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Jean-Marie Cognet

(PDF) Lecture capture in higher education: time to learn from the learners - 0 views

www.researchgate.net/...ime_to_learn_from_the_learners

study lecture capture student success education

shared by Jean-Marie Cognet on 15 Dec 19 - No Cached
  • Of particular and recurring concern to academic staff is the assumption that access to lecture recordings will result in a decrease in attendance at lectures (e.g. Gosper et al., 2010). In most courses, attendance is not in itself a learning outcome (Newton, Tucker, Dawson & Currie, 2014), therefore the concern over attendance must be the manifestation of a deeper concern over the impact on achieving the actual learning outcomes of the course and on other aspects of student engagement. It is also worth noting that falling lecture attendance is not a new phenomenon. As Massingham and Herrington (2006) have highlighted, attendance has been seen as an issue by lecturers for decades
  • Understanding the reasons why students opt not to attend lectures can lead to useful information that can inform pedagogic practice. The reasons students give often have little to do with the availability of recorded lectures
  • Their results revealed that the most important considerations were the predicted outcome of attending the lecture (e.g., Will it facilitate my own subsequent study and learning?), the topic or subject of the lecture (e.g., Will I learn this material better by attending a lecture or by individual study?), whether the lecture will meet the students current learning needs, and personal considerations (e.g., Do I have competing commitments that I view as having a higher priority?), and whether the student had had a previous positive or negative experiences with a particular teacher. Other studies have also highlighted the central importance of the lecturer in attendance decisions.
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  • Given this evidence of the value and distinct role of face-to-face lectures, concern over the wide spread replacement of lecturers with recordings would seem misplaced.
  • Similarly, Aldamen, Al-Esmail, and Hollindale, (2015) found no correlation between student attendance (as measured by attendance lists) and viewing lecture video recordings (as measured by LMS access data), for students on an introductory Accountancy course
  • Yeung, Raju and Sharma (2016) demonstrated that non-frequent attenders were also far less likely to make use of recordings to catch-up on missed classes. This is in line with the findings reported by von Konsky, Ivins and Gribble. (2009)
  • The balance of research suggests that having access to lecture recordings has either no or only a very small impact on attendance
  • studies have shown consistently that students value having access to and make use of recordings of lectures. For example, in a large survey in four Australian Universities, Gosper et al. (2010) found that 76% of students reported a positive experience with recordings, 79.9% felt that it made it easier to learn, and 66.7% felt it had improved their performance (see also McNeil et al., 2007).
  • Students use lecture recordings for a range of general purposes, for example to balance family, work, and other study commitments (e.g., Chester, Buntine, Hammond, & Atkinson, 2011; Dona, Gregory, & Pechenkina, 2017: Pons, Walker, Hollis & Thomas, 2011; Taplin, Kerr, & Brown, 2014), and as a backup for lectures that were unintentionally missed, for example, as the result of illness or transportation issues (e.g., Yeung et al., 2016; Gysbers, Johnston, Hancock, & Denyer, 2011).
  • However, the literature clearly indicates that for the majority of students the greatest value of recordings is as a learning resource. They use recordings to revisit and clarify complex confusing topics (e.g., Elliot & Neal, 2016, Yeung et al., 2016), to prepare for exams (e.g. Chen & Lin, 2012; Copley, 2007; Mallinson & Baumann, 2015; von Konsky et al., 2009), and to learn at their own pace (e.g., Cooke et al., 2011; Euzent, Martin, Moskal, & Moskal, 2011; Tarr et al., 2015). While Scutter, Stupans, Sawyer and King. (2010) do report that some students cited not having to attend the lecture in person as the most useful aspect of podcast access, this was ranked bottom behind advantages associated with personalising the learner experience including; flexibility, revision, clarification, reduced need to take notes in lectures, and simply being able to hear the lecture in full again.
