Receiving citations for strong customer satisfaction, ease of deployment and maintenance Panopto was recognized by IT research firm Gartner as Magic Quadrant industry leader in Video Content Management systems. The report is broadly cited for identifying visionaries with an eye on market changing innovation. You can see the report for yourself here
At the annual Panopto conference this year we were introduced to some new features with the 6.0 update. The most exciting being, the new analytics suite.
It’s no secret that Panopto’s focus is on massively scaling production of video content. Recorder ease-of-use and searchable libraries have been key to this growth so far. Last year Panopto saw a 150% growth rate in new recordings, topping out at 5 million. Here at Viducon we have seen similar rates with over 40,000 videos produced last year.
To help users grow their libraries support administrators and content producers will have access to new analytics features that brings viewer trends and audience behavior into focus. Rich visualizations gathered in a new dashboard show more useable and actionable data.
The analytics provide insights into the most popular videos as well as those that generate the highest engagement and most discussion. This information can be used to identify the most compelling or confusing topics as well as identifying trends in viewing behavior, including the reach and engagement of live events, as well as the degree of time-shifting among event views.
And as with all updates, this number crunching power is available to Panopto admins at no additional cost. If you want to know a bit more about your viewers or would like a walk through the new dashboard please give us a call.
Last week at panopto18, the annual Panopto conference in London we were inspired but also walked away with some accolades. Viducon was awarded as the top reseller in EMEA for most new clients and most client renewals.
That means if you’re reading this, THANK YOU. It is your commitment to better education through video that help makes this possible. We’re happy to be on this journey together and look forward to bringing new and better video experiences to you and all of your viewers.
Whether it’s a big conference keynote or a small internal event, with Panopto all you need is your Windows laptop to share a live webcast of your presentation with anyone you want – even with thousands of viewers around the world! See how we do it in our latest feature video.
Live streaming events and presentations traditionally required expensive AV equipment and professional services. Not with Panopto. From any Windows laptop, you can webcast video, the contents of your screen, and PowerPoint presentations to tens of thousands of people in just a few mouse clicks.
During the webcast, viewers can interact with you by submitting questions and ideas through their web browser.
If you plug more than one camera into your laptop, you can live stream multi-camera event feeds. Capture the demo, the whiteboard, the presentation, AND the presenter – and always have the right angle to capture every idea.
For more complex events and large venues, you can stream multiple video feeds using a distributed network of laptops and recording devices. Panopto will automatically sync the feeds and provide your viewers with a single viewing experience.
Every Panopto webcast is automatically recorded and uploaded into Panopto’s cloud-hosted or on-premises video content management system (VCMS). Your videos are encoded for playback on any device. And viewers can find and fast-forward to any word in your videos using Panopto’s unique inside-video search technology.
This article was originally published on Panopto’s blog
Video er et effektivt værktøj til at nå ud til hele organisationen. Video bliver i dag brugt i stigende og større omfang, og det er et af de allermest eftertragtede medier. Vi hælder nemlig mere og mere til video frem for tekst, når vi skal finde information på nettet, videndele eller noget helt andet. Brug af video inden for organisationen forøger produktiviteten og er uafhængig af tid og sted. Lange introduktioner som koster både tid og ressourcer bliver erstattet nu til dags af video.
Hvad skal man overveje når man investerer i en videoplatform?
En organisation som beslutter sig for at investere i en VCM løsning (Video Content Management) skal se på følgende faktorer, når beslutningen om hvilken løsning skal tages:
1. En hurtig, brugervenlig og effektiv søgemaskine, hvor der er mulighed for at søge på tags, bestemte ord enten er til at finde som undertekst eller tale (talesøgning)
2. Administration (her mulighed for at dele offentligt eller privat)
3. Sikkerhed (datasikring mod tab af data)
4. Mulighed for at oprette et bibliotek (tags & metadata)
5. Videoklippene kan afspilles fra både PC, smartphones og tablets
6. Alle optagelser kan arkiveres på både en server eller i skyen
7. Download eller upload klippene fra serveren
8. Mulighed for at administrere brugerens adgang til optagelserne
9. Redigering af klippene i selve programmet eller appen
10. Understøttelse af forskellige videoformater
11. Analyseredskab (herunder mulighed for at se, hvor mange seer per klip)
Videndeling og medarbejdertræning i store globale organisationer kan være en udfordring. Ofte skal medarbejdere fra nær og fjern transporteres til en konference, hvilket kan være en bekostelig affære.
Det var netop det scenarie som Siemens stod overfor, da 800 medarbejdere var inviteret til at deltage i en konference i Madrid. Konferencen løb over tre dage og det primære formål var videndeling. Derfor havde Siemens arrangeret 30 oplæg og træningssessioner, så der kunne blive udvekslet best-practices på tværs af organisationens forretningsområder og landegrænser.
Hvordan det rent praktisk skulle lade sig gøre var lidt af et logistisk puslespil for Siemens Learning & Development team, der stod bag konferencen. Nogle oplæg blev nemlig afholdt på samme tid. Derfor ledte teamet efter en nem løsning der muliggjorde, at alle oplæg og træningssessioner blev tilgængelige for alle deltagere.
[Her blev Panopto løsningen på Siemens udfordring]
Panopto er en effektiv videoløsning, der muliggør masseproduktion af videoer i høj kvalitet. Med Panopto er det nemt at kategorisere videofilerne efter indhold, få optaget både oplægsholder og hans præsentation og det er muligt at søge inde i videoerne. Derfor er videoplatformen særlig velegnet til at optage præsentationer og undervisningssessioner.
Panopto i praksis
Ved hvert oplæg fik opglægsholder en mikrofon på, alt imens præsentationen blev optaget med Panoptos software. Efterfølgende blev præsentationen automatisk uploadet til Siemens server. Derved blev alle oplæg og træningssessioner tilgængelige for konferencens deltagere. Denne løsning muliggjorde yderligere at de medarbejdere, der ikke kunne deltage i konferencen i Madrid, kunne følge med hjemmefra på deres egen computerskærm.
Alt Siemens behøvede var nogle laptops, webcams, USB mikrofoner og Panoptos software. Ved at benytte Panopto undgik Learning & Development teamet at bruge budget på at hyre dyre tv-crews, da opglægsholder selv kunne stå for optagelserne.
På tre dage formåede Siemens at optage 30 oplæg og gøre dem tilgængelige for alle organisationens medarbejdere. Succesen var til at tage og føle på, for kort efter konferencen var videoerne blevet set over 500 gange af mere end 200 Siemens medarbejdere.
Således blev Panopto et effektivt og centralt redskab til videndeling i Siemens. Yderligere var Panopto med til at sikre at Siemens PLM Software, vandt den præstigefyldte CIO 100 pris, hvor organisationer belønnes for at inddrage innovative IT-løsninger til at skabe forretningsmæssig værdi. Læs hele casen om Siemens brug af Panopto her.
Hvis du gerne vil høre hvordan Panopto kan skabe forretningsmæssig værdi for din virksomhed og hvordan I bedst kan udnytte videomediet til videndeling og online træning kontakt Viducon her og start en 30 dages prøveperiode af Panopto.
What’s New at a Glance
- Any authorized user can control your Panopto rooms from smartphones or tablets
- Panopto for Mac now supports multi-camera recording and live webcasting
- Webcast viewers can now pause and rewind the live feed using a new DVR service
- Panopto for Windows includes a modern UI and the ability to record system audio
- Automated recorders support new permissions and include usability improvements
- Subfolders are easier to navigate and manage
Today, we’re excited to announce Panopto 5.0, a significant update to our video platform. This release includes new functionality across the platform for both end users and administrators. For end users, we’re bringing live streaming and multi-camera video capture to the Mac, a new modern UI and system audio capture to Windows, Tivo-like functionality to live webcasts, and a unique capability for controlling video recordings from your mobile device. For administrators, we’ve expanded the way that you can use automated recorders — granting limited or full access to non-admin users.
To begin, let’s cover Remote Control, a new capability that will change the way both admins and end users interact with Panopto.
Turn Your Smartphone Into a Panopto Remote Control
More and more classrooms, lecture halls, and conference rooms are being outfitted as “Panopto rooms,” in which one or more high-quality cameras and microphones are connected to a Panopto PC or Mac. Often, these Panopto rooms are set up using ourautomated recording software. Their primary use is for formal presentations and lectures that are typically scheduled in advance and managed by your organization’s Panopto admin.
Ideally though, the recording and live streaming capabilities in these Panopto rooms should be available to anyone within the organization. A manager hosting a brown bag presentation in a Panopto room should be able to live webcast the presentation to coworkers around the world without assistance. An instructor should be able to capture a flipped classroom video using the high quality AV gear in a Panopto lecture hall without scheduling it in advance. An employee should be able to walk into a Panopto room for a meeting, decide that they want to capture the meeting on the spot, and start an ad hoc recording in under a minute.
These were the goals we set out to achieve when we began work on Panopto Remote Control. Remote Control turns iOS and Android devices into touch panels that can preview and control Panopto rooms. It opens new recording and webcasting opportunities to anyone in organizations that use Panopto. And it expands the ways in which Panopto administrators can set up recording workflows across their organization.
At this point, starting a recording is as easy as tapping the red Record button. Panopto will begin recording all of the video feeds in the room. By default, the recording will be one hour long, and once it’s complete, it’ll automatically be uploaded to your most recently used Panopto folder.
To make changes to the recording length or the target folder on Panopto, simply tapOptions and select a time and folder from the respective dropdown boxes. The Options tab also includes a Webcast checkbox. Tapping this will set Panopto to simultaneously record and live stream the video.
For admins, Remote Control introduces new ways to permission your automated recorders. Specifically, admins can now grant two levels of access to non-admin Panopto users:
- Record-only access, in which non-admins can record ad hoc sessions and schedule new sessions, and
- Full admin access, in which non-admins can record ad hoc sessions, schedule new sessions, and configure the settings and video sources on automated recorders.
These new permissions are granted by admins to individual users or groups, and are applied to individual automated recorders.
The Easiest Software for Live Multi-Camera Webcasting Comes to Mac OS
Live streaming video presentations, lectures, and corporate events has traditionally been a multi-step process that required the assistance of AV experts. Setting up a live webcast required an understanding of encoder settings for bitrate, frame rate, resolution, and streaming protocol. The encoder would then need to be connected and configured to work with a web server. Starting the live stream and managing Q&A during the webcast required at least one additional person. And then after the webcast, the recorded presentation would need to be edited, re-encoded, and manually uploaded to a content management system where others could access it.
At Panopto, we took a different approach to live streaming that eliminates all of the manual steps and need for AV expertise. You simply select the video sources you want to stream (webcams, screen content, document cameras, etc), click record, present, and then click stop. Panopto handles everything else automatically.
With Panopto 5.0, we’re excited to bring this live streaming capability to the Mac. Below is a screenshot of Panopto 5.0 for Mac OS:
If you already use Panopto for Windows, this release of Panopto will be immediately familiar on your Mac. The user interface is laid out similarly on both platforms, and the control names and behaviors are also consistent.
To start a live stream from the Mac, simply click the Webcast checkbox once you’ve selected your video and audio sources, and then click Record.
In Panopto 5.0, you can webcast up to three feeds of video from a single Mac. Typically, this includes:
- A video feed of your presenter
- The content of their screen
- One additional device, such as a document camera
Of course, you can also use Panopto’s unique distributed webcasting capability to combine multiple Macs (or a combination of Macs and PCs) to create webcasts with more video feeds. We’ll cover that in greater detail in a forthcoming blog post.
All webcasts are delivered using the HTTP Live Streaming (HLS) protocol and support adaptive bitrate streaming. The combination of HLS and adaptive bitrates ensures that your webcast
- Can traverse firewalls without the need to open additional ports
- Works with existing WAN optimization and web caching technologies
- Minimizes the amount of bandwidth consumed by video
- Minimizes buffering for viewers
Live DVR Brings Pause and Rewind to Webcasts
If you’ve ever been late to a live webcast, you’ve traditionally had two options to catch up on what you missed:
- IM or text someone else who’s watching and ask them what you’ve missed
- Wait for the webcast to become available on demand
Neither is a great option. Option 1 requires you to interrupt a colleague and results in only a brief summary. Option 2 rarely materializes, since it often takes days or weeks to post-produce a webcast and publish it for on-demand viewing.
A better option is live DVR — the same technology that TiVo popularized in the early 2000s, and that has now become an expected part of the cable and satellite television viewing experience.
DVR enables you to pause and rewind live video feeds while you’re watching them. In Panopto 5.0, we’re introducing a DVR service that works out of the box with every webcast:
Sometimes, of course, you miss the entire live event. In those situations, Panopto 5.0 brings its fast-path encoding to live events. With fast-path, your live events are encoded to multiple bitrates, recorded, and uploaded to your Panopto server on the fly. As a result, your webcast can often be published for on-demand viewing in minutes rather than the days or weeks it’s traditionally taken for manual post-production, encoding, and uploading to a content management system.
A Modern UI, System Audio Capture, and Multi-Bitrate Webcasts for Windows Users
For our Windows users, the most noticeable update in Panopto 5.0 is the re-skinned UI. We’ve flattened the previously beveled controls, taken a more minimalist approach to tabs, and added a bit of color and contrast to the design, which previously sported a uniformly concrete color. The result is a cleaner, more modern user experience for recording and live streaming.
Second, we’ve updated how live streams are produced from your Windows desktop or laptop. In the past, webcasts were produced by default using a single bitrate. Now, all webcasts are produced using multiple bitrates. As a result, you’ll get a live viewing experience that is tailored to your available bandwidth. A faster connections gets you higher quality playback, while a slower connection will gracefully degrade to lower bitrates on the fly. What’s in it for you? Faster start times, faster seeking when using our live DVR service, and most importantly, less buffering during playback.
Improved Previews for Automated Recording
One of the benefits of Panopto’s automated recorders is the peace of mind that comes from previewing your video feed before and during a recording. From any browser on any network, you can log in to Panopto, see a snapshot of the primary video feed, and confirm that audio is being captured.
