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Florent Thiery

Adobe to Stream Live Video to the iPad. Yes, the iPad - 0 views

gigaom.com/...adobe-ipad-support

adobe streaming livestream

shared by Florent Thiery on 19 Apr 11 - No Cached
  • Florent Thiery on 19 Apr 11
     
    Adobe is demoing an update to its Flash Media Server at the National Association of Broadcasters show this week that will enable publishers to stream not just to Flash-enabled web and mobile browsers, but also devices like Samsung TVs, the Motorola Xoom tablet and Atrix smartphone - and even to Apple iOS devices like the iPad.
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
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

Educause Report Identifies Top Ten IT Issues in Higher Education - 0 views

campustechnology.com/...ssues-in-higher-education.aspx

tendances elearning education

shared by Jean-Marie Cognet on 27 Jul 12 - No Cached
  • Ideally, IT staff should be able to review and negotiate contracts, conduct security reviews, and evaluate products and vendors. Also important are skills associated with analytics, process redesign, and the Information Technology Infrastructure Library (ITIL).
Jean-Marie Cognet

La reconnaissance vocale est-elle formatrice ? Par Stéphane Diebold | Formagu... - 1 views

www.formaguide.com/...ormatrice-par-stephane-diebold

elearning tendances

shared by Jean-Marie Cognet on 17 May 11 - No Cached
  • La reconnaissance vocale, ou « reconnaissance automatique de la parole », a fait des efforts considérables en l'espace de 5 ou 10 ans. Il s’agit d’une technique qui associe l'enregistrement de la voix à sa transcription écrite. Cela ouvre de nombreuses perspectives dans un monde qui place l'orthographe comme une valeur essentielle du socle des connaissances de base
Jean-Marie Cognet

Inversons la Classe ! La classe inversée - du face-à-face au côte à côte - 0 views

www.laclasseinversee.com

classe inversée tendances association education

shared by Jean-Marie Cognet on 26 Oct 15 - No Cached
  • Notre Actualité Le prochain Tweetchat #classeinversee aura lieu le mercredi 4 novembre, de 21h à 22h (heure française) Où trouver des formations à la classe inversée ? La semaine de la classe inversée (CLISE 2016) aura lieu du 25 au 29 janvier, le Congrès de la classe inversée (CLIC 2016) est prévu pour les 1 et 2 juillet 2016 (3 juillet : journée de formation aux outils) Le CLIC2015, 1er congrès national sur la classe inversée a eu lieu les 3 et 4 juillet au lycée Montaigne à Paris. Bientôt disponible : les comptes rendus d’atelier et les captations effectuées. Cliquez ici pour retrouver la couverture médiatique et des retours de participants.  Merci à tous pour ces deux jours d’échange intenses et fructueux !
Jean-Marie Cognet

