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Open Educational Resources will become more common—and more interactive

3) Students will spend more time interacting with simulations.

4) Personalized experiences will make education more engaging.

Increase social learning An overwhelming 98% of companies want to support the sharing of good practices and knowledge across teams via in-house social networks or functionality. Social learning aids training by making it a shared activity among contact center agents. Adaptive technologies such as chat boxes, forums, and Slack can reinforce critical learning concepts for agents while on the job. This is also key because employees tend to be more successful when they work and learn in group settings. This type of setting provides motivation, promotes team camaraderie, and improves an agent’s ability to learn and perform.

Watching Netflix isn’t the only way higher ed students consume video. It’s also become a regular part of their educations. Kaltura’s The State of Video in Education 2017 report reveals that 99 percent of institutions have teachers who are regularly incorporating video into their curricula. “Today’s students expect to learn with the help of video, while prospective employers expect them to leave education with the skills necessary to participate in a digital culture,” reads the report. From lecture capture to in-class assignments, universities are increasingly looking for new ways to make use of video. Here are three key takeaways from the Kaltura report: SIGN UP: Get more news from the EdTech newsletter in your inbox every two weeks!

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! 

There are several products in the technology-based proctoring solution marketplace, and the needs and environment of individual schools need to be taken into account when choosing a vendor. No technology-based proctoring solution fits every need, therefore it is imperative to have a set of alternative options established. Policy Establish recommended syllabus language for a technology-based proctoring solution to add clarity for instructors as well as students. Establish recommended usage guidelines for instructors for a technology-based proctoring solution to add clarity for instructors. Culture To change the conversation of academic integrity across campus, a technology-based solution must: Be identified and deployed in partnership with the campus community; they must have a voice in the decision-making process for new technology and policies. Be presented alongside best practices and authentic assessments and not as the single solution to ensure academic integrity. Be presented and recommended to instructors as one option, along with best practices and authentic assessments, to help ensure academic integrity. Funding Establish a funding model that allows for an enterprise deployment of a technology-based proctoring solution to ensure usage clarity for instructors as well as students.

In spite of the notion that students could conceivably take online courses from an institution anywhere in the world, two-thirds stick close to home — choosing a college or university within 50 miles of where they live. In fact, 44 percent selected a school within 25 miles of their homes. And the share of students enrolling in a school more than 100 miles from home fell from 37 percent in 2014 to 15 percent in 2019.

An advantage of going local is that the institutions "have greater visibility among employers and others in the community,"

The survey queried 1,500 students who said they were prospects for fully online programs within the next year or were currently enrolled in or recently graduated from online programs.

VConnecting is a connectivist learning movement [5]. Using synchronous video technology, VConnecting hosts informal conversations between people who are attending academic conference onsite and people who are unable to attend. These conversations are livestreamed and recorded. We call these “hybrid conversations” since we seek to give equitable weight to onsite and virtual participation. VConnecting's purpose is to extend the onsite conversation, allowing the marginalized voices of those who are not present to participate (such as adjuncts, unaffiliated academics, graduate students, parents of young children, people with health issues, Global South scholars, or others who cannot regularly travel to conferences), while also allowing those who cannot attend an opportunity to network and learn from those who are present.

What we have learned about IEHospitality in hybrid spaces can be useful to other learning contexts. For example, those of us who teach online making aspects of equity and hospitality explicit within online group work, helps to prevent many of the common problems students face [15]. What volunteers learn and practice in VConnecting often transfers to our teaching and professional practice, a reminder how we can benefit greatly from using online learning techniques and technologies in our own learning first. In addition, buddies often gain social capital of their own through greater communication with each other and with guests who are often high-profile academics.

« 66% des cadres français constatent que la gestion des nouvelles technologies est en train de changer de main ». De fait les opérationnels, de quelque horizon qu'ils viennent, n’ont jamais été aussi impliqués dans le choix et l’exploitation des outils informatiques de leur métier.

Ce constat vaut bien évidemment pour les métiers de la formation : les responsables formation se sont notamment appropriés la maîtrise d’ouvrage de leur plateforme LMS, comme le montre une récente étude Féfaur (près de 93% des responsables formation sont impliqués dans le choix de la plateforme LMS, loin devant la direction informatique (77,3%)).

la prise d'autonomie des responsables formation se fait sans trop de friction avec les directions informatiques finalement soulagées de n'être pas principalement en charge d'un domaine fonctionnel (la formation) qui n’est pas critique pour l’entreprise.

The study focused on the Echo360 system Swinburne introduced in 2014. Under the scheme, lectures are automatically recorded unless academics opt out — something few have done, Dr Pechenkina said.Overall, 71 per cent of students said lecture recordings helped them, and 70 per cent wanted more of it. Just 28 per cent of academics wanted more of their classes recorded, with most saying they would prefer lectures were not taped at all.

While lecture-recording provides greater flexibility for students, “it has the potential to do the opposite for lecturers — particularly those whose teaching approach or subject material does not lend itself readily to current models of recording”.The paper says technological developments could spawn new ways of recording, enabling lecturers to tailor their approach to the cameras. But this, of course, could “further decrease student attendance at lectures”.Dr Pechenkina said lecture recording was unlikely to disappear anytime soon. “We need to train academics better in how to use the technology to enhance their teaching.” She said new advances would make recording less restrictive, with cameras able to “move around and capture widely what goes on in the classroom. The capacity is there, or it can be there within a very short period.”

Dr Pechenkina said academics were also using the technology to prerecord and disseminate lectures ahead of time, allowing class time to be focused on group discussion