In previous releases, preview was limited to the primary video feed (typically the feed of the presenter). In Panopto 5.0, we’ve updated our automated recorders to provide previews of all non-screen video feeds. This means that if you have two video cameras and a document camera set up in a lecture hall, you can preview the video feeds of all three in your Panopto portal.
Simplified Access and Management of Subfolders
Finally, we’ve made it easier to access and create subfolders in Panopto 5.0. Specifically, when you’re looking at a list of videos in Panopto, you’ll also see the currently available subfolders just above that list. From the subfolder list, you can also add new subfolders by clicking on the Add Folder icon:
I’ve been working with video for learning since 2009. My interest in using video in this way initially stemmed from an institutional blended learning project I was working on at the time. Since then, I have been involved in a variety of initiatives to investigate the impact of lecture capture technologies and video for the flipped classroom. In my own time I’ve experimented with video for student feedback and for science communication and outreach – often just using an HD flipcam to capture my message.
So, why video? Well, video appeals to me on many levels. As a senior lecturer, engagement practitioner and professional science communicator, I can see the power of video as a medium for communicating concepts. It helps, of course, that I spent lots of time in front of a camera in previous occupations (I was an extreme sportsman for 10 years). This meant that I was already very aware of how video can enhance your ability to communicate with an audience – especially when practical things need to be shown. Unlike purely audio or text-based messaging, video offers the viewer access to the richly expressive nature of the human body and this helps to convey the information you want to get across much better than, say, just sound alone. Video also lends itself well to giving out information that you might need to reiterate multiple times. Our class sizes can be as big as 500 students and this means that without video we would have to deliver the same lecture over and over again, which is just not efficient use of our time as academics.
Right now, I’m using video for pretty much anything I can teaching-wise! As well as doing standard lecture capture to record important sessions, I’m also using Panopto for livewebcasting, which our students love. In addition, we’re using video to give feedback on students’ assignments, along with feedback to the questions students pose when we’re ‘unpacking’ or explaining the assessment criteria for the course. In these assessment criteria sessions, students are often too shy to ask questions outright in front of the whole group, so we get them to ask their questions anonymously or raise points by writing them on post-its and sticking them to the wall as they leave. I can then summarise their concerns and feedback to them using video. In fact, these are the videos that have been used the most by our students.
Another really important use for video at Wolverhampton is to power the flipped classroom – a teaching method that we use with both undergraduate and postgraduate students. We have a whole building designed specifically around the flipped classroom approach which doesn’t have any of the conventional spaces you’d associate with traditional lectures, where the academic teaches didactically from the front of the room. Instead, we can use video to bring students up to speed with key concepts and then focus on practical implementation of these ideas in the face-to-face sessions.
This flipped classroom approach offers significant benefits for STEM subjects, which often have a large amount of didactic content that needs to be transmitted to students. While, naturally, it is important to teach students key underlying concepts, unfortunately this has often resulted in more ‘transmissive’ delivery of content by the onstage academic to a large number of passive students. This traditional lecturing model doesn’t easily allow for the development of deeper understanding – and here’s where using video to flip our classrooms has become extremely useful. We can get all the basics (which would previously have been delivered in a traditional lecture format) out of the way on the video and then spend the session checking understanding and exploring core concepts more fully. The flipped classroom also offers us the ability to give video instruction to facilitate large practical classes. The video is used to deliver the ‘method’ along with a demonstration of the activity. Students watch this and follow along. This has led to more organised sessions and is also producing students who are more adaptable as, in effect, they are helping themselves to facilitate their work instead of immediately turning to an academic for help.
The aim of all of this, of course, is to give our students the best teaching we can and they have welcomed the delivery of teaching materials via video with open arms. In fact, when there is no video they always ask: “where’s the video sir?’. Video has now become such an essential part of their learning experience that some people seem a little lost without it. I think this stems in part from the ‘just YouTube it’ attitude to learning that a lot of people have now. I know that if I need to learn about something I will typically just find an online video about it. Our students are just the same!
Some of my peers worry that delivering content via video in this way encourages students to skip the physical lecture. However, in my experience those people who like to attend will and those that don’t like to won’t – regardless of whether or not the lecture is being recorded. Independently of whether someone does or doesn’t come to the lecture, everybody seems to engage with the video content and in doing so receives the learning materials we want to give them. Does it matter if they are there in the physical session or not? Not necessarily. For those who want to engage in a different way or in a different format (for whatever reason), video just makes the session more inclusive and as an educator, I’m OK with that.
So my students love video, but what about my fellow academics? Well, it’s fair to say that here the response is more mixed. Some members of staff are all for it and accept that as the world changes, we need to embrace new technologies. Others who are perhaps more traditional in their approach or less confident in their abilities as educators can be more resistant. Some have unfounded worries that the institution might replace them with a video, while others have concerns about intellectual property. To be honest, I can’t see what the problem is – I think video is a vital tool to improve the student experience in higher education.
Coming into academia from a different kind of work background definitely meant that I approached teaching with a totally open mind and with a willingness to try any new teaching method that had good evidence to demonstrate its effectiveness. I’ve become a big fan of not just using video but also dialogic learning, gaming in teaching and self-organising learning environments. Teaching and learning is very different now compared to my own university experiences and I am very keen to embrace these changes. I think most of the concerns my colleagues may have about engaging with video could be countered pretty easily and that the benefits of video far outweigh these concerns. Of course, there will always be some teachers who can never be persuaded to integrate new technologies into their classroom, but I think those academics who adapt and embrace new things will thrive and those who don’t risk getting left behind.
As well as providing students with learning resources in a medium they can relate to, I also think video has a role to play in improving teaching standards by encouraging self-reflection by academics on their lecturing or teaching style. I regularly watch my videos for self-review purposes to iron out any issues in my delivery. I think it could be used for audit and quality control too, as it allows peer and institutional review of teaching practice.
In terms of what’s next with video for me as an academic, there are several things coming up in the near-term. Firstly, we are just finishing up a project to investigate the effectiveness of the flipped classroom when used in conjunction with other electronic tools to see if this can help raise attainment in postgraduate studies. We are particularly looking into how video can assist our international postgraduates. I’m also going to start using video for outreach and engagement with schools. In particular I’m thinking about webcasting some of our lectures so that school students can experience the lecture format for themselves as well as allowing school students to virtually join in with an undergraduate practical session or have an academic join the classroom to answer any questions they might have on a given topic. It’s my opinion that with the advances in technology these days there isn’t necessarily always a need for me to actually go to the classroom to inspire a generation. Perhaps they would prefer to talk to me through an electronic intermediary, like they do so often with their peers. I’m very interested in this sort of tele-presence approach to engagement and want to explore this more in the coming year.
Thinking a bit longer-term, I love the idea of using virtual environments more extensively – especially for teaching subjects where there is an imperative to experience the laboratory environment to develop skills. I’m also very interested in the whole maker space area, as it seems like a natural extension of SOLE classrooms and team-oriented problem-based learning. The potential for cooperative learning is massive and something that I think will become an important tool in the classroom. We can give our students content and we can give our students laboratory time but what we can’t easily give them is the adaptability and the forward-thinking skills that they will need in the advanced knowledge economy they’ll be entering when they leave university. I’m sure there will be a role for video in helping our students grow and develop in this area too – watch this space!
This article was originally published on Panopto’s blog
Modern lecture capture no longer has to be a lengthy boring video, but can be an interactive learning tool for students. Many today still see lecture capture as boring videos, where students find it hard to concentrate due to their length. This is the reason why some regard lecture capture as not being pedagogical. Modern lecture capture, however, has turned this around.
While it’s true that students can find it hard to concentrate through the full length of a lecture recording, modern lecture capture technology provides a solution for that, by helping students identify specific topics that they wish to reflect on.
With today’s lecture capture technology, such as Panopto, students have the possibility to search every word in the presentation, search every spoken word in the lecture (by means of Automatic Speech Recognition), sift through slides, take time-stamped notes, and use many other interactive features that help them find topics they wish to review.
Giving students the possibility to search, take notes and thereby interact with the lecture recording, increases the effectiveness of their learning process and supports the pedagogical process that the individual student goes through.
Using Panopto’s analytics tool, we have followed closely how participants of the course Theoretical Positions in HA(kom) at Copenhagen Business School, were using the lecture capture recordings.
We observed the 90 students, who viewed over 75.000 minutes of the 18 lectures recorded. What we saw was, that not only did the students love the recordings, but also that the way which they viewed the recordings was very different to the lengthy boring viewing pattern, many assume lecture capture to be used by students.
In February we will be publishing a case about what took place in this specific class and go more in detail about the viewing patterns, which we saw in students’ interaction with modern lecture capture technology.
To learn more about today’s modern lecture capture technology, contact us here.
An important trend has emerged from the near-constant flow of studies into what people want from their employers. There, amid the usual compensation and flex-schedule requests, is this:
Employees want to understand not just the specifics of their own jobs, but the bigger picture of the entire organization — from the strategic vision right down to how their role contributes.
Quint Studer, author of the Straight A Leadership: Alignment, Action, Accountability, argues “connecting the how to the why” offers several motivational benefits – helping employees understand the external environment that affects the company, allowing employees to respond to challenges more productively, and creating consistent messaging across the organization to defeat speculative, grapevine-style gossip.
This push toward internal transparency isn’t particularly new.
Ask anyone on your internal communications team and they’ll tell you they’ve been hearing the calls for increased information for some time now.
And by now at most organizations, the corporate communications team has begun sharing more and more by way of regular newsletters, scheduled roundtables, and quarterly town hall meetings.
But all that information takes time to produce — and only creates more call for increased insight into the company’s inner workings.
There is a better way.
One that leverages the work already being done to improve communications, makes it more likely to be seen and more likely to engage those who do see it. Video.
According to Forrester Research, employees are 75% more likely to watch a video than to read documents and email. Online presentation tools enable executives and corporate communications teams to record video messages that employees can view on demand, or webcast live meetings and announcements in high definition to thousands of employees, investors, or customers across the globe.
Best of all? Creating a video presentation is easy.
For messages you want employees to be able to see at their convenience — company news, internal program announcements, or other regular communications — a screen capture tool can allow you to record your presentation slides and an audio track. Panopto users can capture both their screen and their webcam (as well as additional webcams), to create a more engaging video presentation.
Video can be exceptionally efficient for executive communications. Rather than spending cycles writing and rewriting emails or asking every member of the management team to be available for town halls, executives can simply click “record”, share their message, and make it available to the team through the corporate YouTube.
Such online presentations can be formally planned and produced, but may be just as effective when done informally. The New York Stock Exchange considers informal executive communication videos to be a more personalized and effective way for its leadership to engage its workforce.
And if you still aren’t ready to replace those town halls — don’t.
Include video both as a means to live broadcast the event as it happens, and to make it available on demand in your video library for viewers who couldn’t attend in real time.
Video and online presentation tools are a simple way to amplify your internal communications, engage with more of your employees, and foster corporate transparency.
This article was originally published on Panopto’s blog
From perhaps the very dawn of cooperative human work, people have traded insights and shared wisdom with each other as a means to educate individuals and improve as a collective team. Today, productivity researchers have underscored the importance of this “social learning” in the 70:20:10 model, which suggests that for any position in any company, an employee will learn 10% of what they need to know via formal training, and pick up the other 90% via personal experience and the shared expertise of colleagues.
For decades, organizational learning and development teams have sought to tap into the potential of that 90%, to capture, curate, and share the deep knowledge distributed across the minds of every employee in their organization. Toward this effort, one-to-many communication tools, like enterprise social networks, have begun to allow simple exchanges of information between team members, while “brown bag” employee presentations and Wiki knowledge bases have attempted to document complex knowledge.
Though each represented real improvements, none of these solutions have offered the silver bullet to make social learning a reality. None appears to be a working alternative to walking down the hall and asking the expert for an answer in plain terms.
Yet while text and events have come up short, another solution may already be close at hand — so close, in fact, many employee development teams already put it to work every day.
Increasingly, L&D professionals have recognized video to be a flexible, engaging medium that supports and scales classroom and conference materials, helping to extend training initiatives to more team members while reducing the cost per employee of traditional training activities. While in the past video was a complicated affair requiring specialized hardware and dedicated AV experts, today the medium has evolved to make it easy to capture information both simple and complex. Whether trading newly discovered best practices, or documenting a career’s worth of institutional knowledge, and with the ability to capture everything from a narrated screen capture or a complex multi-camera demonstration, recorded video is the one-to-many, on-demand social learning solution that bears the fidelity and bandwidth of personalized instruction.
The buzz around organizational social learning has never been more enthusiastic. Curating, preserving, and sharing the institutional knowledge of your employees offers the opportunity to radically reshape how your employees approach their jobs. With a library close at hand filled with all the little details that make your business work, employees can be more efficient in their daily work, better informed in their planning, and more strategic in their attempts to innovate.
Iteration bests innovation: Why the research backs social learning
In research out of Indiana University, a team of cognitive scientists discovered something unexpected. In experiments designed to assess the most efficient means of solving problems, it was those people who observed and imitated others, not those who were tasked to individually innovate, who got better results. The study’s co-author, Thomas Wisdom, explained that “imitators often make their own improvements to the original solution, and these can, in turn, be adopted and improved upon by the originator and others.”
That is to say, those waiting for a “eureka” moment were passed by time and again by those who were given a means to observe and improve.
At most organizations, people are finding new ways to be more productive every day. A front-line employee finds a way to expedite a service or offer an upsell. An analyst creates a short macro to speed up work in Excel. A member of the sales team stumbles on a new pitch that really clicks with buyers. These aren’t acts of pure creative epiphany so much as they are subtle iterations, natural responses to everyday observations that, much like evolution itself, may provide point of competitive differentiation (big or small) that can help move the business forward.
The key to turning these small-scale improvements into organizational best practices — the kind that become competitive advantages — is how effectively your people can help their colleagues understand those new ideas, methods, processes, and systems.
Social learning in a corporate context. How does it differ from knowledge management?
Knowledge management and social learning are two sides of the same coin — both are concerned with enabling employees to share information critical to their work, and enabling organizations to preserve those ideas as an internal resource. It’s how the two practices go about enabling the exchange of those insights that sets them apart.
