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Case Studies

Wipro Case Study

By | Case Studies

En Global IT, Konsulent og Business-Process Service Leder

At forstærke salgstræning, personale uddannelse og kollaborativ læring i en global salgsorganisation.

Med drift i vejkrydset mellem en række af spirende teknologier, der er denne globale virksomhed kendt for dets innovative tilgang til levering af forretnings værdi for dets kunder. Men en fortrop kan ikke stå stille, så for at blive ved med at hjælpe dets kundekreds med at konkurrere på det moderne marked. Så anerkender virksomheden, at det er en nødvendighed, at personalet er i stand til at opkvalificere sig hurtigt. Så vel som at udbrede viden, baseret ud fra nye trends og indsigter fra markedet.

Den nødvendighed er især vigtig for salgsteamet, hvilket er hurtigt skiftende og skal være yderst reaktive til det nyeste markedsinformation.

For at understøtte det behov, så har salgsteam lederskabet begyndt at fokusere på “just-in-time” læring. Salgs træningsaktiviteter hjælper ofte salgsrepræsentanter med at få hurtig adgang til små læringsmaterialer, når der opstår et behov for det.

I søgen efter at udvide holdets muligheder, for at lave og dele indhold. Så har virksomhedens salgs træningshold begyndt at undersøge mulighederne, der bliver tilbudt med video, til at forstærke virksomhedens salgstræning og vidensdelings aktiviteter.

Som holdet forklarede, “Når man arbejder for en virksomhed der fokuserer på innovation, så skal man inkorporere den innovative tilgang til sin træning og udviklingsaktiviteter. Da vi tænkte over dynamikken i vores salgs hold og, hvordan vi bedst kunne supportere dem, der blev vi mere og mere interesserede i ideen om micro læring og de værktøjer der kan gøre denne tilgang let.”

“Vi ville også finde en måde at slå ´the forgetting curve´,” sagde holdet. “Med så meget træningsmateriale glemt af medarbejdere inden for kort tid betyder det, at enhver taktik der kan hjælpe med at vedligeholde information, er skabt til at have en positiv effekt på personalets produktivitet”

“Jo mere vi tænkte over det”, sagde holdet, “desto mere følte vi at video kunne hjælpe os, med at tackle begge problemstillinger. Muligheden for, at hurtigt optage og dele en ny indsigt kunne hjælpe med at levere den ´just-in-time´ læring, der er så nødvendig for at forblive konkurrerende i et salgs scenarie. Og muligheden for at gennemse optaget materiale efter efterspørgsel til at forbedre læring, tilbød en fantastisk løsning til de udfordringer der blev stillet af ´the forgetting curve´. Vi følte også, at video tilbød en hurtigere vej til at tage hånd om forskellige former for information, som ville være mere engagerende for holdet.”

Efter at gennemse de forskellige video platforme der var på markedet, så valgte salgstrænings holdet at implementere Panopto video platformen. Det gjorde det muligt for holdet at begynde med at integrere video, i deres dag-til-dag aktiviteter.

Lidt om virksomheden:

En global informationsteknologi, konsulent og outsourcing virksomhed, der har fokus på at hjælpe deres kunder med at tilpasse sig til det skiftende digitale miljø, ved brug af en række ‘up and coming’ teknologier.

Anerkendt globalt for virksomhedens omfattende portefølje af services, en praktikers tilgang til levering af innovation og en organisations-bred forpligtelse til bæredygtighed. Virksomheden har mere end 100,000 ansatte og kunder på tværs af mere end 50 lande.

At komme igang:

Formelle Salgstrænings Videoer Finder et Entusiastisk Publikum.

I starten havde salgstrænings holdet begyndt med at bruge video, til at lave mere formelle salgstrænings optagelser. Disse var produceret af et lille, centraliseret hold og dækkede alle de mest vigtige salgsemner. Lige fra processer relateret til konto planlægning, til go-to market strategier og, hvordan man pitcher forskellige løsninger til forskellige publikummer.

 

At tage det næste skridt:

Fra On-Demand Optagelser til Livestreaming Event Udsendelser

At have oplevet success med at optage formel salgstræning, så besluttede salgstrænings holdet at forstørre

deres brug af Panopto platformen. De ville gerne bruge Panopto’s livestreaming funktionalitet, til at streame virksomhedens kvartale arrangementer.

