
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    So you might be listening on the recording.
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    So this is July 14, 2013.
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    We're going to have a discussion today about Amara, amara.org,
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    which is a little captioning, or what do you call them?,
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    a - little tag at the bottom: transcribes the lyrics for you,
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    or you transcribe the lyrics and it helps you make lyrics to media.
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    So we're going to find out what kind of media you can use and possibly some alternatives
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    that might -- that some of us have been playing with it.
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    I was playing with it earlier today and I found it really easy to use.
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    And so, it's just an interesting tool I--
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    we got interested in it because Claude and Lucia - and I think that's Lucia I recognized a little ago:
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    Hi Lucia. She's just joined us. Your name just came up.
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    She did a lot of work transcribing our last MOOC session that we had.
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    And so we've got recording of that, MP3 recordings, YouTube recordings and also now, this transcription,
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    which has been a little bit cleaned up through crowdsourcing.
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    So, welcome everybody. Maybe we can go round and have people introduce themselves
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    and say who's here.
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    Test your mike.
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    [Nina Liakos] So, being to your right, I will --
    [Vance] There you are
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    [Nina]--introduce myself: my name is Nina Liakos.
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    I'm experimenting with my lower third and unable to move my flag from right to left.
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    [Vance] No, it's just right: you're looking out to it
    [Nina] Oh, I'm looking at [inaudible]
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    [Vance] We're looking into it.
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    [Nina] OK then, all right
    [Vance] Yeah, yeah.
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    [Nina] Does it say were I work?
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    I tried to put that.
    [Vance] Maryland English Institute...
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    [Nina] Yeah! It worked! And what's a preset?
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    [Vance] A preset? I don't know.
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    [Nina] It's telling me "Please enter a name for your preset first." Anyway: no matter.
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    [Benjamin Stewart] You can now [check]
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    Sorry: I was going to answer the question.
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    The preset is just a way that you can actually set your lower third.
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    So, you might have several lower thirds, depending on the type of interaction and community
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    that you are participating in.
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    And so, it's just a way to say this.
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    [Nina] All right, thank you.
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    So, yes, in addition to working there, I am also a WebHead
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    and this year I'm the lead coordinator for the Electronic Village Online
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    and trying to spread the word.
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    The Call for Proposals is out and we'd love to have some of you guys put in proposals
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    or participate, or both.
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    And I'm outside Washington DC.
    [Vance] EVO sessions --
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    [Vance] evosessions.pbworks.com [check]
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    [Vance] I've put the link in the text chat.
    [Nina] Yes, thank you.
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    I'm also trying to get out of my hangout toolbars
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    I will mute my mike.
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    [Vance] Just click on the chat tool and it will put it over there [check]
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    Ok! So next over is Lucia I believe
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    I recall from the text chat that I just helped transcribe
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    that Lucia was having trouble getting her mike going
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    so you have to unmute yourself.
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    Have you - is your mike working, Lucia?
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    Maybe she doesn't....
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    Can you hear us?
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    [Claude] She said she had problems with the audio now,
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    [Claude] in the chat.
    [Vance] Ah, ok! Let's come back to...Oh,no! There she is!
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    Maybe she's got it now. Lucia, Can you hear us?
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    Maybe... Shall we move to Diana?
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    And then we'll come back to Lucia.
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    [Diana] Hallo everyone! I'm a newbie here, and I'm very happy to be here with you.
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    So I'm the tutor of English from Ukraine
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    and, well, I'm trying when I have just some time off my job I have
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    well, you know, I have joined several groups and tried to learn new things
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    which I really loved to do.
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    So Life Long Learning: this is my motto.
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    So, I'm learning!
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    [Vance] Good ! Do you know Lena [check]?
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    [Vance] Are you calling [check] sorry?
    [Diana] No
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    [Vance] Oh, OK, well, she is ... somebody who joins us from Ukraine every now and then.
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    [Diana] Ok, no, I don't know her.
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    [Vance] Ok! Claude? (5:05)
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    [Claude] I'm Claude Almansi and I started using subtitling tools, sort of 7 years ago.
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    And I was immediatel fascinated by the possibility for education.
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    I mean, subtitling is first and foremost for including deaf people,
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    but as soon as I saw how it worked, I thought what a good thing for education.
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    And I'll try to present some of the things we can do with subtitling tools in schools.
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    [Vance] OK. Next over is Benamin Stewart who has --
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    I'm going on vacation after this week, and Benjamin is stepping in next week
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    to try to help keep Learning 2gether moving forward,
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    and any volunteers who want to come forward in the next couple of weeks,
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    we have -- Benjamin has actually set up a Google Doc for that,
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    so you can enter your name there, or you can also write on the wiki.
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    Anyhow, that's an aside, but thank you very much, Benjamin, for doing that
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    and tell us about yourself.
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    [Benajamin] Sure, and I'll try to include that link a little bit later
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    for those of you who are either watching this recording, or --
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    for those who wish to be participating in the coming weeks, in your absence, Vance,
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    ............ my name is Benjamin Stewart [check] (6:31)
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    and I'm an American, and I live in Aguascalientes, Mexico,
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    and I teach free service English teachers at the public university here
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    and I have my website here and if you want to know a little bit more,
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    I'll include the link here in my lower third.
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    So, I'm happy to be here and look forward to learning more about Amara.
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    [Vance] And that jo on the far end is Andreas. Andreas, nice to see you. How are you?
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    [Andreas Formiconi] Hello. I'm fine, thank you. Hello to everybodyy.
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    Thank you, Vance.
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    I'm here because Lucia is a student of mine in some sort of online courses I'm giving.
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    Claude is claiming to be a student of mine too, actually she is a powerful co-worker.
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    And I'm a physicist playing and hacking with education stuff since --
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    I don't know, some 10 years, something like that.
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    Now I was trying to deliver a cMOOC, connectivist MOOC, last three months,
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    and now I'm experimenting something different.
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    So that's why I'm here. Thank you, Vance.
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    [Vance] Yeah! What a nice MOOC it was, apparently,
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    And well, OK, when we get Lucia back -- it looks like she has gone after some missing devices.
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    But anyway, Claude, did you want to tell us a little bit about Amara?
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    [Claude] Yes. Amara was first called Universal Subtitles
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    and it's an online subtitling tool, which produces --
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    sorry, first one thing: I'm not going to make differences between captions and subtitles,
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    because they are not the same for English English people and for English American people.
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    So I'll say "subtitling" and then I'll say "translating" when you use already-made subtitles
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    to make them in another language.
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    So, Amara started as Universal Subtitles
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    and the great advantage of it, and Lucia will be able to testify to that,
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    is that it is extremely simple to use.
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    You just transcribe what you hear,
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    and then you synchronize it with the audio.
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    And then the software produces the subtitles.
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    And that was the basic application, back in 2010.
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    And then they added a lot of other things and it became a little less simple,
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    but it remains still the simplest way of producing subtitles for a video.
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    So apart from the interest for the deaf people, it's also very useful for schools,
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    because -- I'm from Switzerland, so take a kindergarten in Switzerland
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    where they speak dialect, a sort of esoteric Swiss-German dialect:
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    the teacher could make a video, subtitle it in German,
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    then other people could translate the subtitles in all sorts of languages,
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    and that video would have an audience with all the other teachers,
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    and maybe even kids of kindergarten, this way.
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    So, this is why I've been using Amara for a long time.
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    And then we can speak also of, say, alternative ways of using Amara after [inaudible: other voice overlapping] (10:24)
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    [off voice] It's not taking it.
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    [Vance] I'll see if...
    [Off voice] [inaudible] ... manual
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    [Vance] Elaine here, OK?
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    It might have worked. All right, OK
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    She's trying to set herself up, obviously, getting some help.
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    That's Elaine Marshall, and also Ana Cristina Pratas has just joined us.
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    Is your mike working, Ana Cristina?
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    No [laughs], OK. Well, we can read your lips.
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    [Ana Cristina] I think it's working now, can you hear me?
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    [Vance] Yes, we can, Ana, OK.
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    [Ana Cristina] Good evening everybody, from Al Ain in the UA.
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    Thank you very much, Vance and everybody.
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    [Vance] OK. Claude was just telling us a little bit about Amara, that worked,
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    and how easy it is to use to caption videos and other media, presumably.
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    [Claude] Yes, I've even used it to translate text.
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    I made a very long video without anything in it,
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    then I created false subtitles from a short story by Cory Doctorow,
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    and then I translated between the subtitles into Italian.
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    That was quite fun to do, but it's not the best way of translating a text,
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    but it works quite well.
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    You can do all sorts of things with a subtitling tool,
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    because basically, what it does is it allows you to transcribe
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    and then to time if you want, but not per force, what you've transcribed.
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    And then you can download the subtitles either as subtitles with the time indications,
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    or just as a transcript
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    and that, Andreas did this afternoon with Lucia's translation of the last meeting about the cMOOC:
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    he downloaded the Italian translation and then he --
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    well, he actually edited it for readability, but he pasted it in his blog.
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    And so, that's what I like about textual subtitling versus subtitling in a video,
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    apart from the fact that I'm very clumsy with my hands
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    and if I have to burn in subtitles in a video, it takes me hours.
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    But it's also because if you have a separate text file that makes - that shows the subtitles in the video,
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    you can then do all sorts of things with the text file.
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    [Vance] Now, to make the text file, you have to do it yourself
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    or can you - suppose YouTube already has a transcription of some sort
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    can you use that?
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    [Claude - laughs] Sometimes - sometime, Vance
    [Vance .... it is junk]
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    [Claude] Now we've done that, I remember, with another subtitler,
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    with a video of the US presidential campaign.
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    It looked as if the automatic captions were reusable.