Filmer les cours en amphi : quel intérêt pour les étudiants ? - 1 views

theconversation.com/eret-pour-les-etudiants-106553

éducation france tendances stats video

shared by Jean-Marie Cognet on 04 Dec 18 - No Cached
  • Au cours du second semestre de l’année scolaire 2017-2018, des étudiants de l’Université Paris Est Créteil inscrits en première année de licence de sciences ont pu suivre un enseignement de biochimie structurale dans lequel les cours magistraux étaient également filmés et mis à leur disposition le soir même sur une plate-forme numérique.
  • Ce projet est né d’une part de considérations pratiques : il s’agissait de répondre à l’augmentation du nombre d’étudiants, qui a entraîné ces dernières années une pression sur les personnels, en nombre quasi-constant, et les locaux, notamment pour la réalisation de travaux pratiques (TP) où l’on doit respecter des règles de sécurités strictes. D’autre part, nous souhaitions explorer des solutions innovantes pour améliorer l’enseignement.
  • Notre idée première était d’organiser la captation vidéo du cours dans un amphithéâtre, afin de mettre rapidement cette ressource à la disposition de tous les étudiants de première année, et de se passer de la réalisation d’un second créneau de cours. Contrairement à ce qui peut se faire dans certains départements, en médecine par exemple, il ne s’agissait pas de retransmettre le cours en direct dans une autre salle, mais de le mettre en ligne, sans montage, sur une plate-forme dédiée.
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  • Les cours magistraux sont dédoublés, à la fois pour des questions de pédagogie et de place – le grand amphithéâtre étant très peu disponible. Chaque cours au programme est donc assuré deux fois, face à deux parties distinctes de la promotion, tout en s’efforçant de délivrer exactement le même contenu (ce qui est bien entendu une utopie).
  • L’avantage escompté était de diviser par deux le temps d’occupation des amphithéâtres, de libérer du temps aux enseignants pour d’autres missions, comme le suivi des étudiants, et de délivrer le même contenu à tous les étudiants.
  • une grande majorité des étudiants (61 %) favorables à ce suivi à distance n’étaient pas prêts à renoncer aux cours en présentiel, mais souhaitaient au contraire associer les deux modalités. 24 % de leurs camarades comptaient maintenir un travail présentiel classique, sans utilisation des vidéos, et seuls 14 % des étudiants semblaient réellement intéressés par un enseignement exclusivement à distance.
  • En effet, en comparaison avec les taux de présence des dernières années, il s’avère que le dispositif n’a finalement pas découragé les étudiants d’assister aux cours.
  • Interrogés à la fin du semestre, près de 85 % des étudiants déclarent avoir trouvé ces captations de cours utiles à leurs apprentissages. Étant donné que 10 % d’entre eux se sont déclarés sans opinion à ce propos, il n’y a qu’environ 5 % de la promotion seulement qui n’y a pas vu de bénéfices. Par ailleurs, 81 % des étudiants souhaiteraient que ce type de dispositif pédagogique soit généralisé en licence.
  • 39 % des étudiants déclarent s’être appuyés sur les vidéos pour travailler ce module de biochimie. Parmi ceux-ci, 90 % déclarent avoir à la fois suivi les cours en présentiel et en vidéo. Seulement 10 % ont donc utilisé la vidéo pour compenser leur absence au cours magistral. À signaler, une courte majorité des étudiants (53 %) indique avoir révisé sans les vidéos.
  • À travers une enquête menée par une étudiante dans le cadre d’un stage, nous avons pu affiner les informations sur l’utilisation des vidéos. La grande majorité des étudiants en a profité pour compléter ses notes de cours et revenir sur des notions mal comprises. D’après eux, l’avantage est de pouvoir cibler les passages à reprendre, et de faire des pauses dans le déroulé du cours si nécessaire.
  • beaucoup d’utilisateurs ont exprimé leur satisfaction d’avoir pu bénéficier des captations du cours pendant leur phase de révision, les dernières semaines avant l’examen terminal. Enfin, d’autres étudiants, plus rares, assument utiliser les cours en format vidéo pour parer à une absence subie ou voulue aux cours magistraux
  • Les résultats et pratiques observés les ont confortés dans la stratégie de mise en place d’un serveur d’hébergement de vidéos, assorti de nouveaux services : mise à disposition de médias aux étudiants, enrichissement des vidéos, streaming en direct… Ces services seront donc proposés pour de prochaines interventions et sur d’autres sites de l’université.
  • L’outil de « gestion » est devenu un réel outil pédagogique, rassurant et bienveillant, puisqu’il permet de réentendre les explications de l’enseignant sans limite d’heure, de temps, de lieu… D’autre part, ces vidéos, de manière assez surprenante, rendent ainsi les étudiants plus actifs dans leurs apprentissages ! Elles permettent de compléter les notes de cours, les fiches, principalement par le re-visionnage des séquences choisies. Voilà qui ouvre aussi de nouvelles perspectives pour l’accueil d’étudiants ayant besoin d’un accompagnement particulier. Cet article a été écrit en collaboration avec Denis Moueza et Pascal Gosset de la Direction des systèmes d’information de l’UPEC.
Jean-Marie Cognet

