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But although students generally feel unprepared to enter the workforce, 62 percent of recruiters who responded to the survey said they are confident that candidates have the skills to succeed.

However, there is already trust and perceived value in digital credentials.

Credentials are able to address the needs of both students and the workforce as the idea of becoming a lifelong learner is increasingly important to succeed in today’s workforce.

She said that in fact states are starting to recognize the need for all students to have equal access to broadband while they are off campus. There is a growing movement around the country, she said, for districts to create innovative solutions like Wi-Fi on school buses and community partnerships to provide Wi-Fi hotspots that students can take home.

Technology’s impact on education continues for students outside of the classroom as well. The survey found that 64 percent of students use a smartphone to do their homework, and 65 percent do their homework on a notebook computer (that number rises to 85 percent in the U.S.). 

The report ultimately finds both teachers and students rely on technology to add value to and enhance education. The expectation is that, in the future, students will develop greater autonomy in the learning process, selecting the technology that works best for them. Smartphones, laptops and desktops will clearly be part of that mix — alongside pen and paper.

According to a research study, “IoT in Education Market” by MarketsandMarkets, the global market size is expected to “grow from $4.8 billion in 2018 to $11.3 billion by 2023.”

Personalized Learning One of the biggest hurdles with the typical education system is the lack of flexibility in the course work. The course is the same for each and every student. The human-to-human interaction in a classroom space is collective and does not take into account the individual pace and needs of the student. Building on the idea of Big Data collection, with IoT each student can be evaluated and monitored on an individual basis. Weaker students may be granted a modified course work that caters to them individually to bring them up to speed. On top of that, the aggregate data can guide the instructors to modify the coursework on the go depending on the collective class needs.

More Human-to-Machine Interaction

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.

Data analytics and adaptive technologies, while still emerging in K–12 education, could help educators overcome barriers and accelerate innovation, the report says.

Schools have been collecting student data for many years. However, the human process of sifting through mounds of data is tedious and inefficient. Data analytics has shifted this workload from educators to algorithms, freeing up time for teachers to support student needs and giving them more meaningful insights into what those need may be.

Similarly, adaptive technologies are able to monitor and adjust to student learning in the moment, catching and helping students when they exhibit a wobbly conceptual understanding of competencies and advancing them to more challenging content as soon as they have met learning objectives.

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.

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

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.”

"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,"

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.

urvey: Most Students Say Online Learning Is as Good or Better Than Face-to-Face

7 Reasons Why You Should Conduct Assessments Online According To Students

Pavlo Viktor, a science teacher in Odesa, Ukraine, started posting his lectures on YouTube for absent students. He never expected the videos to gain millions of views beyond his classroom. For five years, he has been recording the videos for the students of the secondary and high school, and now he has more than 167,000 subscribers and more than 8 million of the views.

When it comes to the use of video in education, the over-riding theme — as we might expect — is more, more, more

58 percent of colleges are running flipped classes, up from 50 percent last year. Lecture capture has grown by five percentage points to 77 percent and webcasting has gone up by four percentage points to 51 percent over the same period.

In K-12, 87 percent of schools are using video in the classroom, compared to 86 percent in higher ed

Step 1--Capture Understanding the importance of capturing learning moments, instructional supports, and interactive exchanges is the first step in moving more traditionally minded teachers towards mobility. That is, realizing that digital capture is something that can truly help teachers store helpful moments for additional use outside the classroom. Whereas in face to face classrooms, these kinds of exchanges happen but are not reusable, when captured, they can be used repeatedly with the immediate students and future students.