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    So we stuck through it, but I mean, it was fun too,
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    we didn't use Amara directly, we used something called Google Translator Toolkit
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    which you can use from the video on YouTube when you already have subtitles.
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    So, we asked PBS, because it was a PBS video, to just save the automatic subtitles
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    as if they were really new subtitles, then ask for a translation into English of the English subtitles.
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    Then we corrected - because what the Toolkit does is that it gives you the original subtitles
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    and it gives you the automatic translation.
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    So of course, there you had the Toolkit translating bad English into bad English.
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    And then we just corrected the second part.
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    It was fun, but I mean, we never did it again.
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    I mean, it probably took us twice as much as, had we started from scratch.
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    But it's going to become possible.
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    Automatic captions are still total rubbish and you must never offer them for listening.
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    That doesn't make sense.
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    Sometimes it's very vulgar.
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    There was one case of an Italian video of the Deaf Institute in Italy.
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    At one point, a woman said "corona", which means "crown",
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    and the autocaption said "fanculo", which means "fuck off".
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    And there was no reason why "corona" should become "fanculo,"
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    I mean no phonetical reason.
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    So it's better to - I mean if you have autocaptions on a YouTube video,
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    it's much better to do real captions, because you'll find some appalling things in the autocaptions.
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    I think I have some pretty funny ones in some of Andreas' own videos, actually,
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    but I can't remember them offhand.
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    But sometimes it works. It will work, I'd say, in a couple of years' time,
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    this will completely change subtitling,
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    because it's improving really all the time, the automatic [voice] recognition.
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    [Vance] Just a quick word to Lucia, who is in the stream.
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    Maybe Lowan [check] is there too: Lowan Dahaha [check] has been popping in and out.
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    Right now we have 8 people in the hangout and there should be room for 10.
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    So its' just an announcement in case you're listening on the stream:
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    you should be able to get in if you act fast on this.
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    One time offer [laughs]
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    Anyway, we have two places actually, that's pretty good.
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    OK. Are there any questions for Claude at this point or--?
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    [Nina] I think I've a question [inaudible]
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    the work in progress yesterday.
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    [Nina] I joined Amara and I'm afraid
    [Vance] Move your headphone down. Headphone isn't--
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    [Nina] Can you hear -- Shall I start again?
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    [Vance] That's better.
    [Nina] Yeah
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    [Nina] I have raised it to eat my apple.
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    So yesterday I was looking at the video that's not a video with Vance and you all.
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    I couldn't manage to do anything with it.
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    I mean, I couldn't -- I didn't recognize the different pages
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    from the ......[check] text thing which is dragon pad or whatever - wherever the instructions were
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    I couldn't recognize the pages I was on;
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    when I would click on the subtitle, it looked like I should be able to edit it
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    but I couldn't edit it.
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    So I was just looking at it, but couldn't do anything.
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    And I'm also afraid that I jumped in and linked my YouTube account to that as
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    you then told me that I shouldn't do.
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    So I wondered if I could undo that somehow.
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    Anyway, so, that was my experience and I wonder if you could comment on that.
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    [Claude] Yes, well, unlinking your YouTube account:
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    you should have a link in your Amara account to do that.
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    If not, you go to your Google Account and there is a setting, but then I can put the link maybe--
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    perhaps not right now, on how to do that.
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    But from your Google account, you can also review all the apps you have authorized
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    [Claude] to do things to your account.
    [Nina] OK.
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    [Claude] and then you can revoke the authorization.
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    Then you will still be landed with the link that Amara has put on your videos,
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    and this you'll have to delete by hand.
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    [Nina] What will it have put on all my videos?
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    [Claude] Something saying: "Help us caption this video at..."
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    and then there's a URL for an Amara page.
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    [Nina] Actually, most of my videos are private, so it wouldn't make any difference anyway.
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    [Claude] Ah, then you mustn't worry about that.
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    But many people hadn't realized that when they had a video that was unlisted,
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    it would get pumped to Amara with the link put and all that.
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    At one point -- there's a thread in the help forum
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    which was about asking for deletion of videos and subtitles.
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    And they got so swamped by requests from people who had done the syncing
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    but didn't mean the effect
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    that they just changed the conditions and said they'd only delete videos
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    when there was a DMCA takedown request
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    which I thought was a little odd for something that was meant to be open and free in its spirit.
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    But anyway, I mean, the trick is, if you've done that
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    and then you find yourself with Amara pages for videos you don't want Amara pages for,
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    you first of all unsync the two things,
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    so you're not going to get the Amara subtitles fed automatically, without any possible control,
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    to your YouTube videos.
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    And then, well, if you then want to have the subtitles,
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    you can start them on the Amara page
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    and then YOU decide when you want to add them to YOUR videos,
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    as Andreas has done with several of the videos that we subtitled in the L--
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    how do you pronounce that? -- well, in the cMOOC.
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    And we made the subtitles and he fished them from the Amara page and he added them to his video.
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    And unless you have thousands of videos, like, say, TED conferences,
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    it really doesn't make sense to [inaudible: have subtitles fed automatically to your videos]
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    it's easy to download a subtitle file and then add it to your YouTube video.
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    I mean, there at least you've got control.
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    The syncing to YouTube thing might be a good idea if they gave you this control about what's happening
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    but they don't.
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    And sometimes you get vandals. You know Gangnam Style?
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    [Claude] You know the Gangnam Style video by PSY?
    [Nina, Vance] Yes.
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    [Claude] Yeah, well, just before Xmas, someone vandalized the Spanish subtitles of that on Amara
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    really vulgarly. I mean, I'm no prude, but that was really very vulgar.
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    And that stopped there because there was no direct connection to the YouTube video,
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    but otherwise, had PSY done that, had he synced his videos,
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    extremely vulgar subtitles would have gone directly on his YouTube video --
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    with almost, back then a milliard, now - sorry: a billion - now certainly a billion views.
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    I mean, it's really inciting vandalism, this sync,
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    as it is set up.
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    So if you can help me try to convince Amara to give people moderating control about
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    what is getting back to their YouTube videos, I'd be very grateful, because there are too --
  • 22:16 - 22:24
    [Nina] Yeah, it makes me not actually - it makes me kind of reluctant to participate in this.
  • 22:24 - 22:31
    It seems like we shouldn't be able to -- to change people's videos on YouTube.
  • 22:31 - 22:34
    I mean, maybe you can make a new one with subtitles,
  • 22:34 - 22:38
    but you shouldn't be able to change it irretrievably.
  • 22:38 - 22:44
    [Claude] Exactly. That's really one of the issues: it's an issue --
  • 22:44 - 22:47
    and also there is an issue, vice versa,
  • 22:47 - 22:52
    of people not knowing that their subtitles are going directly to YouTube.
  • 22:52 - 22:55
    Of course, people can download them and add them.
  • 22:55 - 22:57
    But then, if you find your subtitles this way,
  • 22:57 - 23:02
    you can go to the person and say: "Hey, please say I've done the subtitles" or something.
  • 23:02 - 23:03
    There's a communication.
  • 23:03 - 23:12
    But if the person has synced accounts,there's no [garbled audio] (23:07)
  • 23:12 - 23:20
    ... I didn't even know you had stuff and subtitles and things, the subtitles just arrived.
  • 23:20 - 23:29
    But - sorry: I think this is a very important issue and I've been very sanguine about it on the help forum,
  • 23:29 - 23:36
    but I think maybe it's better if we perhaps [inaudible]
  • 23:36 - 23:41
    You mentioned [inaudible] Nina?
  • 23:42 - 23:48
    [Nina] Yes. I'm sorry, you're kind of alternately freezing and I didn't get the question.
  • 23:48 - 23:53
    [Claude] No - you had a problem with editing subtitles.
  • 23:53 - 23:56
    [Nina] I wasn't able to edit anything.
  • 23:57 - 23:59
    [Claude] The one you...
    [Nina] ... I was in the right place.
  • 24:00 - 24:07
    [Claude] On the subtitle page, did you see the Edit link, on top right?
  • 24:07 - 24:10
    [Vance] Yeah, there's a tab. It's an Edit tab.
  • 24:11 - 24:17
    [Nina] I think I did. Let me go back and look at what I was looking at.
  • 24:17 - 24:22
    [Vance] That lets you in, and then I think I didn't understand, there are three choices,
  • 24:22 - 24:25
    one is cancel, discard and something else
  • 24:25 - 24:32
    and I pressed something else, and it said "Are you just playing around? If so, please discard."
  • 24:32 - 24:33
    [Vance] So that was just a...
  • 24:33 - 24:46
    [Claude] Oh, you went through to the new editor, if you got that kind of message.
  • 24:46 - 24:49
    [Vance] Oh? OK. Well, anyway, it was quite simple.
  • 24:49 - 24:53
    [people talking together]
  • 24:53 - 24:58
    [Benjamin] Yeah, I had a problem - oh, go ahead, Nina, sorry.
  • 24:58 - 25:02
    [Nina] This is - that link is where I was and
  • 25:07 - 25:13
    let's see, I'm trying to - because I clicked on English to view subtitles
  • 25:13 - 25:20
    [Claude] and on top of the English page, you should have seen Edit - Edit subtitles.
  • 25:23 - 25:27
    [Claude] Now, the link you gave is to the main page
    [Nina] I'm trying to click on it
  • 25:27 - 25:29
    and it's not doing anything.
  • 25:29 - 25:31
    OK, here it goes.
  • 25:31 - 25:39
    All right. So, what I see at the top is: Subtitles Comments Revisions, and then
  • 25:39 - 25:44
    higher than that, it's Subtitle videos Watch Volunteer Pro Services Help.
  • 25:44 - 25:47
    [Claude] No no no, sorry.