Corporate Social Learning: Defined
In the modern learning environment, “social learning” refers to the decentralized, “grassroots” exchange of tips, ideas, and best practices between colleagues. This informal, “bottom-up” practice of social learning has existed for as long as people have worked side-by-side, trading pointers to help everyone succeed.
Until recently, however, that knowledge was an impossible resource to tap on-demand. If the expert wasn’t available — stuck in a meeting, gone for the day, or no longer with the company — their co-workers were forced to either find another resource or simply do without.
What has transformed enterprise social learning into a full-fledged business practice today isn’t any new change in training strategy or estimated value, it’s improved technology. At first with message boards, blogs, and wikis. Now, with flexible video platforms and enterprise social networks, companies can enable their employees to document and share their knowledge at anytime and from anywhere. Not only do these tools make it easier for experts to share, they make it simple for their employers to save — preserving institutional knowledge, even after the expert has left.
Knowledge Management: Defined
Whereas the practice of social learning has evolved as a managed form of informal learning, the practice of knowledge management started in the other direction, as a top-down technique dedicated to seeking out and preserving high-priority institutional knowledge.
Knowledge management was born with an executive mandate to learning and development teams: figure out what’s essential for employees to know and then make sure it’s documented. Behind this charge, a host of supporting tools and dedicated specialists sprung up, all ready to capture those details that, collectively, make up an organization’s competitive edge.
Social learning picks up where knowledge management leaves off
The emergence of social learning owes a credit to many factors, but perhaps none quite so much as the rising recognition of the value of crowdsourcing. Coined by Wired Magazine in the early 2000s, crowdsourcing was a recognition that the collective intelligence of a large community nearly always better over even the best insights of a single expert.
For organizations, the potential of crowdsourcing has found an invaluable role as social learning. Whereas knowledge management required a small and dedicated team to ascertain which knowledge might be essential to preserve, social learning throws open the doors to any employee to decide what expertise they feel is important to share. The result is the potential to create a researchable reference of institutional knowledge that’s both wider and deeper than was ever possible with traditional knowledge management. And because more ideas are shared there, more employees will be inclined to utilize the resource — creating a virtuous cycle that aids in adoption.
In an era where almost every employee is a subject matter expert in something, the practice of social learning is enabling organizations to preserve all that knowledge, help others in the organization learn more and faster, and in turn, speed up the ongoing evolution driving their business forward.
Through video, recorded from an employee’s desk or workstation, and shared within the organization through an enterprise video platform, social learning programs can produce far more knowledge for a company’s workforce in a way that is inexpensive to deliver, easy to create, and available on-demand for employees to watch as many times as necessary.
In Panopto’s newest white paper, How to Build a Social Learning Program with Video, you’ll learn how your organization can embrace social learning, you’ll discover 6 ideas for getting started, and you’ll gain an understanding of how an enterprise video platform can provide the technology foundation to your social learning program.
This article was originally published on Panopto’s blog
90% of everything every employee in an organization learns isn’t taught in formal training. It’s gleaned through informal advice given by SEMs, serendipitous observations of colleagues’ more efficient techniques, and systematic trial and error. Often the know-how and skills acquired and shared via this “social learning” are an organization’s most essential — detailed understandings of how specific processes really work, or how specific tools can be used most efficiently.
The granular, role-specific nature of this informal skills training, however, is also why it’s historically been impractical for formal L&D teams to produce. Social technologies have sought to change that, but early text-centric solutions fizzled as employees were loath to write.
Solving that challenge, however, is a familiar technology in a new role: video.
Quick to record, easy to follow along, and inexpensive to curate and manage, video is helping organizations capture, preserve, and share more of their institutional knowledge — and in turn, speeding up employee onboarding, reducing time and expense wasted “reinventing the wheel,” and facilitating innovation through more efficient incremental advancements.
Context and Perspective
For most organizations, fostering informal learning won’t be completely new. Here’s what makes video-enabled social learning different from:
Knowledge Management — If knowledge management is the top-down process of discovering and preserving institutional knowledge, social learning is the other side of the coin, a bottom-up process that enables any employee to decide what expertise is important to share. This “wisdom of the crowd” approach often uncovers new and unexpected points of expertise that can then be leveraged across the organization.
Social Collaboration Tools — While a step in the right direction, most text-based internal social networks and wikis simply can’t replace the value of getting a face-to-face answer to a question from the in-house expert. Video’s combination of text, imagery, and humanity offer a better learning experience employees are more likely to actually use.
Visualizing the Opportunities
The value of organized social learning is in its breadth — the practice can amplify most any shared information between employees. Here are some of today’s most popular strategies:
- Introducing employees and foster connections between subject matter experts
- Demonstrating job-specific functions and role-specific techniques
- Explain new product and process developments with complete visual detail
- Sharing answers to everyday workplace questions in order to improve team efficiency
- Recording meetings both as a training resource and past reference
- Preserving employees expertise prior to retirement or departure
As with any organizational learning program, a video social learning initiative requires some level of support, investment, and oversight. Chiefly:
Cultural Support — Employees will be looking for signs that a new initiative is supported at the top, so getting executives to participate will bolster company wide adoption. And be sure to set expectations that the company values information over appearance — social videos don’t need Hollywood-level production values, just useful know-how and expertise.
Technical Support — To facilitate social learning at scale across departments, geographies, and time, organizations need technology that makes employee-level sharing simple. AV Specialist-dependent modes of video production won’t work here, but the same enterprise video platform that may already be supporting other facets of your learning and development programs can provide a desktop-level ready solution for recording, sharing, searching, and managing social learning videos.
See It In Action
In this recorded presentation, Robert Morton shares information about optimizing Tableau’s analytics query performance for his colleagues to learn from.
This article was originally published on Panopto’s blog
Social learning empowers employees to think about learning in a whole new way — to share what they know and to learn from their peers on a regular basis.
To date, social learning has been a largely untapped resource for corporate learning and development. But with the advent of straightforward tools for video creation and sharing, that’s all changing. L&D professionals finally have a way to capture and curate deep knowledge across a wide range of subjects.
Naturally organized into relevant topics, searchable via an enterprise video platform, and accessible on-demand to support interval reinforcement, social learning video helps employees learn exactly the what they need, exactly when they need it.
Once a video platform has been deployed and the learning initiatives have been identified, the final, and most critical, step in a social learning program is to build a culture that encourages employees to share what they know.
Knowledge sharing with video will be new to most employees. As a result, they’ll need leadership by example and permission to experiment. Below are three specific tips for building a culture of social learning.
Get leadership to lead the way in social learning
One of the fastest ways to get people on board any initiative is to have company leaders on board too. And what better way to let employees know than to have the executivesrecord and share their own videos?
While keystone events like product launches and shareholder meetings are excellent opportunities to share executive facetime with employees, so too are informal moments, recorded right from their office. These recordings can also do wonders for organizational transparency, enabling leaders to share as appropriate the logic that underpins the corporate strategy and the data that comprises the quarterly numbers.
Minimize hurdles for content producers
While some companies pursue social learning with tight approval workflows in place, most find that empowering employees to make smart decisions about what they post is an effective policy that will generate better response for the program.
Armed with a few common sense guidelines and a handful of examples, the vast majority of employees will self-regulate. After all, no one wants to look foolish or violate company policy. Short approval cycles can always be instituted where necessary.
Focus on content, not production value
Social learning videos need not look like they were produced in Hollywood. Having an enthusiastic presenter coming through with clear audio is more than enough to get started, and people will improve with practice. Most companies don’t want departments spending money for high-end cameras on every desk, or on payroll required for an employee to refine a video until aesthetically perfect.
Bottom line — don’t let perfect be the enemy of good.
This article was originally published on Panopto’s blog
When we first created Panopto, we set out to build something more than just another video platform.
When other services still required massive hardware investments, we created a simple, software-based, end-to-end video solution.
While other services still mandated fixed recording setups, we made it possible to capture video from virtually any device you can plug into a laptop.
While other services were content to limiting presenters to a single video stream in standard definition, we opened the doors to enable multiple simultaneous HD video feeds, with an interactive player that makes them all easy for viewers to consume.
And while other services were content to implement “YouTube-style” video search, we built the industry’s most comprehensive video search engine, capable of finding and fast forwarding to any word spoken or shown in any video.
One thing we didn’t set out to do was win awards. But we couldn’t be more thrilled that we’ve been honored with them anyway.
This month, Panopto is proud to have been recognized on two prestigious lists.
For the second year in a row, Panopto has been selected by the editors of Streaming Media Magazine as part of the Streaming Media 100, “The One Hundred Companies That Matter Most in Online Video in 2015”. Members of the Streaming Media 100 will chart the course for video, especially at this critical juncture of the technology’s evolution — we’re proud to be listed among those leaders.
Likewise, we couldn’t be happier to have been named a reader favorite and Gold-winning Lecture Capture technology in the Campus Technology 2015 Readers’ Choice Awards. Improving lecture capture was the spark that launched Panopto back in 2007, and we’re thrilled our platform continues to win the enthusiasm of the readers ofCampus Technology.
Video technology has come a long, long way in a very short time. We’re excited to be a part of the progress, but we’re nowhere near done. We’re going to keep making video a smarter, simpler, and more convenient way to teach, train, communicate, and inform.
This article was originally published on Panopto’s blog
In the enterprise and in higher education, video content that can’t be searched has little value.
The majority of business and academic video content is long-form. Town hall meetings are often 30-60 minutes in length. Recorded classroom lectures typically run an hour. Online training videos can range from 15 minutes to well over an hour. According to Cisco, long-form video made up 64% of all video traffic in 2014, a figure that is expected to grow.
With long-form video, traditional “YouTube-style” search is insufficient. Even if videos are extensively tagged, YouTube-style search can only help users find the start of the video. It doesn’t help them find the specific points in the video where their search term actually appears.
Finding content inside a video’s talk track and other presented materials is the challenge of enterprise video search. It’s what makes a 15, 30, or 60-minute video valuable because it allows employees to search and quickly access the content as easily as they would in email, documents or web pages.
In 2014, Panopto launched Smart Search to address the shortcomings of traditional video indexing. Smart Search automatically indexes words in the presenter’s talk track (a process called automatic speech recognition or ASR) and all words that appear in the video (a process called optical character recognition or OCR). OCR is particularly important for business and academic videos, which typically include formal presentation materials or on-screen demonstrations.
Today, we’re excited to announce an important update to Smart Search. In the next couple of days, customers on the Panopto cloud will notice significant improvements in the speed of OCR indexing and in the quality of search results.
Near-Instant indexing: Through updates to our OCR engine, we’ve dramatically improved the speed at which videos are indexed. In our tests, videos that ranged in duration from one minute to 30 minutes were fully indexed during the encoding process. As a result, when the videos were ready for playback, they were also ready to be searched.
Improvements to OCR quality: In addition to speeding the indexing process, we’ve also dramatically improved the quality of our indexing algorithm.
To provide a sense of the new algorithm’s accuracy, we created two tests. The first shows how well Panopto’s OCR handles text of gradually decreasing font size. On a 1920×1080 screen, character recognition was accurate down to, and including, 8-point font.
The second test shows the accuracy of Panopto’s OCR as contrast ratio decreases. In this case, the contrast ratio is measuring the luminance between the text and the background.
You’d expect text recognition to work well when the text is black (RGB 0, 0, 0) and the background is white (RGB 255, 255, 255). As the text color gets lighter , however, contrast ratio decreases. This makes it harder for OCR to accurately distinguish the text from the background.
In our test, we used 16-point font, which is the default size for desktop web browsers. We began with a contrast ratio of 21 (black text on a white background) and gradually decreased contrast ratio to 1.7 (RGB 200, 200, 200 on a white background). As context, acontrast ratio of 1.7 falls far below the W3C’s Web Content Accessibility Guidelines(WCAG 2.0), which specify that the presentation of text have a contrast ratio of no less than 4.5:1.
Yet, even at this low contrast ratio, Panopto’s OCR engine was able to accurately recognize 100% of the text.
This article was originally published on Panopto’s blog
An enterprise video platform (EVP) consists of software that can either be hosted in the cloud or deployed on-premises. At its core is a content management system (CMS) built for the unique needs of managing video. Integrated with this “video CMS” is a set of five critical capabilities that, together, provide the technology foundation for a social learning program: (1) capturing video, (2) sharing video content from a secure repository, (3) converting video files for playback on any device, (4) searching the content contained within video, and (5) integrating video with existing corporate software.
Record any content from any device
The success of any social learning program is determined by how easily employees can share what they know. For a social learning program rooted in video, this means that employees need the ability to easily:
- Record anything, from any location, using any camera or other device they may have
- Make their recordings available to co-workers in an easily-discoverable location
Enterprise video platforms facilitate this through the use of integrated recording apps. Typically, these video capture apps run natively on Windows, Mac, Android, and iOS devices. They enable employees to record high definition video of anything they want to present or demonstrate, and in the case of Windows and Mac apps, to also record the content of their computer screens along with peripheral devices.
Once a video has been captured, the apps connect to the organization’s video CMS and automatically upload the recording. This step is critical because it ensures that all employee-generated video content is centralized in a single, easily-discoverable repository, rather than scattered across multiple hard drives, file shares, and portals, where it will be difficult for others to find.
Share videos using a centralized “Corporate YouTube”
Once employee-generated video has been uploaded to the video CMS, employees need an intuitive way to access it. Enterprise video platforms accomplish this by including a YouTube-like video portal that employees can access from any laptop, tablet, or smartphone.
This “corporate YouTube” provides employees with access to video content using their existing network credentials. This eliminates the need for workers to remember a separate login ID and password to access and manage their videos. And it eliminates the need for IT administrators to manage multiple lists of credentials.
The corporate YouTube also makes it easy for employees to share their videos with co-workers. By default, all videos are private, viewable only by the employee. When an employee is ready to share their video, they may do with specific individuals, specific groups, or the entire company. Employees can also make their videos “unlisted”, in which only those with the direct URL can watch the videos.
