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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

Lecture capture has attracted a good deal of hostility recently. One article in Times Higher Education reported reservations from academics about the effect that recording lectures for online viewing could have on student participation and attendance (“University of Huddersfield gives tutorial filming plan green light”, News, 5 July). Another article aired worries that editing recorded lectures might eat into academics’ time, and that they may be used by management to assess performance, or by students to expose staff to ridicule (“Disability cuts lead to universal lecture capture policy”, 28 July). My own experience has led me to a very different view. Early this year, after more students enrolled on my ethics and society course than our school’s largest lecture theatre could hold, arrangements were made to live-stream the lectures into an overflow room. Because the capture system also recorded the lectures, we decided to post them on the course’s online learning platform and see what happened. The results were very positive.

48 per cent of respondents said that the recordings greatly enhanced their learning, with 94 per cent acknowledging some positive impact.

on average, each student viewed the library of 31 lectures 14 times, for a total duration of five hours. Lectures were watched for an average of 22 minutes, indicating selective use rather than passive reception.

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.

When it comes to the use of video in education, the over-riding theme — as we might expect — is more, more, more

58 percent of colleges are running flipped classes, up from 50 percent last year. Lecture capture has grown by five percentage points to 77 percent and webcasting has gone up by four percentage points to 51 percent over the same period.

In K-12, 87 percent of schools are using video in the classroom, compared to 86 percent in higher ed

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;

Un nouveau dossier collaboratif établi sur GoogleDocuments avec libres contributions des internautes s’intéresse à ce sujet : Concevoir une vidéo pédagogique efficace de A à Z ; un document précieux coordonné par Mathieu Cisel, spécialiste des MOOC (cours en ligne ouvert et massif ou formation en ligne ouverte à tous – FLOT) et auteur du guide du MOOC et co-coordinateur du MOOC : Monter un MOOC de A à Z.

L’ambitieux Jean-Michel Blanquer est aussi convaincu par les bienfaits de l’innovation pédagogique et des expérimentations. Il continue donc à l’Essec. « Ces Spocs vont être transformés en Moocs puis intégrés à la plateforme Fun », déclare-t-il ainsi tranquillement. Traduction pour les néophytes : en novembre 2015, l’école a lancé un Small private online course (Spoc) intitulé « Se préparer aux études supérieures », testé auprès de 2 000 lycéens d’Ile-de-France.

En matière de MOOC, l'EPFL fait figure de pionnier en Europe, se lançant, et investissant, dès 2012 dans la conception de ces cours filmés interactifs, accessibles à tous. Forte de son succès, l’ Ecole Polytechnique Fédérale de Lausanne compte aujourd’hui 2 millions d’utilisateurs de formation en ligne.