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Don't Assume Class Attendance will Drop

New research on recorded lecture videos suggests they offer less valuable learning than live lectures, a finding that has ramifications for those universities that increasingly rely on the format.

“We’re learning more about how rich that live interaction is in terms of the whole atmosphere and the five senses we bring into it when we’re learning,” he said.

Particularly with mathematics, he said, there had been a lot of academic discussion regarding the value of gesturing. Some recorded lecture videos capture only the power point screen, rather than the lecturer in action.“If you get to see the lecturer move their hands, or grimace, or see facial expressions or body ­language,” he said, “that adds to the whole experience, so that is something that we’re coming to ­appreciate more.”

The international survey of 1,000 respondents shows a boost in the use of video in distant learning, with almost half wanting to experience video in at least 50% of their classrooms

The results reveal a boom in the use of video for remote teaching and learning with 66% of respondents stating that their institutions now use these capabilities, up from 28% in 2016

Interestingly, 39% of those surveyed state that students studying remotely at their institution are already using video-based solutions to join live classes and lectures, while a further 49% are keen to add these capabilities to their offerings. Remote video capabilities are also being used to let presenters who are not based at the institution to teach and lecture to students, with 54% of all respondents saying that they are already benefiting from this.

The most important thing about live-streaming isn’t video—it’s audio. Varvid CEO and founder Aaron Booker can’t stress this enough. “People are very forgiving about video; they’re not forgiving at all about audio.” He points to the tiny microphones in smartphones as the main reason they shouldn’t be used for streaming. “The video [from smartphones] can be pretty amazing these days. However, the audio is just not what it needs to be and will not reflect well on anybody.”

“But if you want something really flexible and portable because you have events that are happening in different places—then you’re going to need to invest in a good soundboard, good microphones, and most importantly in somebody’s skill set so that they can manage that for you.”

To present all speakers clearly and at the same volume, DSP is used to process the audio feeds to compensate for the size and shape of the room and the environmental factors that impact audio quality, including reverberation, acoustics, and where people are positioned

5. Create your Own Videos It truly is about time you shed the camera-shyness and step into the limelight. There is nothing more powerful in an eLearning setting than a person’s voice talking to a distant student. The key is to speak clearly and provide subtitles in your videos. A great start is to create a “introductory” video for learners and other professionals that may want to learn more about you. Think of this “about me” video session as a personal narration of your updated CV. The passion and enthusiasm you bring into your video will be your selling points. With video creation and editing tools like the ones on YouTube and your smartphone, this should not be a problem at all. Screencasters like Jing, Screencastomatic and several others will help you capture complicated topics on your screen and illustrate them clearly. Also, encourage videos as a means for your learners to introduce themselves. Videos create stronger connections in an online learning environment.

t might seem unnatural—impolite, even—to begin a presentation or demonstration without introducing ourselves to the viewers and explaining why they should pay attention to us. Combing YouTube™ or Vimeo, you'll find a plethora of educational videos that begin with a lengthy preface to the content. Here comes the Skip button.

Instead, try this approach: Mention your name at the beginning of the video, or put it on a title screen. You might put the name of the sponsoring organization here instead, if the video doesn’t feature a personal host. Don't mention the issue of credibility at all; this is established by the content itself. If it gives learners what they need, they'll pay attention. Use the video's title and hosting Web page to convey what the video will cover. Don't waste valuable screen time on this stuff.

It might seem economical or helpful to show multiple ways of completing a task within one video, but that's not how people generally consume this type of media. Assume learners are accessing your video at the moment of need, almost as if they're asking their coworkers for help over the cubicle wall. They want to get something done now. Most processes can be completed a few different ways, and most concepts can be approached from different angles, but you don't have to cover all of that in one video

Les modules e-learning et autres vidéo learning portant sur les métiers sont aujourd'hui bien souvent conçus et réalisés « sur mesure », en interne ou sous-traités au prix fort –le plus souvent entre 1000 et 1500 € la minute– par les services formations. Ce coût peut être fortement réduit grâce à une solution de type Rapid Learning qui permet par exemple d’exploiter les présentations Powerpoint déjà créées par les formateurs ou les experts. Le poste d’achat peut même disparaître si les contenus Rapid Learning sont produits en interne, ce qui n’est pas hors de portée.