Integrate video where employees already communicate
Although it’s important for social learning video content to be stored in a central repository where it can be formatted and indexed for search, it should be accessible through a range of existing corporate apps and portals. This ensures that the “corporate YouTube” doesn’t become yet another silo of information, and instead, becomes a way to syndicate videos to the places where employees already communicate.
Enterprise video platforms accomplish this by integrating with corporate learning management systems like Cornerstone and Saba, content management systems like SharePoint, enterprise social software like Jive, and CRM systems like Salesforce. Typically, EVPs enable employees to share individual videos and playlists through these sites. They also often include a capability called “search federation”, in which video search results can be included as part of the overall search results produced by an organization’s LMS, CMS, or CRM system.
Convert videos and stream them to any device
When employees attempt to watch social learning videos, they may be accessing them from their Windows desktop PC, their Android tablet, or their iPhone. They may be watching from corporate headquarters, over a public WiFi network in their hotel, or over a 4G phone connection. The wide range of devices that employees use, and the variations in internet connection quality place technical demands on a video-based social learning solution.
Enterprise video platforms address these challenges through the use of transcoding andmodern streaming technology.
Transcoding is a process by which EVPs automatically convert video files into formats that are compatible with any laptop, tablet or smartphone. For example, say an employee uploads a Flash video (.FLV file) to their organization’s video platform. Although the Flash video is incompatible with iPhones and iPads, the EVP automatically converts it into a format that can be viewed on any iOS device.
Once a video has been transcoded into a universally-compatible format, the EVP uses modern streaming protocols to deliver optimal playback to any location while managing network bandwidth availability. The details of modern streaming are discussed further in the white paper, Modern Video Streaming in the Enterprise: Protocols, Caching and WAN Optimization.
Search across the video repository and deeply within video content
Historically, the single greatest barrier to using video as a means to share information has been in the near-impossibility of searching recorded content. Even when done diligently, manually-entered titles, descriptions, and tags often aren’t enough for employees find a video they’re looking for. And even if a video is successfully found, employees are still forced to hunt-and-peck through the video timeline to find the specific two minutes of information they’re looking for.
The success of video-based social learning hinges on employees’ ability to quickly search across an entire video library, and then fast-forward to a precise moment in the right video. Video platforms address this need by indexing every word spoken and every word shown on-screen in every video. This means that, for the first time, video content can be referenced and searched as easily as documents or email.
This article was originally published on Panopto’s blog
In 2011, a team of cognitive scientists at Indiana University conducted a series of problem solving experiments. The goal of their research was to assess the most efficient way for people to overcome complex problems.
What they found would challenge the way that many businesses think about innovation. Specifically, people who simply observed and imitated others were able to solve problems more effectively than those who attempted to innovate individually. The study’s co-author, Thomas Wisdom, explained that “imitators often make their own improvements to the original solution, and these can, in turn, be adopted and improved upon by the originator and others.” In other words, those waiting for a creative epiphany were passed by time and again by those who were given a means to observe, imitate, and improve.
The research suggests that organizations in search of continuous improvement and innovation should do so by fostering an environment of social learning. In a business where any employee can easily observe and imitate those around them, the company improves its ability to iteratively solve problems, incrementally improve its products and processes, and differentiate itself from competitors.
Of course, at most organizations, social learning already happens to some degree organically. A new front-line employee shadows a colleague, imitates their behavior, and over time, finds a way to expedite the service. A business analyst shares an Excel spreadsheet with a colleague who improves upon it by writing a short macro. An account rep makes incremental improvements to an existing sales pitch, resulting in higher prospect conversion.
For executives and employee development teams, the question then, is how best to facilitate an environment in which social learning can easily proliferate.
Enterprise Social Software and the Untapped Video Opportunity
For well over a decade, organizations have looked to technology to facilitate the social sharing of knowledge. In 2001, Microsoft launched SharePoint, a product that would become the most widely-used portal for sharing business information. More recently, enterprise social software, including Jive, Yammer, and Chatter, have sought to become the “Facebook” of corporate information sharing.
The promise of these apps to facilitate employee collaboration and productivity has driven a boom in the category. Last year, businesses spent $4.77 billion on enterprise social software, a number Markets and Markets Research expects to nearly double by 2019.
Yet, for all their promise, up to 80% of social business efforts are not expected to achieve their intended goals in 2015 according to Gartner Research. In many organizations, employees simply don’t use the software. Why? Analysts cite lack of leadership and employee training as two of the primary culprits.
These reasons, however, overlook what is arguably an even more fundamental problem with traditional enterprise social software. Enterprise social apps don’t actually facilitate the kind of imitation that Indiana University researchers found so critical to problem solving and innovation. The opportunity to observe and imitate that comes from shadowing a more experienced colleague, attending mentoring meetings, or watching a “brown bag” presentation simply can’t be replicated in a text-based social feed.
It can only be replicated using a medium that was built to capture and replay human activity — video.
Of course, video is already in widespread use for precisely this purpose in formal, top-down corporate training programs. Learning and development (L&D) teams routinely record job-specific training, courses in communication and soft skills, and new hire onboarding videos for employees to watch on-demand.
By contrast, video hasn’t been historically used for employees to informally record and share their knowledge with one another. Why? Capturing, producing, and sharing video has traditionally been a complex process that required the use of specialized AV hardware and a team of videographers, editors, and producers.
In the last five years, however, two advances in technology have torn down these barriers to adoption, and have made video the ideal technology for building a social learning program.
- First, advances in consumer video hardware, such as smartphone cameras and webcams, have made it possible for anyone to capture cinema-quality video from their desks, around the office, or in the field.
- Second, a new category of business software is making it possible for organizations to create a searchable hub of social learning videos built for the explicit purpose of observation, imitation, and improvement. The category of software is called “enterprise video platforms.”
This article was originally published on Panopto’s blog
According to the analysts at the Aberdeen Group, companies with a formal onboarding process have an average employee retention rate of 86 percent — fully 30 points better than those without. Today the importance of well-executed onboarding is known to most HR and learning and development teams, as are the additional studies showing how smart onboarding leads to higher job satisfaction, better job performance, and greater organizational commitment.
Today’s onboarding goes well beyond the traditional quick induction many companies used to think of as sufficient for new hires, and now encompasses a dynamic process that begins before the new hire even walks through the door and lasts for at least the first 90 days of their tenure.
Onboarding now may encompass a whole host of activities, from new skills training to communications on benefits packages and from executive welcomes to informal team building exercises. Whatever form the onboarding process takes, the ultimate aims are the same: to bring the new hire up-to-speed as quickly as possible and to kick-start the process of integrating them into the wider team. The former ensures that staff can be effective in their job in as short a time-frame as possible, while the latter helps cement bonds in the workplace that enhance staff loyalty and retention.
As it has across most every aspect of corporate training and communications, technology has a key role to play in improving staff onboarding activities for new hires. And for a growing many, a key component of that “e-onboarding” experience is video.
As we’ve outlined previously in our white paper ‘Make Every First Day a Great One: 15 Ways to Enhance New Employee Onboarding with Video’, video offers several key benefits as an onboarding tool, including:
- The ability for staff to consolidate new learning by allowing them to view back training materials on-demand
The possibility for companies to onboard cost-effectively at scale, by offering significant savings vs traditional classroom-based training.
- The opportunity to create more consistent messaging – particularly important when teams are spread out over disparate office locations and may be onboarded remotely.
- The ‘engagement factor’ – the fact that video can capture nuances in staff culture and practices that are often lost in written documentation. This can be a crucial factor in helping a new hire get up to speed with the way things are done at their new organisation.
Of course, video can be used in many different ways to improve induction and onboarding, but there are five types of onboarding video that every company should consider creating for new starters.
The welcome to the team video
Nothing sets the stage for staff engagement like feeling part of the team, even before a new hire starts. With video, it’s possible to reach out to a fresh recruit before they set a foot in the office so that they feel right at home when they walk through the door. The welcome video message could be from the company’s CEO, from the new hire’s line manager, or even from key members of staff they will be working with when they arrive. Whoever delivers the message, this type of outreach can alleviate first day nerves and demonstrates the kind of inclusive, engaging, open corporate culture that many employees are seeking in a company they envision staying with long-term.
The knowledge handoff video
Many new hires don’t get a face-to-face handover with the person who previously did their job. This can drastically impact the amount of time it takes an incoming staff member to pick up key skills and understand the intricacies of various processes. Many companies are starting to see video as a way of bridging this gap, capturing important knowledge from the member of staff leaving for the new hire to refer to when they arrive.
The key company policies video
An important part of most induction processes is giving new starters an overview of critical company policies. Sometimes this is done via face-to-face presentations, other times by giving new hires extensive documentation on the relevant processes and procedures. With much of the information imparted being intricate and detailed, these modes of delivery are far from ideal. Video, however, can allow an experienced HR practitioner to outline a complex policy in layman’s terms and in an engaging format that can be watched back in the future if a new starter needs to refresh their memory.
The initial training videos
Of course, the part of the onboarding process that is going to have the greatest impact on how a new employee does their job is the training that is specifically tailored to their day-to-day activities. Video training helps mitigate against the kind of ‘information overload’ that often plagues onboarding procedures and gives new hires the best chance to effectively assimilate a large amount of learning on how to do their job in a short amount of time. As well as providing the option to watch back on-demand, with a video content management system like Panopto, staff can add their own notes to a recording, or create collaborative notes with other colleagues to get even more out of the recorded training.
The ‘little things matter’ video
How often have you started at a new company only to realise that you’re not sure how to use the particular model of photocopier they have? Or that you’re not sure how to navigate around the building? Or that you don’t know where important documents are stored? Rather than expecting every new hire to ask how they place a stationary order or what the code is for the elevator, a series of short video tutorials on office basics can save everyone time.
This article was originally published on Panopto’s blog
All across the landscape both in education and in business, video is still something of a new tool. In every single one of those conversations, we (Panopto and Viducon) can count on hearing something new — a new use case or application, a new technical connection, a new result that leads to a new proposal or project.
Yet while every organization has its own unique challenges, there is much common ground we all share. And as is true for nearly every new tool, one of the single most common questions we hear — especially in the early stages of adopting a video platform — is simple: how can I get more of our people using the system?
Although today some institutions have moved to an ‘opt-out’ policy for lecture capture, asking academics to justify why they wouldn’t record their classroom sessions, such a policy is far from the norm.
At most universities, staff opt-in to record their lectures and often, at the beginning, there can be hesitancy about capturing their classrooms. Why? Well, as Duncan MacIver, Head of Elearning at GSM London, discussed in a recent guest blog post, there are several myths about lecture capture that cause some academics concern. Many fear that students will stop coming to physical lectures, others worry that their university will replace them with their recording. For some, there is a concern that they won’t be able to get to grips with the technology required to create the lecture recording and others simply don’t see how it will improve what they’re already doing.
For anyone trying to champion a lecture capture project, these objections can be a source of frustration and can delay the implementation of the whole initiative. So how you can persuade others to embrace lecture recording and transform staff from sceptics to advocates?
1. Show Your Colleagues Why Lecture Capture Matters to Students
Academics want their students to achieve the best results and get the most out of their learning experience. Where does lecture capture fit into this? Well, a number of studies show that lecture recordings are not only greatly appreciated by students, but that they also demonstrably contribute to a student’s ability to learn more effectively by offering them the chance to absorb complex material at a pace that suits them.
Where the recordings really come into their own, however, is during exam season when they act as a fantastic revision aid. In this guest blog post, Daniel Doyle, a student at Newcastle University, outlines the impact lecture recordings had on his studies. He concludes with this statement, highlighting just how much students value the option to watch lectures back on-demand:
“Would I now consider lecture capture a prerequisite to considering a University? Before I used lecture capture in my studies, no. Now that I have used it and realised the benefits, most definitely.”
In addition to this anecdotal feedback, an increasing number of universities survey students to get insights into how lecture capture helps. For instance, a study by Newcastle University found that 92% of students said that they found having access to recorded lectures useful.
2. Inspire Your Staff by Showing Them How Others Are Using Video
Sometimes, simply seeing how their peers are using video to enhance their teaching and learning practice can be enough to spur adoption. A Professor in your Department of Medicine might be interested to see how this patient simulation or this anatomy videocan demonstrate certain techniques, concepts or skills that might otherwise be hard to convey through text alone. A lecturer in biology might be inspired by this session, which shows how easy it is to capture multiple video streams simultaneously with Panopto. Once staff can see how lecture capture, and video more generally, can enhance their teaching, lots will want to get involved. For more examples to share with your staff, visit our video recordings page.
3. Work With Academics on a Specific Project Where Video Will Add Value
The best way to get someone using a new system is to focus on a project they’ve got where it will have a real impact. Does an academic have a speaker coming to give a guest lecture? Why not consider live broadcasting the session. Is a department finding that students consistently struggle with one particular module? Why not considerrecording all the lectures for that specific part of the course to ascertain whether having the ability to watch the lecture on-demand makes it easier for students to get to grips with the content. Is a faculty member implementing a new study technique or methodology? Why not consider filming a short set of flipped classroom sessions to bring students up to speed before they have to start putting them into practice.
By showing why lecture capture matters, providing inspiration to the people you’re trying to convince and then linking it to a live project they’ve got coming up, you stand a much better chance of building up a network of advocates within your institution to help spread and embed the use of lecture recording to improve teaching and learning.
This article was originally published on Panopto’s blog
Seemingly since the dawn of time, writing has been the primary mode of academic activity. From an early age, students are taught to write to demonstrate understanding, make an argument, and even generate new knowledge for themselves. And that made sense. Written communication is easy to generate and is incredibly portable. Even today, several dozen pages containing tens of thousands of words can be easily captured in a text document that can be sent via email what seems like no effort at all.
In the rush of today’s business world, however, the “paper” is feeling increasingly, well — flat. While written communication — especially email — continues to be an important communication tool, professionals now are increasingly realizing that neither their colleagues or customers want to read long-form content.
With a mandate to prepare their students for the working world, schools are taking note — and thinking about new and better ways to sharpen their students’ practical communications skills.
