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VConnecting is a connectivist learning movement [5]. Using synchronous video technology, VConnecting hosts informal conversations between people who are attending academic conference onsite and people who are unable to attend. These conversations are livestreamed and recorded. We call these “hybrid conversations” since we seek to give equitable weight to onsite and virtual participation. VConnecting's purpose is to extend the onsite conversation, allowing the marginalized voices of those who are not present to participate (such as adjuncts, unaffiliated academics, graduate students, parents of young children, people with health issues, Global South scholars, or others who cannot regularly travel to conferences), while also allowing those who cannot attend an opportunity to network and learn from those who are present.

What we have learned about IEHospitality in hybrid spaces can be useful to other learning contexts. For example, those of us who teach online making aspects of equity and hospitality explicit within online group work, helps to prevent many of the common problems students face [15]. What volunteers learn and practice in VConnecting often transfers to our teaching and professional practice, a reminder how we can benefit greatly from using online learning techniques and technologies in our own learning first. In addition, buddies often gain social capital of their own through greater communication with each other and with guests who are often high-profile academics.

The global eLearning market was worth an impressive $107 billion in 2015 [1]. By 2025, however, Research and Markets believe that it will reach a staggering total market value of $325 billion [1]. The reasons for this explosion in value come on the back of several main drivers: the need to educate vast numbers of people at low cost, the falling price of learning solutions, the needs of the modern workforce to engage in life-long learning, and the fact that learning through an internet portal is often more convenient than going to school. The majority of the growth in the eLearning market will come from demand in developing countries.

2. The Self-Paced eLearning Market Will Decline To $33.5 Billion By 2021

77% Of US Companies Used Online Learning In 2017

edX’s newest partner, the University of Texas System, has more pragmatic ambitions. It wants to use them to get more students through college more quickly and for less money.

“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.

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

"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,"

The discovery of this shared characteristic proved revelatory, helping identify several major barriers to wide use of tech-enhanced learning. Those included: A lack of alignment among project stakeholders: Herckis cited a disconnect between faculty and administrators as one key example:

The changing definition of success over the projects' life cycles: The technology the programs were based on was often not adaptable enough to keep up with the pace of change. The needs identified at the start of a project frequently evolved over time. Personnel changes and the resulting alteration of the definition of successful teaching played a big role

A fixed faculty mind-set regarding instructional methods: In reviewing Herckis's research, Smith was surprised to learn just how deeply committed CMU faculty study participants were to teaching their respective subjects in a particular way. This was linked to "mental models" often formed in the course of their own educational experiences. Smith cited the example of an educator who retains teaching practices inspired by a former professor from undergraduate studies.

One meaningful use of education technology is the ability to change how students can share their voice

Here are a few of things we explore in our discussion (with apologies to regular readers for duplicating much of this list from just a week or so ago

More and more frequently modern employees expect video to be a factor in on-the-job learning. And not simply a dry, one hour VHS training course of the past. Good, relevant video content that impacts performance. We’ve outlined a few guidelines on improving onboarding with video here.

In an international poll each year, reaching over 50 countries, I ask people: “What is hot in L&D this year?” The choice of ‘Video’ has fallen down the table of ‘hotness’. In other words, it’s no longer considered exciting

In other words: video is now part of the way we live and learn today.

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.

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.

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.”

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.