    [Nina] Oh, I see it: Edit Subtitles
  • 25:47 - 25:50
    I see it, I see it. OK.
  • 25:52 - 25:56
    And "Somebody else is currently editing, so please wait and try again later."
  • 25:57 - 26:02
    OK, yeah, I think I didn't - didn't see that tab. It was kind of grayed out.
  • 26:02 - 26:13
    [Claude] Yes. [inaudible: I didn't know] that link to Stacy Weston's tutorial PDF
  • 26:13 - 26:22
    which is actually much clearer because it's much better set up than
  • 26:22 - 26:25
    [inaudible: the thing that we wrote in the piratepad]
  • 26:27 - 26:32
    And if you want to try again, I'll try to get that link again.
  • 26:32 - 26:35
    Oops - it (check)
  • 26:35 - 26:36
    No, I can't.
  • 26:36 - 26:44
    [Nina] Is it just happening to Claude's sound or is it everybody's sound that is sometimes...
  • 26:45 - 26:51
    [Vance] Claude's sound. Yes, it's kind of, it's just getting a little tinny,
  • 26:51 - 26:54
    it's obviously a bandwidth issue.
  • 26:54 - 26:57
    But anyway, don't worry about it: it's only happening sometimes.
  • 26:57 - 26:59
    So, carry on.
  • 26:59 - 27:02
    [Nina] When that happens, I can't get anything.
  • 27:02 - 27:03
    [Vance] Hm hm.
  • 27:05 - 27:07
    [Vance] So Benjamin, you had a comment?
  • 27:07 - 27:09
    [Benjamin] Yeah, a question actually.
  • 27:09 - 27:14
    I understand that there is an automatic pause function or option.
  • 27:14 - 27:21
    And yesterday I spent a few minutes trying to edit video, a YouTube video, to add some subtitles,
  • 27:21 - 27:27
    and I was able to add the video and - but I started off trying to use the automatic pause -
  • 27:27 - 27:30
    I don't remember exactly how it's labeled - function and I couldn't get that to work,
  • 27:30 - 27:36
    so then I went to using just the Tab and the Shift Tab to play the video 4 seconds,
  • 27:36 - 27:38
    or repeat the video, and that worked very well.
  • 27:38 - 27:43
    So I was able to very quickly add subtitles using the Tab function.
  • 27:43 - 27:45
    But I wasn't able to use the automatic function,
  • 27:45 - 27:48
    so that was one of the two problems that I had yesterday.
  • 27:49 - 27:55
    How is the automatic pause function supposed to work or --
  • 27:55 - 28:00
    and should this work on all browsers?
  • 28:02 - 28:10
    [Claude] I must say I tried the automatic function, what, 5 times, just hated it and never use it.
  • 28:11 - 28:16
    I use, like you, the tab pause stopping and then restarting the video.
  • 28:16 - 28:20
    And the 4-second one, the one for beginners, is quite good too,
  • 28:20 - 28:24
    except that at times, 4 seconds end in the middle of a sentence.
  • 28:24 - 28:28
    I used the advanced from the start [check]. I think that's the easiest one,
  • 28:28 - 28:35
    even if they say that the automatic pause one is the best one.
  • 28:35 - 28:42
    But I really dislike the automatic, because if you have a language issue, it won't stop when you want, etc.
  • 28:42 - 28:45
    So I just skipped that one, I've never used that.
  • 28:45 - 28:48
    I mean, except for trying at the very beginning.
  • 28:49 - 28:54
    [Benjamin] I'm sorry, and how does the advanced function work? -- or feature?
  • 28:54 - 28:58
    Exactly like the 4-second one, except that you don't have the 4-second pause:
  • 28:58 - 29:06
    you only use your Tab to stop and restart, and you use Shift Tab to rewind.
  • 29:06 - 29:12
    And the rewind, sometimes they say it's 4 seconds, sometimes they say it's 8 seconds
  • 29:12 - 29:17
    and sometimes, in fact, it's more than 8 seconds, actually.
  • 29:17 - 29:24
    But it doesn't really matter. I mean that's, say, that's the weak point of the traditional editor.
  • 29:24 - 29:31
    It's rewinding: it rewinds too much. Other editors have just 1-second rewind, which is much more sensible.
  • 29:31 - 29:34
    But this changes with the new editor.
  • 29:34 - 29:43
    In the new editor, the command is back and forward to the next and former subtitle.
  • 29:43 - 29:45
    And that's very sensible.
  • 29:45 - 29:51
    That's the same thing you actually have -- in YouTube, you even have a subtitle editor
  • 29:51 - 29:57
    and it works like that, and it's the same thing as well in other subtitling tools,
  • 29:57 - 30:01
    where you can move from subtitle to subtitle.
  • 30:01 - 30:13
    The most, the finest navigation tool, I think, is in DotSUB. I'll write that here. That's--
  • 30:13 - 30:17
    [Benjamin] If I could ask you a second part to another problem I was having
  • 30:17 - 30:25
    I was able to advance to next, well phase I guess: there are kind of 3 or 4 steps that are involved.
  • 30:25 - 30:31
    I was able to to the syncing stage but I was not able to get the syncing to work at all.
  • 30:31 - 30:36
    I couldn't figure it out [check], just in the few minutes I was trying to play around with it,
  • 30:36 - 30:44
    it looks like you -- you play the video and there is a red kind of vertical line that progresses,
  • 30:44 - 30:47
    that you choose where you want to insert the subtitle.
  • 30:47 - 30:53
    And I couldn't get that -- either couldn't get it to work or couldn't figure it out.
  • 30:53 - 31:00
    Is that -- I guess it's working properly -- I'm assuming I just did something wrong.
  • 31:00 - 31:02
    But could you explain a little bit how that works?
  • 31:03 - 31:09
    [Claude] Yes, again, I'm going to speak about the editor that comes up normally,
  • 31:09 - 31:15
    not the one you get to if you say you want to try the beta new editor,
  • 31:15 - 31:20
    because the beta new editor is another kettle of fish. So let's stick to the main one.
  • 31:21 - 31:26
    Yes. What you do when you want to sync, synchronize your transcript,
  • 31:26 - 31:35
    you use that [Tab] key to stop and start the video.
  • 31:35 - 31:40
    So when you get at the end of a subtitle, you stop the video and then,
  • 31:40 - 31:48
    you click on the buttons that are indicated on the right to mark the end of the subtitle.
  • 31:50 - 31:52
    Is that clear?
  • 31:54 - 31:57
    [Benjamin] Err, yeah. I'll have to try, to experiment with this.
  • 31:57 - 32:01
    It's kind of hard to see.
  • 32:01 - 32:07
    [Claude] Yes. I have linked again Lucy Weston's tutorial, which is extremely good.
  • 32:07 - 32:14
    And then DotSUB.com shouldn't be below that: that's another message I've added.
  • 32:14 - 32:22
    But the "How to create captions using Amara" .pdf is really extremely good.
  • 32:22 - 32:27
    And she's got great screen captures as well,
  • 32:28 - 32:33
    and it is more up to date than Amara's own documentation.
  • 32:34 - 32:37
    [Benjamin] I don't suppose you have the link to--
    [Claude] I've put it
  • 32:37 - 32:42
    [Benjamin] a link to maybe a demonstration where it takes the viewer
  • 32:42 - 32:46
    through the whole process of adding subtitles?
  • 32:46 - 32:48
    [inaudible]
  • 32:48 - 32:54
    [Claude] Yes in - I'd have to find the piratepad again, but in the piratepad thing,
  • 32:54 - 33:01
    yes, I have the links also to the subtitled versions of the tutorials that do appear
  • 33:01 - 33:03
    as you are using the tool.
  • 33:03 - 33:06
    Didn't you see the video first?
  • 33:06 - 33:10
    You know, before you started writing, didn't you see the video?
  • 33:10 - 33:13
    It should have shown you a video.
  • 33:13 - 33:18
    But anyway, as this is not always appearing, I've got that in the piratepad somewhere.
  • 33:19 - 33:22
    I'll get the URL of the piratepad.
  • 33:23 - 33:25
    [Nina] Yes, I just saw it and it's there.
  • 33:27 - 33:31
    [Vance] I'm chatting with Lucia - let's see, there is the piratepad up here somewhere.
  • 33:31 - 33:37
    I can't recognize its -- anyway we'll find it in a moment.
  • 33:37 - 33:42
    But I'm chatting with Lucia and asked her.
  • 33:42 - 33:48
    She said that when I subtitled, she got an e-mail with my revisions.
  • 33:48 - 33:55
    So I asked her if you can revert Amara back to previous versions.
  • 33:55 - 33:58
    She says yes, you can recover any version on Amara,
  • 33:58 - 34:01
    so I suppose that's one answer to vandalism.
  • 34:03 - 34:10
    And she also said that Benjamin was asking about automatic pause and she has typed:
  • 34:10 - 34:15
    "When you're listening you st -- and suddenly you start typing without touching the tab key:
  • 34:15 - 34:17
    the audio stops automatically."
  • 34:18 - 34:21
    So I don't know: it was an answer to one of your questions, Benjamin.
  • 34:21 - 34:23
    Is that satisfactory?
  • 34:25 - 34:29
    [Vance(?)] -- as I can't remember the question it was an answer to.
  • 34:30 - 34:34
    [Claude] It was about automatic mode in transcribing.
  • 34:34 - 34:44
    OK, then, if Lucia can do that, that's good. It's just that I find it very difficult to use.
  • 34:44 - 34:49
    But I mean, you can try it: Lucia's description seems very convincing.
  • 34:50 - 34:52
    [Nina] So I have another question:
  • 34:53 - 34:59
    I like to use songs on YouTube and that's really great when I find songs with--
  • 35:00 - 35:07
    where the subtitles are already done. But sometimes they're -- wrong.
