Skip to main content

Home/ Ubicast (Public)/ Group items tagged lms

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Jean-Marie Cognet

Learning Management Systems : de quoi parle-t-on ? - 0 views

www.e-learning-letter.com/...de%20quoi%20parle-t-on%20.html

elearning tendances

shared by Jean-Marie Cognet on 25 May 12 - No Cached
  • Voici à peine quelques années, les plateformes LMS (Learning Management System) étaient essentiellement dédiées au support de la formation distancielle : assemblage des parcours e-learning, diffusion massive et adaptation locale auprès de vastes populations d'apprenants, contrôle et reporting sur le suivi des parcours e-learning par les apprenants (notamment : temps passés et notes aux évaluations).
Jean-Marie Cognet

Kaltura Upgrades its Cross Campus Media Suite - 0 views

www.streamingmedia.com/...-Campus-Media-Suite-83952.aspx

tendances elearning education

shared by Jean-Marie Cognet on 25 Jul 12 - No Cached
  • Kaltura's version 3.0 of its Cross Campus Media Suite, an online video platform designed for education. Announced Tuesday, this release includes new versions of the platform's plug-ins for the Blackboard Learn, Moodle and Sakai learning management systems (LMS), in addition to a new 4.0 version of the Kaltura MediaSpace campus video portal.
Jean-Marie Cognet

5 idées reçues sur le digital learning, Le Cercle - 0 views

www.lesechos.fr/...e-digital-learning-1108924.php

trends marché elearning

shared by Jean-Marie Cognet on 13 Jul 15 - No Cached
  • Idée reçue n°1 : Le digital learning est systématiquement plus économique que la formation traditionnelle
  • Et c'est vrai ! Mais sous certaines conditions...
  • Idée reçue n°2 : Le digital learning se limite aux savoir-faire, il est inopérant à modifier les savoir-être
  • ...7 more annotations...
  • C'est sans compter sur les simulateurs, les serious games et la réalité augmentée.
  • Idée reçue n°3 : Le digital learning est un gage de modernité
  • Il y a donc un risque réel de réaliser et de diffuser des modules de formation obsolètes bien qu'à la pointe technologique.
  • Idée reçue n°4 : Le digital learning est réservé à la jeune génération
  • 48 % des achats en ligne sont effectués par des seniors. Et pour être plus proche de notre sujet, les ménagères de plus de cinquante ans ont très rapidement colonisé le site marmiton.org pour y créer la plus grande plateforme de social learning culinaire !
  • Idée reçue n°5 : Le digital learning se résume à une évolution technologique
  • Il ne suffit donc pas d'investir dans un Learning Management System (LMS) pour réussir la digitalisation de votre offre de formation.
Jean-Marie Cognet

Demos 2015-2016 : transformation digitale, internationalisation - 1 views

www.e-learning-letter.com/...tale-internationalisation.html

trends elearning corporate

shared by Jean-Marie Cognet on 21 Sep 15 - No Cached
  • En matière de digital, le groupe a investi très tôt dans différents contenus, outils logiciels et compétences multimedia afin de concevoir et déployer de la formation à distance chez ses clients.
  • a première des trois grandes tendances auxquelles le marché doit d’adapter, c'est sa digitalisation accélérée et son lot d'innovations alliant nouvelles technologies, nouveaux processus et parfois nouveaux modèles économiques (MOOC, Social Learning, digital en salle de formation…). Demos est en pointe sur ces sujets et participe activement à cette transformation digitale, et de longue date avec par exemple Mediacursus une offre permettant de multi-diffuser des contenus digitaux ; nous avons été parmi les tout premiers éditeurs mondiaux à lancer un LMS respectant scrupuleusement la norme SCORM ou encore un lecteur e-learning international sur Apple (MOS Player for Ipad).
Jean-Marie Cognet

Pour ne plus confondre MOOC et e-learning - 1 views

www.e-learning-letter.com/...fondre-mooc-et-e-learning.html

trends MOOC video

shared by Jean-Marie Cognet on 16 Nov 15 - No Cached
  • 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),
  • ...3 more annotations...
  • la production vidéo au niveau de qualité requis dans un MOOC reste d’un coût bien inférieur à celui du e-learning.
  • Le rôle dévolu aux échanges constitue un atout majeur des MOOC et de leurs déclinaisons, un point de différentiation clé d’avec le e-learning qui met chacun en position de consommer son module dans son coin
  • il ne suffit pas que l’apprenant puisse publier son profil, donner son avis ou consulter un expert : le « Social Learning » doit aller au-delà de la proposition actuelle des plateformes LMS, en s’inspirant de la façon dont les MOOC traitent cette question.
Jean-Marie Cognet

