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Though there is no one-size-fits-all solution for audio capture, one- and two-channel systems are the norm for voice lift and lecture capture

Show, don't tell. It's the storyteller's mantra, but it sure applies to microlearning videos, too. Avoid long stretches of time where nothing is happening on-screen while the host speaks in the background. In a tutorial video, the amount of time spent showing the learner how to do something should be maximized, and the amount of audio-only commentary minimized. If you're creating a video of a conversation, use cuts and framing to add greater realism and visual interest. For conceptual videos, get creative! Tools like PowToon and VideoScribe are making it easier to illustrate your points with graphics and animation.

There's a quote attributed to Antoine de Saint-Exupery that captures the essence of good microlearning: “A designer knows he has achieved perfection not when there is nothing left to add, but when there is nothing left to take away.”

Easily Produced.  Because of the advances in cameras and software, video is the easiest and cheapest to produce than it’s ever been.

Et aussi experts, à même de partager leur savoir métier avec leurs pairs.

Cette situation où seuls 8% des départements formation peuvent démontrer leur impact n’est plus tenable. Ancrez les formations dans le réel, pour répondre aux besoins de développement et de performance opérationnelle de l’organisation

Troisième tendance : Data. Les données n’ont jamais été aussi riches. Réactions, interactions, progression, feedback, scores... sont autant d'éléments à exploiter pour accroître la valeur des programmes de formation, y incorporer les retours de l’écosystème, et transformer les modèles organisationnels. Les données, partie immergée de l’iceberg de l’organisation apprenante en 2019 ?

Grâce à l’intelligence artificielle, le profiling permettra de recommander le bon contenu, au bon moment à la bonne personne ; l’humanisation avec les mises en relation entre experts, le mentoring et la gestion du coaching, le mobile et les communautés d’échange dessinent ce nouveau visage du Digital Learning

orce est de constater que l’autoformation a ses limites. Face aux besoins d’interaction des apprenants, la place du formateur sera pleinement réhabilitée dans les parcours de digital learning

Comment réaliser une bonne vidéo ? La répartition des efforts Nous avons vu dans un précédent article la formule du succès d’une production vidéo : Succès = .50C + .15M + .20V + .15P 50% C = Contenu et production - Le scénario ou le fil conducteur, la prise de vue, l’éclairage, la production, etc.   15% M = Métadonnées - Le titre, la description, les mots-clés, les catégories, l’indexation, le résumé, les sous-titres, etc. Tout ce qui aidera les gens à trouver votre vidéo.   20% V = Vignette - L’emballage statique ou contextuel qui attirera les gens quand ils verront votre vidéo affichée sur une page quelque part. Le look en un instant.   15% P = Promotion - Les efforts marketing habituels. La conception et la production font 50% du succès de votre vidéo, voyons comment mettre les chances de succès de votre côté.

Il existe différents types de vidéos. Il est primordial de choisir la vidéo en fonction des objectifs poursuivis : Personne face caméra : Une personne à la caméra fait une démonstration simple et directe. Parfois des images simples comme des tableaux, des listes ou des graphiques sont incrustées. Entrevue improvisée. Une personne interroge une autorité sur le sujet. Entretien préparé.  L'intervieweur pose des questions organisées et la personne interrogée réagit avec des réponses préparées. Documentaire. Un narrateur, généralement hors champ, emmène l'auditoire faire un tour d'horizon du sujet de l'émission. Narration en voix off. Les visuels sont accompagnés d'une narration de quelqu'un hors champ. Le narrateur peut décrire une procédure de travail exposée ou commenter d'autres types de visuels. Demonstration. La personne face à la caméra décrit tout en démontrant. Dramatisation. Les acteurs jouent des rôles dans une histoire écrite. Animation. Les personnages de dessins animés fournissent des instructions. Un tableau blanc animé est souvent utilisé pour ce type de vidéo.