  • Students learning in a second language and students who require additional learning support appear to make greater use of recordings (e.g. Leadbeater, Shuttleworth, Couperthwaite, 2013; Nordmann et al., 2017; Shaw & Molnar, 2011, Taplin et al., 2014)
  • following the Equality Act (2010). Jisc, the UK’s non-profit organisation for digital services and solutions recommends implementing institution-led lecture recording (Jisc, 2018) citing the ability to revisit content as required as the main benefit to inclusive learning.
  • For many first-year students, the university lecture format will be a new learning environment and although guidance is often provided about what they should do during lectures, it is unsurprising that these students value the opportunity to get a second chance at the lecture content when in this transitional stage.
  • in a study of medical students’ use of recordings by Topale (2016), students identified one of the major advantages of recordings as facilitating the ability to use multiple modes of learning, allowing them to view lectures, consult texts and other resources at the same time. Multimedia learning is suggested to have several pedagogic advantages linked with reductions in cognitive load (Mayer, 2005). Luttenberger et al. (2018) state that the driving force behind student satisfaction with lecture capture and podcasts are the opportunities for self-regulated learning
  • The ability to personalise the learner journey and self-regulate learning may also explain why research has suggested that the availability of lecture recordings can reduce feelings of anxiety. For example, Owston, Lupshenyuk, and Wideman (2011) report reduced anxiety when lecture capture is provided due to the ability to review the material later if any important points are missed. Similarly, in a survey conducted with Geology students, 69% agreed that the availability of lecture recordings reduced levels of student anxiety with the course (Traphagan, Kucsera, & Kishi, 2010)
  • Students frequently report that access to lecture recordings improves their learning and performance (e.g., Gosper et al., 2010) and while Ford, Burns, Mitch and Gomez (2012) found no association between access to recordings and grades, they reported that students with access were significantly more likely to report spending more hours studying, more likely to report that learning outcomes were effectively addressed, and more likely to report that they found that the course challenged them to do their best work
  • Cepeda et al. looked at lag effects (i.e., the time between learning sessions) and found that performance was best when the lag was 10-20% of the desired retention interval, for example, to remember something for one week, they recommended spacing learning episodes 12-24 hours apart whereas to remember something for 4 years, learning episodes should be 4.5-9 months apart (although they also recognise that these intervals do not necessarily align with the semesterisation of higher education and therefore recommend one month spacing for university students).
  • There has been relatively little research that has investigated the use of lecture capture as it relates to distributed practice. This may be in part due to the information that is available to researchers. Those studies that used self-reports did not report collecting information on the exact timescale of lecture capture usage across the term
  • First, students should be explicitly instructed that supplemental use is likely to produce the best outcomes.
  • Second, the concept of deep processing should be used to explain and promote that not only is supplemental use best, but selective supplemental use of recordings (rather than re-watching an entire lecture) will likely lead to better outcome
  • Finally, the concept of distributed practice should be linked to the use of lecture capture
Florent Thiery