  • 35:07 - 35:14
    Or sometimes they're bad English or sometimes they have no capitalization or punctuation.
  • 35:15 - 35:20
    So, with Amara, can I edit those subtitles?
  • 35:20 - 35:23
    which, for me, God knows how?
  • 35:24 - 35:26
    Or would I have to start again?
  • 35:26 - 35:30
    [Claude] It depends what kind of subtitles they are.
  • 35:30 - 35:32
    If they are textual subtitles, yes.
  • 35:32 - 35:41
    If you add the video to Amara, then the YouTube existing subtitles will be added to the Amara page
  • 35:41 - 35:43
    and then you can edit them.
  • 35:43 - 35:55
    [inaudible, repeated:] If they are burned in the video, then you have to recopy the thing,
  • 35:55 - 35:59
    and then resync it and all that.
  • 35:59 - 36:07
    But there is a team on Amara, which is called Music Captioning, where we have actually lots of songs
  • 36:07 - 36:13
    and what we do usually is that we find a YouTube video which doesn't have captions,
  • 36:13 - 36:15
    then we find the captions somewhere else,
  • 36:15 - 36:17
    because there are lots of songs
  • 36:17 - 36:20
    that already have their captions somewhere else,
    [note: I meant written lyrics, not captions; same in next ST]
  • 36:20 - 36:27
    and then we use the existing captions just by copy-pasting or by uploading them as transcript
  • 36:28 - 36:32
    and then we correct that and we sync that.
  • 36:33 - 36:38
    And there is -- I don't know if any of you know Richard Gresswell?
  • 36:38 - 36:42
    He teaches English in Bulgaria and he has a marvelous site
  • 36:42 - 36:46
    - I think I mentioned it somewhere in the pad -
  • 36:47 - 36:53
    with songs with subtitles and then under there, also activities
  • 36:53 - 36:58
    that can be done with the songs and subtitles.
  • 36:58 - 37:03
    And he uses Amara subtitling for that.
  • 37:04 - 37:07
    And he is a member of the Music Captioning team.
  • 37:09 - 37:13
    [Ana Cristina] I have a question, if I may.
    [Claude] Sure.
  • 37:13 - 37:21
    [Ana Cristina] Claude, initially you talked about some lexical gaps that sometimes happen
  • 37:21 - 37:25
    and you gave the example of Spanish and Italian.
  • 37:25 - 37:30
    I work in the Middle East and the script is different.
  • 37:30 - 37:37
    I also teach online occasionally to Nepal, where the script is different again.
  • 37:38 - 37:45
    Does Amara translate scripts which are non Roman scripts?
  • 37:45 - 37:51
    [Claude] Yes. Amara uses what is called UTF-8 encoding.
  • 37:51 - 37:57
    So if a script has a UTF-8 encoding, it works.
  • 37:57 - 38:03
    So if you have -- you have for example three kinds of Chinese subtitles.
  • 38:03 - 38:08
    And I don't know Chinese, so I don't know if the scripts also vary,
  • 38:08 - 38:15
    but it's according to how literary or how [inaudible] the language is.
  • 38:15 - 38:22
    You can have Japanese, you have Thai, you now have Urdu, which took a long time, you have Hindi.
  • 38:22 - 38:25
    And yes: I'm not sure about Nepalese, I could --
  • 38:26 - 38:33
    What you can do is check that by trying to translate some existing subtitles
  • 38:33 - 38:35
    and you'll have all the languages.
  • 38:36 - 38:42
    [Ana Cristina] Great: including Arabic? Everybody (check} including Arabic?
  • 38:42 - 38:44
    [Claude] Yes.
    [Ana Cristina] Wow, great.
  • 38:44 - 38:50
    [Claude] Yes, yes: Arabic, certainly.
    [Ana Cristina] Thank you. [Claude] My pleasure.
  • 38:52 - 38:56
    [Vance] I mentioned I've been playing with a tool called Instreamia
  • 38:57 - 39:00
    and actually this is my experience of captioning
  • 39:00 - 39:01
    and I'm trying to...
  • 39:01 - 39:04
    because that's what I know I'm trying to put together
  • 39:04 - 39:06
    the similarities between the two and
  • 39:06 - 39:10
    Instreamia isn't open source.
  • 39:10 - 39:12
    It produces opensource artefacts but it doesn't
  • 39:12 - 39:15
    it's not something you can just [check]
  • 39:15 - 39:17
    I [check] because I partecipated in a LCMOOC
  • 39:17 - 39:21
    in which they told us everybody was on an
  • 39:21 - 39:23
    Instreamia accounts for a year.
  • 39:23 - 39:25
    But anyway, I've been playing with it
  • 39:25 - 39:28
    and Instreamia does a lot of things
  • 39:28 - 39:31
    it has a [check] just beyond captioning
  • 39:31 - 39:35
    but the captioning is the one I have been using most
  • 39:35 - 39:40
    and I'm finding that sometimes I try to get a transcription
  • 39:40 - 39:44
    of you tube videos and pull them in
  • 39:44 - 39:48
    and, of course, you have to do...
  • 39:48 - 39:50
    sometimes it does a lot of work for you
  • 39:50 - 39:51
    and sometimes not much work at all.
  • 39:51 - 39:53
    But it's quite [check]
  • 39:53 - 39:55
    It's much better od course if you can do
  • 39:55 - 39:57
    what you just suggested in, say
  • 39:57 - 39:59
    use a music video, where you can go to lyrics
  • 39:59 - 40:02
    a lyric site and get the lyrics there,
  • 40:02 - 40:04
    then use those
  • 40:04 - 40:07
    syncronize the lyrics
  • 40:07 - 40:14
    but, anyhow... I'm just.... it's...
  • 40:14 - 40:16
    So I know how that works
  • 40:16 - 40:18
    you find...
  • 40:18 - 40:20
    it works only with youtube videos
  • 40:20 - 40:22
    so the video has to be on youtube
  • 40:22 - 40:24
    but it...
  • 40:24 - 40:26
    the youtube itself isn't altering
  • 40:26 - 40:29
    It plays in the Instreamia interface
  • 40:29 - 40:31
    and captions come up
  • 40:31 - 40:35
    below the video and like Amara you can edit
  • 40:35 - 40:39
    those captions and you can change the syncronization
  • 40:40 - 40:42
    also it does some [check] on them
  • 40:42 - 40:48
    and allow and does some grammar, grammatical exercise
  • 40:48 - 40:53
    some vocabulary work, and things like
  • 40:53 - 40:55
    that [check]
  • 40:55 - 40:58
    [Claude] Oh, and that's free!
  • 40:58 - 41:00
    [Vance] Yeah, it's kind of [check] in that respect, but of course
  • 41:00 - 41:02
    I [check] use that much, I...
  • 41:02 - 41:05
    It's very interesting if you
  • 41:05 - 41:07
    can go actually to Instreamia.com and you can
  • 41:07 - 41:12
    explore some of the things, videos that the people put there
  • 41:12 - 41:13
    because, in theory, that is open source
  • 41:13 - 41:19
    or better, it's open ...artefacts... open educational resources, let's put it that way,
  • 41:19 - 41:21
    not open source, but they're open educational
  • 41:21 - 41:24
    resources that anyyone can go and play with it.
  • 41:24 - 41:26
    It's a lot of fun to go and find, say ,a Latin-Spanish
  • 41:26 - 41:32
    video that has a really exuberant singer and
  • 41:32 - 41:36
    you really want to understand that
  • 41:36 - 41:40
    and you can get translations and you can get
  • 41:40 - 41:43
    those as you're listening
  • 41:43 - 41:45
    and it becomes a game to where
  • 41:45 - 41:48
    you want to find a word
  • 41:48 - 41:51
    a missing word from a choice of structures
  • 41:52 - 41:53
    [voices overlap]
  • 41:53 - 41:58
    [Claude] What I hadn't to [check] this [check]
  • 41:58 - 42:01
    Instreamia will also prompt - I dont't
  • 42:01 - 42:06
    know what the technical word is - automatic captions from Youtube?
  • 42:06 - 42:09
    [Vance] Ah, well no! It uses whatever is in Youtube
  • 42:09 - 42:12
    you know, Youtube apparently tries to caption everything.
  • 42:12 - 42:15
    There usually is a transcript, sometimes there is
  • 42:15 - 42:18
    sometimes there isn't, but transcripts that you find there is usually
  • 42:18 - 42:21
    garbage, so, you know...
  • 42:21 - 42:26
    [Claude] Will it be possible to transcript because Amara doesn't do that
  • 42:26 - 42:29
    [Vance] Yes, it will! That's a nice thing about Instreamia
  • 42:29 - 42:31
    It actually uses your transcript. When it downloads the video
  • 42:31 - 42:33
    into Instreamia it downloads the transcript as well
  • 42:33 - 42:36
    and syncronizes it, so that's work done for you
  • 42:36 - 42:39
    [Claude] [inaudible] Sorry, even the automatic
  • 42:39 - 42:43
    transcript made by Youtube gets pulled to Instreamia?
  • 42:43 - 42:45
    [Vance] That's it. Whatever is there.
  • 42:45 - 42:47
    Whatever is there
  • 42:47 - 42:49
    [Claude] That's a difference with Amara.
  • 42:49 - 42:51
    With Amara you have to cheat a little bit
  • 42:51 - 42:53
    if you want automatic
  • 42:53 - 42:56
    you have to pretend that it's s not automatic
  • 42:56 - 42:59
    and save it as it were normal
  • 42:59 - 43:01
    and then Amara will pump it
  • 43:01 - 43:07
    but normally Amara only pumps humanly subtitles from Youtube
  • 43:07 - 43:08
    [Vance] mmm, Yeah and sometimes
  • 43:08 - 43:10
    [Claude] I also, yeah, sorry.