This allows them to concentrate on the delivered speech rather than on note-taking, and has greatly improved understanding. Lecture capture systems are often used in preparing the recordings to be used in lecture flipping

“The market is becoming mature, not necessarily in terms of current installations but certainly with the numbers of universities that have a plan in place to roll out capture to all rooms. Many universities have a policy of recording all lessons and lectures and it is being implemented widely. Some universities automatically schedule recordings along with the lecture timetable

The use of video capture solutions to record classes as well as enable lecturers to create their own supplemental videos requires robust technology.

The lecture capture system should be automated, allowing faculty or campus IT staff the ability to easily schedule recordings. A lecturer may also want to record a video prior to class in an empty classroom or right from the comfort of his or her home or office.

“The success of lecture capture is influenced by the user experience of the student and also by the user experience of the teacher,” points out Robert de Jong, director of product marketing EMEA at Vaddio.

Handling many simultaneous camera feeds on a network can also present problems. “Some universities are starting to install IP cameras as they are fast coming down in price,” says Mark Rogers, product manager, Datapath

Lecture capture is almost becoming a victim of its own success,” continues Lipps. “Students nowadays are demanding it in all their classes and will often stop a lecturer to point out if the system is not recording. The result is that it is becoming an essential piece of equipment in all active lecture rooms. A large university may have 500 rooms but it is not economically viable to put top-of-the-range equipment in all of them. However with the right video platform, there will be hardware and software capture options that make sure lecture capture can be included in as many classrooms as possible.”

The benefit to users lies in simplicity of operation. Phil Waterhouse, business development manager for education at Crestron UK, says: “Some of the partnerships are working very well; it means installing and programming is not as difficult. Crestron and Panopto, for example, have a partnership that means a simple-to-use interface is readily available

“Collaboration enables solutions in which the sum greatly exceeds the parts. Universities and colleges of higher education are obliged to provide text transcripts of videos for hearing-impaired students. Automated search features are also essential, allowing students to quickly access specific parts of a lecture. Students will only use a small section of a lecture during revision so it is essential that they can reach the relevant part quickly, without having to scan the whole video. Traditionally, preparation of captions involves people listening to the soundtrack and typing. Advanced speech-to-text software automates this process, reducing the cost of production massively – from around $1 per minute to less than two cents.”

There is huge potential for the technology to be able to offer collaborative learning in a way that currently can’t be done due to video transmission latency and limited bandwidth. At the moment universities have successfully deployed lecture capture, storage and playback systems but in the future they are likely to move more towards distributed classrooms, huddle spaces, cross-campus collaboration and more interactivity between remote groups of students and teachers.

Consequently, his class of two hundred was reduced to about fifty stalwart students who continued to come for the live-lecture experience. Due to the smaller face-to-face class size, Brummell began to shift his focus to the more specific needs of the students who were present

It is also interesting that the remote students were not able to observe the professor interacting with the students in the classroom; they perceived his small-class teaching style only through his voice. As the luncheon drew to a close, the reaction of the remote students was compared to the effect a live studio audience can have on television viewers at home. Professor Brummell agreed and jokingly asked for the addition of a laugh track to his recorded lectures.

Due to the smaller class size, Professor Brummell was better able to connect with the classroom audience. Students listening to the lectures remotely later indicated that his new presentation style was very effective.

There were quite a few comments…expressing appreciation for the webcasts, and some of the comments mentioned the atmosphere of the class

While the positive student response described above would not have been possible without the digitization of the lecture content, it should not be attributed solely to technology. These student responses may have been strengthened by a deeper behavioral phenomenon: surrogacy through "vicarious interactions." Vicarious interaction occurs when remote viewers establish a sympathetic relationship to a live studio audience and, through surrogacy, develop a connection with mediated subjects

Conclusions In this case, the process of digitally recording the lecture and sharing it via the distributed network added new value, transforming a large lecture into a small-class conversation with unforeseen, vicarious benefits for remote students. The digital transformation discussed here included three distinct elements: The availability of recorded lectures resulted in a certain portion of the student population listening remotely, which, in turn, resulted in a smaller in-person class size. The small-class format allowed the professor to address the issues, problems, concerns, and questions of those students present. The remote student evaluations reported positive responses in part because of the small-class format.