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Florent Thiery

Wowza Predictions for Online Video in 2015: the flipped classroom becomes real - 0 views

www.wowza.com/...tions-for-online-video-in-2015

predictions online video streaming

shared by Florent Thiery on 05 Jan 15 - No Cached
  • Florent Thiery on 05 Jan 15
     
    Online video has been growing as a primary tool for distance learning, and now it's picking up more speed within education for a second reason. Flipped classroom experiences allow teachers to assign lecture videos to be watched outside the classroom, allowing them to spend more quality group and individual time with students in the classroom and resulting in positive learning results. There's a long-term multiplier effect here, too - as these students enter the workforce, they'll be taking expectations for these new modes of video learning and consumption with them to their employers.
Jean-Marie Cognet

Popularity of Online and Community Learning Predicted to Boost the demand for Flipped C... - 0 views

www.businesswire.com/...earning-Predicted-Boost-demand

stats trends elearning education flipped classroom

shared by Jean-Marie Cognet on 16 May 16 - No Cached
  • “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.
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  • The global HMI market in the automotive industry was valued at USD 388.3 million in 2015. These investments are anticipated to expand the market for automation solutions, including HMI solutions that monitor continuous flow of information related to plant operations and processes. In addition, the rising purchasing power of the middle class in developing countries, such as India and China, may lead to the establishment of new automotive plants in these nations. These factors will cast a positive influence on the automation systems market during the forecast period.
lauraschmitz1992

Five Predictions for the Future of Education in 2019 | Emerging Education Technologies - 0 views

www.emergingedtech.com/...he-future-of-education-in-2019

shared by lauraschmitz1992 on 28 Jan 19 - No Cached
  • 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.
Jean-Marie Cognet

Five Predictions for Global Learning and Development in 2018 | CHECK.point eLearning - 1 views

www.checkpoint-elearning.de/...18165

elearning trends corporate

shared by Jean-Marie Cognet on 18 Jan 18 - No Cached
  • This year, the five annual predictions for the global learning and development sector from Financial Times
  • 1. The return of the middle manager - While much focus has been placed on leadership skills and the "voice from the top", the under-appreciated and often-maligned middle manager will come back in vogue and be recognised for an increasingly rare yet innate ability: managing other people.
  • 2. The death of authenticity - It is often said that if you can fake authenticity, you’ve got it made. In 2018, many more managers will stop trying to "be themselves".
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  • 3. Individual learning for career development - Experience-based, flexible, individualised learning – and the means to transfer knowledge easily into professional life – will become stronger features of learning and development programmes.
  • 4. Gen Z hype - In 2018, so-called Generation Z, born around the millennium, will start to enter the workplace. Conferences, research papers, and thought-leadership articles will be devoted to this new phenomenon.
  • 5. Embracing machine learning - Despite a certain skepticism about the motives behind concepts like artificial intelligence (AI), greater acceptance of machine learning and a closer understanding of AI will help leaders manage their companies better in 2018.
Jean-Marie Cognet

Lecture capture takes a leap forward in higher education - 0 views

www.avinteractive.com/...rd-higher-education-09-07-2018

trends market video education

shared by Jean-Marie Cognet on 12 Jul 18 - No Cached
  • 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.
  • The use of video by students for assignments is on the rise, at 69% this year, up from 59% in 2017. Video feedback on student assignments is also growing and is now used by more than a third of institutions (35%) – up from 27% last year – perhaps due to the growth in remote learning.
  • 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.
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  • 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%.
  • Digital literacy remains high on the agenda as a critical skill for today’s students in an era of fake news and 95% view video as an important part of digital literacy; 97% feel it is important to continue to raise the level of digital and video literacy among both teachers and students. The good news is that 83% of students are already considered to be highly digitally literate, with teachers snapping at their heels with 78%.
  • 97% think that interactive videos, which encourage engagement and help students to learn, will be important; similarly, 97% anticipate that self-paced curricula and personalised learning paths will be of considerable value to many students; and 94% see predictive analytics as a game changer in education
  • The study also found that video has a positive impact on student achievements (84%), on increasing educator collaboration and professional development (83%), and on streamlining the onboarding process for new students (80%).
Jean-Marie Cognet

AI in HR: A Real Killer App - JOSH BERSIN - 1 views

joshbersin.com/...ai-in-hr-a-real-killer-app

trends learning AI HR

shared by Jean-Marie Cognet on 19 Jun 18 - No Cached
  • Hype and expectations for AI are now sky high
  • on one hand the hype is far ahead of the reality; on the other, the upside could be much bigger than we think. And in HR the opportunity for value is massive.
  • The systems can understand speech, identify photos, and use pattern matching to pick up signals about mood, honesty, and even personality. These algorithms are not “intuitive” like human beings, but they are fast, so they can analyze millions of pieces of information in seconds and quickly correlate them against patterns.
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  • you could imagine an AI system that looks at ll the possible demographics, job history, and interview questions with a candidate and then “predicts” how well they will perform on the job
  • In employee development and learning, we really don’t know how to “train” people perfectly. The global L&D industry is over $200 billion and most learning professionals tell us that at least half this is wasted (forgotten, inappropriately applied, or just wasting peoples’ time). But we don’t know which half this is! 
  • what if we had algorithms that monitored and studied the skills, behaviors, and activities of the highest performers in our teams and then just told us how to be more like them?  These kinds of “Netflix-like” algorithms are now entering the world of learning platforms, making learning as useful and fun as watching cable TV.  Again the market is young, but the opportunity is massive. Our research shows that the average employee has less than 25 minutes a week to train and learn;  if we make that time more relevant everyone will perform better.
  • The success of an HR tool will be dependent on many things: the accuracy and completeness of its algorithms, the ease of use of its systems, but more important than all its ability to provide what is called “narrow AI” – or very specific solutions that solve your problems. This can only be done when the vendor has massive amounts of data (to train its system) and they gain lots of feedback on how well it works. So I believe the barriers to entry are going to be focus, business strategy, and client intimacy, not just having great engineers. 
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.
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  • 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
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