  • 43:10 - 43:15
    [Vance] Oh well, sometimes subtitles will be closed caption
  • 43:15 - 43:18
    and sometimes will use it different systems to [check]
  • 43:18 - 43:21
    put some work into it and set up captions.
  • 43:21 - 43:23
    [check] of different kinds.
  • 43:23 - 43:26
    Sometimes you [check] attempt to...
  • 43:26 - 43:30
    you put a transcript over a recording
  • 43:30 - 43:32
    and sometimes it's fairly accurate,
  • 43:32 - 43:35
    so that's very useful if you get one like that
  • 43:35 - 43:37
    and you just make a few changes
  • 43:37 - 43:40
    [voices overlap]
  • 43:40 - 43:46
    [Ana Cristina] I've just one question for Vance, sorry, it's very quickly
  • 43:46 - 43:56
    Have you done these captions with gap-fills for students
  • 43:56 - 43:59
    or have you got the students to create
  • 43:59 - 44:01
    the gap-fills for the video?
  • 44:01 - 44:04
    [Vance] Well, that's done automatically
  • 44:04 - 44:07
    I can...I'll put a link in the..., I can put a link here
  • 44:07 - 44:10
    when I get a moment and
  • 44:10 - 44:13
    when you [check] you go to..
  • 44:13 - 44:16
    the students go to my site [check] my
  • 44:16 - 44:19
    Instreamia account and then they have yo create
  • 44:19 - 44:21
    an account, which is very simple
  • 44:21 - 44:23
    [Ana Cristina] mmm
  • 44:23 - 44:25
    [Vance] you just [check] the email address and password
  • 44:25 - 44:28
    and then you can see anything that's there in Instreamia
  • 44:28 - 44:30
    So I guess you need to make an account but [check]
  • 44:30 - 44:35
    an email address and a password and a username.
  • 44:35 - 44:39
    But then you get the whole field,
  • 44:39 - 44:43
    but I can give the link to mine, so you can see what's done
  • 44:43 - 44:45
    but it basically does
  • 44:45 - 44:48
    it makes about 10 or 15 different exercise types
  • 44:48 - 44:53
    automatically based on natural language processing
  • 44:53 - 44:55
    [check]
  • 44:55 - 44:58
    As a very interesting product it doesn't work all that
  • 44:58 - 45:01
    smoothly at the moment, but the concept is really interesting.
  • 45:01 - 45:04
    And I wrote an article about it
  • 45:04 - 45:06
    [check]
  • 45:06 - 45:08
    that links it in the Piratepad
  • 45:08 - 45:11
    [Ana Cristina] Great! Thank you, thank you!
  • 45:11 - 45:19
    [Claude] And, Vance, can it use also downloads of subtitles as with Amara or not?
  • 45:19 - 45:25
    [Vance] I don't think, no, I dont't think so
  • 45:25 - 45:27
    I don't know people you can copy-paste
  • 45:27 - 45:31
    That it sort comes one at a time
  • 45:31 - 45:34
    I think once it's in Amara you can use it
  • 45:34 - 45:36
    but there is not much you can really get out of it, so...
  • 45:36 - 45:37
    [Claude] But I mean in Instreamia, in Instreamia
  • 45:37 - 45:40
    [Vance] Ah Instreamia! I meant it in Instreamia
  • 45:40 - 45:45
    [Claude] also [voices overlap]
  • 45:45 - 45:50
    Because that's for me the really big advantage of tools like Amara
  • 45:50 - 45:54
    which is the one this is about, but also Dot.sub or
  • 45:54 - 45:58
    Subtitle-horse and I love Subtitle-horse because
  • 45:58 - 46:02
    it's such a good name [46:00]
  • 46:02 - 46:06
    The great advantages are that the subtitles can be downloaded
  • 46:06 - 46:09
    and reused in other contexts. For example
  • 46:09 - 46:14
    once I subtitled a video about missing people in Pakistan
  • 46:14 - 46:21
    and I did that using this stuff and then I tried to convert to the time tools
  • 46:21 - 46:24
    by hand [CHECK]
  • 46:24 - 46:26
    So I tried with several
  • 46:26 - 46:30
    [check] in the meantime
  • 46:30 - 46:32
    and most of them sort of said: 'No. it's buggy'
  • 46:32 - 46:37
    and one of them accepted and the [check] fixed subtitles.
  • 46:37 - 46:43
    So that I was able to reuse them on the [check] platforms and that I think
  • 46:43 - 46:46
    is really the great advantage of true
  • 46:46 - 46:50
    Not only Amara. Amara is nice with [check]
  • 46:50 - 46:54
    free and open source software.
  • 46:54 - 47:02
    But of all those online subtitling sites that use open standard formats for download
  • 47:02 - 47:06
    I... you can download subtitles as [inaudible]
  • 47:06 - 47:12
    but you can also use .srt which is one of the formats of .spv
  • 47:12 - 47:19
    And now there's a new format where you can use on Youtube - which is called web vtt
  • 47:19 - 47:21
    and that's really fashinating because
  • 47:21 - 47:26
    soon you'll be able to use that for script
  • 47:26 - 47:31
    and audio description - you know, the description of things for the blind people
  • 47:31 - 47:36
    and then browsers, in a couple of years time probably, will be able to
  • 47:36 - 47:39
    do the vocal synthesis of that, so,
  • 47:39 - 47:46
    instead of having to do their expensive process of recording and order description,
  • 47:46 - 47:50
    inserting that in the video etc,
  • 47:50 - 47:53
    blind people will be able to switch that on and off
  • 47:53 - 47:56
    and, if the description is too long, it would stop the video
  • 47:56 - 48:00
    while the description is read, and that's [check].
  • 48:00 - 48:05
    And I think... For me it's not so much [check] beyond the video
  • 48:05 - 48:08
    Yes, that's nice and that's important
  • 48:08 - 48:15
    but it's what you can do with the file that makes the subtitle here
  • 48:15 - 48:17
    that I find fashinating.
  • 48:17 - 48:23
    And in fact in these sort of alternative uses I indicate [check]
  • 48:23 - 48:26
    that, say, you could
  • 48:26 - 48:28
    Say you have not this hangout which [check]
  • 48:28 - 48:30
    to last one hour.
  • 48:30 - 48:35
    But sometimes you have conferences and then people don't video record
  • 48:35 - 48:38
    it and you have [CHECK] 3 hours
  • 48:38 - 48:41
    and they went back online
  • 48:41 - 48:44
    of course nobody is going to listen to a 3 hour-video
  • 48:44 - 48:49
    and just [check]and there's always you know the glitches noise and so on
  • 48:49 - 48:53
    So, if you really want people to be able to use that
  • 48:53 - 48:56
    for the first step edit it, cut it and
  • 48:56 - 49:02
    digestible pieces and that you could do it with a subtitle tool
  • 49:02 - 49:05
    because you don't have to write subtitles because it's a a subtitle tool
  • 49:05 - 49:10
    you could [check] from there to there cut
  • 49:10 - 49:15
    and so on , and then you use that and you have all your time to
  • 49:15 - 49:19
    [check] what you want to cut and what you want to keep
  • 49:19 - 49:22
    all you could have [check]
  • 49:22 - 49:24
    a video you haven't made yourself
  • 49:24 - 49:27
    but you want to do a [check] study on one hour to do.
  • 49:27 - 49:30
    That's very long for a student
  • 49:30 - 49:35
    and then, you ask them not to do the whole subtitling which
  • 49:35 - 49:40
    takes a lot of time, but use the tool to think
  • 49:41 - 49:41
    notes that sync with the video
  • 49:41 - 49:44
    and that would be on it.
  • 49:44 - 49:46
    I'm not trying to [CHECK]
  • 49:46 - 49:50
    What I mean is that a subtitling tool just allows you to show
  • 49:50 - 49:56
    text on a video at a given time and produces
  • 49:56 - 50:02
    a file where these indications are present
  • 50:02 - 50:06
    so you can use it for [check]
  • 50:06 - 50:09
    provided that you can access the file downloaded
  • 50:09 - 50:15
    and do things for it.
  • 50:15 - 50:17
    [Vance][check] One of the interesting things about Instreamia
  • 50:17 - 50:26
    is you can do things.
  • 50:26 - 50:28
    If you want I can show you just briefly
  • 50:28 - 50:35
    because I just happen to have on a screenshare
  • 50:35 - 50:38
    [check] plays something really quickly and
  • 50:38 - 50:41
    you can just sort see what it does.
  • 50:41 - 50:44
    Let's see! Here we go.
