Speaker 1: We all speak with an accent. My accent may be different than yours.

Speaker 2: Depending on where I grew up or have lived, I could sound like this, or I could sound like this, or I could sound like this.

Speaker 1: An accent is a difference in pronunciation.

Speaker 2: In fact, I may come from a country in which people speak hundreds of languages, and English is one of our official languages. Or from a country where we speak English, but pronunciation is different than in your country.

Speaker 1: Just because I look and sound like this doesn't mean I'm any more qualified or competent

Speaker 3: than someone who looks and sounds like this.

Speaker 1: My value is not tied to my accent, and as long as I'm able to communicate effectively, it shouldn't matter what I sound like.

Speaker 2: Instead of focusing on my accent and the way I look, assess me based on my skills, competence, and knowledge.

Speaker 3: Focusing on what I'm saying instead of how I'm saying it will help ensure that you don't miss brilliance that I bring to the job.

Speaker 4: In this demonstration, you will see here that once I turn on the closed captions, they do not meet the standard requirement for accuracy guidelines for Canada, which is 99% accuracy. Let's begin.

Speaker 5: Listening Academics is a university-wide effort created by students for students to enhance learning and solve associated barriers to information access. My goal is to provide audio-based learning materials through student narration to peers who may have visual and reading comprehension impairments. Students enrolled in courses will be able to narrate their assigned coursework and share these audio files via Leady Library's online platform. Peers and future students can then access and benefit from this growing library of alumni recordings. My project expands and introduces the existing concept of audiobooks at the academic level so that students have the options of both visual and oral modes of accessing their coursework. Listening Academics is a university-wide effort created by students for students to enhance learning and solve associated barriers to information access. My goal is to provide audio-based learning materials through student narration to peers who may have visual and reading comprehension impairments. My project expands and introduces through student narration to peers who may have visual and reading comprehension impairments. Students enrolled in courses will be able to narrate their assigned coursework and share these audio files via Leady Library's online platform. Peers and future students can then access and benefit from this growing library of alumni recordings. My project expands and introduces the existing concept of audiobooks at the academic level so that students have the options of both visual and oral modes of accessing their coursework.

Speaker 4: In the second demonstration, we'll see that the speaker introduces herself and gives her name. Let's begin.

Speaker 6: Hello, and welcome to the Idea Competition kick-off information session. This is the second session to go over the details about the Idea Competition. My name is Sherry Gagnon. I'm the Accessibility Manager.

Speaker 4: So, we can see here that her name, for instance, wasn't spelled properly. In subtitling, a measure of research is required. We have to research the names of the speakers as we are able. So, in the video, her name is clearly given and the spelling is clearly provided. This is an example of, even though AI might be providing captioning or subtitles, there is still the need to be accurate and have the skill to proofread the transcript that is given or the transcript that we draft up and make sure everything corresponds with the video materials. Thank you.