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Case Studies

Italiens Verona Universitet – Panopto Case

By | Case Studies, Nyheder

For to år siden var der ingen der tænkte på at forberede sig på en pandemi. Ikke før lederne på e-læring teknologiholdet (Tecnologie Innovative per la Didattica, eller ”TID”) indenfor Information Systems and Technology (IST) feltet hos Veronas Universitet, først begyndte at tage stilling til at opgradere universitetets kerne læringsteknologier.

De digitale teknologier til video management der understøttede læring hos Veronas Universitet op til det tidspunkt, havde været meget afhængige af dyre, ikke fleksible, hardware baserede systemer der var inde i campusklasseværelserne. Indtil i 2018 da Silvano Pasquali, leder for TID holdet, så en mulighed for at reducere universitetets driftsomkostninger, ved at skifte til en mere prisoverkommenlig, justérbar, softwarebaseret video løsning, for bedre at kunne understøtte de behov fra campus fælleskabet. Pasquali og hans TID holdkammerater, Sara Ceglie, Pierpaolo (Pier) Morandini og Olga Forlani, begyndte straks at skabe et nyt integreret læringsteknologi ecosystem, der kunne tillade nye innovationer indenfor ”teaching and learning” og ekspandere brugen af digitale læringsteknologier på tværs af campus.

TID holdet fandt derefter ud af, at de rent faktisk havde bygget et system der kunne gøre meget mere end de originalt havde planlagt. Deres integrerede ecosystem af læringsteknologier – Panopto, Moodle og Zoom – ville gå hen og give Veronas Universitet muligheden for at tackle en krise, som de fleste andre universiteter i Italien var uforberedte på.

I Marts 2020 indførte Italien en national karantæne og beordrede omkring 60 millioner mennesker til at isolere sig selv, i et forsøg på at stoppe spredningen af Covid-19 pandemien. Studerende fra mange andre italienske universiteter oplevede aflyste forelæsninger og væsentlige forstyrrelser i undervisningen, men Veronas Universitets studerende havde muligheden for at fortsætte semesteret online, uden problemer.

 

Deres Lærings teknologi ecosystem:

En integreret Løsning Drevet af Panopto

Der var tre hovedteknologi systemer, som holdet fra Veronas Universitet besluttede var nødvendige for at møde behovet fra campusset: Et learning management system (LMS) ville fungere som den centrale platform for håndtering af forelæsninger og kommunikation, en videokonference løsning der ville give muligheden for live online video kommunikationer og et videomanagement system der ville færdiggøre deres værktøjskasse for optagelse og håndtering af et voksende bibliotek af on-demand videoer. Da de tre systemer blev sammensat til et problemfrit lærings-ecosystem, fik underviserne og vejlederne muligheden for at kunne udforske nye læringsmetoder, der fik de studerende til at præstere bedre resultater.

Veronas Universitet havde tidligere benyttet Moodle som deres LMS og benyttede allerede Zoom til live videokonferencer. Begge af disse systemer kunne blive håndteret og brugt mobilt fra alle steder. Problemet var dog, at underviserne stadig var nødt til at være fysisk tilstede i klasseværelserne på campus for at optage en undervisningsvideo. Med begrænsede klasseværelser, der var udstyret til optagelser af undervisning, resulterede det i at bestilling af tider til at optage undervisningsvideoer udenfor skemalagte timer ofte var besværligt – og nogle gange helt umuligt.

TID holdet gik derfor på jagt efter en softwarebaseret videooptagelses løsning, der ville give undervisere mere fleksibilitet til at optage videoer når som helst, hvor som helst. Det betød, at løsningen havde behov for at være brugervenlig nok til at alle kunne bruge den og at deling af videoer med studerende også skulle fungere problemfrit.

Efter sammenligning med flere løsninger på markedet så besluttede holdet fra Veronas Universitet at Panopto var det rette video management system til at færdiggøre deres arsenal af læringsteknologier.

”Panopto var vores første valg af forskellige årsager, det var bl.a. dets brugervenlighed, indbyggede integrationer med andre teknologier vi allerede benyttede og fordi folket bag softwaren der virkelig imponerede os” sagde Pasquali.