Comment la vidéo va révolutionner l'apprentissage en ligne ?, Le Cercle - 1 views

www.lesechos.fr/...entissage-en-ligne-1101449.php

trends corporate video elearning stats

shared by Jean-Marie Cognet on 02 Feb 16 - No Cached
  • Forrester Research a calculé qu'une minute de vidéo est l'équivalent de 1,8 million de mots. Aujourd’hui, une très grande partie de l’apprentissage peut se faire en vidéo plutôt que par des modules de contenu complexes à construire. Ce format d’apprentissage est bien plus simple à concevoir et permet à tout salarié de se former à son rythme, sans être passif.
  • Il apparait primordial que la formation passe par la case vidéo, surtout que les nouveaux apprenants ne sont réceptifs qu’à ce type d’apprentissage. Ils font partie de ce que Médiamétrie appel les "hyper" connectés, grands utilisateurs d’écrans et de vidéo.
  • La révolution est venue des MOOCs. Ces cours en lignes où se réunissent des milliers d’internautes durant quelques semaines ont montré qu’il est possible d’associer au e-learning une réelle pédagogie dont les fondements sont : • Des vidéos de quelques minutes abordant une ou deux connaissances. • Une mise en application après chaque vidéo via des QCM. • Une partie sociale où les apprenants discutent entre eux et avec les formateurs.
  • ...7 more annotations...
  • Les avantages d’une formation en vidéo sont très nombreux. Le premier d’entre tous, l’accessibilité. Fini les problèmes de compatibilité avec l’informatique du client ou le poste de travail de l’utilisateur : la vidéo peut être vue partout, sur n’importe quel appareil et notamment sur le smartphone de l’apprenant.
  • L’autre aspect de l’accessibilité est cette fois pour le formateur : pas besoin de compétences techniques pour réaliser une vidéo, le formateur se concentre sur le contenu et uniquement sur celui-ci.
  • Quand on sait que la durée moyenne de concentration au travail sans interruption n’excède pas douze minutes, on comprend tout de suite les avantages à se former à l’aide de courtes vidéos (3 à 5 minutes).
  • il est nécessaire d’alterner phase théorique et phase pratique via des quizz, affichant clairement à l’apprenant son avancement sur la formation.
  • Plusieurs étapes sont nécessaires à la production d’une formation vidéo : • Scénariser et découper la formation en plusieurs séquences.  • Écrire les textes pour chaque vidéo. • Apprendre par cœur chaque discours. • Tourner les vidéos avec un professionnel. • Monter en post-production si nécessaire (à éviter au maximum pour maitriser les coûts). • Diffuser la formation sur un LMS.
  • Là aussi, il est intéressant de se rapprocher de partenaires qui accompagnent le formateur dans la partie pédagogique de la vidéo et dans la prise de parole face à une caméra.
  • Il ne faut pas non plus négliger les vidéos au format screencast pour tout ce qui touche aux formations à des logiciels notamment. Ces vidéos où l’on voit l’écran du formateur et dans lesquelles on entend uniquement sa voix ont l’avantage de coûter beaucoup moins cher et si elles sont bien faites (micro de qualité, discours clair), sont tout aussi efficace que les vidéos classiques où l’on voit la personne qui parle.
Jean-Marie Cognet

Demain la formation : vidéo ? - 2 views

www.e-learning-letter.com/...demain-la-formation-video.html

trends corporate elearning video

shared by Jean-Marie Cognet on 27 Feb 17 - No Cached
  • 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.
  • Jean-Marie Cognet on 27 Feb 17
     
    et UbiCast ????
Jean-Marie Cognet

Top 20 eLearning Statistics For 2019 - eLearning Industry - 0 views

elearningindustry.com/top-elearning-statistics-2019

trends statistics stats elearning corporate market

shared by Jean-Marie Cognet on 11 Dec 19 - No Cached
  • The global eLearning market was worth an impressive $107 billion in 2015 [1]. By 2025, however, Research and Markets believe that it will reach a staggering total market value of $325 billion [1]. The reasons for this explosion in value come on the back of several main drivers: the need to educate vast numbers of people at low cost, the falling price of learning solutions, the needs of the modern workforce to engage in life-long learning, and the fact that learning through an internet portal is often more convenient than going to school. The majority of the growth in the eLearning market will come from demand in developing countries.
  • 2. The Self-Paced eLearning Market Will Decline To $33.5 Billion By 2021
  • 77% Of US Companies Used Online Learning In 2017
  • ...12 more annotations...
  • eLearning could reduce employee training time by as much as 40-60% [2]. Cutting training time means that workers can spend more time doing their primary role and companies don't need to organize as much cover.
  • eLearning may boost knowledge retention by an impressive 25-60% [2]
  • Deloitte, a professional services and research company, estimates that the average employee needs to dedicate around 1% of their time per week to training. Doing this, according to Deloitte, enables the worker to stay up to date with best practices and developments in their industry. 1% of the working week isn't much time at all. It translates to 24 minutes per week or 4.8 minutes per day, assuming a 5-day working week [14]. Arranging 4.8 minutes of training per day face-to-face would be impractical. But thanks to "microlearning"— a popular buzzword in the eLearning industry—companies can now take this approach. What's more, microlearning may be even more effective than regular learning because people are better at absorbing lots of small chunks of information than they are a few larger ones.
  • Data Suggests That When Employers Spend $1,500 Per Employee Per Year On Training, They Achieve Improvements In Profit Margins Of Around 24%
  • it's the conclusion of the American Society for Training and Development after a study of more than 2,500 firms
  • Data suggests that when employers spend $1,500 per employee per year on training, they achieve improvements in profit margins of around 24% [8]. Furthermore, for every additional $680 a company spends, shareholder return rises by 6%. Investing in the knowledge capital of a company, therefore, is just as important as investing in the physical capital [8].
  • This can be accomplished easily if the company opts for a value for money LMS.
  • Figures From An Open University Study Suggest That eLearning Cuts Energy Consumption By 90% And Slashes CO2 By More Than 85%
  • 72% of organizations believe that eLearning puts them at a competitive advantage [2]. eLearning is a flexible tool that firms can use to provide them with educational support when they need it. Keeping employees apprised of changes in the market is a significant challenge for many enterprises.
  • Data from a Gallup poll in 2015 found that only 32% of employees in the US were "engaged" and that more than 51% were "unengaged" [9]
  • According to data from The Molly Fletcher Company, eLearning helps firms achieve an 18% boost in employee engagement leading to higher productivity and customer satisfaction [2].
  • 49% Of Students Say That They Have Taken An Online Course In The Last 12 Months
Jean-Marie Cognet

