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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.”

An increasing number of colleges and universities have begun helping students view the variety of their educational experiences in a new way—through a comprehensive learner record (CLR) that documents both academic and co-curricular learning.

From a financial-return perspective, research from the Georgetown University Center on Education and the Workforce found that workers who hold a bachelor's degree earn 31% more than those with an associate's degree and 84% more than those with only a high school diploma.

Some institutions have begun helping students view the variety of their learning experiences in a new way: through a comprehensive learner record (CLR).

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’,

Located in Parkville, Missouri, a Kansas City suburb of 5,500 residents, Park University has a main campus of about 2,000 students. However, with more than 40 campuses across the nation and students on more than 30 military bases, the vast majority of Park’s 16,290 students are distance and online learners,

t was designed to provide services to students and connect all those students across the country into one university,

With more than 400 available commands, students can use the university-specific feature to receive answers to frequently asked questions, information about school programs and events, as well as course schedules, grades and GPAs by linking a university ID to Alexa.

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.

2. Attracting Prospects When high-school graduates are going to enroll in particular educational institutions, they are more than likely to follow them on social media to get more information about them. Current students can share their experience, thoughts, and opinions on the platforms so that candidates and their parents can get a deeper insight into the on-campus life. In a nutshell, online collaboration helps universities to stand out from the crowd.

When someone wants to complain about or give recognition to a particular service provider, they prefer doing that through online collaboration. This is mainly because there are many users who are ready to pass their own opinion on this issue instantly. This is how universities can use social media to monitor what has been said about their services and find a way to maintain or restore their reputation. It is important for unis to have a good reputation; otherwise, they may face problems associated with funding and recruitment.

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.

"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,"

“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

Coursera's on a growing streak. The number of new institutions of higher education to sign onto the free online course site has more than doubled, bringing the total count of colleges and universities participating to 33 from 16. Among the new schools participating: Berklee College of Music, Columbia University, Ohio State, Vanderbilt, and Wesleyan.

One new participant is the University of California Irvine, which has added seven courses and is already involved in a Coursera-like initiative run by the OpenCourseWare Consortium, but without the interactive components that Coursera provides. UCI also offers educational materials on iTunes U, YouTube, Connexions,

Les thèmes, choisis par le comité de direction, sont sponsorisés par l’un de ses membre

Aujourd’hui, c’est évidemment le sujet de la transition énergétique qui mobilise l’université : « Il s’agit d’aider nos dirigeants et cadres à s’engager dans les mutations en cours » , résume diplomatiquement Nadine Lemaître,

Convaincue néanmoins par son modèle d’université (200 séminaires par an pour un budget de 15 millions d’euros), elle recommande la neutralité : « Dans un monde d’ingénieurs et de financiers en quête de rentabilité, l’université offre un terrain de débat neutre et ouvert. C’est, en quelque sorte, la Suisse du groupe. »

Interactive learning online (ILO) produces essentially the same outcomes as traditional face-to-face education at the university level, according to a recent report from Ithaka S+R. The report, "Interactive Learning Online at Public Universities: Evidence from Randomized Tests," suggested that educational institutions looking to reduce costs in the face of shrinking budgets can confidently turn to online education as a means of saving money without diminishing educational outcomes.

Seven Facts about the State of Online University Courses in 2019 (Infographic)

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.

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.

"On ne passera pas à une université virtuelle à 100% avec des pools de professeurs dans leurs labos et des étudiants reliés à leur ordinateur" D’un côté, le MIT a fait un énorme coup de pub en disant qu’il mettait ses formations en ligne

Le principal moteur des open universities sera la formation tout au long de la vie pour répondre à l’obsolescence accélérée des techniques et à l’allongement de la durée du travai

La maison de disques crée une chaîne d'information sur internet, dédiée à ses artistes. Elle sera financée par le parrainage publicitaire et ses programmes seront diffusés sur les plateformes de vidéo et les réseaux sociaux. Décryptage de sa stratégie.