Eftersom, at virksomheden har et stort og geografisk fordelt hold, så har kommunikation på en konsekvent facon på tværs af forskellige regioner, vist sig at være et væsentligt problem. Live streaming med Panopto tilbød en fantastisk mulighed for at overkomme denne problemstilling.

Takket være Panopto’s fleksibilitet, så kunne holdet bruge 3 kameraer til at optage alle aktiviteterne og stole på Panopto til, at automatisk synkronisere de separate video spor til én interaktiv video – hvilket giver en engagerende oplevelse for deres seere. De kunne også bruge video- og lyd mixers, til at være sikre på, at de opnåede den kvalitet de følte var nødvendig for publikummet – som bl.a. bestod af senior executives.

I deres første kvartals arrangements livestreaming, streamede virksomheden 9 timers indhold. Mere end 600 medarbejdere så streamen og 200 ekstra medarbejdere har siden da, set optagelsen af streamen “on demand”.

Med blikket mod fremtiden:

Udvidelse af Mobil Læring og Social Læring med Video

Panopto gjorde det muligt for salgstrænings holdet til både at improvisere leveringen af kerne salgstræning, og åbne op for nye muligheder for samarbejde og kommunikation.

Holdet har fundet ud af, at Panopto’s simple brugerinterface har spillet en vigtig rolle i den hurtige integrering af Panopto i blandt virksomhedens salgs repræsentanter. Panopto’s mobile apps til Android og iOS har gjort visnings sessioner på farten meget simple. Ligesom optagelser også kan downloades til offline visning, så har det virkelig sat salgs repræsentanterne i kontrol over deres lærings oplevelser.

Med Panopto der nu succesfuldt styrer virksomhedens ‘micro learning’ initiativer, som giver muligheden for, at ansatte i firmaet til at tilkoble sig over lange distancer. Så har virksomheden sat synet efter at bruge Panopto, til at supporte social læring.

Som holdet siger: “Vi ser stort potentiale til at bruge Panopto til at facilitere kollaborativ- og social læring. Vores repræsentanter er allerede bekendte med Panopto fra salgstræningen, som vi nu leverer med Panopto. Ved at have taget til værktøjet så hurtigt, så tror vi at det kun er et spørgsmål om tid, før videobaseret vidensdeling bliver mainstream med vores medarbejdere. Vi forventer, at dette vil tilbyde mange fordele til organisationen og forbedre vores produktivitet og evne til at tilpasse os, til vores hurtigt skiftende markeder.”

Nogle skarpe brugere optager allerede deres egen interne trænings sessioner med Panopto, ved brug af deres bærbare til at optage et ‘talende hoved’ præsentation sammen med slides, skærmoptagelser og andre videooptagelser – så de kan dele kritisk information med deres teams. Dette, sammen med handlinger om at integrere Panopto mere succesfuldt i salgsprocessen, vil det tage video læring og kommunikation i virksomheden til det næste niveau.

Student Perspectives on Blended Learning: Getting the Best out of Video and the Classroom

By | Case Studies

“I have seen many hours of video with you, [teacher], before I met you in the classroom. – And when I first saw you in class, it felt like meeting a celebrity.” – This was an experience shared by one of the students in the final session of a blended learning course in Strategic IT Management at the Copenhagen Business School (CBS). In this elective course, Associate Professors Till Winkler and Mathias Trier from the Department of Digitalization, used both online lecture videos and workshop-based classroom teaching. We conducted follow-up interviews with their students at the time the course was completed, to find out what students think about blended learning.

Professor Winkler in a home recording on Panopto Viewer

Background of this case study

A year ago, we published a case study on the early experience of professor Winkler in using video as part of his teaching, where he concluded: “it’s worth trying!” At that time, he had started to experiment with video for recording lectures and providing some parts of his course fully online, which allowed the students to learn – and him to fulfill his teaching obligations – irrespective of time and place. Inspired by his early experiences with teaching online, professor Winkler decided for the next edition of this course to apply a truly blended approach. He planned to flip the classroom by providing all required lecture content as videos prior to the class and using classroom time exclusively for case-based workshops that would target at maximizing student interaction.