As they do, another traditional form of communication has risen to new prominence: the presentation. Unfortunately, the sheer volume of time required to give every student in a class time enough to present means that, traditionally, in-class presentations have been reserved for end-of-semester assignments. After all, in an environment where class sizes are growing to compensate for shrinking resources, every time a student is added to the class, total presentation time grows accordingly. If every student in a class of 15 is given just 10 minutes to speak, that means two and a half hours are needed for a single an in-class presentation assignment. At that point, when can there be time for peer feedback and questions?
With a rapidly decreasing barrier to entry, video is emerging as the silver bullet in solving the problem of student presentations. By dividing students into groups and eliminating the need to have everyone in the class watch every presentation, instructors can use video to give students the opportunity to present and review their work with their peers while staying within available classroom time.
With less demand on classroom time, this approach offers instructors the ability to make presentations a regular and valuable type of assignment. Here’s an example of how to structure class presentations using recorded video:
Set Expectations and Share Suggestions for Successful Presentations
As with any assignment, the first and most important step is to set expectations. This is especially true when the format of the assignment is less familiar.
Assure the students that it is right and appropriate to record as many takes as they need to get the presentation right. Repetition will help students gain more confidence speaking and presenting.
Also, be sure to talk to the students about the level of “production value” that is expected on any given assignment. For a weekly presentation in which the focus is on clear and concise delivery, it may be appropriate to simply have a student seated at their desk, speaking into their webcam. For a more formal presentation, students might be expected to use a study room and dress as they would for a formal in-person presentation.
Whatever modality is chosen, setting expectations will help students avoid guesswork and to feel more confident.
Give Students the Ability to Record and Upload Their Videos to a Class Website
Recording video from a laptop or cellphone is easier than ever. Most smartphones have built-in cameras and software for capturing video.
If your school uses a video lecture capture solution ike Panopto, it may even be possible to leverage the same system for capturing student recordings. Lecture and presentation recording software typically offers more capability than just recording to YouTube. In particular, the ability for a tool like Panopto to record PowerPoint or Keynote presentations directly means that students don’t need to edit slides into their video or risk having the slides be illegible on camera.
Once students have recorded their presentation, it’s important that the instructor and other students have access to the videos. Files can be uploaded to cloud-based file sharing service like Dropbox, or a dedicated video content management system like Panopto. Using a VCMS is often preferred, as it gives the instructor an easy, centralized way to manage all of the video files and share them with exactly the right people.
How ever it is done, it’s important that files can be found, shared and secured when necessary.
Have Students Prepare and Record Their Presentations Outside of Class Time
Now comes the fun part: students prepare and record their presentations. Instead of taking valuable classroom time to have every student present for the class, making presentations as homework gives students nearly unlimited time to get their presentation just right. Students who are less comfortable presenting have an opportunity to review their recording and make the small adjustments that will help better deliver their message.
When setting expectations for video presentation assignments, ensure that students know the due date. Since other students will need to review the presentation during class time, can it be just-in-time (before class), or is time needed to collect and review the footage ahead of class?
Use Class Time for Small Groups to Review Peer Presentations and Provide Feedback
By the time students get to class, their presentations should be complete and uploaded to the class website.
Now, break students up into groups of whatever size makes sense for the class. Smaller groups offer more time for focused conversation and individualized peer feedback, while larger groups can sometimes generate more ideas.
Students should watch each video together and discuss, giving feedback on both the content and delivery.
Alternatively, the watching of presentations can also be assigned as homework before class, if students are given enough time to both prepare their own presentation and review others’. In this scenario, students can watch their classmates’ presentations, take notes and begin to think critically about the feedback they will offer.
In a video platform geared for education, timestamped notes right within the video player can help students organize their thoughts and can even be made available to the video’s author as another source of feedback.
Instructor or Assistants Review Presentations for Evaluation
If it is important to grade the presentation, a central video management platform like Panopto can help instructors manage the evaluation process as well. By using Panopto’s secure student dropboxes, which are integrated into popular learning management systems, instructors can make sure that their students’ videos are easily accessible.
Once videos are uploaded into the video content management system, instructors and teaching assistants can then use Panopto to annotate their student’s videos to provide feedback.
As an alternate approach, instructors can even go one step further to replicate the in-class presentation format by recording their feedback in a short video, right from their desk. This way, students benefit not only from focused discussions with their peers, but also from their teachers.
Give Your Students The Confidence to Present With Ease
Presentation skills are more important than ever, and with recorded video, instructors can give their students the opportunity to become more confident speakers. By making student presentations a regular type of assignment, and by receiving regular peer and instructor feedback, students can not only feel more comfortable but also critically evaluate their progress.
Panopto started in universities to capture instructor presentations and is now used by tens of thousands of students and professors every week around the world. With recording software that can be downloaded on any Windows, Mac, iOS or Android device, anyone can record video from their laptop or smartphone and have it automatically uploaded to a class website using Panopto’s industry-leading video content management system.
This article was originally published on Panopto’s blog
Today’s consumer brands have come to realize that quite literally every moment of every interaction they have with their customers is essential to building their brands, growing sales, and laying the groundwork for repeat business, from the moment a prospective shopper arrives to the moment they depart. Mature customer experience (CX) programs now impact virtually every aspect of a business, online and off, pre-sale and post.
Yet even as the practice of customer experience management expands its reach, for most consumer-facing businesses, one particular CX discipline will always be the most essential: the visual styling of their physical stores.
Merchandising Has Come To The Front Lines of Customer Experience Management
Merchandising — the design and structure of the displays that present the products the business sells — has long been an established part of how customer facing businesses, especially in the retail industry, adapt to, communicate with, and persuade their customers. The atmosphere of every retail environment today is the outcome of hundreds, if not thousands, of merchandising decisions large and small — from what brands take the center shelf and which categories are given featured space, all the way down to which items will be stocked up front to promote impulse purchases.
However, managing the visual styling of a large organization is far more complicated than filling out a floor plan.
Today’s customers have come to expect consistency whenever they walk into their favorite brands’ stores, and whether they’ve walked into your location in downtown San Francisco or in rural Tennessee, they want to be able to navigate your stores as though they are a truly familiar environment.
For customer experience and merchandising professionals, that expectation creates a challenge — because while designing an individual brand block or product section may be easy, ensuring front line employees at each and every location can quickly understand and accurately replicate your merchandising plans is often anything but.
Communicating Merchandising Plans — A Better Option
In the past, communicating merchandising expectations required brands to invest heavily in one of two options, either:
- Creating a lengthy and complex diagram of each new layout, delivered as memo from corporate, and/or
- Paying to send a member of the merchandising team to travel in person to key stores and ensure their store appearances were up to spec.
But memos were hard to follow and easy to misinterpret. And sending a team member has become a practical impossibility as travel costs spiral upwards and many brands now update in-store displays several times each season.
Fortunately, a better option exists: video.
Video Training Makes Merchandising Communication Simple and Scalable
As leading organizations increasingly adopt video to scale learning and development initiatives big and small, more and more companies are finding that simple on-demand video can help make major improvements in how employees share information.
For retailers and other businesses with physical customer services locations, video can help to radically simplify merchandising communications. With even just a few frames, a short video walk-through of a sample display can make clear the instructional diagrams that page after page of text memos so often can’t. Today’s video technologies can even enable multi-camera recording, making it possible for merchandising teams to fully present each new plan for each store. It’s the next best thing to sending a team member in person, with a significantly improved ROI.
Best of all, whereas even only a few years ago the prospect of regularly producing and sharing this type of instructional content would have required extensive coordination with dedicated AV professionals and still would have been difficult for on-location staff to view, today’s modern enterprise video platforms have made virtually every aspect of recording and watching video much easier. Merchandising teams can record sample displays on location right from their laptop or mobile device, recording multiple angles with any camera they choose. And retail staff can watch those tutorials with ease on their personal smartphones or in-store tablets — even taking those devices right to the displays in question and following along step by step.
With something as important to your brand as the appearance of your stores, video merchandising communications are a smart, simple way to be sure your customers see your stores exactly the way you want them to.
This article was originally published on Panopto’s blog
Today’s contact centers have adapted to the routine entry and exit of their employees. Managers in most successful organizations have developed comprehensive strategies for addressing the challenges created by high attrition.
But with the economy on the upswing, hiring up across the board, and the Baby Boom generation on its way to retirement, contact center employee turnover rates may be well beyond the usual benchmark. And with a new generation of Millennials hitting the workforce in large numbers — with new preferences for how they share information and communicate — these changes will have a profound impact on how contact centers plan for onboarding, training, and knowledge management in the coming year.
In this two-part series, we’ll examine three challenges that evolving workforce demographics will bring to the contact center in the next twelve months. We’ll then explore ways that managers can use video to overcome these challenges by improving employee training and internal communications.
Let’s start by looking at the imminent challenges. At contact centers around the world, above-average turnover is already threatening institutional know-how. Here’s why:
1) The economy is up and so is job hopping
With Americans increasingly optimistic about the job market, more people are gaining the confidence to leave their old positions to find new work. The Bureau of Labor Statistics reports that the national quit rate has risen significantly over the past year. And contact centers, which already have higher than average attrition rates, are likely to feel the effects of this growing labor movement than other industries.
2) Baby boomers are out
A recent report by XYZ University found that the American workforce is aging rapidly, leading to huge workforce turnover. According to U.S. Bureau of Labor Statistics, an average of 10,000 Baby Boomers (1946-1964) retire every day.
This exodus of veteran employees not only impacts many contact centers, but also many customers who invest in contact center operations. Four of the largest industries in the country — real estate, manufacturing, insurance, and health care — are also some of the oldest by median employee age, and are already feeling the ripple effects of our aging workforce.
As contact centers prepare for the retirement of a generation of leadership — both for in-house talent and long-term contacts within client organizations — designing repeatable processes for onboarding, knowledge retention, and management training will be critical.
3) Millennials are in
As of this year, millennials (born 1980-2000) have become the largest age demographic in the workforce. Contact centers, which have historically attracted younger employees, will be among the first to feel the full impact of this generation and the new expectations they bring to the workplace. Millennials expect more flexible work schedules and access to on-demand information that helps them do their job more effectively. They also change jobs more frequently than their older co-workers. The same XYZ University report found that 70% of recent college grads leave their first job after graduation in less than two years.
These changes in expectations and behavior will put pressure on organizations to train employees and share information in new ways — using technologies that new hires are familiar with, and enabling employees to acquire information at the moment they need it.
Overcoming 3 Contact Center Challenges Using Video
In our personal lives, video has become the communication method of choice, and the same trend is happening in corporate environments. Driving this growth is a confluence of technology and simple human nature. Video is more engaging and impactful than text, and people retain more of its information. Video activates more parts of our minds with visual content that can more easily hold our ever-shortening attention spans. And a new generation of smartphones, webcams, and video software has made creating, sharing, and accessing video easier than ever. It’s not surprising that, according to Cisco, 85 percent of companies expect to create more video content this year than in years past.
As contact centers face a talent management challenge, increased job hopping, and changing demographics, video can play a critical role in onboarding, training, and knowledge retention. Here’s how:
- Reduce Time to Productivity for New Employees
Whether it’s for job training, benefits enrollment, or communicating organizational culture, efficient onboarding is an essential part of every contact center’s learning and development activities. For many organizations, onboarding presents a unique challenge, especially as contact centers increasingly employ remote workers: how do you deliver time-sensitive training, tailored to a specific role, and to a small audience that may be located across the country or around the world?Many organizations have found video to be a simple, valuable tool for enhancing their onboarding programs. Video provides a more engaging way to ramp up employees, and because video can be viewed and searched from any laptop or mobile device, it provides new employees with easy access to the information they need for a successful start.
- Deliver Consistent Training and Reduce Costs
For many large, geographically-dispersed contact centers, ensuring that training materials are consistent across locations can be a challenge. This is particularly the case when multiple trainers or departments are involved in the onboarding process.<br
By using video for training, managers can be sure that their message is communicated in the way that they intend, regardless of who conducts the training.Video can also help reduce training costs. Between travel, lodging, venue, food, and talent, the costs of holding live training events can constitute a significant portion of a company’s learning and development budget. Switching to video learning can help minimize these costs and recoup much of those funds for other functional activities.For example, after realizing that up to 40% of its classroom training costs were being spent on travel and lodging, IBM switched half of its training programs to an eLearning format. As a result, the company was able to save $579 million during the first two years of the program.
- Capture Institutional Knowledge: Recording and Sharing Subject Matter Expertise
When it comes to sharing information on technologies and processes, video makes it easier to show rather than tell. In particular, screen recording tools enable contact center employees to demonstrate to colleagues how to perform a task or reproduce an issue.With social knowledge sharing, video can actually benefit an organization twice. First, by recording answers to frequently-asked questions, subject matter experts save time that would otherwise be spent on repeated, face-to-face inquiries and demonstrations, giving them more time get work done. Second, capturing and sharing that expertise in a corporate video library also helps ensure that vital information doesn’t eventually leave with the employee. This may help explain why, according to a study from Bersin by Deloitte, the average enterprise spent three times more on social learning tools in 2012 than in the previous two years.
2015 is turning out to be a year of new challenges and opportunities for the contact center. By leveraging the right tools, contact center managers can make sure that their onboarding, training, and knowledge retention programs continue to be effective in the face of changing economic and demographic factors.
This article was originally published on Panopto’s blog
Back in 2012, Massive, Open Online Courses (MOOCs) were heralded as a new dawn in education. Tech startups with deep roots in the world’s leading institutions raised millions of dollars and attracted hundreds of thousands of students to sign up for these free courses.
While many academics were excited by the opportunity to share their knowledge with those hoping to realign their careers, faculty who had been recording their own classrooms already understood the technological underpinnings that made MOOCs possible in the first place. For them, it seemed far from the monumental shift that the media was predicting.
Through a video recording process known as lecture capture and the use of learning management systems (LMS), instructors in universities around the world were already creating de facto online courses for their students. Students could watch and review lectures throughout the year, download readings from the course website, and even submit video assignments through drop-boxes built into the course websites.