Revenons à cet expert de terrain et permettons-lui désormais d’utiliser son smartphone (BYOD : Bring Your Own Device) et les « Apps » qu’il contient pour capturer des vidéos (un geste technique, un court dialogue), de l’audio (commentaires sur vidéos, podcasts), mais aussi pour monter et « travailler » ces vidéos, ou encore générer un quiz de connaissances.

The new video building block allows faculty and staff, as well as students who have been granted privileges, to upload and edit video.

ability to tag media with metadata;

Support for composite media file types such as third-party lecture-capture files;

Les établissements d'enseignement supérieur s'ouvrent au distanciel, comme en témoigne la floraison de masters que les étudiants peuvent aujourd'hui suivre largement en ligne, ou encore les expérimentations menées par des grandes écoles comme Sciences Po ou HEC dans la médiatisation ou la capture vidéo des meilleurs cours.

les MOOC font la part belle au formateur, notamment à travers la capture vidéo de son cours, pris sur le vif ou, le plus souvent maintenant (dans les COOC en particulier) sous forme de courtes séquences filmées en studio.

On notera au passage cette autre différence avec le e-learning : les MOOC font un usage important du format vidéo - une tendance lourde de la formation distancielle, sous-tendue par l’usage des Smartphones et tablettes - quasiment absent des modules e-learning (sauf dans de grands catalogues sur étagère).

Les MOOC, qui sont donc une sorte de pied de nez du formateur au e-learning (l’arroseur arrosé),

Actually these days you don’t hear much about MOOCs at all. In the national press there’s almost a MOOC amnesia. It’s like it never happened.

Shah is our podcast guest this week, and he argues that MOOCs are having an impact, but mainly for people who are enrolling in MOOC-based degrees, where they can get a credential that can help them in their careers without having to go back to a campus. Of course, that’s a very different outcome than the free education for the underserved that was originally promised.

I think it's still new, so colleges think that if they get in now they might establish the degree and maybe capture the market early. I think it's a bigger advantage for smaller universities than the bigger because they get to sort of undercut the big players. For many colleges, they might be locally well-known but not globally. They get a chance to reach more users plus it's good money if it works out.

Watching Netflix isn’t the only way higher ed students consume video. It’s also become a regular part of their educations. Kaltura’s The State of Video in Education 2017 report reveals that 99 percent of institutions have teachers who are regularly incorporating video into their curricula. “Today’s students expect to learn with the help of video, while prospective employers expect them to leave education with the skills necessary to participate in a digital culture,” reads the report. From lecture capture to in-class assignments, universities are increasingly looking for new ways to make use of video. Here are three key takeaways from the Kaltura report: SIGN UP: Get more news from the EdTech newsletter in your inbox every two weeks!

La première stratégie : sous-traiter la production de ces contenus à des studios extérieurs. Solution indispensable pour certaines modalités de formation (MOOC, serious game voire module e-learning scénarisé, etc.). Problème : le coût est élevé, souvent de l'ordre de 1.000 à 1.500 euros la minute pour du e-learning scénarisé. Cette solution n’est pas viable à long terme, sauf pour des marques B2C prestigieuses qui considèrent que leur image est en jeu.

tant de l’achat correspondant si le contenu devait être sous-traité… Il présente même le mérite d’être (presque) invisible au budget / non comptabilisé, sinon dans les charges générales, car il n’y a pas d’achat ! Deux obstacles : d’une part, la plupart des entreprises manquent des compétences en qualité et en quantité nécessaires pour produire ainsi ; d’autre part, la qualité des productions n’est en général pas au niveau de celle qu'offrent les studios spécialisés. On en est souvent réduit à une approche rapid learning, ce qui peut néanmoins faire l'affaire, dans certains secteurs d’activité ou pour des thématiques de formation dont le niveau de design graphique ne serait pas critique.

