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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

The screen was made possible by its OLED, or organic light emitting diode, technology, which allows it to be lighter, thinner and more flexible than standard LCD screens.

The benefits of this technology are that eventually, bendable TVs, tablets and smartphones will be much easier to transport and a lot less likely to sustain damage.

Part of that implementation will include multi-screen advertising, which will enable publishers to show an ad on TV and present clickable information about that ad on the second screen

“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.

The analysts forecast global flip classroom market to grow at a CAGR of 37.47% during the period 2016-2020. One trend to watch for is the advances in lecture capture technology. Vendors are improving the features and functionalities of lecture capture technology to popularize it in classrooms. With the help of this technology, video lectures can be created in HD quality by combining inputs from live cameras and computer screens. These lectures are interactive, as they include options like touchscreen, tagging, and content editing.

Flipped learning is a hybrid model that combines aspects of traditional learning and blended learning. This model encourages students to take technology-aided lectures outside of the classroom through videos and simulations. Lessons taken in advance by students allow the classroom time to be allocated for group activities and handling subject related queries, resulting in enhanced student performance. Educational institutions are deploying flipped learning models by installing lecture capture solutions and delivery solutions such as LMSs (learning management systems).

The flip classroom market [http://www.sandlerresearch.org/global-flip-classroom-market-2016-2020.html ] is divided into the following segments based on geography: APAC, Europe, North America and ROW. Key players in the global flip classroom market: Adobe Systems, Cisco Systems, D2L, Echo360, and Panopto. Other Prominent Vendors in the market are: Aptara, Articulate, City & Guilds Group, Creston Electronics, Dell, Haiku Learning, MediaCore, N2N Services, OpenEye, Saba Software, Schoology, and TechSmith

In particular, the use of video can be of huge benefit—but only when done correctly. Here are some tips for effectively incorporating video into your training.

Keep it Short

According to some Google researchers, the ideal video length is between three and three-and-a-half minutes

Lecture capture has attracted a good deal of hostility recently. One article in Times Higher Education reported reservations from academics about the effect that recording lectures for online viewing could have on student participation and attendance (“University of Huddersfield gives tutorial filming plan green light”, News, 5 July). Another article aired worries that editing recorded lectures might eat into academics’ time, and that they may be used by management to assess performance, or by students to expose staff to ridicule (“Disability cuts lead to universal lecture capture policy”, 28 July). My own experience has led me to a very different view. Early this year, after more students enrolled on my ethics and society course than our school’s largest lecture theatre could hold, arrangements were made to live-stream the lectures into an overflow room. Because the capture system also recorded the lectures, we decided to post them on the course’s online learning platform and see what happened. The results were very positive.

48 per cent of respondents said that the recordings greatly enhanced their learning, with 94 per cent acknowledging some positive impact.

on average, each student viewed the library of 31 lectures 14 times, for a total duration of five hours. Lectures were watched for an average of 22 minutes, indicating selective use rather than passive reception.

5. Create your Own Videos It truly is about time you shed the camera-shyness and step into the limelight. There is nothing more powerful in an eLearning setting than a person’s voice talking to a distant student. The key is to speak clearly and provide subtitles in your videos. A great start is to create a “introductory” video for learners and other professionals that may want to learn more about you. Think of this “about me” video session as a personal narration of your updated CV. The passion and enthusiasm you bring into your video will be your selling points. With video creation and editing tools like the ones on YouTube and your smartphone, this should not be a problem at all. Screencasters like Jing, Screencastomatic and several others will help you capture complicated topics on your screen and illustrate them clearly. Also, encourage videos as a means for your learners to introduce themselves. Videos create stronger connections in an online learning environment.

 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.

How does it work? The magic happens on the surface of a special crystal called lithium niobate (LiNbO3), which boasts excellent optical properties. Beneath the surface of the LiNbO3, microscopic channels, or "waveguides," are created to confine light passing through. A metal electrode is then deposited onto each waveguide, which can produce surface acoustic waves.

Instead of a color wheel, any color combination is possible with their approach simply by altering the frequency of the signal sent to the "white waveguide pixel." In other words, Smalley said, "we can color the output of our display by 'coloring' the frequencies of the drive signal." "As a bonus, this interaction also rotates the polarization of the signal light so that we can use a polarizer to eliminate any noise in the system," he added.

This can drop the cost of a holographic video display from tens of thousands of dollars to less than a thousand

Although over-the-top video usage continues to surge across age groups, younger consumers are leading the charge in online video streaming and mobile video viewing

Custom designed e-learning: These methods range from a narrated PowerPoint presentation to full-blown authoring tools like Captivate or Articulate. Narrated PowerPoint is quick and easy to create and use, and lets you to share the information widely via email or company website links. But engaging an audience for any length of time via a voice-over and static slides is challenging.

Synchronous distance learning: Tools like WebEx, GoToMeeting and Lync are great at bringing far-flung people together. They let you utilize PowerPoint or interactive screen-sharing to do demos and more.

Train-The-Trainer solutions

New research on recorded lecture videos suggests they offer less valuable learning than live lectures, a finding that has ramifications for those universities that increasingly rely on the format.

“We’re learning more about how rich that live interaction is in terms of the whole atmosphere and the five senses we bring into it when we’re learning,” he said.

Particularly with mathematics, he said, there had been a lot of academic discussion regarding the value of gesturing. Some recorded lecture videos capture only the power point screen, rather than the lecturer in action.“If you get to see the lecturer move their hands, or grimace, or see facial expressions or body ­language,” he said, “that adds to the whole experience, so that is something that we’re coming to ­appreciate more.”

Panopto’s third generation capture tools record from virtually any video or audio device that can be plugged into a laptop and can capture and play multiple simultaneous video feeds, slides, images and screen recordings.

However, the choice of lecture capture software is affected by the selection of hardware, and this can be a problem. As Dean Offord, European sales engineer for Panasonic Business, points out: “At the moment compatibility between software and hardware is not as universal as vendors of either would like. Simple integration is incredibly important within AV. That is why Panasonic ProAV has recently developed the new Virtual USB driver to configure the Panasonic PTZ line-up with popular lecture capture systems over IP with a single Cat5e or Cat6 for high-definition capture

Collaborations between lecture capture hardware and software companies are a great way to offer a full systems package to educational institutions, giving peace of mind of a reliable and high quality system.