Why MOOCs fail
MOOCs generally used similar technologies and principles to those found in existing courses that used lecture capture and LMSs. The difference between what instructors were doing in brick-and-mortar classrooms around the world and those pursuing MOOCs lay in the first to letters of the acronym: massive and open.
It was also due to these two attributes that the MOOC has, so far, failed to fundamentally reshape education.
While low barriers to entry have allowed thousands of students to start these open online courses, MOOCs have not, in general, been able to capture the rigor and engagement of the classroom experience.
Many MOOCs are structured more like on-demand online education than a true time-bound academic course. They focus on delivering content without emphasizing the completion of assignments or other activities that help students learn, retain, and apply the content.
Of course, the most motivated students can overcome these barriers, but with little accountability — academic, social, or financial — there is little incentive for students to stick with classes, and as a result, attrition is high. Students receive certificates of completion, not credits.
Faculty and universities, too, struggle with their investments in MOOCs. The costs per MOOC course can be in the tens of thousands of dollars, much of which is spent on A/V expertise and specialized recording studios to produce content. With many universities already capturing video through lecture capture and flipped classroom technologies, there has been a growing question of whether the additional MOOC funding is worth it.
As the MOOC hype has fizzled in the past 12-18 months, a new buzzworthy acronym has begun to enter the online learning vernacular — the small private online course (SPOC). SPOCs are defined as “a version of a MOOC used locally with on-campus students.” More specifically, SPOCs describe two educational approaches already in widespread adoption:
- Distance Learning
- Flipped Classrooms
Much like MOOCs, both distance learning and flipped classrooms leverage recorded video lectures and “micro-lectures” delivered over the internet. In both situations, the material can be absorbed at whatever pace is right for an individual student.
Non-traditional students have been learning from a distance for decades, dating all the way back to correspondence courses. Over time, the communication media of the time have opened up new and better ways of delivering information, proctoring assignments, and engendering collaboration between classmates.
Today, professors at universities, colleges, and vocational schools are increasingly offering their courses online. With class sizes that are similar to those in a campus classroom, students actually have the ability — and often the expectation — to engage with their instructors one-on-one. Since professors are teaching 10, 15 or 20 students at a time, instead of 1000, 15,000 or even 20,000, qualitative assignments like essays, presentations, and projects can once again be an important part of online education.
For universities and colleges, SPOCs can offer a new source of revenue and a way to expand their reach as an institution. Since accredited universities have a large hand in administering SPOCs, students can gain accredited academic experience that actually counts toward their degree or certificate program. This was the case for Colorado State University where, within five years of opening an online-only program in 2008, its “global campus” was enrolling 9,000 students each year and operating on a budget of more than $50 million dollars.
Each year, newer forms of online interaction bring people closer together, even when they are separated by continents, oceans, and commitments to their time.
But what about for the millions studying on campuses today? How can online education help them? The flipped classroom encompasses the best of both classroom and online learning, together in one model.
The technologies, processes, and faculty familiarity with online education delivery have all equipped today’s educators to augment their classroom teaching in ways that increase student comprehension, engagement, and retention. Faculty have taken note and have already begun implementing new ways to deliver lectures, giving them new freedom and opportunity to enhance classroom instruction.
Instructors can record physical demonstrations up-close with multiple camera angles, walk through a complicated formula or mathematical expression step-by-step, or share a lecture against the backdrop of a museum from the other side of the world.
Before students in the flipped classroom even step foot in the classroom, they are armed with the foundational information they need to engage critically with the subject matter.
Freed from the need to recite basic information, the role of the instructor changes in the flipped classroom. Instead of vanishing into the ether, as professors often do with MOOCs where they have little-to-no connection with their students, instructors in the flipped classroom generate deeper and more meaningful connections based on two-way dialog. Here, the teacher is a guide that works collaboratively with their students to facilitate learning.
The SPOC is a new acronym, not a new approach, to learning
By making content accessible to large numbers around the world, MOOCs allowed instructors to share their knowledge with students that might not otherwise be able to access it. MOOCs introduced a new generation of learners to the types of video-assisted teaching that was already occurring inside traditional institutions.
Through years of implementation of video in the classroom and virtual communication through learning management systems, educators have continued to find new and better ways to build closer relationships with their students. The term SPOC takes advantage of the buzz created by MOOCs to expand the impact of a range of innovations educators have made to enhance the learning experience.
The “Rise of SPOCs” isn’t a revolution, but it does offer even greater evidence of the impact video-assisted teaching is making for students today, whether they study in the classroom or in the cloud.
This article was originally published on Panopto’s blog
At universities around the globe, May marks the beginning of a celebrated annual rite — graduation. In the coming weeks, as they dutifully shift their mortarboard tassels from right to left, an eager new crop of minds will step away from academia and, after some 20 or more years of learning, at last set foot into the workplace.
It’s a rite of passage repeated annually. This year’s procession, however, will mark a rather noteworthy shift — according to the Bureau of Labor Statistics, as this month’s graduates enter the workforce, the Millennial generation (which passed the Baby Boomer generation to become the largest generational group in the workplace a few years ago) will now count itself the majority of all employees in the workplace.
Millennials (born between 1980 and 2000) represent the single largest generation group in the history of the world, outsizing even the Baby Boom from 1945 to 1965. And today the sheer scale of these two groups — and the timing between them — is leading a massive overhaul in the workforce.
While the much smaller Generation X has entered its prime working years, its membership only accounts for only a bit more than 20% of the workforce. Boomers, by contrast, accounted for 45% of the workforce just 10 years ago, and even five years ago outnumbered Gen X 2 to 1 as many Boomers held on to jobs rather than retire in midst of the Great Recession. And now as the global economy stabilizes and Boomers begin to see retirement rates increase, those workforce numbers are quickly being filled by the newest age group to make its way into the office — Millennials. Worldwide, by 2025Millennials will make up 75% of the global workforce.
Yet as many workplaces have already discovered, the characteristics that made a welcome office for the Boomer generation haven’t been so readily adopted by Generation Y. Now ten years on in their matriculation into the workplace, there’s scarcely a pundit left that hasn’t editorialized about the unique species that is the Millennial — that unapologetically ambitious persona, never out of arm’s reach of their iPhone, never embarrassed to share the full details of their lives via Facebook (or Instagram, or Snapchat…), and never quite willing to “wait their turn” in the search for significant, meaningful work.
Putting intergenerational snark and pop-anthropology aside, however, the fact remains that every organization around the globe has this question to answer:
How are you going to adapt to support the generation soon to make up 75% of your staff?
Millennials Grew Up With Video As A Communications Tool — Just Like Email or The Telephone
While the internet, cable television, and the mobile phone have all been credited with shaping the members of Generation Y, perhaps one of the most transformative technologies of the era often goes unmentioned — the rise of the home camcorder.
With the release of the first truly personal camcorders by Sony and JVC in 1982, the introduction of digital video recorders in 1995, and consumer-ready HD camcorders in 2000, Millennials grew up in an age when video moved out of the realm of professional specialists and into a world where anyone could record and share anything.
And that march of progress continues — today video technology is pervasive, a standard feature of every smartphone, tablet, laptop, and digital camera available.
And the trend doesn’t stop at recording. A host of new websites, social networks, and mobile apps have emerged to support video as a communication device for sharing moments and expressing ideas. As of this writing, Facebook’s Instagram platform for video has 150 million users. Twitter’s Vine has 40 million. And let’s not forget the biggest player of them all in consumer video — Google’s YouTube and it’s 1 billion monthly unique visitors.
While these video services are used by everyone, their demographics skew young.Forrester Research reports 70% of Millennials visit YouTube at least monthly, compared to 58% of Generation X and 49% of Baby Boomers. If anything, that shift is only widening — 83% of the burgeoning Generation Z now likewise visit YouTube monthly.
They aren’t just there to watch, either. Every minute of every day more than 100 hours of video are uploaded to YouTube. Every minute of every day, more than 8,000 videos are created and shared on Twitter’s Vine.
And before you dismiss all that video recording, production, and sharing as trivial, you should know there’s one other place where video use among Millennials is soaring: In school.
Students Rely on Video in Today’s Classrooms
In the past decade, video has transformed the way college students learn new material, interact with faculty, and demonstrate proficiency.
On campuses around the world, lectures are recorded for students to use as an on-demand study resource. Outside the classroom, professors record instructional “flipped classroom” videos to help students prepare for in-class activities. And video assignmentsare an increasingly common medium for students in graduate and professional programs.
That all adds up to a lot of video — the University of Essex in the UK, for example, now captures more than 80,000 hours (more than 9 years’ worth) of video annually.
The benefits of video in the classroom have proven many. Among the almost innumerable positive outcomes, students themselves report using video to:
- Review materials at their own pace, rewinding as necessary to tailor their learning experience to meet their own individual needs
- Engage and participate more fully in class, relying on classroom recordings to supplement notes rather than attempting to capture every detail of a lecture
- “Virtually attend” class sessions missed due to illness, travel, or other reasons
- Find and view related materials from previous semesters or other courses, to improve their understanding of a subject
- Share their own ideas or demonstrate competency with a subject, in a modern spin of the classic essay
And while students make use of video throughout the semester, they really rely on it when it comes time to show what they know. Video viewership spikes in the weeks leading up to exams — at Creighton University, for example, students reviewed nearly 5,000 hours of video (200 days’ worth) in just the one week leading up to Spring finals in 2014.
Now 10 years on in the integration of video into the classroom, students are thriving in this more flexible and interactive learning environment. Studies have shown “blended learning” reduces failure rates, improves exam grades, and can even boost attendance.
Your New College Recruits Expect To Find The Same Tools They Had In The Classroom In Your Conference Room
By the time they graduate, the average Millennial will have spent more than 20 years using video is a tool both for learning and for communications. As they prepare to enter the workforce, for many of today’s students, video has become just as integral to getting work done as email is for those of us in the corporate environment.
That means for many new college grads, however, entering the workforce today requires a demanding adjustment — right down to very tools they’ve been taught to rely on for learning, sharing, and communicating.
But won’t new grads just get used to the corporate way of doing things like they have in the past?
For the best and brightest — not quite.
A new study by Cisco looks into how the first wave of Millennials are adapting to the workplace, and the trend is clear — video will continue to play a prominent role in how this generation works. Just look at the data:
- 3 in 5 young executives say they will rely more heavily on business-class video during the next five to 10 years
- 87 percent believe video has a significant and positive impact on an organization, citing benefits ranging from enhancing the experience of telecommuters to saving money on travel costs and even attracting top talent
- 94 percent value video as a way to break down language barriers in the increasingly global marketplace
- 87 percent say they would choose to work for a video-enabled organization over a company that has not invested in video
4 Aspects of Corporate Culture Where Millennials Expect To Use Video
What’s driving this preference for video as a business tool? Well, along with Generation Y’s familiarity with the technology, it’s that video is uniquely suited to creating or supporting four important characteristics Millennials often seek in their working environments.
#1. Technology-Enabled Productivity
Phonebook-sized handbooks, day-long in-person training sessions, four-page instructional emails, and hour-long meetings presented with no prior information… finding information in many modern organizations is the modern equivalent of finding a needle in a haystack — a haystack that’s only open from 9-5.
Millennials are used to the world of academia, where it’s a safe bet nearly all those information sources would be shared by video and available on-demand. A modern video platform can make any of these types of videos available and searchable, anytime, anywhere, and ready to play on any device. In a world where knowledge workers spend 8 hours a week just searching for the information they need to do their jobs, on-demand information is critical for working productively.
#2. Continuous Learning
Today’s college grads grew up online, with all the knowledge of the world readily available at their next search query. As they step out of the world of carefully sequenced curriculum, they’ve come to expect information right when it’s valuable, structured in simple, digestible chunks to ensure the message can be understood.
A single, massive product guide or intensive weeklong training session are an anathema to this group — they don’t want everything all at once, just the specifics they need at exactly the moment they need them.
That might be why “the face-to-face classroom is no longer the norm,” as writes Forrester Research. To better support today’s learners as Millennials enter the workforce, the firm recommends organizations instead adopt self-paced learning material accessed online, including discussion groups, wikis and resource centers, and of course, video from both the training team and internal subject matter experts. These kinds of resources let Millennials (and all your other employees, too) learn what they need, when they need it, while offering the opportunity to learn more on-demand.
#3. Silo-Free Collaboration
Malcolm Gladwell has famously stated that millennials are more about ‘the network’ than ‘the hierarchy’. Forrester Research agrees, finding that Millennials prefer to learn from peers, contribute to employee networks, and find answers to their questions with a quick instant message to an expert colleague.
hat’s good news for businesses, because collaboration isn’t just a more enjoyable way to get more done — it actually works better, too. Studies show that 70% to 80% of on-the-job learning comes from informal knowledge sharing rather than formal training, and that employee productivity and problem solving capabilities are improved more by social learning than by innovation.
Video is already becoming an essential collaboration tool in most organizations, as video conferencing and web conferencing technologies enhance our ability to trade ideas by allowing users to share screens and attend live events online. And more and more organizations are finding that internal video libraries can quickly become “corporate YouTubes,” filled with answers to questions from subject matter experts, advice from veteran employees, and other valuable institutional knowledge that would previously have gone unrecorded.
#4. Fulfillment and Meaning
There may be no trait more quintessential of the members of Generation Y than their quest for fulfillment at work, right from day one at their very first job. Studies indicate Millennials will choose corporate culture and meaningful work above everything else, even a bigger paycheck. “They want to know that the work they are doing is having an impact on their co-workers, on their manager and on the company at large,” Forbes Magazine concludes. “They won’t stay at a company long if they are doing busy work the whole time.”
This quest for meaning is shared by many non-millennials, of course. High-level managers and leaders also desire greater fulfillment at work—for themselves, and for their employees. They want their voices to be heard on a regular basis and to contribute to the company in a meaningful way. The difference between the older and younger generations is that the younger generation doesn’t just desire this—they expect it. At home, social networks and other new communication technologies enable them to contribute ideas and seek out new information at any time. It should come as no surprise, then, that giving them the tools to accomplish the same at work increases their job satisfaction to a significant degree.