  • 50:44 - 50:47
    What have I got here? Yep! [check]
  • 50:47 - 50:49
    So I'll grab one of these items here
  • 50:49 - 50:51
    Oh, my window's just changed
  • 50:51 - 50:54
    I wouldn't do that
  • 50:54 - 50:57
    Oh, no! It did! It has cut my email [check]
  • 50:57 - 50:59
    Ok here we go on Instreamia. Let's begin
  • 50:59 - 51:00
    ok [check], Don't open anything
  • 51:00 - 51:04
    Ok, that's the url
  • 51:04 - 51:09
    I'm looking for the one with 'Space oddity': that's a nice one
  • 51:10 - 51:17
    This is the Canadian astronaut who [check] the space
  • 51:17 - 51:21
    and took the 'Space oddity' so I'll pick up this live listening exercise
  • 51:21 - 51:24
    and I don't know if you will hear anything
  • 51:24 - 51:28
    but it doesn't really matter: you know the song
  • 51:28 - 51:31
    "Ground control to major Tom"
  • 51:31 - 51:36
    so what you can see here is it starts playing
  • 51:36 - 51:38
    I don't know if you can hear anything
  • 51:38 - 51:42
    no, I [check] on mute somehow
  • 51:42 - 51:45
    anyway ok
  • 51:45 - 51:47
    anyway you can see the
  • 51:47 - 51:49
    you just see the
  • 51:49 - 51:52
    unfortunately's the intro there
  • 51:52 - 51:54
    but when it says "Ground control to major Tom"
  • 51:54 - 51:57
    then you start see gaps appear
  • 51:57 - 51:59
    so now it says
  • 51:59 - 52:01
    "Ground control to major Tom"
  • 52:01 - 52:03
    and then repeat that
  • 52:03 - 52:05
    and it jumps down to the next one
  • 52:05 - 52:10
    Now, when it goes to the next one
  • 52:10 - 52:12
    there's a gap
  • 52:14 - 52:20
    ok so now you get a [check] but it stops
  • 52:20 - 52:22
    so if, to get the song to keep playing
  • 52:22 - 52:26
    you have to choose on
  • 52:26 - 52:29
    and then it resumes and you get the next one
  • 52:29 - 52:31
    So, ok, I would stop that
  • 52:31 - 52:34
    it actually [check] here because ...ok
  • 52:34 - 52:38
    [Nina] That's kind of complicated
  • 52:39 - 52:43
    [Vance]You know, the interesting here is that
  • 52:43 - 52:45
    complicated is what it does
  • 52:45 - 52:47
    but it's not complicated what you do.
  • 52:47 - 52:52
    What you do is just put the
  • 52:52 - 52:55
    just [voices overlap] video and then, yeah,
  • 52:55 - 52:57
    no, you don't have to do that: it does it!
  • 52:57 - 53:04
    The software does it. So that actually would be something that... if Amara [check] open source
  • 53:04 - 53:08
    I wouldn't be surprised they've used some Amara
  • 53:08 - 53:10
    tools and their work.
  • 53:10 - 53:12
    Is it all open source?
  • 53:12 - 53:14
    [Claude] Yes, it is.
  • 53:14 - 53:15
    [Vance] Yes, ok. But...
  • 53:15 - 53:20
    [Claude] Yes, it is. But the thing of making the video go forward when you add something
  • 53:20 - 53:26
    in it, Coursera [check] also have that in their videos, except that - you know -
  • 53:26 - 53:28
    the video will go
  • 53:28 - 53:30
    will go ahead to the point point
  • 53:30 - 53:33
    We'll see a little yellow sign
  • 53:33 - 53:35
    [?] Yes
  • 53:35 - 53:37
    [Claude] ...on the subtitles and that's why you
  • 53:37 - 53:39
    have questions and [check]
  • 53:39 - 53:42
    in the middle of the video
  • 53:42 - 53:44
    [?] Right! I was wondering how they do that! It's good!
  • 53:44 - 53:49
    [Claude] In the same way as Instreamia, I think!
  • 53:49 - 53:52
    [?] Makes the video interactive
  • 53:52 - 53:56
    [Claude] and personally ... Sorry, I'm not breaking rules
  • 53:56 - 54:01
    I think that there's a time for everything.
  • 54:01 - 54:08
    First, I mean, you have a lecture. I didn't [check]
  • 54:08 - 54:10
    for digital signal processing, which is really
  • 54:10 - 54:14
    cheecky because I just sort of script through my
  • 54:14 - 54:17
    [check] school exams in Maths and they requested
  • 54:17 - 54:22
    high calculus [inaudible]
  • 54:22 - 54:27
    but, so, I [inaudible]
  • 54:27 - 54:31
    But, if I had
  • 54:31 - 54:37
    if I had to stop answering questions when I was listening to that sort of
  • 54:37 - 54:43
    very recognizable logic of the people who are [check]
  • 54:43 - 54:46
    about what you did to digital
  • 54:46 - 54:47
    [check]
  • 54:47 - 54:49
    in such a way, I have been [check] so maybe...
  • 54:49 - 54:52
    I think, I think it's better to have the video
  • 54:52 - 54:54
    you understand the video
  • 54:54 - 54:55
    you work on the video
  • 54:55 - 54:57
    you do [check] on the video
  • 54:57 - 55:00
    you can take notes on it
  • 55:00 - 55:02
    and then you have the text.
  • 55:02 - 55:04
    It's already done [check]
  • 55:05 - 55:07
    correctness of subtitles in the video,
  • 55:07 - 55:08
    also take notes on video.
  • 55:08 - 55:12
    You don't have to add a text in the middle of that!
  • 55:12 - 55:19
    I don't know...[check]perhaps I'm no digital [check], I'm afraid.
  • 55:19 - 55:23
    [Vance] Yeah, there are so many ways to do it, but it's really interesting to find
  • 55:23 - 55:27
    that all of these companies automated something that - you know -
  • 55:27 - 55:30
    you can choose from the tools and
  • 55:30 - 55:32
    what you're talking about to
  • 55:32 - 55:34
    whatever you're talking about [check] to put text in the middle
  • 55:34 - 55:36
    I'm not having a text in the middle or - you know -
  • 55:36 - 55:40
    if you can find a script that will make that easier for you to deliver
  • 55:40 - 55:42
    you know, that's nice but it's a bit [check] you know - that
  • 55:42 - 55:46
    you know - that can be very useful.
  • 55:46 - 55:47
    [Claude] Yeah, but I mean...
  • 55:47 - 55:53
    I come from Andreas CMOOC where it's really learned centred
  • 55:54 - 56:00
    So, if you [inaudible] already a restriction of
  • 56:00 - 56:06
    what learners can do with a video [inaudible] and it's better to have the students
  • 56:06 - 56:14
    [inaudible]
  • 56:15 - 56:17
    I stop that.
  • 56:17 - 56:20
    Scripting things.
  • 56:20 - 56:27
    Scripting things, scripting all the descriptions, scripting [check], scripting misheard subtitles.
  • 56:27 - 56:30
    That can be very funny to do.
  • 56:30 - 56:34
    You can suggest those activities and then the students will
  • 56:34 - 56:36
    find their own way on explore tools.
  • 56:36 - 56:41
    The potential of syncing a text with a video
  • 56:41 - 56:43
    I think that if you have
  • 56:43 - 56:45
    I mean, if they can skip the text, that's fine
  • 56:45 - 56:49
    [check]they can ignore it, but the [check]
  • 56:49 - 56:53
    they should be able to enter the editing
  • 56:53 - 57:01
    to download the syncs and do all sort of [check] things with the [check]
  • 57:01 - 57:07
    [Ana Cristina] I just want to thank you both because I think
  • 57:07 - 57:15
    Amara is great for the students' education if you are teaching online
  • 57:15 - 57:21
    where personally I think I would like - and I will hopefully use Instreamia in the
  • 57:21 - 57:28
    classroom. I think it's great to have the students to create their own
  • 57:28 - 57:30
    gap fills for a song.
  • 57:30 - 57:36

    I don't know in my context whether I could get them to use Amara
  • 57:36 - 57:41
    but definitely for online course with more adult learners
  • 57:41 - 57:47
    because that's.... let's say - I think - very student centred.
  • 57:48 - 57:56
    [Vance] And this is... put me in mind of the - you know - a lot of work that's gone in video
  • 57:56 - 57:58
    you [check] to do is video
  • 57:58 - 58:03
    but [check] of it
  • 58:03 - 58:06
    I'll just put a link in the etherpad text chat
  • 58:06 - 58:10
    to an article about [check] and then
  • 58:11 - 58:14
    what they were doing was recreating tools
  • 58:16 - 58:20
    where you could play videos and news broadcast
  • 58:20 - 58:24
    in German let's say and you could turn these
  • 58:24 - 58:28
    the subtitles, because they had closed captions
  • 58:30 - 58:32
    at that time you can turn those on or off if you...
  • 58:33 - 58:36
    you can play the video with or without the subtitles
  • 58:36 - 58:37
    or see the subtitles or see the translation.
  • 58:37 - 58:39
    So you have different choices
  • 58:39 - 58:42
    And sometimes I even see this in my class
  • 58:42 - 58:44
    when my students watch videos.
  • 58:44 - 58:45
    sometimes, though, choose videos with [check] subtitles
  • 58:45 - 58:47
    and sometimes they turn these off
  • 58:47 - 58:50
    and sometimes they have subtitles in English
  • 58:50 - 58:51
    with those [check] something in English and it has
  • 58:51 - 58:52
    a subtitle
  • 58:52 - 58:56
    Sometimes they listen, watch a [check]film in Japanese
  • 58:56 - 58:59
    that doesn't have the subtitle, you know, so
  • 58:59 - 59:02
    [Nina] That's quite [voices overlap]
  • 59:02 - 59:05
    [Vance] They're choosing - you know -how the modality
  • 59:05 - 59:08
    that they want to experience this video
  • 59:08 - 59:11
    and giving the choice to the students is -
  • 59:11 - 59:14
    as you said - it's student centred - you know
  • 59:14 - 59:16
    this is ...[check] from the tools
  • 59:16 - 59:18
    that will give students different choices
  • 59:18 - 59:22
    for getting at the language in the video can have...that's ...
  • 59:22 - 59:24
    and actually let them learn for themselves
  • 59:24 - 59:26
    some of the language that's there
  • 59:26 - 59:28
    that's really valuable
  • 59:28 - 59:30
    and captioning is the real key of this - you know -
  • 59:30 - 59:34
    which is why Amara is so important
  • 59:34 - 59:36
    and why this [check] is so important.