Does AMP Counter an Existential Threat to Google? - High Scalability - - 0 views

highscalability.com/...stential-threat-to-google.html

amp google

shared by Florent Thiery on 17 Dec 15 - No Cached
  • Florent Thiery on 17 Dec 15
     
    What is AMP? AMP is two things. AMP is a restricted subset of HTML designed to make the web fast on mobile devices. AMP is also a strategy to counter an existential threat to Google: the mobile web is in trouble and if the mobile web is in trouble then Google is in trouble.
Jean-Marie Cognet

Les campus connectés, nouveaux espaces de l'enseignement à distance "dans un ... - 0 views

education.newstank.fr/...nt-distance-lieu-physique.html

trends marché education campus connecté

shared by Jean-Marie Cognet on 09 Dec 19 - No Cached
  • « Historiquement, nous avons toujours opposé la présence à la distance. Nous avons peut-être atteint aujourd’hui un moment de maturité, avec les campus connectés notamment, où les deux peuvent être complémentaires », déclare Pierre BeustPierre Beust, VPVPVice-président(e) en charge des transformations pédagogiques à l’Université de Caen Normandie, le 15/11/2019, à l’occasion de la journée sur les campus connectés organisée par le MesriMesriMinistère de l’enseignement supérieur, de la recherche et de l’innovation à l’Université d’Avignon
  • Cette hybridation signifie plusieurs choses selon Michel Reverchon-BillotMichel Reverchon-Billot, directeur général du CnedCnedCentre national d'enseignement à distance : « Avoir la possibilité de suivre un enseignement à distance dans un lieu physique, disposer de temps de travail flexibles et adaptés au public, mais aussi se servir de multiples supports de formation, du numérique au papier, encore une fois pour s’adapter au besoin des apprenants ».Ce modèle soulève aussi des questions. Ainsi, pour Michel Reverchon-Billot, qui a travaillé avec la Digital Académie, tiers-lieu dont le MesriMesriMinistère de l’enseignement supérieur, de la recherche et de l’innovation s’est inspiré pour le modèle des campus connectés, « le grand problème de la formation à distance est l’isolement » : « Dans des lieux, mais aussi dans des formations, on peut se retrouver dans un campus connecté avec 15 personnes qui font 15 formations différentes », dit-il. 
  • Des TPTPTravaux pratiques en présentiel ou virtuel De la même façon que pour les examens, les étudiants qui suivent une formation nécessitant des travaux pratiques doivent se déplacer dans leur université de rattachement.  Isabelle Duchatelle indique à ce sujet que « pour un grand nombre de disciplines, il est possible de faire des TP à distance grâce à des dispositifs numérisés ».  « Cela pose la question des attentes des universités envers les étudiants dans le cadre des TP. D’ailleurs, la formation à distance invite déjà des enseignants à repenser leurs cours en présentiel, certains demandent aux étudiants d’avoir déjà fait un certain nombre de choses en ligne avant d’arriver en TP, ce qui montre qu’il est possible de numériser cette partie-là du travail », ajoute la présidente de FUN.
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  • l’Université de Caen a mis en place une labellisation qualité. « Son objectif est d’augmenter la qualité des dispositifs de formation à distance afin d’améliorer la réussite étudiante : globalement le taux de réussite moyen à distance est de 33 % contre 57 % en présentiel », détaille Pierre Beust. L’établissement a ainsi mis en place un service d’appui pour l’ingénierie de la formation à distance et la pédagogie, ainsi qu’un diagnostic et une évaluation de la qualité du dispositif pédagogique et enfin, un accompagnement des équipes pédagogiques. Le label s’articule ainsi autour de trois niveaux d’évaluation de la qualité du dispositif pédagogique.
Jean-Marie Cognet

Rentrée du campus connecté d'Autun, "une réponse aux freins à l'enseignement ... - 0 views

education.newstank.fr/...-enseignement-superieur-v.html

trends marché education campus connecté

shared by Jean-Marie Cognet on 09 Dec 19 - No Cached
  • « Les freins à l’enseignement supérieur ont été identifiés depuis longtemps : le capital culturel et le capital financier sont parmi les plus fréquents. La vraie réponse à ces obstacles est la démétropolisation de l’enseignement supérieur »,
  • les premiers campus connectés. Ils visent à « nouer des liens avec les universités géographiquement les plus proches afin de garantir aux étudiants plus de simplicité et de fluidité dans leur poursuite d’études », comme indiquait Emmanuel Macron, lors de l’annonce de ce dispositif.À Autun, 11 néo-étudiants ont fait leur rentrée en septembre, il s’agit en grande majorité de bacheliers autinois : six suivent des licences, proposées dans des versions numériques par des universités, et cinq un BTSBTSBrevet de technicien supérieur, délivrés par le CnedCnedCentre national d'enseignement à distance.
  • Le campus connecté est financé par la subvention d’amorçage de 50 k€ du gouvernement, ainsi que 10 k€ supplémentaires ajoutés par la ville.« Dans un premier temps, les campus connectés vont rester très marginaux par rapport à l’enseignement supérieur classique. Mais ils représentent une possibilité parmi d’autres et ouvrent le panel des possibilités à tous les jeunes, y compris ceux des petites villes », ajoute le maire.
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  • La ville d’Autun ne possédant pas de service dédié à l’ESRESREnseignement supérieur et recherche, le campus connecté est géré par l’association Autunois Morvan développement formation qui œuvre depuis dix ans en faveur de la formation sur le territoire.  Celle-ci a rejoint la Ritles, fédération internationale des plateformes numériques d’enseignement supérieur qui aide les villes ou les organismes qui le souhaitent, en France ou à l’étranger, à implanter une Digitale Académie, comme celle de Monte
  • À ce jour, aucun des 11 étudiants n’est rattaché à l’Université de BourgogneUniversité de Bourgogne, la plus proche d’Autun.  « Nous avons eu plusieurs échanges avec l’Université de Bourgogne pour voir comment nous pourrions travailler ensemble sur plusieurs aspects : pédagogique en faisant intervenir des enseignants de l’université à Autun, technologique via des dispositifs d’évaluation à distance grâce à leurs outils, et enfin international, en imaginant comment Autun peut également être un point de départ ou d’accueil de mobilité étudiante », déclare le maire. Il précise notamment qu’Alain BonninAlain Bonnin, président de l’Université de Bourgogne, évoque l’idée d’inclure le campus connecté dans le projet d’université européenne de l’établissement.
lauraschmitz1992