Video, of course, is one of these tools. As both an active medium, giving workers the ability to share knowledge and ideas, and an interactive medium, allowing for collaborative learning, video enables more meaningful workplace participation. Employees can use video to meet remotely, create their own best practice and FAQ videos and more. Best of all, the content they create can be placed in a secure, searchable video library or VCMS (video content management system), so that it is never lost or forgotten. This means that the videos employees create — no matter who they are on the corporate hierarchy — will be truly valuable contributions, ones that last for years to come.
This article was originally published on Panopto’s blog
Organizations perform their best when their people are in a growth state. A dynamic company attracts and retains professionals committed to developing their own careers in a way that can be born out in their work.
All too often, even the best hires can put their professional development on the backburner under the stress of the day-to-day. If continuous learning isn’t a priority, meeting continuing education deadlines and requirements can start to feel like playing whack-a-mole — an exercise in cramming the easiest to obtain knowledge into an employee’s head at the very last minute.
Even worse, if an individual’s current job activities are getting in the way of his or her career development, you might find your top performers leaving your company in order to pursue the learning they need elsewhere.
In order to keep your organization growing, your employees need opportunities to learn and grow too. So how do leading enterprises support their employees in developing their own careers?
It’s Called Professional Development — But It Better Be Personal
When it comes to encouraging employees to care about their own professional development, there’s no substitute for ensuring that they perceive that learning is relevant to them in the moment. Focusing on the individual is the first and most critical step in ensuring that he or she perceives their professional development as both important and urgent, and acts accordingly.
Every employee in your organization will always feel as though they are at a unique place in their own career, and even employees with similar job functions can have different skills and long-term career goals. The truth is that you’ll never truly know your employees’ goals unless you ask them, and you’ll never truly be able to support their professional development unless your training is aligned with those goals.
From Manager to Coach: Enabling Your Company’s Leaders to Support Employee Development
Your organization’s managers will have an enormous impact on your employees’ development, either to positive or negative effect. It’s their job to ensure that they are helping their reports meet their individual goals, and it’s the learning and development team’s job to ensure that managers have the tools they need to do that.
When it’s well done, manager feedback will be informative and build employee confidence. But one-and-done annual reviews inspire fear or rely too heavily on the promise of outside incentives like bonuses to affect change.
In order to create a culture of mentorship within your corporate hierarchy, proactive manager feedback in conjunction within individual goal-setting, should be a frequent and familiar occurrence.
Documenting both goals and feedback at every step along the way, especially in a rich format with audio and video, will help ensure that individuals and their managers can have productive, supportive conversations that build on each other from year to year.
Build a Culture of Learning from Day One
In the first few days, weeks and months in a new job, employees are focused on making a good first impression, but this period is just as important for your organization to prove its dedication to them and their development. Onboarding is a time when employees will learn more about your organization that at any other time. They are listening as much to how you share information with them as much as to what information you are actually trying to convey. The way in which you approach learning at the beginning will set the stage for the months and years to come.
Since employee onboarding tends to focus on company mission, policies and other information that isn’t directly tied to an employee’s specific job function, it can be tempting to think that it really isn’t related to professional development. But, especially since the onboarding process makes up a large piece of their first impression of your organization, employees will look at the ways your corporate learning and development team operates, and judge all of its activities accordingly.
Along with goal setting, personalized learning can and should be a part of the onboarding process. While some content, like compliance training and emergency preparedness will need to be the same for everyone, strive to identify ways to respect each individual’s unique experience, attitudes and skill set.
Switching to video-based eLearning for employee onboarding is a great way to make mass customization a reality. By moving away from classroom-based group training and instead delivering critical information through video, your organization can scale up the diversity in its training materials to better support professionals with varying needs. When done right, video training can leverage the benefits of one-on-one training that might otherwise be cost prohibitive.
Make Learning Work for Your Employees, Instead of Interrupting Them
The principles of informal learning suggest that the vast majority of learning — around 70% — doesn’t happen through formal training courses, but instead through action. Employees instinctively sense this, every time a training is forced on them. Even if it’s relevant to their career goals, training that doesn’t relate to their current job responsibilities is overwhelmingly lost in the fray of the everyday.
Far from representing the end of formal training, informal learning tenants suggest a way forward for supporting employees in their professional training with a centralized and manageable library of on-demand content. When learning must be done through doing, training materials can be made available exactly when it’s needed to help individuals more quickly uncover solutions to sticky job problems.
By making training content available on video, accessible from anywhere at anytime, the training syllabus no longer dictates what an individual must complete. For any given employee, there may very well be content that is never used, while other content might be reviewed again and again.
In this model, employees “pull down” the information they need, putting them in charge of their professional development when and where they need it. By allowing employees to dictate what they learn based on the needs of their job, you can ensure they’re getting the right training with the least frustration.
Enable Employees to Share What They Know — and What They’re Learning — With One Another
While manager feedback is critical for successful professional development, so too is interaction between employees both within and between departments. Just because learning activities are moving away from the classroom doesn’t meant that they’re becoming more solitary. In fact, social learning as a managed organizational practice is on the rise, and video is making it possible.
In many ways, sharing knowledge with others can offer many of the same benefits as actually doing the task itself. Visionary organizations acknowledge the benefit that employees have to offer to the professional development of others and empower them to support one another. Through journaling challenges and sharing best practices with one another, employees can support both their own development as well as that of their colleagues.
Keep it Challenging
Just as important to keeping employees engaged in their development as making it relevant is ensuring that they’re always challenged. Making relevant development material available at anytime, is a great way to get employees comfortable and engaged with the development process. For your top performers, those who have been with your company a long time, or those that already have a great deal of experience, having access to a deep library of video training content is a great way to ensure that they’re never bored.
Even for managers and other people high in your organization’s hierarchy, training materials can be a great way to keep people engaged in their jobs, even when the pool of mentors inside your organization starts to shrink.
Goal Set and Achieve
Corporate learning and development professionals are beginning to see the opportunity that video presents in helping their employees set goals, achieve job-relevant training, share what they’ve learned with others and stay challenged. With an ever expanding library of content created both from the top-down and from the bottom-up, employee training can be more flexible and robust than any classroom, more personalized and attuned to individual goals.
Panopto supports learning and development professionals in their work to support their employees by giving them an anywhere, anytime tool for recording and publishing video learning content. Learn how a fast-growing data visualization and analytics companyused Panopto to support their employees by breaking down corporate silos and enabling social learning.
This article was originally published on Panopto’s blog
With increasing numbers of ‘Millennials’ entering the workforce, L&D teams across the world are working hard to adapt to the training and development needs of a cohort brought up in the digital age. As Millennials’ expectations have been shaped by the unprecedented expansion of technology into almost every aspect of life, so businesses have had to rethink their internal uses of technology so as to engage with these employees.
Recently we reflected on the ways in whichvideo can help organizations onboard, train, and develop new graduate recruits. However, many organizations have struggled to keep pace, and numerous surveys of Millennials reveal recurring frustrations relating to their actual experiences with workplace technologies versus their expectations. Forbes reports that 43 percent of Millennials feel their companies don’t invest enough in new technology for productivity.
More recently, a post from the UK’s CIPD discussed research suggesting that Millennials felt their desire to work more collaboratively was being undermined by technological issues.
Interestingly, 33% of those surveyed cited a lack of video conferencing as the biggest inhibitor of collaboration. Perhaps, given Millennials’ immersion in video via university experiences of lecture capture, exposure to TED talks, YouTube tutorials, use of Vine, Vimeo et al, this is hardly surprising.
But of course, as we’ve covered in our recent white paper, video is so much more than just video conferencing. And with a growing number of people starting to use video in a range of innovative and emergent ways, video offers organizations many ways to satisfy Millennials’ need for collaborative learning that stretch way beyond video conferencing.
Video is a Collaborative Tool for Social Employee Training
Analyst firm Forrester Research has found Millennials tend to favor peer learning – often preferring to source information as needed from subject matter experts within their organization, rather than seek out traditional instructional content. Informality, collaboration and instant access to key points of knowledge characterize this style of learning.
With video, subject matter experts can share the insights instantly with anyone, in a highly engaging format that helps employees better comprehend information. These types of videos break down barriers of location and also hierarchy – both of which are important for Millennials who favour flatter management structures and the ability to connect no matter where a person is situated.
With an enterprise video platform like Panopto, it can be easy for everyone in an organization to create and share their knowledge, and store it in a fully searchable Video Content Management System. And our collaborative notes feature means that employees can trade ideas relating to the content they’ve just watched, turning each video into an active medium promoting discussion, learning, and collaboration.
This article was originally published on Panopto’s blog
Anyone who has lived, studied, or worked abroad in the last ten years knows that the expatriate experience isn’t what it used to be. Before the era of fast and reliable Internet access, those living and working abroad quite literally uprooted their lives to go to a place where they had very little connection to life back home.
Today however, Skype allows loved ones to speak face-to-face, Facebook maintains an ever-present feed of the lives of acquaintances back home, while Netflix and YouTube keep expats up-to-date on the latest episodes of their favorite shows and movies. With a 4G-enabled smartphone in hand, it’s almost possible to leave one’s home country without feeling far away at all.
As the barriers to intercontinental communications have begun to fall, so too have many firms’ formal and informal policies against geographically distributed teams. It’s now becoming common for even small teams to count among their membership one or two employees on the other side of the world. And many other teams — like those responsible for field sales or on-location service — have discovered that dotting the globe with their team members helps to establish a local presence that can be key to building competitive advantage.
In theory, supporting these widespread global or regional teams should be no more work than supporting a crew in the same office. After all, today’s workplaces are fully connected, 24/7 enterprises already, and real-time communications through presence detection, instant messaging and video conferencing have given everyone highly-effective, face-to-face ways to communicate across physical barriers.
But as anyone who’s managed — or just been a part of — a geographically distributed team can tell you, building a cohesive global team isn’t quite that easy.
The real trouble with real-time is time.
At the heart of most challenges in building a cohesive team — even one all located together in the same workspace — is developing a collaborative culture. Even in the leanest organizations, seldom does any one position ever work without regularly interacting with team members.
For global teams, that interaction is a routine challenge that must be faced every day. Time zones create logistical headaches even for small issues — a worker in San Francisco just starting her day at 9 AM may have already missed her chance to connect with a colleague in London. And no matter how early they come in or how late they leave, team members in Delhi may never see a colleague in Detroit available online.
Likewise, every professional knows what it’s like to sit through a useless meeting. People are unprepared, distracted, uncommunicative or they’re stealing the show. Just imagine how much more frustrating that worthless meeting is for someone who woke up at 3 AM in Japan to attend it. From technical malfunctions (where did the video stream go?) to user error (am I muted?), real-time video conferencing can quickly become a frustration to everyone involved.
Even more frustrating for teams seeking to foster a shared sense of culture and purpose, when some users are in a room together while others are remote, having individuals communicating on different playing fields presents its own challenges. Whether its jokes and side conversations in the room or unseen distractions for the remote worker, ironically, video conferencing sometimes works better when everyone is on video!
With challenging logistics, real-time video conferencing between colleagues across oceans or continents is relegated to only the most formal, most important meetings. That leaves overseas workers potentially cut off from the vast majority of their colleagues and the information that is communicated so freely through the halls of a physical office.
Asynchronous social learning and collaboration tools suggest a potential way forward
While real-time global communications can often be difficult, asynchronous messages are uncovering new opportunities for teams to collaborate and share ideas.
Email, of course, remains a ubiquitous tool for trading messages, although with no enforced structure and an ever-changing culture depending on individual context, few global teams find email alone is a reliable way to build team cohesion. Supplementing email’s ability to share information, however, are a series of newer enterprise social collaboration tools like Jive and Yammer, which seek to provide the same type of social learning and ambient awareness that Facebook brought to friends’ wedding and baby photos.
These social collaboration tools have offered a respite from the constant onslaught of office email, replacing a single, “dumb” stream of unstructured content with a sophisticated array of rich-media messages, posts, groups and feeds.
As organizations learn more and more about the power of social learning, many have piloted programs built around collaboration tools in order to a step closer to reproducing the casual information exchanges that happen naturally in any tight-knit group of people.
Unfortunately for remote workers, expatriates and foreign offices, these enterprise social networks fail to really replicate the experience of actual interaction, and can’t offer high-touch, high-fidelity experience so critical to operating across time zones.
So what else is there?
Recorded video offers hassle-free, effective communications
It’s no surprise why video conferencing has become so popular. For all of its technical challenges, software demands, and the logistical constraints of working real-time, there’s simply no better way to communicate when not in the same office. Video offers the high-touch experience, powered by rich media, that comes closest to reproducing physical human interactions.
But video doesn’t need to be limited to real-time conferencing. Increasingly, companies are discovering that video’s high-touch experience can be leveraged alongside social learning’s ambient awareness-building through recording. For several years now, recorded video has offered corporate training and development professionals a way to teach their employees in a way that is more effective, personal and can be deployed at scale.
An example of a corporate training session delivered by video
Executives use recorded video to connect emotionally with their employees
Similarly, executive leadership has used video to unveil corporate initiatives, report quarterly earnings and welcome new employees to their ranks.
In a recent move to further their corporate commitment to supporting the underrepresented, Starbucks CEO Howard Schultz reached out to his employees on video to announce the #RaceTogether initiative. In this way, Schultz was able to reach its retail employees throughout the United States to explain his passion and reasoning for this controversial initiative.
Starbucks is far from the only corporation using video for executive communications, a trend that is likely to continue. Cisco reports that over 70% of business executives plan to increase their use of video for corporate communications.
Hassle-free video brings the promise to more and more people.
As the cost and difficulty of producing and sharing video has fallen, it is finding its way onto the desks and into the daily workflows of more and more professionals.
Sales professionals are leading the way, using both real-time and asynchronous video to serve their clients and leads. Whether its a new product offering potential for up-selling a current customer, or using a screen capture demonstration to work through a potential pain point, salespeople can offer highly effective information through recorded video, and they can do it from anywhere their work takes them. A salesperson visiting a contact in Charlotte can still answer a question, on video, from their customer in New Orleans and share their findings with the marketing team back in Cincinnati.
