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When the issue of lecture capture (KentPlayer) was raised, Cox directed the question back at the audience, asking: “What are you actually using it for?”. It seems the issue among staff, with regard to lecture capture, is the assumption that students will not show up to their lectures if they know they will be available to listen to later. Many members of the audience proved themselves to be evidence of the contrary, with one student saying: “If I’m doing an essay I’ll go to that particular lecture and revise it again… (replaying lectures can also be useful for revision) because the lecturers elaborate on a particular point that you probably don’t remember, especially if your exams are always in June”. Many other students agreed that the recordings are useful for revision as well as recapping parts of lecture you may not have fully taken in or understood. One member of the audience who has dyslexia said they were useful for him in going back and making notes. The downfall of lecture capture, is the sound quality. One audience member said that although he finds lecture capture useful, the sound quality can make it hard to hear and sometimes render the recording useless. Currently, lectures are recorded by camera only, however, McMahon revealed that the University is looking into introducing lapel mics: “Some of our academic colleagues are concerned that their style is that they really like to pace around and move in and out of the audience.” The introduction of lapel mics could potentially be the solution to lecturers’ aversion to lecture capture as well as the issue of sound quality.

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.

30% of the general broadband population — and nearly 30% in Italy and 40% in Spain in particular — prefer the PC to TV as a video platform compared with US viewers, where only 13% of broadband households would make the same choice.

he aforementioned strong corresponding preference for free online video sources could mean that it could not truly be monetised

44% of French video service subscribers would switch to a provider that offers free on-demand services.

“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.

More and more frequently modern employees expect video to be a factor in on-the-job learning. And not simply a dry, one hour VHS training course of the past. Good, relevant video content that impacts performance. We’ve outlined a few guidelines on improving onboarding with video here.

In an international poll each year, reaching over 50 countries, I ask people: “What is hot in L&D this year?” The choice of ‘Video’ has fallen down the table of ‘hotness’. In other words, it’s no longer considered exciting

In other words: video is now part of the way we live and learn today.

We’ve seen the company do all it can to amp up one of its newer features by making live broadcasts more visible on your timeline, adding them to your trending stories and even notifying you each time a friend or someone you follow is broadcasting live. All of these are positive steps to give content producers real reason to take advantage of live video.

In addition, ‘Total Performance Insights‘ brings even better analytics to video including two really outstanding features: the ability to measure stats on video crossposted to multiple pages and a heatmap that allows 360 degree video creators to see the areas their audiences are honing in on.

One major result of the survey was that students would like their professors to make more use of technology. 80 percent “wished instructors used SacCT more” and 78.1 percent said that they would like more Lecture Capture in their courses.

“If I had to leave early for one of my classes, I’d have to ask a friend in the class or send an email to the teacher, ‘Can you let me know what the homework is?’ kind of thing,” Rodriguez said. “It would be helpful if I could just look online and not bug anyone.”

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

"Lecture capture in general is becoming very quickly an expectation of students," said Chris Edwards, assistant vice president at the University of Cincinnati in Ohio

"Lecture capture in general is becoming very quickly an expectation of students," said Chris Edwards, assistant vice president at the University of Cincinnati in Ohio.

We are seeing an uptick in both use of lecture capture, need for lecture capture, and also video content creation by faculty outside the lecture hall,"

While investment to date is on track for a slight decline from last year, deal activity in HR tech has grown consistently in the last 5 years and at the current rate is expected to increase more than 15 percent over 2015. This amazing investment growth—much of it spent on integrated human resource management system (HRMS) platforms for midsize companies—illustrates the industry’s volatility. That instability is being driven by the shift from cloud to mobile; the explosion in analytics and artificial intelligence; and the emergence of video, social recruiting and wearables in the workplace. Everything is changing, and quickly—including the types of technology HR professionals use, the experiences those systems deliver and the underlying software designs—making many of the traditional HR systems purchased only a decade ago seem out of date.

Frost listed key areas where HTML5 needs improving: content protection, adaptive streaming, and captioning. The first two are especially important to premium content owners, he said, and Google is making progress on all three.

 TED.com launched its iPhone app Tuesday morning, making it possible for iPhone and iPod touch users to access the site’s more than 900 TED talks on their mobile device.

Top-Ten IT Issues, 2012 Updating IT professionals' skills and roles to accommodate emerging technologies and changing IT management and service delivery models Supporting the trends toward IT consumerization and bring-your-own device Developing an institution-wide cloud strategy Improving the institution's operational efficiency through information technology Integrating information technology into institutional decision-making Using analytics to support critical institutional outcomes Funding information technology strategically Transforming the institution's business with information technology Supporting the research mission through high-performance computing, large data, and analytics Establishing and implementing IT governance throughout the institution

Digital strategy drives digital maturity. Only 15% of respondents from companies at the early stages of what we call digital maturity — an organization where digital has transformed processes, talent engagement and business models — say that their organizations have a clear and coherent digital strategy. Among the digitally maturing, more than 80% do.

The power of a digital transformation strategy lies in its scope and objectives. Less digitally mature organizations tend to focus on individual technologies and have strategies that are decidedly operational in focus. Digital strategies in the most mature organizations are developed with an eye on transforming the business.

Maturing digital organizations build skills to realize the strategy. Digitally maturing organizations are four times more likely to provide employees with needed skills than are organizations at lower ends of the spectrum.

only about 30 percent of video assets on YouTube make up almost all video views of the views on the site. Or, put another way: 70 percent of all YouTube videos are barely viewed at all.

“Merchants that have invested in video do not seem to be turning back,”

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.

Higher education institutions are increasingly using lecture capture to help their students, according to a 2018 State of Video in Education report from Kaltura. There was a 21% increase in lecture capture use by institutions over the last two years, up from 65% in 2016 to 79% this year. Lecture capture doesn’t just take place in standard lecture halls too, with 10% of all those responding saying they already capture over half of all classes, wherever they take place, and 31% keen to follow their lead. Overall, 88% of respondents across higher education and K-12 (primary/secondary schools) already use lecture capture tools or intend to in the future.

21% report that over half of their students are involved in creating (as opposed to simply watching) video; among higher education respondents, the figure is a little lower at 15%.

Closed captions are in use at over half (52%) of institutions today, while 34% use interactive video quizzes to help students learn more effectively. Mobile apps that make it easy for students to watch videos on the move, or offline, are used by 39% of institutions, and a further 53% are eager to add this capability.