From Newsgroup: comp.lang.mumps

<div>It's always a great idea to subtitle a video that you want to post on YouTube, Instagram, TikTok, Facebook, or any other social media. And our tool allows you to burn subtitles in with little effort put.</div><div></div><div></div><div>Our tool can can recognize voices from video or audio files and generate super accurate subtitles for your video. Just upload a video, click on it and select Generate Subtitles Automatically from the right side of the screen. The video is processed and a subtitle will be added created, you can also edit the text, styling and timings of the subtitle too.</div><div></div><div></div><div></div><div></div><div></div><div>download subtitles youtube online</div><div></div><div>Download: https://t.co/A88s0XW3ul </div><div></div><div></div><div>If you want to create subtitles manually that is also possible. Just click the Text tab on the left side of the screen and select Add Subtitles, a subtitle will be added to the video and you can add your own text to it and use the styling options to customize too.</div><div></div><div></div><div>If you already have a subtitle file for your video, you can drag it over to your Flixier library and then on the timeline to make it appear on your video. As with other ways of adding subtitles you can edit any text or synchronization or styling.</div><div></div><div></div><div>After you're done adding subtitles to your video with Flixier, click the Export button to download your video or publish it online. Your video will be rendered in three minutes or less thanks to Flixier's cloud-powered rendering technology.</div><div></div><div></div><div>Choose one of our subtitle presets and apply it to your subtitles with one click. This is an easy way to make your subtitles look better and more legible. You're still free to customize the fonts, size and color of your subtitles afterwards.</div><div></div><div></div><div>If you want to permanently add subtitles to a video, then the easiest solution would be to use an online video editor like Flixier to create and edit the subtitles and then download or publish your video online.</div><div></div><div></div><div>To add subtitles to your instagram video you need to log in to your Flixier account, click on Create Project, select the Square aspect ratio, then upload your video and start working on the subtitles!</div><div></div><div></div><div>I wanted to watch how to sell drugs online with German subtitles but couldn't find the option for them in German. I tried using a VPN to get American, Canadian, Swiss, Dutch, Austrian and German Netflix but none of them are showing options for German subtitles. Any ideas?</div><div></div><div></div><div>Adding subtitles to your videos means your content will be accessible to more people. Most social media videos are watched on mute. More and more people are choosing to watch videos in this manner. Solution? Auto-captions! By adding subtitles to your videos, you can make your content accessible to thousands more viewers, including those who are deaf or hard of hearing.</div><div></div><div></div><div></div><div></div><div></div><div></div><div>I love using VEED as the speech to subtitles transcription is the most accurate I've seen on the market.It has enabled me to edit my videos in just a few minutes and bring my video content to the next level</div><div></div><div></div><div>The Best & Most Easy to Use Simple Video Editing Software!I had tried tons of other online editors on the market and been disappointed. With VEED I haven't experienced any issues with the videos I create on there.It has everything I need in one place such as the progress bar for my 1-minute clips, auto transcriptions for all my video content, and custom fonts for consistency in my visual branding.</div><div></div><div></div><div>You can do a lot more than just add subtitles and captions to your videos with VEED. VEED is a fully-fledged online video editing studio that works with Windows, Mac, and all mobile devices. You can use our online movie maker to create stunning videos - add text, color grading, progress bars, and more. Resize your videos to fit any social media platform (YouTube, Instagram, etc.) with a single click. Make your content accessible everywhere.</div><div></div><div></div><div>When I hit the "Test" button in Settings -> Subtitles section the pop-up message says "Incorrect URL. Can't find the subtitle database". The address there is the default one: www.opensubtitles.org/isdb</div><div></div><div></div><div>This paper is organized as follows: First, conN4eicting findings on the effects of subtitles on learning will be discussed. Second, a framework will be proposed that can explain these conN4eicting findings by considering the interaction between subtitles, language proficiency, and visual-textual information complexity (VTIC). In turn, an experimental study will be described that tests the main hypothesis of the framework.</div><div></div><div></div><div>In contrast to studies on language learning, there are only a few studies that have investigated the effects of subtitles for content learning. These studies have shown positive effects for subtitles for content learning in a second language. For example, when watching a short Spanish educational clip, English-speaking students benefited substantially from Spanish subtitles, but even more so from English subtitles (Markham et al., 2001). Another study, focused on different combinations of languages, similarly showed that students performed better at comprehension tests when watching an L2 video with subtitles enabled (Hayati & Mohmedi, 2011).