  • 59:36 - 59:39
    [Claude] Now, a few things I would like to mention still
  • 59:39 - 59:44
    On Youtube now it's possible also to have
  • 59:44 - 59:48
    a twitter stream appearing as a closed caption
  • 59:48 - 59:52
    I haven't yet really studied them,
  • 59:52 - 59:54
    but this is really fashinating
  • 59:54 - 59:58
    You have a Youtube stream video
  • 59:58 - 60:00
    [check] are presumably producing now
  • 60:00 - 60:04
    and you see appearing as
  • 60:04 - 60:09
    a live, a stream tool [check] about the video
  • 60:09 - 60:11
    and that I really find fashinating
  • 60:11 - 60:14
    and I want to come back to the...
  • 60:14 - 60:17
    to the learning [check] caption text
  • 60:17 - 60:20
    some of which is not closed caption text
  • 60:20 - 60:22
    It does produce text
  • 60:22 - 60:24
    but it is not a text that is available
  • 60:24 - 60:26
    to everyone but which is also
  • 60:26 - 60:29
    fashinating. It's same language captioning
  • 60:29 - 60:32
    and the idea started in India
  • 60:32 - 60:34
    Professors decided that as everybody
  • 60:34 - 60:37
    loved Bollywood songs
  • 60:37 - 60:42
    if TV started showing them with karaoke type captions,
  • 60:42 - 60:47
    people would learn to read without a notice [check]
  • 60:47 - 60:49
    not learning but keep their reading ability
  • 60:51 - 60:52
    That's working very well
  • 60:52 - 60:56
    Then there's a [check] professor who teaches English
  • 60:56 - 60:59
    to students with reading difficulties
  • 60:59 - 61:04
    And he makes them make the karaoke subtitles
  • 61:04 - 61:08
    and they've done that on Shakespeare
  • 61:08 - 61:10
    they've done that on songs
  • 61:10 - 61:12
    they've done that on the Bible and anything.
  • 61:12 - 61:14
    They did the recording from the internet
  • 61:14 - 61:16
    archive because you have a lot of books
  • 61:16 - 61:19
    that are read aloud and have a text as well
  • 61:19 - 61:21
    and then, I don't know
  • 61:21 - 61:23
    how they do it because I tried it
  • 61:23 - 61:26
    I go bunkers because it means such a concentration
  • 61:26 - 61:31
    but...you sort of tap the space bar everytime you
  • 61:31 - 61:36
    want the new word to appear in the karaoke caption
  • 61:36 - 61:40
    and really the students who have reading problems
  • 61:40 - 61:44
    they made the most beautiful videos
  • 61:44 - 61:46
    They also use a bouncing ball
  • 61:46 - 61:50
    and that's crazy because you have
  • 61:50 - 61:53
    to tap each syllable so that the ball bounces on them
  • 61:53 - 61:56
    and I think that's really something worth
  • 61:56 - 62:01
    exploring, same language subtitling
  • 62:02 - 62:07
    [Vance] Yeah, and also get in your students to do it
  • 62:08 - 62:09
    [Claude] Yeah, exactly
  • 62:09 - 62:11
    [Vance] I think it's so important also to work with
  • 62:11 - 62:14
    short items if you can... I get them - you know -
  • 62:14 - 62:16
    you shouldn't get long movies
  • 62:16 - 62:19
    they're really difficult
  • 62:19 - 62:20
    you know...
  • 62:20 - 62:22
    [Nina] one minute videos
  • 62:22 - 62:23
    [Vance] Yeah, those...
  • 62:23 - 62:26
    [voices overlap]
  • 62:28 - 62:29
    [Claude] because when you start within a tool
  • 62:29 - 62:32
    even a tool like Amara which is extremely simple
  • 62:32 - 62:39
    I mean, Andreas and I started on some [check] video in dot.sub
  • 62:40 - 62:42
    and I remember we had moments when just
  • 62:42 - 62:48
    we sort of just exited because just simply finger [coverance? check]
  • 62:48 - 62:52
    and getting the syncing done is done a little bit differently on Dot.sub
  • 62:52 - 62:57
    yeah, very [check]; a manually student [check]
  • 62:57 - 62:59
    the manual dexterity
  • 62:59 - 63:01
    So it's good to start with very short things
  • 63:01 - 63:05
    because I remember my first [check] captioning
  • 63:05 - 63:09
    it could have taken me sort of 10 minutes to get
  • 63:09 - 63:13
    20 seconds of video subtitle.
  • 63:13 - 63:18
    And so, yes, don't tell them to do [check]
  • 63:18 - 63:24
    although it's much easier on Amara than on other platrforms
  • 63:24 - 63:27
    because you can do that collaboratively.
  • 63:27 - 63:30
    As we deal it with Lucia:
  • 63:30 - 63:33
    she transcribed and I synced
  • 63:33 - 63:36
    and she... we did that as we went along.
  • 63:36 - 63:39
    [Vance] What we have done was the video we've
  • 63:39 - 63:42
    just spoken on for the itis13
  • 63:42 - 63:44
    [Claude] Yes, that's the one
  • 63:44 - 63:47
    [Vance] [inaudible] Yeah
  • 63:48 - 63:51
    [Claude] But also we did them into someone's else
  • 63:51 - 63:56
    something on a documentary about Pompei
  • 63:56 - 63:58
    He...a lot of titling was
  • 63:58 - 64:02
    from an Indonesian ad
  • 64:02 - 64:07
    He was interested also for theological reasons: he is a muslim
  • 64:07 - 64:10
    but he was interested in Pompei
  • 64:10 - 64:13
    as an example of god punishing men...
  • 64:13 - 64:15
    people, though, humanity
  • 64:15 - 64:17
    Anyway, we started.
  • 64:17 - 64:19
    I have been to Pompei, he hadn't
  • 64:19 - 64:25
    so I was [check] actor who did doctor Spock
  • 64:25 - 64:27
    in Star Trek - they [check]
  • 64:27 - 64:28
    Anyway I would
  • 64:28 - 64:30
    I would transcribe
  • 64:30 - 64:32
    At the end I would put the
  • 64:32 - 64:34
    [check]
  • 64:34 - 64:36
    I said: 'Look! You don't have to do that
  • 64:36 - 64:39
    because we don't have to do it as Amara says.
  • 64:39 - 64:41
    You don't have to do all the transcripts
  • 64:41 - 64:42
    and then captions
  • 64:42 - 64:45
    and then syncronize.
  • 64:45 - 64:46
    You can transcribe and then
  • 64:46 - 64:48
    you start syncronize
  • 64:48 - 64:50
    and then you go on transcribing: it works, too!'
  • 64:50 - 64:53
    And that's sort of [check] that's important
  • 64:53 - 64:57
    because it isn't as far as [check] discouraging
  • 64:57 - 64:59
    you can already see some subtitles
  • 64:59 - 65:01
    appear before you [check]
  • 65:01 - 65:04
    And that's a sort of thing that people
  • 65:04 - 65:06
    find on their own - I mean -
  • 65:06 - 65:08
    When we did the activity for
  • 65:08 - 65:10
    with lt13
  • 65:10 - 65:17
    there were two big bugs I think on Amara
  • 65:17 - 65:20
    while a lot of people were starting to
  • 65:20 - 65:22
    subtitle
  • 65:22 - 65:24
    They were totally unfaced
  • 65:24 - 65:28
    I have never known people who [check]
  • 65:28 - 65:32
    sort of losing it when the bug starts.
  • 65:32 - 65:33
    They just went along
  • 65:33 - 65:37
    They found alternative ways to go on working
  • 65:37 - 65:42
    and it is [check] to do that a few
  • 65:42 - 65:44
    have [check]
  • 65:44 - 65:47
    Right too much serious about how it works.
  • 65:47 - 65:50
    I think what we helped them
  • 65:50 - 65:53
    sort of sails through this big bug...was that
  • 65:53 - 65:55
    Oh well, oh!
  • 65:55 - 65:58
    That isn't looking as it shouldn't look!
  • 65:58 - 66:00
    So what can I do?
  • 66:00 - 66:02
    And they found [check]
  • 66:02 - 66:06
    Because Amara is still extremely simple
  • 66:06 - 66:07
    in its concepts
  • 66:07 - 66:11
    That's what makes me slightly...
  • 66:11 - 66:14
    I must try Instreamia
  • 66:14 - 66:19
    but I sort was [check] to
  • 66:19 - 66:22
    doing too many things at a time
  • 66:22 - 66:26
    [Vance] [voices overlap] and try to learn a language
  • 66:26 - 66:29
    because I just find it really compelling
  • 66:29 - 66:31
    what sucked me into it
  • 66:31 - 66:33
    was doing it in Spanish
  • 66:33 - 66:36
    and playing the videos and my
  • 66:36 - 66:41
    you know - my [check] whatever [check]
  • 66:41 - 66:42
    and theories
  • 66:42 - 66:44
    was just drawing me into it
  • 66:44 - 66:46
    and those guys saying in their interviews and in their
  • 66:46 - 66:49
    lectures that there really challenge [check] material
  • 66:49 - 66:54
    as though they run mooc like courses
  • 66:54 - 66:55
    for language learners
  • 66:55 - 66:58
    and they're always forgetting feed-back
  • 66:58 - 67:00
    from either the English teachers or
  • 67:00 - 67:02
    working with or their language learners
  • 67:02 - 67:04
    and they're just finding that
  • 67:04 - 67:07
    they're very challenged to keep content coming
  • 67:07 - 67:10
    because students [check] of that sort
  • 67:10 - 67:12
    So, I don't know, it is...just try
  • 67:12 - 67:14
    If it appeals, you know,
  • 67:14 - 67:15
    the idea I think it would be
  • 67:15 - 67:18
    to get so many tools [check]
  • 67:18 - 67:20
    [check] them like they are translation tools
  • 67:20 - 67:22
    [check] awful
  • 67:22 - 67:24
    [check] translating from Spanish to English
  • 67:24 - 67:26
    but to just understand what's going on
  • 67:26 - 67:28
    there are tools
  • 67:28 - 67:30
    that you can be challenged on
  • 67:30 - 67:32
    So there are so many options
  • 67:32 - 67:35
    because once you've got one video
  • 67:35 - 67:37
    synced with its transcripts
  • 67:37 - 67:40
    then all their tools work on it
  • 67:40 - 67:44
    So - you know - whatever they do
  • 67:44 - 67:45
    you don't have to use them
  • 67:45 - 67:47
    you can if you want
  • 67:47 - 67:49
    [Claude] I wanted just to say something
  • 67:49 - 67:50
    about translating.