For this blended course, he could reuse the videos from the previous year. The videos were hosted on the university’s video platform, Panopto, and could be easily copied to the new course folder. Each week, the students got access to the relevant videos via the university’s learning management system (LMS). Students were encouraged to watch the videos and complete small online activities such as polls, quizzes, and open-ended questions before each workshop class. While the lecture videos mostly covered conceptual content such as theoretical frameworks and definitions, in the case-based exercises students worked in groups to apply these concepts on a concrete problem of a case company, followed by a presentation to the class. Most of the classes took place in a studio-based learning environment at CBS that facilitates this type of workshop format.

What do students think about Blended Learning?

Our independent interviews with the students revealed that the additional efforts of the two lecturers were highly appreciated. The blended learning format of the course, with the videos provided online prior to class, was something they really liked because it gave them a mental structure of the field:

“The overview of what was to be learned over the week was very clear. The video material was divided into clear subcategories and topics. …it provided a lot of structure and a good overview. The videos served like an online library, where we could easily go back and select a topic and then watch the videos again, e.g. for the exam.”

The students also appreciated the clear-cut explanations of theories in the videos, each of which was no longer than 4-7 minutes. They could see the time the teacher had invested into preparing these videos. In their view, bringing things to the point really paid off in better quality of the content:

“In video lectures, the teacher is forced to be very specific. Explanations are clear-cut. There is not so much noise in the transaction of knowledge from the sender to the receiver.”

However, for some students the quick pace of the videos could also be somewhat overwhelming: “Sometimes it’s difficult to take notes. Many great points were presented, which I wanted to write down, but it was overwhelming at times.”

The students in a workshop class

This is why it was good to have the in-class sessions to discuss any open questions. We also found out that students developed different ways to work with the videos. Some made extensive use of the pause button, or others slowed down the playback speed in the Panopto player to be able to take their own notes:

“When I try to learn about theory, I often feel that I need more frequent breaks. So in class, I often feel forced to keep on learning even though my brain is not ready for this. But, with the videos I could just pause, have 5 minutes break and then press play again. So, in that sense I can reflect on what was said in the video, take notes and see if I got everything right, and only then continue.” 

In this sense, one key takeaway from our interviews is that teachers need to educate video learners about the possibilities to regulate the speed of the videos and to take individual notes. Notes can be taken directly in the Panopto user interface on the same page as the video player. Students can share individual notes by making them ‘public’, or they can keep them ‘private’. Notes can be edited or deleted and their visibility can be changed at any time.

As to the combination with the face-to-face workshops in the classroom, most students felt that the blended format was a very good mix. This is for both didactical and social reasons. In terms of didactics, most students emphasized that in-depth discussions, exercises, working on case studies, etc., simply works better in class. “I would like the theory lectures to be 100 percent on video, and the case studies should be in the classroom. Because in practice it becomes alive.”

In terms of social interaction, at a campus university like CBS, the students still like to meet their professors and their classmates in the real world: “If you would go for a purely online course, then I think, I would miss the physical aspect and interaction with the other classmates. So, the combination of having both – online and offline – that is what made it strong for me.”

Looking ahead: Implications for Teachers

The general view reflected by the students of this course was that blended learning with video and classroom-based workshops was more effective than either of the other two options – only traditional classroom teaching or only video – alone:

The combination of having the theory more or less online with video and the practical cases offline – that is a good combination”.

Consequently, it is not surprising that many of the students expressed their hope that more courses at their university would adopt a blended format:

“If I should improve anything, I would make all lectures at CBS like this! Another student concurs: “I liked these videos a lot and I wish all lectures at the university were videos.”

For teachers, this means they may need to rethink their ways of facilitating learning at university and find a good split between what can be best provided online and what can be done better in the classroom. As the experiences by CBS professors Winkler and Trier show, one way of making this split is by moving conceptual knowledge into short and concise online videos, while increasing the time for applying this knowledge in the classroom in the form of case-based workshops. However, teachers may need to find their own approach to the blended format depending on their specific subject of expertise as some content may lend itself better to the online medium than other.