</div><div></div><div></div><div>The previously discussed literature provides a confusing paradox for instructional designers: Are subtitles beneficial, detrimental, or irrelevant for learning? Here we will present an attempt to explain the conN4eicting findings using a framework built on theories of attention and information processing. In short, we propose that the conN4eicting findings can be integrated by considering the interaction between subtitles, language proficiency, and the level of visual-textual information complexity (VITC) in the video.</div><div></div><div></div><div>An essential characteristic of the human cognitive architecture is that not every type of information is processed in an identical way. Working memory is characterized by having modality-specific channels, one for auditory and one for visual information (Baddeley, 2003). Both have a limited capacity for information, which can only hold information chunks for a few moments before they decay (Baddeley, 2003). During learning tasks, working memory acts as a bottleneck for processing novel information; as more cognitive load is imposed on the learner, less cognitive resources are available for the integration of information into long-term memory, effectively impairing learning (Ginns, 2006; Sweller, Van Merrienboer, & Paas, 1998). For novel information, the cognitive resources required for processing appears to be primarily dictated by measurable attributes of the information-in-the-world such as the amount of words and their interactivity (Sweller, 2010). As each channel has its own capacity it is generally more effective to distribute processing load between both channels, instead of relying only on one modality (Mayer, 2003). When two sources of information are presented in the same modality this can (more) easily overload our limited processing capacity (Kalyuga et al., 1999). This provides an explanation of why a range of studies found negative effects of subtitles when learning from videos, as both are sources of visual information.</div><div></div><div></div><div>When presented with novel information, it can be diN4acult to immediately understand where to look. Profound differences in visual search and attention anticipation have been reported for expertise differences in many areas, such as in chess, driving, and clinical reasoning (Chapman & Underwood, 1998; Krupinski et al., 2006; Reingold, Charness, Pomplun, & Stampe, 2001). Given the already high attentional load present in visually complex videos, the presence of subtitles can be expected to have detrimental effects. However, to lower the attentional load, attention can be guided by using attentional cues such as arrows pointing to the most relevant area in a video, or by underling or highlighting these sections. Such attentional cues help novice learners to more effectively direct their attention when and where it is necessary (Boucheix & Lowe, 2010; Ozcelik, Arslan-Ari, & Cagiltay, 2010), possibly lowering detrimental effects of subtitles.</div><div></div><div></div><div>Four types of videos were used: videos with high/low VTIC, and with/without subtitles. To ensure ecological validity, actual videos from MOOCs from the Coursera platform were used as base material; however, to make the videos usable for this experiment they were extensively edited as will be further described. Four videos were used as raw material, which were manipulated to create the four versions of each video, resulting in 16 videos. To manipulate the complexity of the videos, the four proposed VTIC components were used as a guideline, as summarized in Table 1.</div><div></div><div></div><div>These descriptive results give a mixed image. The mean differences between the conditions with the same complexity but subtitles enabled or disabled are the smallest, both for the test scores and mental effort ratings. The differences between conditions with the same setting for subtitles but different levels of complexity are larger, suggesting a main effect of complexity. Furthermore, this difference appears larger when subtitles are disabled, which might mean there is an interaction between complexity and subtitles. Note that Table 4 does not consider a possible main effect or interaction of language proficiency. The analysis of the full model with all the main effects and interactions is reported in the next section.</div><div></div><div></div><div>The results show that Model 1 has the most evidence, which consists only of the main effects of complexity and language proficiency, no main effect of subtitles, and no interactions between any of the factors. This model has nearly 108 times more evidence than the null model. Importantly, the evidence provided by this study favors the complexity + language proficiency model over complexity + subtitles + language proficiency model (which is the second-best model) by a factor of 10.30:1. In other words, there is 10.3 times more evidence for the C + L model than the C + S + L model. Furthermore, every model that does not contain a main effect of subtitles is stronger than its counterpart that includes an effect of subtitles.</div><div></div><div></div><div>Contrary to a range of previous studies, we found strong evidence that subtitles neither have a beneficial nor a detrimental effect on learning from educational videos. In addition, the presence or absence of subtitles also appears to have no effect on self-reported mental effort ratings. This is surprising given an apparent consensus that enabling subtitles increases the general accessibility of online content, as is stated by the Web Content Accessibility Guidelines 2.0 (WCAG, 2008). These null findings contradict two lines of research, one showing beneficial effects of subtitles, the other showing detrimental effects.</div><div></div><div> df19127ead</div>
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