When Bringing Your Own Device Isn't Enough: Identifying What Digital Literacy Initiativ... - 0 views

er.educause.edu/...teracy-initiatives-really-need

éducation technologies education elearning byod

shared by lauraschmitz1992 on 13 May 19 - No Cached
  • Device ownership alone doesn't make people digitally literate; rather, digital literacy is about how and why they use devices to achieve particular goals and outcomes.
  • Definitions of digital literacy can include the ability to use and access digital devices, but studies from the past decade tend to deepen this definition. A commonly cited definition from Colin Lankshear and Michele Knobel asserts that digital literacy is "shorthand for the myriad social practices and conceptions of engaging in meaning making mediated by texts that are produced, received, distributed, exchanged etc., via digital codification."
  • s." In other words, it's not just owning the devices that makes you digitally literate—it's how and why you use those devices to achieve particular goals and outcomes.
Jean-Marie Cognet

Donald Taylor on Video in Training - AllenComm - 2 views

www.allencomm.com/...video-training-donald-taylor

trends video elearning corporate onboarding

shared by Jean-Marie Cognet on 03 May 16 - No Cached
  • More and more frequently modern employees expect video to be a factor in on-the-job learning. And not simply a dry, one hour VHS training course of the past. Good, relevant video content that impacts performance. We’ve outlined a few guidelines on improving onboarding with video here.
  • In an international poll each year, reaching over 50 countries, I ask people: “What is hot in L&D this year?” The choice of ‘Video’ has fallen down the table of ‘hotness’. In other words, it’s no longer considered exciting
  • In other words: video is now part of the way we live and learn today.
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  • We also know (just look at the exponential growth of YouTube) that video is an area which L&D pros have to invest in, as employees/customers expect it. With this expectation comes the responsibility of making sure the content is compelling.
  • It’s down to L&D professionals to invest in themselves and ensure they can produce great video – either internally or by outsourcing well.
  • es, the younger generation is more accustomed to using certain tools such as YouTube, but video is universally appealing – witness the enduring success of cinema. We are visual animals, and good video will appeal to us all.
  • Video has the unique power of engaging employees and helping them retain information learned during onboarding like no other medium. According to Forrester Research, video is the fastest-growing digital content category, and they expect by 2017 more than 90% of the online population will regularly watch online video.
lauraschmitz1992

5 Contact Center Training Trends to Watch in 2018 - 1 views

www.icmi.com/...aining-Trends-to-Watch-in-2018

social learnig elearning video education trends MOOC

shared by lauraschmitz1992 on 15 Mar 18 - No Cached
  • Increase social learning An overwhelming 98% of companies want to support the sharing of good practices and knowledge across teams via in-house social networks or functionality. Social learning aids training by making it a shared activity among contact center agents. Adaptive technologies such as chat boxes, forums, and Slack can reinforce critical learning concepts for agents while on the job. This is also key because employees tend to be more successful when they work and learn in group settings. This type of setting provides motivation, promotes team camaraderie, and improves an agent’s ability to learn and perform.
Jean-Marie Cognet

Les campus connectés donnent "une vision humaniste et sociale des territoires... - 0 views