Troisième stratégie : EGC (employee generated content). Ce sont les experts de terrain qui produisent des contenus avec leur smartphone. Des séquences souvent pertinentes, car qui pourrait mieux qu’un expert de terrain capturer

Tout dispositif de formation qui veut capitaliser sur les usages du Web et des smartphones devra toujours plus compter avec la vidéo. Ça tombe bien : les plateformes de video learning arrivent ! Capture, enregistrement, tagging automatique par la reconnaissance (voix, image), édition, diffusion sur tout périphérique… des plateformes séduisantes.

Le Social Learning d'abord… ou Video Social Learning (VSL) si on veut, et la montée en puissance du video-coaching ! Expérientiel aussi, comme les exemples plus haut le montrent. Quant aux usages de la vidéo en présentiel, ils n’ont rien de nouveau (Cf. par exemple les jeux de rôle filmés dans le cadre des formations commerciales à l’entretien de vente, depuis des décennies).

Autres fonctionnalités en pointe : enregistrement, édition, partage des videos, etc. Sans oublier l’accès à des catalogues déjà existants. Le tout dans l’environnement de l’apprenant et du formateur, qui offre des outils de prise de vue et d’enregistrement provenant aussi bien du smartphone ou d’une caméra portable que d’un studio vidéo (pour des formations structurées, à l'instar de ce qu'on trouve dans les MOOC). C’est ce que proposent les nouvelles plateformes (intégrées) de vidéo, aussi dites « video management system» ou « video content management system », à l'instar de Panopto ou, d’une certaine façon, de Workday Learning (mais on attend d’en savoir plus). Coexistence avec les plateformes LMS ? A suivre.

The study focused on the Echo360 system Swinburne introduced in 2014. Under the scheme, lectures are automatically recorded unless academics opt out — something few have done, Dr Pechenkina said.Overall, 71 per cent of students said lecture recordings helped them, and 70 per cent wanted more of it. Just 28 per cent of academics wanted more of their classes recorded, with most saying they would prefer lectures were not taped at all.

While lecture-recording provides greater flexibility for students, “it has the potential to do the opposite for lecturers — particularly those whose teaching approach or subject material does not lend itself readily to current models of recording”.The paper says technological developments could spawn new ways of recording, enabling lecturers to tailor their approach to the cameras. But this, of course, could “further decrease student attendance at lectures”.Dr Pechenkina said lecture recording was unlikely to disappear anytime soon. “We need to train academics better in how to use the technology to enhance their teaching.” She said new advances would make recording less restrictive, with cameras able to “move around and capture widely what goes on in the classroom. The capacity is there, or it can be there within a very short period.”

Dr Pechenkina said academics were also using the technology to prerecord and disseminate lectures ahead of time, allowing class time to be focused on group discussion

Que la vidéo soit efficiente, simple à produire « à la demande », facile d’accès, économe des coûts de l’entreprise, on n’en doute pas. Qu’elle soit au cœur de toute stratégie 70:20:10, on commence à s'en aviser. Le Social Learning d'abord… ou Video Social Learning (VSL) si on veut, et la montée en puissance du video-coaching !

A l’instar du e-learning, la vidéo est un moyen privilégié de travailler sur les messages à retenir, d’en assurer l’homogénéité. Le contenu lui-même ? C’est peut-être le plus important : mieux vaut une courte vidéo qu’un long manuel ou mode d’emploi pour expliquer (par exemple) un geste ou une manipulation

Plasticité de la vidéo qui pourra être utilisée dans les domaines les plus étendus : l’intégration des nouveaux collaborateurs, la capitalisation des savoir-faire les plus difficiles à capturer, la formation des vendeurs, du SAV et des clients aux produits et services lancés par l’entreprise, la formation des opérateurs industriels, les formations de compliance (hygiène, sécurité, compliance métiers, etc?)…