Panopto var en essentiel komponent af det lærings ecosystem hos Veronas Universitet. Ikke nok med at Panopto markant udvidede deres videooptagelses muligheder, hvilket gjorde at underviserne blev bemyndiget til at afprøve nye pædagogikker, så var universitetet også i stand til at automatisere arbejdsopgaver til at levere video indhold sikkert til studerende via deres LMS og dermed håndtere systemet eksternt.

Ydermere så fik underviserne muligheden for at begynde at bruge det nye system, som de fandt både hjælpsomt og brugervenligt efter blot en times workshop om brug af Panopto og Moodle. ”Undervisere vil gerne være sikre på, at deres video indhold af deres undervisning kun er tilgængeligt til deres studerende.” forklarede Pierpaolo Morandini, TID Technical Manager. ”Med Panoptos Moodle integration bestemmer og uploader vi automatisk optagelser der kun er synlige for de studerende der er tilmeldt faget, så underviserne ikke skal tvivle på, om deres undervisninger er beskyttet. Live sessioner der er optaget i Zoom bliver også opfanget af Panopto og uploadet sikkert til Moodle.” sagde han.

Olga Forlani, Technical Manager for TID, tilføjede at undervisere også afhænger af video statistikker fra Panopto for bedre at kunne forstå, hvordan de studerende interagerer med deres optagelser. ”Overvågning af aktivitets- og engagementsniveauet er vigtigt for bl.a. at tage hånd om behovet fra individuelle studerende, vurdere fagets indhold og revidere fremtidige lektionsplaner.” sagde Forlani.

Veronas Universitet var det første universitet i Italien til at anskaffe Panopto. Set i bakspejlet så sagde Pansquali, at de ikke kunne have følt sig mere selvsikre i deres partnerskab fra dag ét. ”Panopto er bygget og håndteret end-to-end af det samme hold, in-house. Andre videoplatforme består af tredjeparts løsninger, hvilket kan gøre problemsøgning langt mere udfordrende.” forklarede han. Da han sad og reflekterede over hans oplevelser med at samarbejde med Panopto, så tilføjede han: ”Når jeg ringer til Panopto, så lytter de til vores feedback og arbejder hårdt for at hjælpe os.”

 

Den uforventede udfordring:

Vedligehold Kontinuiteten af Undervisning Gennem en Pandemi

I begyndelsen af 2020 blev universiteterne på tværs af Italien fanget uopmærksomme, da en offentlig sundhedskrise forsaget af en smittefarlig og dødelig coronavirus, tvang hele landet ind i lockdown. Da studerende vendte hjem fra deres lukkede campusser, reagerede TID holdet hurtigt og begyndte at arbejde for at forsikre at Veronas Universitets studerende ville have mulighed for at fortsætte deres uddannelse online. Én ting var helt sikkert fra start, at universitetets tidlige reaktion og vedtagelse af det rette mix af læringsteknologier, satte dem op for succes. ”Vi følte os forberedte” sagde Pasquali. ”Selvom vi ikke forudså pandemien, så vidste vi at vores læringsteknologi ecosystem kunne hjælpe os i overgangen til online læring.”

Med deres læringsteknologier der allerede var på plads, så opsatte TID holdet daglige workshops med det samme gennem Zoom, for at tilbyde ekstra træning til undervisere der ville gavne dem i det hurtige skift til online undervisning. Fordi deres teknologier simpelthen fungerede og mange undervisere på campus havde tidligere erfaring i at bruge dem, så stoppede pandemien ikke undervisningen på Veronas Universitet.

Det var klart for TID holdet, at andre universiteter ikke var ligeså forberedte som de var. ”Andre universiteter havde store udfordringer ved at tilpasse sig til online læring. Vi så, at undervisere og studerende hos andre skoler blot begyndte at dele links på Facebook og Youtube, hvor alle kunne se undervisningsmaterialet.” Sagde Morandini. Både undervisere og studerende hos Veronas Universitet var taknemmelige for, at deres værdifulde lærings ressourcer var sikre og ikke kunne blive delt offentligt. ”Hvis det ikke var for Panopto, så ville vores uddannelsesår have været i fare.” sagde Forlani. ”halvfems procent of vores undervisere optager og deler nu videoer med Panopto. Det har vist sig til at være en af vores mest værdifulde læringsteknologier. Selv undervisere der underviser gennem Zoom, afhænger af Panopto til at dele optagelserne af deres live undervisninger.” sagde hun.