For the expatriate or remote worker, recorded video offers the solution to the divides of geography and low-touch communications.
Video supercharges email
Got a question or need an approval? Scheduling a phone-call or video chat with a manager overseas can mean a delay of a day or two and maybe mandate a midnight call. Recording a short presentation from your desktop and having it in your manager’s inbox first thing when they login in the morning means that you can keep things moving. If the video platform is easy enough to use, your manager can use video to respond quickly, annotating your document by recording their screen and sharing it back with you.
With simple, ubiquitous recorded video, gone is the inefficiency of relying solely on real-time communications and with it, the ambiguity of the written word.
Humans learn from shortly after birth how to communicate with facial expressions, body language and tone, long before they learn to speak or type email. By nature, speaking to someone face-to-face is the most natural communication the human race has ever known. Now we can do it across timezones.
Flipped meetings make real-time communications more valuable
It is because real-time, face-to-face meetings are so natural that they may never disappear entirely. Nor should they. No business can function without occasional travel or large-group video conferences. But difficult logistics means that the time spent in video conferencing must be used to best effect. If participants log on tired, unprepared or distracted, everyones’ time is wasted.
Imagine a meeting where the organizer produces a short video stating the expectations, goals and agenda for the meeting. Participants then produce short videos in response with their status reports and questions. The resulting videos are easily consumed by all and everyone starts the meeting with the basics out of the way. Everyone is up-to-speed and the meeting can focus on discussion and decision making.
The Flipped Meeting, as its called, is making waves throughout the business world as everyone looks for ways to squeeze more productivity out of their days without going crazy. And for teams working remotely, the flipped meeting format can be an easy way to ensure everyone starts with the same information without worrying whether or not your video conferencing tool will work.
Down the hall or across the ocean, video brings disparate workers together
While video used to require an audio/visual specialist to record, an editor to finish, and an IT professional to make it available to everyone, today end-to-end video content management systems like Panopto are bringing the benefits of recorded video to every information worker on your team.
This article was originally published on Panopto’s blog
Researchers have always been fascinated with reverse engineering the habits of successful individuals. Whether it’s their sleep patterns, diets or religious beliefs, someone will try to figure out the magic recipe for maximizing individual success.
The same can be said of the process of learning. Through studies of business leaders beginning in the 1960s, researchers began trying to understand how successful people learn by looking at the types of learning that occur.
The 70:20:10 model is often cited as a proportion for comparing the relative use of three different modalities of learning:
- Formal Learning: This is what is traditionally thought of as learning, an experience that mimics the predominant classroom condition of the western world, including lecture, reading, coursework and examination. The 70:20:10 model suggests 10% of learning comes in this form.
- Social Learning: This all of the forms of informal learning that that are facilitated by peers and other individuals in the workplace through observation and feedback. 20% of learning takes this form, per the model.
- Experiential Learning: This is the type of informal learning achieved by completing work, and in the model, comprises 70% of how people learn. In general, this type of learning is most effective when the work is challenging.
While the research of social scientists like Morgan McCall and Allen Tough set the basis for our general understanding of 70:20:10 as a reference model, a number of prominent corporations have implemented strategy based on it, starting with Charles Jennings, a chief learning officer at Reuters.
For learning and development professionals, the 70:20:10 model presents a contradiction: if formal employee training represents the least accessed mode of learning, what should the job of a corporate trainer be?
While the development and management of a knowledge base has been the core purview of the corporate L&D department, video offers a new way forward. Leveraging the power and ubiquity of video, corporate training departments can unlock the expertise of the professional trainer and their workforce. By integrating learning inside an employee’s daily workflow, your learning and development department create the most frictionless learning environment possible.
The Ten Percent: Formal Learning
Video is already near ubiquitous in the formal learning setting and it’s easy to see why. From lecture capture at the world’s leading universities to DIY home repair tutorials on YouTube, video offers an unparalleled way to deliver information in a way that is more information-rich, memorable, and engaging than text alone.
With video learning in the corporate environment, learning departments at top companies have been able to slash costs related to the inefficiencies of traditional training, from trainer time to travel expenses. When Microsoft traded classroom trainings for video, they cut their cost per student from $320 to $17 and IBM found that 40% of their training budget was flowing to hospitality and travel companies rather than to the meat and potatoes of learning.
With travel and classroom costs cut with video, learning and training departments can free up resources to devote to social and experiential learning, enabling L&D teams to centrally facilitate and support this extended learning when and where employees need it the most.
The Twenty Percent: Collaboration and Feedback
The twenty percent in the 70:20:10 model refers to social learning or lessons that can be learned through observation and interaction with peers and role models. These experiences are often structured but frequently casual and can range from mentorship and coaching to likes and comments in an enterprise social network like Jive or Yammer.
Human resources and learning professionals have a hand in some forms of social learning and can help to facilitate performance evaluations, group discussions and even the interactions that can occur within workshop-type classes. More casual types of interactions might take place within or without the walls of the company office and typically have not been under the purview of the L&D department.
Despite social learning’s many-to-many graph of interactions, trainers have a lot to offer in this realm as well in facilitating, capturing, and curating great social learning moments.
Capturing Your Workforce’s Knowledge and Onboarding New Employees
Social learning becomes especially important in a changing workforce where turnover is the norm. Recorded video offers an easy and powerful way to capture the knowledge of your outgoing employees and transfer it to the team, no matter how complex the subject matter.
For new employees, video can make the onboarding process go much more smoothly. While formal learning materials play a huge part in the onboarding of new employees, so too can a simple introduction to the team. Employee introduction videos are a great way for new employees to introduce themselves to their colleagues and vice versa, in a format that just wouldn’t work in an email.
Mentorship is also an important part of social learning, but what happens when the best mentor is far away? Real-time video conferencing has already proven its ability to keep people connected and recorded video offers the ability for high-touch, asynchronous communication. Both mentors and mentees can have conversations and trade feedback,even when their schedules don’t line up.
Asynchronous social teaching is especially valuable for your top performers who have started functioning as de facto trainers. As “go-to” people, they are constantly asked to balance their desire to help their team function at peak levels with the demands of their individual contributions. Video helps them do just that — enabling them to record their knowledge just once, then focus on their work while their colleagues tap their video as needed for quick answers to their questions.
The Seventy Percent: Learning by Doing
There’s little doubt that learning by doing represents the largest and most important component of learning in the workplace. But does that informal structure mean that learning and development professionals have no ability to make it better? Perhaps not, if more formal forms of training are intertwined within the daily workflow.
While on-demand, one-on-one training might seem like the best way to facilitate learning when and where employees need it, few training organizations have the human resources or budget to have on-call trainers available at all times. Without an army of trainers available at all times, the other option is group training.
By its very nature, formal learning is an interruption to work, requiring trainers to “push” learning to employees. Putting aside tasks and correspondence can be a major impediment to the learning process, often making it difficult for employees to carve out dedicated mindshare for learning.
However, by producing formal training materials through on-demand accessible video and empowering employees to record video for asynchronous collaboration and social learning, learning and development professionals can become a unifying force in the informal learning process.
With video content accessible to an employee at all times, an individual can reference both formal and social training just when they need it, allowing them to move through pain points as quickly as possible to return to the task at-hand. Similarly, employees can solicit feedback from mentors and peers, collecting ideas from the best thinkers and not only from those employees who have the extra time to get together in a brainstorming meeting.
Every employee has something your organization needs to know.
Informal and social learning relies on the individual to drive their own learning — to pull down information when and where they need it. By that same token, it also puts the employee in a position of power to contribute to the work around them. Informal learning is a journey that each person experiences for themselves and that experience itself is valuable.
Empowering your employees to journal their experiences on video creates a wealth of knowledge for your organization to be preserved for years to come. While knowledge-capture sessions at the end of employment are great ways to get started with social learning, video blogging offers a strong incentive for both the individual and the organization, for self-reflection and for the preservation of institutional knowledge, respectively.
The production of video in and of itself is an empowering experience and it’s great for your organization.
Embrace Informal Learning — and Make it Better
The 70:20:10 model for learning represents less a prescriptive course of action for your learning and development organization, and more a challenge: how can you supercharge informal learning?
Video training and social exchange offer a great way to make information available on-demand, to manage your organization’s collective knowledge, and to empower employees to share what they have learned with others.
This article was originally published on Panopto’s blog
While campus-wide lecture capture solutions are now becoming commonplace in college classrooms, the 34 colleges overseen by the Washington State Board of Community and Technical Colleges (SBCTC) have been ahead of the curve for nearly a decade.
When Washington’s colleges are seeking a technology-enabled answer to a classroom need, they turn to the SBCTC’s eLearning & Open Education team. Through this collaboration, the SBCTC colleges have been able to leverage each other’s experiences and ideas to offer cutting edge classroom experiences before they reach institutions elsewhere.
Lecture capture was one of the first of the new tools the SBCTC eLearning team helped bring to Washington’s colleges, and the technology has already proven its worth. “We’ve seen amazing value in offering lecture capture as a resource for students,” says Mark Carbon, Operations Manager on the SBCTC eLearning team. “And we’ve seen that value equally across all our learning environments – in large institutions and smaller ones, in face-to-face classrooms and online ones, even in facilitating newer teaching techniques like student recordings and flipped classrooms – we’ve seen lecture capture technology put to great use just about everywhere.”
As early adopters in learning technology, the colleges of the SBCTC have discovered a simple rule of thumb in selecting new tools: great software is important, but great support is essential.
As a group, the SBCTC colleges had been customers of the Tegrity lecture capture system for the better part of a decade, and lecturers both in the schools’ in-person and online classrooms relied on Tegrity to capture and share their materials for student review.
Yet over time, the SBCTC colleges also began to notice a difference – and one that was amplified after Tegrity was acquired by McGraw Hill. According to Carbon, the schools felt they were seeing less and less investment in the Tegrity platform, and the quality of support users received seemed to falter. Several of the SBCTC colleges took to trying out alternative lecture capture solutions on their own.
Together, the schools decided it was time to formally put their Tegrity lecture capture technology contract up for review. Building from their original lecture capture RFP issued years earlier, the eLearning team added a handful of requests for new technical specifics – and a big emphasis on service and support. After scoring a very competitive proposal and detailed user testing, a new winner was announced: Panopto was the clear choice.
Making the Switch — Before the Tegrity Contract Expired
While it was an enormous effort, bringing in experts, administrators, and faculty power users from across the 34 colleges, the SBCTC’s lecture capture RFP process was also a quick one — lasting just six months from the time the team was first assembled to the time Panopto was selected.
And that speed was with good reason. The colleges had decided not to renew their contract with Tegrity, meaning that together with Panopto the SBCTC would have only one month to:
- Implement the new Panopto technology
- Set up and train each college’s technical administrators
- Integrate Panopto with the colleges’ existing LMS, Instructure Canvas
- Begin converting each institution’s existing Tegrity recordings – 40TB in total – to Panopto
- And help transition staff and students to the new Panopto lecture capture technology ahead of the coming academic quarter
It would have been no small feat for a single institution. The SBCTC needed it done for all 34 of its member colleges at once, and all before its contract with Tegrity expired.
Support That Goes Above and Beyond — Even Before Day One
With the decision made, Carbon and the Panopto support team got right to work.
The Panopto implementation went quickly. Panopto’s support team commissioned the new video platforms for all 34 colleges a month ahead of the contract start date, and worked with Carbon to implement the proper account administration information for each institution.
At the same time, Panopto also kicked off a series of training sessions for the colleges’ faculty and support users. Panopto’s support team joined the SBCTC’s weekly meetings for the month leading up to the start of the contract, teaching the basics of using Panopto’s lecture capture software, as well as how to get the most from the technology. The Panopto team also took specific questions from the SBCTC team and created detailed video responses for the SBCTC to share internally.
Together, Carbon and Panopto kept things moving quickly. “After the initial setup, we had expected the big hurdle would be integrating Panopto with our LMS, Instructure Canvas. But I can tell you, this was one of the best I’ve ever done,” said Carbon. “We did everything on a single phone call. I had pulled together all the information we needed, and in an hour or so, one of the members of the Panopto support team and I just sat down and integrated all the colleges. It was great.”
While the SBCTC was ready to make the switch to a new lecture capture solution, the colleges didn’t want to give up their existing libraries of recorded content. So with the new implementation of Panopto ready to go, the last step of the process was to convert all of the institutions’ existing Tegrity videos into Panopto. That meant taking 40TB of video — tens of thousands of hours’ worth of classroom materials — and reprocessing each recording as a Panopto video.
While the conversion process ran longer than originally expected, the results were everything SBCTC had hoped for. Nearly every video was successfully converted, with video streams, slide content, and captioning maintained. Only the recordings for which Tegrity couldn’t provide valid video or audio streams couldn’t be transitioned.
When all was said and done, some videos even saw their visual quality enhanced, benefitting from Panopto’s ability to process video at a higher frame rate than Tegrity. “Our faculty users were quite happy to get those recordings back,” said Carbon. “And when they did, we heard some great things about Panopto.”
Now 2 Quarters In — How Is Panopto Working For SBCTC?
“Now that we’re up and running, our faculty is confident when it comes to making their recordings, and we’re hearing a lot of happy reviews,” said Carbon. “The folks using Panopto for online classes have been very positive, and of course, the folks using Panopto in their face-to-face classrooms tell me it’s a no-brainer, an easy way to really help their students.”
Of course, as SBCTC knows well, great technology is only part of the equation. Has Panopto’s support lived up to expectations?
“I’ve got to say, Panopto’s support team has been just excellent,” said Carbon. “During the implementation, everything was moving a million miles an hour and with 34 schools there was always someone with a question or an issue. The Panopto support team made the decision to go above and beyond the contract and be available to answer any question from any user from Washington — whether they were one of our named administrators or not — until literally there just wasn’t anyone with any more questions to ask. That was very helpful for us.”
“Going into our second quarter, we’re very happy with Panopto,” continued Carbon. “When someone from one of our colleges has a suggestion to offer or an issue to fix, Panopto is always quick to act and very receptive. And I just really appreciate that.”
This article was originally published on Panopto’s blog