education.newstank.fr/...-territoires-erwan-paitel.html

trends marché education campus connecté

shared by Jean-Marie Cognet on 09 Dec 19 - No Cached
  • La formation à distance ne faisait jusque-là l’objet que d’une faible considération, sans vision humaniste ou sociale des territoires que ces campus apportent désormais ».
  • C’est ainsi qu’Erwan Paitel, chef de projet Campus connectés au MesriMesriMinistère de l’enseignement supérieur, de la recherche et de l’innovation et directeur des formations IdexIdexInitiative(s) d'excellence au sein de l’Université Côte d’Azur, décrit les campus connectés lancés par Frédérique Vidal Frédérique Vidal Ministre @ Ministère de l’Enseignement supérieur, de la Recherche et de l’Innovation Consulter dans l’annuaire , ministre de l’Esri Esri Enseignement supérieur, recherche et innovation , en mai 2019.
  • un « point faible » demeure, selon Erwan Paitel : la nécessité pour les élèves qui suivent des formations dispensées par des universités de se rendre sur place pour passer leurs partiels. En effet, les étudiants suivent « rarement des cours des universités de proximité », et devront alors engager des frais et s’organiser pour se rendre dans leur université de rattachement.
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  • Anne-Sophie Barthez Anne-Sophie Barthez Directrice générale de l’enseignement supérieur et de l’insertion professionnelle @ Ministère de l’Enseignement supérieur, de la Recherche et de l’Innovation • Professeure agrégée de droit privée @ Université de Cergy-Pontoise Consulter dans l’annuaire , Dgesip Dgesip Directeur/rice général(e) de l’enseignement supérieur et de l’insertion professionnelle , a ensuite créé un comité de pilotage dont les membres sont impliqués dans différents territoires, comme Pierre Beust qui est vice-président délégué aux transformations pédagogiques à l’Université de Caen Normandie. Certains sont présents à Lyon (Nady El Hoyek), Erwan Paitel est lui-même basé à Nice, où il est directeur des formations IdexIdexInitiative(s) d'excellence au sein de l’Université Côte d’Azur.
  • Le Mesri indique par ailleurs qu’il forme les « coaches » des campus, ces tuteurs qui accompagnent les étudiants dans le suivi de leurs cours en ligne. « Une fois par mois, l’ensemble des coaches suit une formation une fois par mois, mise en place avec l’aide de la Mipnes Mipnes Mission de la pédagogie et du numérique pour l’enseignement supérieur  », indique le chef de projet. Une formation qui sera « probablement bientôt plus fréquente, étant donné la dynamique et l’appétence des coaches » ajoute-t-il, précisant qu’une réflexion est en cours pour faire de cette formation un diplôme universitaire pour permettre une reconnaissance du statut de coach.
  • Un appel à projets en janvier 2020 « Cet appel s’adresse autant à de nouvelles collectivités qu’aux 13 campus existants, ceux-ci étaient plutôt dans une dimension expérimentale alors que l’appel vise à la pérennisation du projet avec un financement de 200 à 250 000 € par campus sur une durée de cinq ans.
  • Pour le chef de projet, les campus connectés peuvent être l’occasion de s’emparer de la problématique de la formation à distance « pour faire une analyse et ainsi renforcer l’offre qui n’est aujourd’hui pas pléthorique ». « Aujourd’hui il existe une offre de licences à distance, mais elles ne sont pas toujours structurées. Elles résultent d’initiatives d’établissements qui ont souhaité développer cette offre avec leurs propres moyens. Il est donc nécessaire de s’emparer de la question et pourquoi pas proposer un AAP pour des licences ou des BTS à distance qui présenteraient une vision technique et pédagogique avancée. »
Jean-Marie Cognet

Les communications unifiées et la collaboration en hausse de 6,5% en France | - 1 views

www.channelbiz.fr/...unifiees-croissance-france-idc

trends corporate market unified communication

shared by Jean-Marie Cognet on 01 Feb 17 - No Cached
  • Dans l’Hexagone, les dépenses d’entreprises en solutions de communications unifiées et de collaboration pourraient atteindre près de 2 milliards d’euros en 2020, selon le cabinet IDC.
  • Les dépenses en solutions de communications unifiées et de collaboration (UC&C) d’entreprises ont atteint 1,5 milliard d’euros en 2016, en France
  • Ainsi, les solutions UC&C hébergées et managées par un tiers sont les plus souvent citées (42%), devant les solutions on premise gérées en interne (38%). Les solutions accessibles depuis un Cloud public ou un Cloud privé virtuel arrivent ensuite (32%), suivies des solutions sur site (on premise), mais gérées par un prestataire externe.
lauraschmitz1992

Le LMS du futur sera « invisible » - Sébastien FRAYSSE - 0 views

fraysse.eu/...le-lms-du-futur-sera-invisible

digital lms trends

shared by lauraschmitz1992 on 12 Mar 18 - No Cached
  • J’ai essayé de démontrer au cours de ces 3 derniers articles qu’xAPI n’est pas juste un nouveau standard technique. C’est un standard qui accompagne les changements profonds du Digital Learning : Aider le LMS à mieux gérer les données de suivi de l’apprentissage Permettre le développement d’écosystèmes autour du LMS Permettre au LMS de mieux servir les contextes d’apprentissage Certains scénarios sont réalisables ici et maintenant. D’autres sont de l’ordre de la prospective, mais l’innovation n’attend pas…
  • Le LMS du futur sera « invisible » LMS http://fraysse.eu/fr/wp-content/uploads/2018/02/photo-1486919510466-42fe83f.jpg 761 505 Sébastien FRAYSSE Sébastien FRAYSSE http://2.gravatar.com/avatar/8b26ca93e755e0cf29f48be96605a6b3?s=96&d=mm&r=g 28 février 2018 1 mars 2018 Si l’article précédent – « Le LMS étendu » – nous a permis d’aborder la logique d’écosystème digital, le concept de « LMS invisible » pousse cette approche à son paroxysme. Alors que certains prédisaient la fin du LMS, c’est en fait une transformation très profonde qui pourrait survenir dans les prochaines années. Un LMS bel et bien présent, apte à rendre de nombreux services, mais de manière plus discrète, « fondu » dans les différents contextes d’apprentissage.
lauraschmitz1992