At springe til online læring midt i et uddannelsesår var ikke nogen let opgave, men dataene fremhæver universitetets væsentlige præstationer. Antallet af optagede undervisninger, optaget med Panopto, voksede med 266% sammenlignet med det tidligere semester. ”Vækst og brug af Panopto har været eksponentielt i dette semester.” sagde Morandini. Med tæt på 950 undervisere og over 1,200 fag tilgængelige, så optog universitetet mere end 35,000 undervisningsvideoer og så et forbrug på 840,000 brugstimer fra dets 21,000 studerende i det andet semester alene. ”Vi ramte 1,000 brugstimer på blot 24 timer!” tilføjede Lucia Forlani.

Med blikket mod fremtiden:

En Permanent Ændring i ”Teaching and Learning”

 For Veronas Universitet, så vil “teaching and learning” være forandret af coronavirus pandemien for altid.

”Folk begynder at indse, at det er så nemt bare at klikke på en knap og optage.” sagde Pasquali. Brugen af de teknologier og at se de muligheder, selv under så udfordrende omstændigheder, er begyndt at omforme måden undervisere på campus tænker over at foretage undervisning. Eftersom reaktionen på krisen langsomt daler, og undervisere langsomt tilpasser sig til det nye normale, så forventer TID holdet at mange undervisere vil blive ved med at bruge de teknologier og undervisningsmetoder der måske har været helt nye for dem, i starten af pandemien.

F.eks. Så er der nogle undervisere på Veronas Universitet der bruger flipped classroom modellen, til bedre at kunne understøtte fjern studerende gennem pandemien. I et flipped classroom, der kan de studerende se før-optaget materiale, on-demand undervisningsvideoer før live, interaktive virtuelle klasse sessioner, så tiden med deres underviser og holdkammerater kan blive brugt effektivt med aktiv læring. Dette hjælper med at forbedre de fjerne studerendes forståelse for nye emner og hjælper også viden retention – og det både de studerende og fakultetet mere fleksibilitet.

“Panopto er et af vores mest brugbare værktøjer til at understøtte denne nye måde at undervise på.” sagde Pasquali.

”Vi har allerede hørt fra fakultetet som siger de har planer om at forbedre deres flipped classroom, selv efter pandemien.”

At de var klar med deres læringsteknologi ecosystem før krisen eskalerede en transformation på Veronas Universitet gjorde, at de undgik at det nok havde været sket langsommere over flere år.

 

Om Veronas Universitet

Veronas Universitet stræber efter ekspertise i undervisning, research og innovation. Det har over 23,000 studerende og 1,500 ansatte, herunder undervisere, researchere og teknisk og administrativt personale der arbejder på at forbedre og vækste universitetet løbende. Denne fremadret-tænknings institution er dedikeret til at tilpasse ”teaching and learning” til dets studerendes behov og løbende søger efter at justere dets diplomuddannelser med arbejde i den virkelige verden.

 

TECHCOLLEGE Tackler COVID19 Agilt, med Online Undervisning

By | Case Studies, Nyheder

Intro

TECHCOLLEGE er en nordjysk erhvervsskole med 3 forskellige studieretninger: EUD, EUX og HTX. Skolen rummer 11 HTX-studieretninger, 18 EUX-uddannelser og over 30 erhvervsuddannelser. Afdelingerne er placeret i Aalborg, Nørresundby og Hobro.

I denne case vil der belyses, hvordan TECHCOLLEGE har formået at inkorporere online undervisning i hverdagen, i form af videoer med Panopto.

Vi fik muligheden for at snakke med Palle Nielsen, der er IT pædagogisk medarbejder på TECHCOLLEGE, om hvordan de benytter online undervisning og hvordan Panopto har hjulpet dem efter Covid-19.

