Skip to main content

Home/ Ubicast (Public)/ Group items tagged webcasting

Rss Feed Group items tagged

Florent Thiery

Webcast that wedding: new tools make nuptials more social than ever - Broadband News an... - 1 views

  •  
    Encore une application au webcasting... La diffusion de mariages !
Jean-Marie Cognet

The Webinar Blog: Webcasting To A Room - 0 views

  • But what happens when you want to webcast your presentation to a group of people sitting together in a room? Planning, setup, and execution become even more critical than usual
Hélène Baudet

Wall Street Journal Embraces Live Video - Streaming Media Magazine - 0 views

  •  
    "In addition to connecting with a valued audience with live programming, the process of creating daily Webcasts is valuable to the news organization, explains Kevin Delaney, Managing Editor of the WSJ.com."
Jean-Marie Cognet

Research: Video Usage in Ed Continues Ramp-up -- Campus Technology - 0 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
  • ...7 more annotations...
  • This year found a majority of respondents in higher ed (52 percent) integrating their video into their learning management system (LMS); that was only 46 percent last year.
  • Those results come out of the latest edition of "The State of Video in Education," produced by Kaltura, a company that sells video products and services. This 2016 survey received responses from more than 1,500 international respondents to an online survey conducted in April among people in both higher education (74 percent) and K-12 (19 percent)
  • How higher education is using video: 86 percent of respondents said they show video in classes; 79 percent said they use it as supplementary course material; 77 percent reported using video or lecture capture; 75 percent told researchers they use video for student assignments; and 66 percent said they use it for recording campus events for on-demand viewing
  • The optimal length for educational videos is 10 minutes or shorter, according to 74 percent of participants
  • The use of video to provide feedback on school work is gaining in popularity, up from 26 percent in 2015 to 32 percent this year
  • The most valued video feature is a "chapter" function, which enables a video to be parsed into more "browseable" chunks, mentioned by 85 percent of respondents as either "extremely useful" or "very useful." That's followed by closed captioning, referenced by 82 percent of respondents.
  • The video functionality of the future that sparked the most interest among people was the ability to grade quizzes inside videos (chosen by 41 percent of respondents), followed by student video broadcast from mobile phones (36 percent) and videos that branch to other videos based on in-video action (35 percent).
Jean-Marie Cognet

Seizing the Moment: Social Dynamics and the Remote Student Experience | EDUCAUSE - 1 views

  • At a recent Excellence in Teaching award luncheon at the University of California, Santa Cruz, a conversation turned to lecture capture and revealed unexpected impacts.
  • the students requested he add lecture capture recordings. He agreed. Audio recordings and a data feed were made available on demand so that students could access the lecture materials for review. Brummell's intent was to offer the lecture capture materials as supplements to the classroom experience.
  • Brummell pointed out that using the cameras has drawbacks. "This means you sit down at the camera," he said. "I don't like that. I prefer to be up and active. With lots of students in the class, you can't really pick out specific students very easily, and no one wants to ask questions." After a few lectures, Brummell noticed that a sizeable number of students had stopped coming to class, presumably because they preferred to listen to the recordings. With the class scheduled in a large auditorium, the students who came to class tended to sit closer to the front of the room and nearer to the professor. While the use of the document cameras forced him to remain anchored to a specific location in the classroom, Brummell noted that because the students were closer, he could look up and talk directly to them. "I started getting to know a few names and faces, especially the students who got there early like me," he said. "I chatted with some of them on a regular basis."
  • ...6 more annotations...
  • Consequently, his class of two hundred was reduced to about fifty stalwart students who continued to come for the live-lecture experience. Due to the smaller face-to-face class size, Brummell began to shift his focus to the more specific needs of the students who were present
  • It is also interesting that the remote students were not able to observe the professor interacting with the students in the classroom; they perceived his small-class teaching style only through his voice. As the luncheon drew to a close, the reaction of the remote students was compared to the effect a live studio audience can have on television viewers at home. Professor Brummell agreed and jokingly asked for the addition of a laugh track to his recorded lectures.
  • Due to the smaller class size, Professor Brummell was better able to connect with the classroom audience. Students listening to the lectures remotely later indicated that his new presentation style was very effective.
  • There were quite a few comments…expressing appreciation for the webcasts, and some of the comments mentioned the atmosphere of the class
  • While the positive student response described above would not have been possible without the digitization of the lecture content, it should not be attributed solely to technology. These student responses may have been strengthened by a deeper behavioral phenomenon: surrogacy through "vicarious interactions." Vicarious interaction occurs when remote viewers establish a sympathetic relationship to a live studio audience and, through surrogacy, develop a connection with mediated subjects
  • Conclusions In this case, the process of digitally recording the lecture and sharing it via the distributed network added new value, transforming a large lecture into a small-class conversation with unforeseen, vicarious benefits for remote students. The digital transformation discussed here included three distinct elements: The availability of recorded lectures resulted in a certain portion of the student population listening remotely, which, in turn, resulted in a smaller in-person class size. The small-class format allowed the professor to address the issues, problems, concerns, and questions of those students present. The remote student evaluations reported positive responses in part because of the small-class format.
1 - 5 of 5
Showing 20 items per page