New Ways To Communicate: Social Networking And Online Collaboration In University - eLe... - 0 views

elearningindustry.com/-communicate-social-networking

social elearning online trends edtech education

shared by lauraschmitz1992 on 06 Jun 19 - No Cached
  • 2. Attracting Prospects When high-school graduates are going to enroll in particular educational institutions, they are more than likely to follow them on social media to get more information about them. Current students can share their experience, thoughts, and opinions on the platforms so that candidates and their parents can get a deeper insight into the on-campus life. In a nutshell, online collaboration helps universities to stand out from the crowd.
  • When someone wants to complain about or give recognition to a particular service provider, they prefer doing that through online collaboration. This is mainly because there are many users who are ready to pass their own opinion on this issue instantly. This is how universities can use social media to monitor what has been said about their services and find a way to maintain or restore their reputation. It is important for unis to have a good reputation; otherwise, they may face problems associated with funding and recruitment.
Jean-Marie Cognet

2012 Study - major business benefits through learning technologies - 0 views

www.towardsmaturity.org/...12-benchmark-study-highlights-

tendances elearning marché corporate

shared by Jean-Marie Cognet on 30 Nov 12 - No Cached
  • the average company was able to roll out new products, services and IT systems over 20% faster. It also highlights average companies were achieving a 23% improvement in study time, 24% faster delivery time, 22% reduction in cost of training, 26% improvement in learning reach and 16% improvement in time to competency.
  • 90% of Learning & Development professionals are looking to integrate learning into their company’s different functions, i.e. sales, customer service, talent and production, with 41% saying that this is critical.
  • 95% want to use technology to increase the sharing of good practice but only 25% are currently achieving this, 92% of organisations seek to use learning technologies to respond faster to business change, but only 25% achieve this; 94% of organisations seek to speed up the application of learning back into the workplace, but only 23% achieve this; and 91% seek to improve talent or performance management, but only 20% achieve this.
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  • top learning companies spend 50% more of their learning budgets on technology than the average organisation.
  • In 2012, the proportion of training budget allocated to technology increased from 18% in 2011 to 20% in 2012.
  • 25% of organisations are now developing mobile apps for learning, an increase from 20% in 2010, with 30% of organisations encouraging individuals to use their own devices to access learning opportunities and 31% providing learners with mobile devices.
  • 68% of those organisations are using social learning to build networks inside the organisations; 55% to support learning generation and sharing of user generated content; 54% for individuals to communicate in real time; 51% to reinforce formal learning and 49% to support personal professional development.  
  • learning was not seen as a management priority by 53% of organisations surveyed in 2012,
  • he lack of knowledge of potential use and implementation remained the same, as the 2011 figure at 62%.
Jean-Marie Cognet

Flip Classroom Market Growth Forecast at 37.47% CAGR to 2020 - MarketWatch - 2 views

www.marketwatch.com/...agr-to-2020-2016-05-12-4203224

stats marché trends education flipped classroom

shared by Jean-Marie Cognet on 13 May 16 - No Cached
  • The analysts forecast global flip classroom market to grow at a CAGR of 37.47% during the period 2016-2020. One trend to watch for is the advances in lecture capture technology. Vendors are improving the features and functionalities of lecture capture technology to popularize it in classrooms. With the help of this technology, video lectures can be created in HD quality by combining inputs from live cameras and computer screens. These lectures are interactive, as they include options like touchscreen, tagging, and content editing.
  • Flipped learning is a hybrid model that combines aspects of traditional learning and blended learning. This model encourages students to take technology-aided lectures outside of the classroom through videos and simulations. Lessons taken in advance by students allow the classroom time to be allocated for group activities and handling subject related queries, resulting in enhanced student performance. Educational institutions are deploying flipped learning models by installing lecture capture solutions and delivery solutions such as LMSs (learning management systems).
  • The flip classroom market [http://www.sandlerresearch.org/global-flip-classroom-market-2016-2020.html ] is divided into the following segments based on geography: APAC, Europe, North America and ROW. Key players in the global flip classroom market: Adobe Systems, Cisco Systems, D2L, Echo360, and Panopto. Other Prominent Vendors in the market are: Aptara, Articulate, City & Guilds Group, Creston Electronics, Dell, Haiku Learning, MediaCore, N2N Services, OpenEye, Saba Software, Schoology, and TechSmith
cdussert

