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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.

In 2014, the Florida Department of Education gave a survey to students after taking end-of-course evaluations. The results showed that more students preferred computer tests over paper (53% of the students agreed to that statement). Another study in 2017 Saudi published in the International Journal of Information and Education Technology presented the opposite result. Here, only 42.5% prefer online over paper exam, which is still a considerable portion of the survey population. But while that may be the case, 77.5% of the total examinees liked the fact that they are able to receive results and feedback automatically after taking the test.

Below are 7 reasons to consider when deciding whether to incorporate online methods to your teaching and evaluation, from the perspective of students.

1. Getting test results immediately give students peace of mind

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.

“We are living in an incredible age for learning, when there’s so much knowledge available, that one would think that this is good news for higher education,” Bryan Alexander told me recently. Alexander writes often about the future of higher education and is finishing a book on the subject for Johns Hopkins University Press. “Yet we’ve seen enrollment in higher education drop for six consecutive years.”

In 2015, Georgia Tech formed a commission on the future of higher education, and its 48 members were asked to imagine what a public research institution might look like in 2040.

The primary recommendation of the Georgia Tech report is that the university turn itself into a venue for lifelong learning that allows students to “associate rather than enroll.” Such a system would provide easy entry and exit points into the university and imagines a future in which students take courses either online or face-to-face

Fifty-eight percent of surveyed leaders say institutional analytics that improve operational efficiency are of greater priority than learning analytics that will improve student outcomes, according to What Will It Take to Build an Analytics-Driven Campus? Analytics priorities seem to differ by role, with presidents, CFOs, and CIOs focusing on improved learning outcomes; provosts are focused on improved retention and completion; and CTOs are concerned with improved operational efficiency.

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

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.

Copyright and intellectual property policy on lecture capture ‘evolving’, says report, but institutions should provide supportive advice to academics

Universities will take “risks” on copyright and intellectual property rights infringement when recording lectures because there is still so much “uncertainty” within the sector as to what is appropriate policy, according to the authors of new research into the issue.

nearly three-quarters of UK institutions started lecture recording in 2016, but 40 per cent of respondents to the report’s survey said that their institutions only “kind of” had policy documents on the topic.

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

What was Microsoft doing at the recent HTML5 Video Summit in Los Angeles? Explaining to the audience how its video solutions take advantage of HTML5.

Video-enhanced learning tools however are relatively inexpensive to produce, can be viewed when it’s convenient and without the need for travel

Live presentations can be recorded and time stamped, so when they are used for training, managers can refer to specific sections according to relevance. This saves time and increases engagement with the subject matter.

The ease with which videos can be produced also provides companies with the ability to take control over their training processes,

taking a hybrid approach: working mostly on-premises, but having the ability to go to the cloud when needed. 

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.

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.

Freed of exorbitant university fees, German students enjoy higher education of a comparably high standard that usually does not see them graduate with a huge pile of debt that then has to be paid off.  Still, a large number of German students decide to leave the “land of poets and thinkers” to pursue degrees at universities in the UK. Despite the costs and the tough application process, about 7,500 Germans head to the UK every year to take up their studies at universities in Oxford, London or Edinburgh, among other destinations.

The crucial factors are tuition quality and the staff-to-student ratio, which many Germans who have spent time studying in the UK say is excellent. With an average ratio of 1:66, German universities have a hard time standing their ground in this regard against rivals in the UK.  For comparison, Bishop Grosseteste University in England, considered one of the “worst” universities with respect to its staff per student number, has an average ratio of 1:25,

“In the UK, staff and students usually interact on a more equal and respectful level than in Germany, and in my experience UK professors are a lot more approachable than their German colleagues.”

he average annual information technology budget for campus operations ranges from just 5 to 7 percent of total revenue at public and private 4-year universities, a budget that includes salaries and the ongoing maintenance and equipment to keep all things running smoothly. T

The budget allocation for IT has not gone up more than a 1 percent over the past 10 years, yet the technology expectations continue to double annually.

Every IT leader needs to see the world of campus technology from a fresh, yet exciting perspective. This fresh perspective is what some are calling the NetGen Campus, Smart Campus, or Empowered Campus designs.

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