What seems to be evident, though, is that students see advantages in blended learning and that this teaching method can facilitate improved learning outcomes. This view was, in fact, shared by the teachers. When asking professors Winkler and Trier for the performance of their students at the final exams, they responded: “We saw lots of good results. Compared to last year the overall performance was at least equal, if not better.

If you are interested in trying Panopto, the video solution used for blended learning at CBS, please contact our team to receive a personalized demo, or sign up for a 30-day free trial.

Experimental Approach to Educational Videos: Cphbusiness – Case Study

By | Case Studies

pic-2_1680x647Copenhagen Business Academy (Cphbusiness) is a leader among colleges and universities in Denmark, when it comes to using video as part of teaching. How they use and experiment with video, is quite different from the more traditional lecture capture. Therefore, it was interesting to understand their unique approach to the use of video and their implementation process.

In the article, we will be looking at Cphbusiness’ use of video, where Carsten Storgaard and Simon Hartmann from the Pedagogical IT department, talk about the creativity of the teachers and students, when using Panopto’s video solution.

Here are but some of the user scenarios applied at Cphbusiness:

  • Flipped classrooms and blended learning;
  • Reflecting on student consulting sessions by teacher and student;
  • Screencasting purposes, such as making tutorials and instruction videos;
  • Students presentations, such as presenting their exchange abroad;
  • Students internship presentations (solving problems at their work);
  • Case competition, presenting case solutions with video;
  • Focus group interviews, for analysis purposes;
  • Filming “Christmas video calendar”;
  • Lecture recordings;
  • And much more.

According to Carsten and Simon, their department wanted to generate some interest in digitalisation and enhance the digital learning experience. Last spring (2016) the college initiated 24 different projects, where teachers and or teams of teachers experimented with different projects, making wikis, videos, flipping their classrooms, etc., where they described, a lot of those experiments involved the use of video.

The teachers had many great ideas and they needed a tool that could support them. For that reason, they had to find the right solution for making videos, “where very often the answer was Panopto.”

As Carsten further explains, “an easy way to get people on board is, of course, if you can find a tool that is easy to use and that can support what they do in their daily life”. According to him, the initial idea from the technical perspective, was “to find a way of how to deliver PowerPoint presentations in a different format, such as using video”.

carsten

Carsten Storgaard

simon

Simon Hartmann

 

That was the reason, why they at first found Panopto to be the solution which could serve their needs. Teachers could easily make their own video presentations at their own time and pace, without necessarily coming to the studio.

The Advantages of an Experimental Approach

From the beginning, the approach was very experimental, where the teachers were told, “We give you a tool (Panopto), I just show you how it works, and you figure it out what you want to use it for, and how you want to use it as part of your teaching”.

This which was most interesting, was that teachers were not pushed into a frame of how they are supposed to use video, they were free to use and experiment with Panopto, this somehow made teachers develop their own ideas of how to use it. “We do NOT preach: “You should use Panopto like this; you should capture your lectures like this. The setup should be like this”, – Carsten says.

Simon also believes that the main advantage of this approach, are the many different and exciting user scenarios, which emerge.

Carsten mentioned that the video solution (Panopto), which was chosen by Cphbusiness, is a very easy tool to download and get started with. People were quite impressed with it:

“Suddenly they were excited and felt they could do something that they couldn’t even imagine 20 minutes before that. So, as it was an easy way to get ambassadors, it was an easy way to have people starting talking to each other and feeling quite proud of what they did.”

The Ripple Effect

Simon describes this phenomenon as “a ripple effect” that has driven demand: “It was the teachers themselves who wanted to challenge the idea of what they can use it for, and the Pedagogical IT department did not need to be pushy”.

He distinguishes, between a ‘natural ripple effect’, where teachers who have experimented with clever ways of using Panopto, inspire their co-workers to adopt their way of working with video. Another ripple effect form, is the more ‘forced or extended ripple effect’, where people like themselves (Carsten and Simon), who get to move throughout the entire organization, have a unique opportunity to showcase great user cases at other campuses, thus extending the ripples.

Engaging Students

Furthermore, Cphbusiness even experienced an even more interesting phenomenon, where the 20170313_090338production of video, which first was intended as the teacher’s “job”, is now moving from the teacher to the students, e.g. students’ assignments are being handed in using video, which is made possible, using Panopto’s student assignments feature.