If F8 shows us non-developers anything, it's that Facebook is serious about video - 3 views

thenextweb.com/...acebook-is-serious-about-video

shared by cdussert on 13 Apr 16 - No Cached
  • We’ve seen the company do all it can to amp up one of its newer features by making live broadcasts more visible on your timeline, adding them to your trending stories and even notifying you each time a friend or someone you follow is broadcasting live. All of these are positive steps to give content producers real reason to take advantage of live video.
  • In addition, ‘Total Performance Insights‘ brings even better analytics to video including two really outstanding features: the ability to measure stats on video crossposted to multiple pages and a heatmap that allows 360 degree video creators to see the areas their audiences are honing in on.
Jean-Marie Cognet

Aline Pesse, Akor Consulting : | Les interviews de la formation - 2 views

lesinterviewsdelaformation.com/...flux-cest-un-processus-continu

trends corporate marché elearning social learning

shared by Jean-Marie Cognet on 25 Nov 16 - No Cached
  • Comment se matérialise l'apprentissage collaboratif (ou social learning) ? Les échanges entre pairs, le partage de bonnes pratiques, la recherche d’aide auprès d’une communauté sont autant de pratiques sources d’apprentissage. C’est pourquoi COOC&BOOST est une solution résolument sociale, conçue pour favoriser les échanges, la mise en commun et la collaboration. Que ce soit à travers des forums, des exercices collectifs interactifs (construction d’un nuage de mots, image interactive, vidéo interactive…) ou des commentaires, les interactions sont sans cesse facilitées et encouragées pour maximiser l’engagement des apprenants, les positionner en acteurs de leur formation et ancrer les apprentissages.
  • L'Enseignement Assisté par Ordinateur lancé il y a quelques années, et le e-learning n’ont pas suscité l’émulation et se sont souvent révélés peu efficaces. Ces écueils sont sans doute liés au faible degré d’interactivité de ces formats pédagogiques inscrits dans une dynamique de contenus descendants. La plateforme de COOC social, par définition collaborative, incite chacun à mettre ses informations à jour, à suivre l’actualité sur les groupes et parcours de formation auxquels il participe. Le fait de contribuer aux échanges, de partager, d’être suivi, d’avoir des commentaires « likés »… est donc bien entendu valorisant, mais c’est également une question de e-reputation dans l’entreprise. Le côté social contribue fortement à maximiser le taux de complétude des modules. Par ailleurs, selon l’étude réalisée par Charles Jennings et Jérôme Wargnier * explorant l’impact des nouvelles technologies sur le modèle d’apprentissage, la règle bien connue des 70:20:10 * demeure incontestée. Ce qui signifie que les collaborateurs qui réussissent attribuent leurs succès avant tout à leurs challenges professionnels (à hauteur de 70 %), puis aux interactions avec leur entourage (à hauteur de 20 %) et enfin à la formation professionnelle (à hauteur de 10 %).
Jean-Marie Cognet

Les 4 grandes tendances de la fonction RH pour 2012 - Actualités Informatique... - 0 views

www.distributique.com/...nction-rh-pour-2012-17668.html

tendances marché RH

shared by Jean-Marie Cognet on 18 Jan 12 - No Cached
  • Bersin & Associates estime que  les équipes de recrutement seront connectées à celles qui conçoivent les plans de carrières et les outils d'évaluation de la performance. Le cabinet de conseil note également que des processus comme les simulations avant recrutement, les interviews vidéo ou les réseaux sociaux, seront également utiles à d'autres domaines de la gestion des ressources.
Jean-Marie Cognet