  • 67:50 - 67:53
    Unfortunately, Amara has a feature
  • 67:53 - 67:56
    that says "Translate with Bing"
  • 67:56 - 68:00
    and it's probably the worst thing
  • 68:00 - 68:02
    you can do if you are
  • 68:02 - 68:05
    translating together with other people.
  • 68:05 - 68:08
    It's really idiotic
  • 68:08 - 68:14
    I mean - if a video has subtitles on Youtube
  • 68:14 - 68:17
    you can get, as a viewer,
  • 68:17 - 68:20
    you can get the automatic translation
  • 68:20 - 68:23
    of the existing subtitles, ok?
  • 68:23 - 68:26
    you just click on the CC thing
  • 68:26 - 68:28
    you have a list of languages
  • 68:28 - 68:30
    and you have Translate Beta
  • 68:30 - 68:33
    and you get your Google translation
  • 68:33 - 68:35
    of [check] subtitles
  • 68:35 - 68:36
    but you have asked for them as a viewer
  • 68:36 - 68:40
    as a publisher, as a whatever
  • 68:40 - 68:43
    you can't force that sort of thing onto
  • 68:43 - 68:47
    people as it were a translation
  • 68:47 - 68:50
    and what I have tried long to
  • 68:50 - 68:52
    convince Amara to withdraw this feature but
  • 68:52 - 68:54
    they find some people who want this
  • 68:54 - 68:56
    so, ok, we have it
  • 68:56 - 68:59
    but don't choose it, please.
  • 68:59 - 69:02
    [Vance] I'm going to have to step out
  • 69:02 - 69:05
    I've got some cases I should do to prepare
  • 69:05 - 69:07
    for my vacation
  • 69:07 - 69:08
    [check]
  • 69:08 - 69:09
    Monday
  • 69:09 - 69:11
    [Nina] Where are you going, Vance?
  • 69:11 - 69:13
    [Vance] I'm going to [check] valley with my wife and son on Sunday
  • 69:13 - 69:16
    and then we're going to Commodo very quickly
  • 69:16 - 69:18
    [check]
  • 69:18 - 69:19
    [Nina] Is that of dragons?
  • 69:19 - 69:21
    [Vance] Yeah
  • 69:21 - 69:22
    [Nina] Very cool!
  • 69:22 - 69:23
    [Vance] It isn't diving
  • 69:23 - 69:25
    [Nina] Have a great time!
  • 69:25 - 69:32
    [check] voices overlap
  • 69:32 - 69:34
    [Vance] I've got a lot of space in my suitcase
  • 69:34 - 69:38
    But anyway, it was very nice of everyone of you to come
  • 69:38 - 69:40
    and populate this event
  • 69:42 - 69:47
    Cristina, Andreas, Benjamin is here
  • 69:47 - 69:50
    and Claude of course
  • 69:50 - 69:51
    and Diana
  • 69:51 - 69:54
    and [check] came from Ukraine and she has been
  • 69:54 - 69:56
    here all the time
  • 69:56 - 70:00
    [check] is the wall that we see there
  • 70:00 - 70:01
    but he did try to come
  • 70:01 - 70:03
    and Nina
  • 70:03 - 70:04
    and myself.
  • 70:04 - 70:06
    That's nine of us so there was room in the chat
  • 70:06 - 70:09
    Lucia had to leave because of connectively
  • 70:09 - 70:11
    problems to hang up
  • 70:11 - 70:13
    but she's still there
  • 70:13 - 70:15
    and I even think I see a J.L. who might
  • 70:15 - 70:20
    even see us in the stream from the etherpad chat window
  • 70:20 - 70:23
    I've got to teach people how to put
  • 70:23 - 70:25
    your name there
  • 70:25 - 70:26
    anyway there are some screenshots
  • 70:26 - 70:28
    if you are interested you can
  • 70:28 - 70:31
    open a sort of screencast and see how to use that
  • 70:31 - 70:33
    etherpad tool
  • 70:33 - 70:35
    But we won't do that now
  • 70:35 - 70:39
    But anyway, this is a Learning Together event
  • 70:39 - 70:41
    from the 14th of July 2013
  • 70:41 - 70:45
    we've been talking with Claude and Lucia
  • 70:45 - 70:49
    who have been doing this work on
  • 70:49 - 70:51
    Amara.org and showing us
  • 70:51 - 70:53
    [check] open source tool
  • 70:53 - 70:57
    and we've been talking about the possibilities for it
  • 70:57 - 70:59
    and next week Benjamin is going to
  • 70:59 - 71:01
    bring his community
  • 71:01 - 71:06
    Teachers, most [check] interested in
  • 71:06 - 71:09
    what's TILL tell us about it
  • 71:10 - 71:15
    [Benjamin]Hi, it's an acronym which stands for Teachers for Interactive Language Learning
  • 71:15 - 71:17
    and it's just a community that I set up
  • 71:17 - 71:20
    and next week we'll be talking about
  • 71:20 - 71:21
    gamification, virtual classrooms,
  • 71:21 - 71:24
    basically games and language learning
  • 71:24 - 71:27
    so [check] is interested in partecipating
  • 71:27 - 71:31
    who [check] and shares experiences and ideas on the matter
  • 71:31 - 71:33
    and I have included link in the chat
  • 71:33 - 71:36
    where you can check out
  • 71:36 - 71:38
    the event that I created
  • 71:38 - 71:40
    and so ....Yeah
  • 71:40 - 71:41
    I'd love to have you
  • 71:41 - 71:43
    anyone who is interested and
  • 71:43 - 71:44
    partecipate in the discussion
  • 71:44 - 71:46
    [Nina] Same time, Benjamin?
  • 71:46 - 71:49
    Will it be same time as today?
  • 71:49 - 71:54
    [voices overlap] same time, yes
  • 71:54 - 71:56
    [Vance] Ok. And also, as I know [check] event
  • 71:56 - 71:58
    from where [check] wifi
  • 71:58 - 72:01
    should be an easy matter for me just to
  • 72:01 - 72:04
    just transcript them to the learning 2gether pbworks.com page
  • 72:04 - 72:07
    So that will keep track of what's going on
  • 72:07 - 72:10
    and there are a couple of Sundays and Mondays
  • 72:10 - 72:11
    that are still open if someone of you would like to
  • 72:11 - 72:14
    have a session, you can start a discussion
  • 72:15 - 72:16
    Benjamin, is probably happy to do it
  • 72:16 - 72:18
    [check]
  • 72:18 - 72:22
    [check] A Goggle doc
  • 72:22 - 72:25
    which I've got linked somewhere
  • 72:25 - 72:26
    from all our spaces.
  • 72:26 - 72:29
    Anyway, you can try it
  • 72:29 - 72:32
    if you look hard
  • 72:32 - 72:33
    [Nina] ok
  • 72:33 - 72:37
    [Vance] But there's a document where you can write the
  • 72:37 - 72:39
    anybody can go to and write any suggestions
  • 72:39 - 72:40
    for events or topics you would like to discuss.
  • 72:40 - 72:42
    But anyway, that's a way of keeping
  • 72:42 - 72:43
    this [check] going over the summer and
  • 72:43 - 72:45
    I'm certainly glad that Benjamin
  • 72:45 - 72:47
    stepped in and offer to do something there.
  • 72:47 - 72:50
    So if anybody else wants to grab
  • 72:50 - 72:53
    the ball might get [check] off backwards
  • 72:53 - 72:56
    pass after next week, so...
  • 72:56 - 72:58
    [check] what he can
  • 72:58 - 73:01
    [check] and everybody was listening
  • 73:01 - 73:02
    to the audio from this
  • 73:02 - 73:05
    in the podcast because I make an mp3 recording
  • 73:05 - 73:08
    from the Youtube video and
  • 73:08 - 73:11
    I post that on Learning 2gether.net.archive
  • 73:11 - 73:13
    which will store this
  • 73:13 - 73:16
    And that's how Learning 2gether works
  • 73:16 - 73:19
    [Claude] Thank you all
  • 73:19 - 73:20
    [Vance] Ok, thanks very much
  • 73:20 - 73:22
    [Nina] Thanks, Claude
  • 73:22 - 73:24
    [Cristina] Thank you very much
  • 73:24 - 73:32
    [Claude] And I must explore Instreamia beyond prejudices. Thank you very much
  • 73:33 - 73:35
    [Nina] Ciao!
  • 73:35 - 73:38
    [Vance] Yeah! Have a look! Ok! Bye bye!
Title:
Learning2gether with Claude Almansi and Lucia Bartolotti about Amara
Description:

Meeting description: http://learning2gether.pbworks.com/w/page/32206114/volunteersneeded then click "Sun July 14 14:00 GMT - Claude Almansi and Lucia Bartolotti on Amara.org"

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Video Language:
English
Duration:
01:13:46
  • Thanks, Anna: I'll now sync what we've already transcribed and continue transcribing: it's possible, even if the official Amara line is transcribing all then syncing. And it's easier to review synced subs.

English subtitles

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