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What about the students? Who are the people who end up taking these MOOCs?It's extremely diverse, the ones who end up paying for them, usually it's people like me who are out of the education system and looking for a promotion or a new job. There's an entire group of people where just one dollar is too much—they only want free. But, there's another group of people where if they are charged $900 or $1,200 bucks, it’s not a big difference (and they’ll pay either). And then if you know the outcome could be getting 5 percent or 10 percent increase in salary over a lifetime, [you realize] you recoup that money very quickly.

In the earliest days of MOOCs, which had large communities, [it was easier for students]. The community provided the support and the encouragement. Now, MOOCs are no longer massive. The community engagement is not there, so that makes it more difficult [for many students]. But community isn't really a feature that people sign up for. The reason people pay is the credential. So unfortunately community has fallen down the priority list of the designer of these products

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.”

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)

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).

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

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

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