Brug af video i undervisningen

Palle forklarer: ”Altså de fleste har lavet instruktioner. Det vil sige, at kokken han har taget en kokkekniv frem og begyndt at lave mad videoer og sådan er der rigtig mange af lærerne, der har lavet den tilgang til det. Der er også nogle enkelte, der er gået et andet skridt med at lave elevvideoer og lade eleverne lave videoerne. Frisørerne har f.eks. haft stor succes med at lave klippe videoer, hvor de har et dukkehoved som de har taget med hjem, også lavet videoer af, hvordan de har klippet forskellige ting og sat hår op osv. Så det [brug af video i undervisningen] har i hvert fald fået et boost i corona tiden, uden tvivl.”

TECHCOLLEGE er én af nu mange danske uddannelsesinstitutioner, der i forbindelse med COVID19 har kunne drage fordel af at adgangen til Panopto, som de har købt hos Viducon. Panopto er en videoløsning der, ud over mange andre sofistikerede videoværktøjer, giver deres undervisere muligheden for at lave flipped learning videoer og uploade dem direkte til Moodle, som er skolens LMS. Det at have en videoløsning direkte integreret i skolens LMS, har styrket vækstbetingelserne for videobaseret læring.

”Vi har kombineret Panopto med Moodle, vi har ikke en stærk kultur endnu, hvor alle bruger det. Men de fleste der har integreret de her ting [Panopto], kan godt se, at det er smart at videoen så bliver embedded i deres læringsrum. Så den dobbelt funktion om ikke nok med, at de kan optage en video, ligesom de kan på Youtube osv., så kan de faktisk integrere videoen med deres uddannelse og med deres planer, sådan så Moodle bliver mere spændende på den måde.”

TECHCOLLEGEs fremtidsplaner

Palle er sikker på, at deres tilgang til video og Panopto kommer til at vokse mere i fremtiden. TECHCOLLEGE benytter allerede kameraer til nogle specifikke studieretninger som elektrikeruddannelsen, som bare skal kobles til Panopto for at TECHCOLLEGE kan få fuld benyttelse af hybrid learning. Vi spurgte Palle om hvad TECHCOLLEGEs fremtidsplaner var, indenfor video i undervisningen.

Palle svarede: ”Der er flere der har efterspurgt at kunne optage deres klasseundervisning. Elektrikerne de sidder med nogle 360 grader kameraer i loftet som de sidder og arbejder med alligevel, så dem kunne de godt tænke sig at få koblet op til Panopto. Så der arbejder vi lidt på en løsning at kunne det. Så underviseren bare kan gå ind og fjernstyre det kamera, så det er den vej de gerne vil lave hybrid learning til dem der er syge den dag de kan få muligheden for at komme med. Men angående tilgangen så vil vi bruge flipped learning så underviserne har lavet selve instruktionen, som eleverne ser derhjemme og når de så kommer, så er de klar til at snakke om emnet, i stedet for at de kommer og skal få det hele at vide. Den tilgang vokser mere og mere, og det er hvad vi regner med kommer til at ske.”

Afrunding

For at afrunde ud fra hvad Palle nævner, så er TECHCOLLEGE utrolig agile og har tolket de nye COVID19 retningslinjer strålende. Der kan forekomme mange problemstillinger med opsætning og optagelse af online undervisning, hvis det skal være professionelt og ikke gå på kompromis med elevernes læringsbetingelser. Vi er glade for, at Panopto har kunnet hjælpe TECHCOLLEGE i deres håndtering af undervisning.

Viducon vil gerne sige tak til Palle Nielsen og TECHCOLLEGE for samarbejdet og vi ønsker dem held og lykke i fremtiden.

Hvis du synes at det er på tide, at din organisation eller uddannelsesinstitution skulle udrustes med en videoløsning der kan lette problematikkerne med de nye COVID19 retningslinjer, så kontakt Viducon på info@viducon.dk for en uforpligtende samtale, eller få en 30-dages gratis Panopto demo.

Viducon er de officielle Panopto partnere i Danmark og Sverige.