12 Emerging Educational Uses of Technology That are the Most Exciting Right Now - Emerg... - 1 views

www.emergingedtech.com/...f-technology-most-exciting-now

trends education elearning

shared by Jean-Marie Cognet on 17 Sep 15 - No Cached
  • The Flipped Classroom continues to emerge as one of the most exciting grassroots movements in the academic world. Teachers all across the world are trying it and loving it. Make no mistake, the flipped classroom is no “trend” – it is a clear reflection of how technology truly can be a powerful tool for educators who are inspired to do the very best by their students
  • Social Learning in Online Courses I truly believe that better incorporation of social learning is vital to making online learning more engaging. Many online programs struggle to attain retention rates similar to most in-seat programs. One of the elements generally lacking in online learning (but natural to the face-to-face classroom) is a healthy level of social interaction. When online teachers make the effort to build social interaction into the digital classroom, they create multiple opportunities to enhance engagement and improve learning outcomes.
  • Tools to Embed Questions in Videos Admittedly, this is not the kind of game changing ed tech idea that others on this list are, but I still think it is worth noting. Over the last year, EdPuzzle, EduCanon, and Zaption are a few of the tools that I have seen mentioned over and over in the ed tech social media over the last year. This capability has just ‘blown up’ over the last year or so, getting a lot of attention, and for good reason
Jean-Marie Cognet

Tablettes en entreprise : des projets qui prennent corps - 0 views

www.zdnet.fr/...ui-prennent-corps-39759728.htm

tendances

shared by Jean-Marie Cognet on 07 Apr 11 - No Cached
  • es entreprises étudient désormais l’opportunité d’adopter des tablettes Internet pour leurs métiers. C’est ainsi le cas pour la vente et la relation client au sein de Nature & Découvertes, Natixis et les laboratoires Roche
Jean-Marie Cognet

Fostering a culture of learning | Deloitte University Press - 0 views

dupress.com/...ture-of-learning-for-employees

trends stats corporate elearning

shared by Jean-Marie Cognet on 03 Mar 16 - No Cached
  • More than eight in ten executives (84 percent) in this year’s survey view learning as an important (40 percent) or very important (44 percent) issue. Employees at all levels expect dynamic, self-directed, continuous learning opportunities from their employers. Despite the strong shift toward employee-centric learning, many learning and development organizations are still struggling with internally focused and outdated platforms and static learning approaches.
  • To facilitate the effort to help employees “learn how to learn,” L&D teams are building internal knowledge-sharing programs, developing easy-to-use portals and video sharing systems, and promoting collaborative experiences at work that help people constantly learn and share knowledge.
  • Almost $1 billion of this went into tools, content, and companies that focus on the corporate market.6
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  • Much of this investment is directed at tools to harness video, new mobile learning apps, and an explosion of content marketplaces. Today, any employee can browse through content from Coursera, Udemy, Udacity, or a dozen other providers and instantly access a lecture, course, or workshop on a needed skill. Such platforms offer learning opportunities at little or no cost and even allow employees to interact online with experts in the field—learning exactly what they need, when they need it, at a time that fits their schedules.
Jean-Marie Cognet

AI in HR: A Real Killer App - JOSH BERSIN - 1 views

joshbersin.com/...ai-in-hr-a-real-killer-app

trends learning AI HR

shared by Jean-Marie Cognet on 19 Jun 18 - No Cached
  • Hype and expectations for AI are now sky high
  • on one hand the hype is far ahead of the reality; on the other, the upside could be much bigger than we think. And in HR the opportunity for value is massive.
  • The systems can understand speech, identify photos, and use pattern matching to pick up signals about mood, honesty, and even personality. These algorithms are not “intuitive” like human beings, but they are fast, so they can analyze millions of pieces of information in seconds and quickly correlate them against patterns.
  • ...4 more annotations...
  • you could imagine an AI system that looks at ll the possible demographics, job history, and interview questions with a candidate and then “predicts” how well they will perform on the job
  • In employee development and learning, we really don’t know how to “train” people perfectly. The global L&D industry is over $200 billion and most learning professionals tell us that at least half this is wasted (forgotten, inappropriately applied, or just wasting peoples’ time). But we don’t know which half this is! 
  • what if we had algorithms that monitored and studied the skills, behaviors, and activities of the highest performers in our teams and then just told us how to be more like them?  These kinds of “Netflix-like” algorithms are now entering the world of learning platforms, making learning as useful and fun as watching cable TV.  Again the market is young, but the opportunity is massive. Our research shows that the average employee has less than 25 minutes a week to train and learn;  if we make that time more relevant everyone will perform better.
  • The success of an HR tool will be dependent on many things: the accuracy and completeness of its algorithms, the ease of use of its systems, but more important than all its ability to provide what is called “narrow AI” – or very specific solutions that solve your problems. This can only be done when the vendor has massive amounts of data (to train its system) and they gain lots of feedback on how well it works. So I believe the barriers to entry are going to be focus, business strategy, and client intimacy, not just having great engineers. 
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