The teachers always wanted the students to be more engaged, and they were surprised with how easily the new video tool made this possible, both from the technical perspective but also because the students thought it was fun.

Some Final Words

Cphbusiness has plenty of different user scenarios, which have great potential to provoke and inspire other schools, colleges and universities. Videos are being used in a more experimental way by the teachers, who use their creativity in finding new ways of using Panopto and by that video.

From what Carsten and Simon observed, both teachers and students enjoy this experimental approach and they do not need to push the teachers to make any videos.

Their recommendation is for schools to have their own ambassadors who tell their success stories to other teachers, causing the ripple effect. But it is also important to give teachers enough time and technical support when needed, and of course the right video tool, which is easy to use for everyone.

About Cphbusiness: founded in 2009, it is the largest business academy in Denmark with 5800 full-time and 7200 part-time students.

If you are interested in trying out Panopto’s video solution at your organization, please, contact our team for a personalized demo or sign up for a 30-days free trial.

There is Much Potential for Video in Higher Education: It’s worth trying!

By | Case Studies, CBS

Case study: Copenhagen Business School

Assistant Professor Till Winkler has been intensely using video as part of his teaching at Copenhagen Business School (CBS). He is one of an increasing number of lecturers at CBS who use video to support their teaching by recording lectures, flipping the classroom, and creating a more blended in-class and online learning experience. Till shared with us some of the lessons he learned on his journey of using video in teaching. These experiences may inspire other readers on how video technologies can help adding quality and flexibility to teaching, as well as enable better control and allow the design of courses that address the increasing quality and efficiency pressures in higher education.

Till_Screenshot_Studio-Recording (Small)

Professor Winkler in a studio recording on Panopto Viewer

Simple Question: Why Video?

According to Till, video can be a valuable teaching tool for several reasons:

  • Providing a service for students to facilitate learning

Firstly, our interviewee explains that he started providing recorded lectures as an extra service to the students who were not able to attend his classes due to different reasons:

“Some people cannot make it to class, some have part-time jobs and parallel classes, so I thought it would be useful for those who can’t attend.”

Moreover, the professor wants to help his students to have access to the recorded lectures, if they need to study or recap before the exam:

<…> if they want to go back to the material and see what I have been saying about a specific topic or to a specific slide, they can do that easily for studying for the exam.”  

This not only helps the ones with special disabilities, but also addresses the various learning needs of the students.

  • Keeping guest talks and other special content for future use

Till described a situation arising during one of his elective courses, where he had a lot of guest speakers. Some of the guest speakers were coming in from far away. Therefore, he felt that he would waste the guests’ time, if they had to come every semester again, while still wanting to keep their contribution to the course:

“I found it not very optimal to have these people coming in every semester to tell similar things. <…> Their time is also precious and valuable. For example, one of them was a CIO driving down from Århus (a city in Northern Denmark, which is more than a three hours’ drive to Copenhagen) to CBS just for our talk.”

At first, he arranged with the video team at CBS to set up the equipment and record his guest speakers. After he saw how easy it was, he simply borrowed the recording equipment and recorded all subsequent talks himself, without the need for further assistance.

“I keep the recording and reuse it the next year without these speakers having to come in personally.”

Video recording was the perfect solution that could save his guest speakers’ time and maintain their contribution to his lectures.

  • Flipping the classroom and using in-class time more effectively

To record his lectures, Till has been using Panopto’s video solution. After having gotten more familiar with Panopto, he came to a point where he was ready to take his recordings to the next level and further develop his elective course “into something that is more online/offline blended or more of a flipped type of course”, as he described it. He admitted that he had gotten somewhat tired of repeating the same lecture every semester, and thus video opened a more exciting new way of teaching here. He said:

“It became bit dull to go there every year and explain the same content to the students that I already provided last year, like in a bad theatre. I felt, this was neither really rewarding for the students, nor very efficient for me.”

Till_Screenshot_Panopto-Recording (Small)

Professor Winkler in a home recording on Panopto Viewer

That was one of the motivations for him to invest his time into the development of a blended course which included several sessions provided fully online. In the future, he plans to use these lectures to “flip” the classroom and thereby save valuable classroom time for more discussion and interaction. The “theatre” will then be left for the students to watch at home before and prepare each session.