 

 

Building & Scaling Professional Learning Experiences With A Flexible Video Platform

By | Case Studies

Looking over the already-crowded professional training market, the founders of Great Learning saw an opportunity: most continuing education programs hadn’t yet figured out how to teach working professionals the challenging new technical skills that working professionals, from entry level to senior leaders, want to understand.

It wasn’t that training programs in business analytics, machine learning, or cloud computing were in short supply. Rather, it was that none of the existing courses were designed to give working professionals all the tools they needed to master substantive technical subjects — while still allowing them to continue working.

Great Learning’s founders knew the experience could be better. And they knew that in order for their idea to succeed, they couldn’t compromise on anything.

The challenge:

Building A High-Touch, Technology-Enabled Learning Environment

To help busy professionals succeed at learning new, complex technical skills, the team at Great Learning recognized they’d need the right technology. In particular, they’d have to find a learning management system (LMS) and a video platform that, together, could support the flexible and active on-demand learning experiences the team had envisioned.

A Smarter LMS

Great Learning partnered with Panopto to bring a deeper, more flexible learning experience to students

For its LMS, Great Learning had concluded no existing solution would adequately meet the company’s needs. So the team instead built its own smarter learning management system from the ground up. They called the system “Olympus.”

Like most LMSs, Olympus enabled learners to access important course tools outside of the classroom, as well as to communicate with instructors. But what truly made Olympus different was its ability to track data along the entire student journey and alert Great Learning mentors to step in when participants showed signs of needing extra support or course correction to get back on the right learning path. For example, if a student did not attend class and did not log in to watch the recording of the lecture, Olympus could prompt Great Learning staff to follow up and, if needed, help the student catch up on the concepts they had missed.

By alerting instructors at the very moment a participant began to fall behind, Olympus was instrumental in enabling Great Learning to provide high-touch learning experiences and improving outcomes for students.

Video-Supported Learning

Alongside their LMS, Great Learning’s founders believed that video played an essential part in optimizing courses for working professionals.

Arjun Nair, Co-founder and Director at Great Learning, explained, “Video made it possible for us to offer the blended learning experiences that in turn made it possible for participants to learn while they continued to work. We needed to guarantee video recordings of every class to provide a deeper and flexible learning experience for students.”

While participants were encouraged not to miss the limited in-class time they had throughout a course, the Great Learning team recorded each lecture so it could be watched on-demand if someone couldn’t attend.

Those lecture recordings would serve as valuable study aids that could be re-watched, searched, and even slowed down to enable a more personalized learning experience. Additionally, faculty could record supplemental instructional videos for students to watch between classes, making way for more time in the classroom for hands-on active learning exercises like working with data sets or running algorithms.

To deliver the right learning experience Great Learning had concluded it needed to build its own custom LMS. Finding the right video platform, however, proved much easier.

The solution:

Delivering An Optimized Learning Experience With Panopto

After researching a number of video learning solutions, Great Learning found Panopto. With Panopto’s all-in-one video platform, Great Learning would be able to capture high definition multi-camera video from anywhere, offer a highend viewing experience to students, scale the management of its rapidly growing video library, and get detailed video analytics to improve teaching and learning over time.

Flexible Multi-Camera Video Capture

Great Learning wanted to offer students more than just PowerPoint slides with a voiceover. Panopto made it possible to easily record and share much more of the full classroom experience. With Panopto, Great Learning’s classrooms could easily record the instructor, their lecture slides, the material they were writing on a whiteboard, the contents of their laptop screen, and more. Any information that made sense to share in the lesson could be easily captured and shared. Whether the instructor was presenting a lecture or working through a demonstration, Panopto captured the entire classroom experience for students to revisit later. “With Panopto, there is no information that is lost. I think that adds significant value to the learning experience,” said Arjun Nair.

What’s more, Panopto could be easily added to instructors’ laptops, enabling them to produce their own supplemental videos outside of the classroom. This meant faculty could use the same system to provide students with additional learning materials to view between classes.

Interactive Viewing For Optimized Learning

Great Learning wanted to use video to provide its students with an on-demand learning experience that was as close to the real classroom experience as possible. But that didn’t mean they wanted participants leaning back and watching passively.

