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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.

69 percent said they use MP4 regularly for online video and 58 percent use it regularly for mobile video.

For online video, 54 percent said they use Flash, 45 percent use QuickTime, and 34 percent use Windows Media. Only 5 percent use WebM.

mobile space is less competitive, with MP4 running away with it. Only 16 percent of respondents use Flash for mobile, 16 percent use HTML5, 9 percent use Windows Media, and 3 percent use WebM.

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

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).

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.

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%.

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.

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’,

The international survey of 1,000 respondents shows a boost in the use of video in distant learning, with almost half wanting to experience video in at least 50% of their classrooms

The results reveal a boom in the use of video for remote teaching and learning with 66% of respondents stating that their institutions now use these capabilities, up from 28% in 2016

Interestingly, 39% of those surveyed state that students studying remotely at their institution are already using video-based solutions to join live classes and lectures, while a further 49% are keen to add these capabilities to their offerings. Remote video capabilities are also being used to let presenters who are not based at the institution to teach and lecture to students, with 54% of all respondents saying that they are already benefiting from this.

After all, with laptops, students can, in some ways, absorb more from lectures than they can with just paper and pen. They can download course readings, look up unfamiliar concepts on the fly and create an accurate, well-organized record of the lecture material. All of that is good.

But a growing body of evidence shows that over all, college students learn less when they use computers or tablets during lectures. They also tend to earn worse grades. The research is unequivocal: Laptops distract from learning,

Measuring the effect of laptops on learning is tough. One problem is that students don’t all use laptops the same way.

the average company was able to roll out new products, services and IT systems over 20% faster. It also highlights average companies were achieving a 23% improvement in study time, 24% faster delivery time, 22% reduction in cost of training, 26% improvement in learning reach and 16% improvement in time to competency.

90% of Learning & Development professionals are looking to integrate learning into their company’s different functions, i.e. sales, customer service, talent and production, with 41% saying that this is critical.

95% want to use technology to increase the sharing of good practice but only 25% are currently achieving this, 92% of organisations seek to use learning technologies to respond faster to business change, but only 25% achieve this; 94% of organisations seek to speed up the application of learning back into the workplace, but only 23% achieve this; and 91% seek to improve talent or performance management, but only 20% achieve this.

Le développeur James Foster a conduit une étude à ce sujet durant plusieurs mois, et sa conclusion serait que trois barres horizontales n’auraient pas la même signification pour la plupart des gens, et qu’il serait donc facile de complètement passer à côté.

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.

Device ownership alone doesn't make people digitally literate; rather, digital literacy is about how and why they use devices to achieve particular goals and outcomes.

Definitions of digital literacy can include the ability to use and access digital devices, but studies from the past decade tend to deepen this definition. A commonly cited definition from Colin Lankshear and Michele Knobel asserts that digital literacy is "shorthand for the myriad social practices and conceptions of engaging in meaning making mediated by texts that are produced, received, distributed, exchanged etc., via digital codification."

s." In other words, it's not just owning the devices that makes you digitally literate—it's how and why you use those devices to achieve particular goals and outcomes.

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.

‘tell me and I forget, teach me and I may remember, involve me and I learn’ is often attributed to US inventor and polymath, Benjamin Franklin

My mantra is ‘disrupt before being disrupted’. It’s time for today’s digital culture to spread into Business Schools, worldwide

In France, 42% of jobs are under threat of automation, according to the consulting firm Roland Berger (2015).The average projected job loss across OECD countries is 57%, according to a 2016 World Bank Development Report.

Research shows that by the end of the year, the majority of organizations will be using video as part of their digital training strategy. Video caters to many types of learners and is engaging, memorable and fun. It’s also increasingly becoming a cost-effective way to deliver complex information in a short time. Video can be used effectively in several different areas: Description Demonstration Documentary Dramatization

So how can you incorporate video into your elearning courses? Here are a few simple ideas.

Keep It Short.

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

Campus-wide lecture capture technology – a way to record lectures – is a major investment for universities, but is hugely popular among students.

Students generally do not expect a professionally produced recording, and are happy provided they can hear clearly, the recording is free from background noise and the video is sufficient.

The most common concern about recording lectures is that it will reduce attendance. However, most studies do not support this theory. Of my own students, only 5 out of 99 indicated that recorded lectures influenced their decision to attend. Many pointed out that there is added value in attending a lecture because they are able to ask questions.