(PDF) Lecture capture in higher education: time to learn from the learners - 0 views

www.researchgate.net/...ime_to_learn_from_the_learners

study lecture capture student success education

shared by Jean-Marie Cognet on 15 Dec 19 - No Cached
  • Of particular and recurring concern to academic staff is the assumption that access to lecture recordings will result in a decrease in attendance at lectures (e.g. Gosper et al., 2010). In most courses, attendance is not in itself a learning outcome (Newton, Tucker, Dawson & Currie, 2014), therefore the concern over attendance must be the manifestation of a deeper concern over the impact on achieving the actual learning outcomes of the course and on other aspects of student engagement. It is also worth noting that falling lecture attendance is not a new phenomenon. As Massingham and Herrington (2006) have highlighted, attendance has been seen as an issue by lecturers for decades
  • Understanding the reasons why students opt not to attend lectures can lead to useful information that can inform pedagogic practice. The reasons students give often have little to do with the availability of recorded lectures
  • Their results revealed that the most important considerations were the predicted outcome of attending the lecture (e.g., Will it facilitate my own subsequent study and learning?), the topic or subject of the lecture (e.g., Will I learn this material better by attending a lecture or by individual study?), whether the lecture will meet the students current learning needs, and personal considerations (e.g., Do I have competing commitments that I view as having a higher priority?), and whether the student had had a previous positive or negative experiences with a particular teacher. Other studies have also highlighted the central importance of the lecturer in attendance decisions.
  • ...18 more annotations...
  • 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)
  • The balance of research suggests that having access to lecture recordings has either no or only a very small impact on attendance
  • studies have shown consistently that students value having access to and make use of recordings of lectures. For example, in a large survey in four Australian Universities, Gosper et al. (2010) found that 76% of students reported a positive experience with recordings, 79.9% felt that it made it easier to learn, and 66.7% felt it had improved their performance (see also McNeil et al., 2007).
  • 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).
  • However, the literature clearly indicates that for the majority of students the greatest value of recordings is as a learning resource. They use recordings to revisit and clarify complex confusing topics (e.g., Elliot & Neal, 2016, Yeung et al., 2016), to prepare for exams (e.g. Chen & Lin, 2012; Copley, 2007; Mallinson & Baumann, 2015; von Konsky et al., 2009), and to learn at their own pace (e.g., Cooke et al., 2011; Euzent, Martin, Moskal, & Moskal, 2011; Tarr et al., 2015). While Scutter, Stupans, Sawyer and King. (2010) do report that some students cited not having to attend the lecture in person as the most useful aspect of podcast access, this was ranked bottom behind advantages associated with personalising the learner experience including; flexibility, revision, clarification, reduced need to take notes in lectures, and simply being able to hear the lecture in full again.
  • 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
  • The ability to personalise the learner journey and self-regulate learning may also explain why research has suggested that the availability of lecture recordings can reduce feelings of anxiety. For example, Owston, Lupshenyuk, and Wideman (2011) report reduced anxiety when lecture capture is provided due to the ability to review the material later if any important points are missed. Similarly, in a survey conducted with Geology students, 69% agreed that the availability of lecture recordings reduced levels of student anxiety with the course (Traphagan, Kucsera, & Kishi, 2010)
  • 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
  • Cepeda et al. looked at lag effects (i.e., the time between learning sessions) and found that performance was best when the lag was 10-20% of the desired retention interval, for example, to remember something for one week, they recommended spacing learning episodes 12-24 hours apart whereas to remember something for 4 years, learning episodes should be 4.5-9 months apart (although they also recognise that these intervals do not necessarily align with the semesterisation of higher education and therefore recommend one month spacing for university students).
  • There has been relatively little research that has investigated the use of lecture capture as it relates to distributed practice. This may be in part due to the information that is available to researchers. Those studies that used self-reports did not report collecting information on the exact timescale of lecture capture usage across the term
  • 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
‹ Previous 21 - 29 of 29
Showing 20▼ items per page