With Panopto’s interactive video players, Great Learning could make the learning experience both more active and more personal. Students could stream high-definition course videos from the device of their choice, toggle between views, speed up or slow down playback, turn on captions when available, take notes inside the video player, add bookmarks, and even search the words spoken or shown on screen.

“Panopto’s ability to search all the words spoken and shown during an hour-long course video, then instantly fast forward to the exact moment an instructor got to a topic has proven to be a feature our students can’t live without,” said Arjun Nair.

Scalable Video Management and LMS Integration

As Great Learning began to expand, the team needed a means to securely host and manage its growing library of course videos. Panopto includes a video content management system (video CMS) that easily integrates with most LMSs. Panopto could even integrate with Great Learning’s custom LMS, Olympus, enabling Great Learning to keep their videos secure while still making them easy for learners to access.

Each video uploaded to Panopto is automatically compressed and transcoded for optimal streaming on any device or network. At the same time, Panopto also automatically indexes each video’s content for search and uploads them to a secure library for easy sharing. After integrating Panopto with Olympus, Great Learning’s students could view and search their lecture recordings from right from inside the LMS.

And with Panopto, lecture recordings could be made available to students almost immediately following a class. “When we have multiple sessions of a class in a day,” Arjun Nair explained, “some students will watch the video of an earlier session before their class to get a jump on the material they’ll be learning later that day.”

Detailed Video Analytics

The intelligent educational experiences Great Learning sought to deliver relied on data. With Panopto, faculty and staff could see who viewed what videos, how long they viewed, what was watched the most, which in turn would enable instructors to respond to student behavior in ways that improved outcomes for everyone.

That meant that, in addition to sending important user-level viewing data to Olympus that would alert staff to struggling students, Panopto would also become an important tool for faculty to use to improve their own courses. When an instructor received feedback from student surveys at the end of a course, he or she could seek out similar courses where the instructor earned higher ratings, then watch that instructor’s lecture videos to look for opportunities for improvement. Instructors could also use video data to understand where students were engaged and where they stopped viewing. “Everyone gets into a competitive mode to really do a good job teaching, and with Panopto, they can find the insights they need to make smart adjustments,” said Arjun Nair.

The results:

Scaling To Meet Growing Demand

Armed with Panopto’s industry-leading video platform and their custom-built “smart” learning management system, Olympus, Great Learning began offering premium, transformative learning experiences taught by top-rated faculty to professionals eager to learn skills that would advance their careers.

Right away, Great Learning received significant demand for its courses. In just five years, Great Learning has delivered more than 5 million hours of learning to more than 10,000 professionals worldwide.

Over that time, Great Learning has expanded from offering one flagship training program in three cities to providing more than ten intensive training programs in six cities, as well as remote learning programs for international students in partnership with the University of Texas at Austin, McCombs School of Business.

Panopto has played a part in that expansion, enabling Great Learning to move into new cities without having to build entirely new learning centers. Because Panopto can record from any laptop, Great Learning had the flexibility to record multi-camera presentations in temporary locations like hotel conference rooms. “We could set up recording infrastructure very quickly with Panopto, a laptop, and a few video cameras,” said Nair. “Even in a hotel, we could easily capture the faculty, their projected slides, and the whiteboard they wrote on.”

Great Learning’s leaders attribute much of their success to the technologies that enabled them to bring their vision to life, optimizing in-depth learning experiences for busy professionals. And without these same technologies, rapid growth would not have been possible.

Reflecting on Panopto’s impact on their success over the past several years, Arjun Nair explained, “We’ve been able to scale our enrollments significantly each year, delivering high-quality, high-touch learning experiences to many people in a short amount of time. Panopto enables us to position ourselves as a provider of premium and transformative learning experiences.”

About Great Learning

Great Learning provides impactful and transformative learning experiences in class and online to equip tomorrow’s executives with today’s most critical technical competencies including analytics, data science, machine learning, artificial intelligence, cloud computing, DevOps, full stack development, and more.

Over five years, Great Learning has delivered more than 5 million hours to 10,000+ professionals worldwide, including leaders at Microsoft, Amazon, Adobe, American Express, Deloitte, IBM, Accenture, and McKinsey.

 

This case study is originally drafted by Panopto

 

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.