The future of college education: Students for life, computer advisers and campuses ever... - 0 views

www.washingtonpost.com/...visers-and-campuses-everywhere

trends education highed

shared by Jean-Marie Cognet on 22 Feb 19 - No Cached
  • “We are living in an incredible age for learning, when there’s so much knowledge available, that one would think that this is good news for higher education,” Bryan Alexander told me recently. Alexander writes often about the future of higher education and is finishing a book on the subject for Johns Hopkins University Press. “Yet we’ve seen enrollment in higher education drop for six consecutive years.”
  • In 2015, Georgia Tech formed a commission on the future of higher education, and its 48 members were asked to imagine what a public research institution might look like in 2040.
  • The primary recommendation of the Georgia Tech report is that the university turn itself into a venue for lifelong learning that allows students to “associate rather than enroll.” Such a system would provide easy entry and exit points into the university and imagines a future in which students take courses either online or face-to-face
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  • The commission outlines a scenario in which artificial intelligence and virtual tutors help advise students about selecting courses, navigating difficult classes and finding the best career options.
  • A distributed presence around the world. Colleges and universities operate campuses and require students to come to them. In the past couple of decades, online education has grown substantially, but for the most part, higher education is still about face-to-face interactions. Georgia Tech imagines a future in which the two worlds are blended in what it calls the “atrium” — essentially storefronts that share space with entrepreneurs and become gathering places for students and alumni. In these spaces, visiting faculty might conduct master classes, online students could gather to complete project work or alumni might work on an invention.
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

How to use education technology in Business Schools - and why - Business Graduate Assoc... - 0 views

businessgraduatesassociation.com/gy-in-business-schools-and-why

trends education VR

shared by Jean-Marie Cognet on 25 Oct 19 - No Cached
  • ‘tell me and I forget, teach me and I may remember, involve me and I learn’ is often attributed to US inventor and polymath, Benjamin Franklin
  • My mantra is ‘disrupt before being disrupted’. It’s time for today’s digital culture to spread into Business Schools, worldwide
  • In France, 42% of jobs are under threat of automation, according to the consulting firm Roland Berger (2015).The average projected job loss across OECD countries is 57%, according to a 2016 World Bank Development Report.
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  • A vast quantity of information is now widely available online. With more than 4.7bn web pages to choose from, hundreds of new videos uploaded to YouTube every minute of the day, a wide choice of social networks and millions of apps to download, access to information, experts and tools has never been easier. Much of this information is streamed directly to your pocket 24/7 thanks to the mobile phone. Finding relevant and accurate information is far less simple. Nowadays, the challenge is finding the right information at the right time. Professors have to enhance their students’ skills around the critical analysis of online content, tools and expertise.  The student demographic is also evolving, with so-called ‘digital natives’ proliferating within Business Schools, but there is a tremendous need for all employees to become lifelong learners.
  • Moreover, e-learning platforms are evolving into adaptive learning platforms so that content can be adapted automatically, thanks to algorithms and data, which can set the pace of the learning to suit the abilities and preferences of the learners. This could be the end of the ‘one-best-way’ approach to higher education. In short, it is impossible for us to continue teaching in the way we have done for decades
  • VR is a great tool for enhancing the learning experience.
  • With this technology, we aim to achieve three key improvements around learning:  1. Faster learning: the use of VR speeds up the learning process. Students are more engaged and involved in the case studies, and this means that they pick up the marketing concepts linked to the business case more quickly. 2. More memorable learning: students are likely to be positively influenced by this innovative and novel style of teaching. Its effects will therefore last longer and they stand to remember key concepts more clearly. 3. More complete learning: students experience the world in its full complexity and in a ‘natural non-linear’ way: they enhance their critical-thinking skills and creativity, thanks to shorter feedback loops around the experience itself during class.
  • At NEOMA, we are lucky to have faculty rules that recognise the value of innovation in teaching. Without such rules, innovation would be unlikely to take root.
  • Peter Drucker: ‘The greatest danger in times of turbulence is not the turbulence; it is to act with yesterday’s logic.’ Don’t be afraid of the turbulence, go forth and transform. 
  • Alain Goudey is Chief Digital Officer and Professor of Marketing at NEOMA Business School in France
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