  • Enabling better control and tracking the learning progress

In the process of developing the online material for this blended course, Till also began to recognize one additional benefit. Through packing all the lecture content into videos of 4-6 minutes and combining them with online activities such as quizzes, polls, and essays, he would be completely in control of the activities and objectives of each session. In comparison, Till admits that a lecturer’s performance may vary in traditional classroom teaching:

“When you go to the class, it’s a bit situational, there might be good weather, bad weather, you might be in a good mood or bad mood, so the class can sometimes take a different trajectory. After some sessions you go and think, ‘oh, this was a great class!’, and in the others you think, ‘I could have done better this’ or ‘I lost too much time on this or that discussion’. So there are lot of outside factors you can’t control.”

Therefore, using video not only solved some of the perceived inefficiencies mentioned above. It also enabled Till to design and track the learning progress of each student by the lectures that they viewed and the online activities they participated in.

Professor Winkler managed to adapt his pedagogical work to this new medium, using the Panopto video recording solution with the university’s learning management system:

“<…> You design the video lectures, you script them, you record them, you can make them as you like. And then you design the online activities, so, you control a lot. And you can see the participation of the students, if they participate. That’s another aspect I learned to like and that I used intensively to give the students feedback.”

Disregarding the fact that it took quite some time to script and record the lectures, he estimates that this effort will pay off in the long run. At least in the case of his course, he feels it’s the right way to go for both him and the students, to create his material once with a high level of quality and then continue to use and reuse it—while improving it gradually—over the coming years.

Students’ Feedback on Online Learning:

Professor Winkler was positively surprised about students’ feedback on his online classes. Responding to the question ‘Was the teacher able to engage me in class?’, students gave quite a good evaluation even though his sessions were provided online. Students felt engaged even though they would see these videos comfortably sitting at home or anywhere else. While reviewing the students’ feedback on the qualitative evaluation, he found most of the comments very encouraging:

“I realized students were feeling more engaged because they can do it at their own pace. While they are in class, the teacher might get involved in discussions with one of the students and then the others they just switch off and focus on something else. So, that’s why apparently many of them feel more engaged than in the classroom. It was actually quite interesting to learn about that.”

He speculates that this might have happened because students feel the proximity of their professor, like in a “one-on-one” session with their teacher while watching the recorded videos. In contrast, the classroom environment can cause distractions, when students are sitting in a classroom, leading them to feel less engaged in the lecture.

How Can Other Teachers Benefit from Using Video?

Remote Workforce: Teachers deliver quality from anywhere

Professor Winkler mentioned that during parts of the semester in which his course ran he was abroad for a research stay in the U.S. Due to the online format, however, this did not affect his teaching at all. Being able to record his lectures and provide them to the students in Denmark in an asynchronous manner gave him the flexibility needed to fulfil his teaching obligations, while not having to compromise on his research activities abroad. This is one of the great opportunities that video lecturing offers to researchers that teach in higher education.

Video especially suited for “concept heavy” courses

Although our interviewee mentioned a number of benefits related to video-supported learning, he also added that his course was a comparably “concept heavy” one, i.e. one that requires students to grasp quite a number of different theories and frameworks. Video lecturing was particularly well suited to provide this “one way” information transfer online. He says:

“In fact I had realised that the course was very concept heavy in nature, maybe even a bit too heavy for the attention span of students who would sit there and listen to a full lecture all at once.”

Through watching the videos at home, students get the opportunity to study these heavy parts at their own pace and at the time and place that is convenient for them.

“It’s worth trying!”

We asked Till what advice he could give to other teachers who would like to start using video for their teaching.  His response was simple: He sees it as a learning journey in which every teacher should try to experiment and find their own way on how to use the videos. After all, the application of this medium depends a lot on the course content and the current ways of teaching the course, but according to him, “it’s worth trying it.”

As for students, he believes: “Students simply feel it’s just a timely thing to do. It almost seems anachronistic to go to class and listen to someone talking for two hours. That’s maybe not the way how learning works in the 21st century. 

If you’re interested in trying out Panopto, the video solution used by Till Winkler at CBS, please, contact our team to receive a personalized demo, or sign up for a 30-day trial.

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