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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

55 Percent of Faculty Are Flipping the Classroom

Our first-ever Teaching with Technology survey gauged educators' use of the flipped classroom model, blended/online teaching environments and more.

“The flip model of learning offers a considerable cost saving opportunity to learners as well as educational institutions. Many institutions are using LMS to facilitate the delivery of content to the users. Although end-users have to make substantial upfront investment in the required infrastructure such as adequate Internet bandwidth, the long-term benefits of flipped learning considerably outweigh that of traditional classroom teaching and training,”

Global flipped classroom market by product Software 54.89% Hardware 33.54% Services 11.56%

The global flipped classroom market by hardware was valued at USD 165.9 million in 2015. The hardware segment comprises devices such as document cameras and tablets that are required to create, capture, and access learning content. These devices are finding more acceptance in schools and colleges. Lecture capture is used to facilitate learning for both students and teachers and helps in recording and delivering lectures in multiple formats including text and video. Vendors are equipping hardware with advanced features for lecture capture such as high-resolution video and display to improve quality. The devices used to facilitate lecture recording include microphones, cameras, screen capture devices, desktop recorders, DVD players, electronic whiteboards, and videoconferencing devices.

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

Today’s students are intimately connected to the latest technology and gadgets and use them constantly. Their familiarity, combined with an innate and intuitive ability to control it, means that not only do they use video and audio communication for their own social communication but expect it to be present in all aspects of their lives. This expectation extends to the provision of learning services, particularly at higher levels; with the current high cost of educational services, prospective students demand sophisticated and effective use of technology at universities to elevate their education experience. They choose their university on a number of factors, with technology and modern teaching methodologies rating highly in that decision. Universities that fail to meet their expectations are ignored as students vote with their feet and select another establishment.

The process of recording classes and other live sessions, generally referred to as lecture capture, features highly on the lists of students’ criteria during that assessment. While still a relatively young technology compared with others in the AV world, it has rapidly gained acceptance in the academic sector, proving its ability to aid the educational process and rapidly penetrating the industry

Early reticence to deploy and use lecture capture systems has largely abated. Fears that students would skip lectures if there were to be a recording available online later, and lecturers’ concerns over job security once their classes had been recorded, were generally unfounded. Instead the system has stimulated new methods of teaching, including that of ‘flipping’,

Video Resources As a result of advancements in technology and faster internet becoming available today, it is now possible to stream videos on YouTube and Vimeo. Physical education teachers can take advantage of this and recommend workout videos to students, as well as other types of content which provide useful demonstrations for skill development. Whether they are dance or yoga videos, students may become so entranced with some YouTube channels that follow them, encouraging them to do even more than the teacher asks. No matter the level of the class, teachers will be able to find age-appropriate videos to share. Last, but most certainly not least, PE teachers can consider flipping their classes with the help of videos they make demonstrating technique, freeing up time for more application and review in class! 

C'est en classe qu'il faut inverser la classe. La véritable révolution copernicienne s'accomplira quand l'inversion entre les deux temps de travail s'effectuera au sein même de l'école, dans une rythmicité féconde. Il faut réintroduire à l'école le temps d'appropriation personnelle d'un contenu, qui relève de la mission de l'école. Il faut articuler en son sein même les deux temps d'acquisition et de consolidation.

En revanche, la "flipped class" semble avoir davantage le caractère d'une révolution copernicienne. Tous ceux qui la mettent en œuvre se plaisent à souligner son aspect "disruptif". Elle introduit en effet un changement majeur dans l'organisation du double travail d'enseignement et d'apprentissage. Au niveau de chaque processus s'opère un dédoublement.Le travail de l'enseignant se dédouble en travail a priori d'élaboration d'un contenu qui, sous la forme de "capsules vidéo", de documents numérisés, de textes illustrés, de PowerPoint, sera mis à la disposition des apprenants, lesquels en prendront connaissance sur leur ordinateur, tablette ou smartphone. Et travail a posteriori d'accompagnement des élèves se livrant en classe à des activités encadrées : révisions, exercices, discussions, travaux en équipe.

La classe inversée peut être la porte d'entrée dans une "SmartEcole", utilisant de façon intelligente les outils apportés par la révolution numérique. Mais sans doute reste-t-il une dernière étape à franchir pour que s'accomplisse une véritable révolution pédagogique, que la révolution numérique pourra au mieux faciliter, mais qu'elle ne déterminera jamais à elle seule, et que la classe inversée, en l'état, ne réalise pas. Car elle reste à l'intérieur d'une dichotomie qu'il nous paraît nécessaire de remettre en question.En effet, l'inversion concerne ce qui se fait traditionnellement à l'école (confrontation au contenu d'un cours), et ce qui se fait traditionnellement à la maison (exercices pratiques d'application et de consolidation). Le temps scolaire, et le temps familial. Mais pourquoi accepter cette dichotomie classe/maison ? On réintroduit l'activité personnelle en classe, ce qui est une excellente chose ; mais pour laisser l'élève seul, et livré aux seules ressources de son environnement social, au moment décisif de l'appropriation d'un contenu

Que dirait-on d'une entreprise qui contraindrait ses employés à emporter tous les soirs à la maison le plus dur du travail à faire ?Pour une "révolution" permettant à l'école de jouer pleinement son rôleTout doit se faire à l'école, pour une raison simple. On ne peut pas abandonner ceux qui ont la difficile tâche d'apprendre aux seules conditions et forces de leur milieu d'origine, en ce moment décisif que constitue l'assimilation d'un contenu et la construction d'un savoir. Pour une "révolution" permettant à l'école de jouer pleinement son rôle Tout doit se faire à l'école, pour une raison simple. On ne peut pas abandonner ceux qui ont la difficile tâche d'apprendre aux seules conditions et forces de leur milieu d'origine, en ce moment décisif que constitue l'assimilation d'un contenu et la construction d'un savoir.

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

Campus-wide lecture capture technology – a way to record lectures – is a major investment for universities, but is hugely popular among students.

The most common concern about recording lectures is that it will reduce attendance. However, most studies do not support this theory. Of my own students, only 5 out of 99 indicated that recorded lectures influenced their decision to attend. Many pointed out that there is added value in attending a lecture because they are able to ask questions.

Students generally do not expect a professionally produced recording, and are happy provided they can hear clearly, the recording is free from background noise and the video is sufficient.

In many ACU classes, one component of mobile implementation is lecture podcasts, which allow students to consume much of the information typically delivered in the classroom on their own time and in their own dorm rooms.The idea is to free up teachers during class time for interacting with students and working through problems, a concept known as “flipping the classroom.”

1. Human relationships are so much more important than the technology

2. Technology alone will never revolutionize education

Education is changing (albeit slowly) whether we agree with the changes or not, and you can either learn to change or gradually get pushed aside Change keeps coming. I know that significant changes in education occur at a snail's pace, but that may be a blessing. Yet things do change. For example, Western Governors University has been delivering Competency Based Education for decades. That's a big deal in the world of higher ed. We all know that online learning is more embraced year over year. Flipped Learning continues to spread and be embraced. Change is happening. Don't ignore it. We tell kids that they need to embrace life long learning. So do we. And administrators at all levels need to stay informed and be part of the conversation as we think about and plan for tomorrow.

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.