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Thoughts and Discussion

Hvorfor har man brug for en videoplatform i sin organisation?

By | Thoughts and Discussion

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.

Brug Panopto som effektiv videoplatform i organisationen Branded-VCMS-1660-iPad-Air-White-Perspective

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)

Kan organisationer optimere deres videndeling ved brug af en fleksibel videoløsning?

By | Thoughts and Discussion

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.

Siemens har brugt videoplatformen Panopto som redskab til videndeling

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.

CIO

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.

My past, present and future with video – an academic’s viewpoint

By | Ikke kategoriseret, Thoughts and Discussion

KhecharaA guest blog post from Dr Martin Khechara, Senior Lecturer in Biomedical Science (Microbiology) at the University of Wolverhampton

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

They Don’t Like Lecture Capture, They Love It!

By | Nyheder, Thoughts and Discussion

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.

Udklip af eksempel på lecture capture

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.

The Answer to Transparency Isn’t More Town Halls — It’s Technology

By | Ikke kategoriseret, Thoughts and Discussion

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:

Transparency.

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

70:20:10 and the Reality of Learning in Today’s Organizations

By | Ikke kategoriseret, Thoughts and Discussion

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.

SocialLearningPresentationFor social learning, how you share may be even more important than what you share. Video preserves information traded informally, for everyone to benefit from.
 

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.

Keep reading! 

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.

Download your copy today.

ICON-WP-How-to-Build-a-Social-Learning-Program-with-Video

 

This article was originally published on Panopto’s blog

Empowering Colleagues to Teach Each Other

By | Ikke kategoriseret, Thoughts and Discussion

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.

SocialLearningwithTania - Panopto Video PlatformVideo helps make subject matter experts’ insights easy to repeat and share anywhere.
 

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

 

Identifying Challenges

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

 

You Don’t Need More Innovation. You Need Imitation.

By | Ikke kategoriseret, Thoughts and Discussion

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.

EmployeesSocialLearning

 

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.

  1. 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.
  2. 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

How Can I Persuade My Colleagues to Embrace the Diverse Use of Video in Teaching?

By | Ikke kategoriseret, Thoughts and Discussion

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?

Classroom Lecture Capture Panopto Video Platform How Can I Persuade My Colleagues to Embrace Lecture Capture?

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

Time, Cost, and Know-How: How Video Helps Contact Centers Improve Business Performance

By | Ikke kategoriseret, Thoughts and Discussion, Tips and Advice

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.

How Video Helps Contact Centers Panopto Video Platform Time, Cost, and Know How: How Video Helps Contact Centers Improve Business PerformanceBut 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:

  1. 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.
  2. 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.
  3. 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

The MOOC Trough of Disillusionment: Are SPOCs Here to Save Online Education?

By | Ikke kategoriseret, Thoughts and Discussion

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.

Enter SPOC

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:

    1. Distance Learning
    2. 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.

Distance Learning

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.

Flipped Classrooms

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

How to Make Continuing Education a Continuous Priority

By | Ikke kategoriseret, Thoughts and Discussion

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-tumblr n6nhpjL3Ex1sfie3io1 1280 300x234 How to Make Continuing Education a Continuous Prioritymole — 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

Hoping to Enhance Workplace Collaboration? Give Social Employee Training and Video a Try

By | Ikke kategoriseret, Thoughts and Discussion

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.

IMG 1109 300x200 Hoping to Enhance Workplace Collaboration? Give Social Employee Training and Video a TryRecently 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

Global Teams Less Than Cohesive? Maybe It’s How You’re Communicating.

By | Ikke kategoriseret, Thoughts and Discussion

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.

 Global Teams Less Than Cohesive? Maybe It’s How You’re Communicating.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

download white paper flipped meetings a 300x156 Global Teams Less Than Cohesive? Maybe It’s How You’re Communicating.
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

70:20:10 – Does Informal Learning Mean the End of Employee Training?

By | Ikke kategoriseret, Thoughts and Discussion

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.

Training Panopto Video Learning Platform 70:20:10   Does Informal Learning Mean the End of Employee Training?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

Wanted: A Flexible Lecture Capture Solution — With Industry-Leading Support

By | Ikke kategoriseret, Thoughts and Discussion

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.

SBCTC Case Study cut Panopto Lecture Capture Platform Wanted: A Flexible Lecture Capture Solution — With Industry Leading SupportWhen 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

Your Graduate Recruits Are Used to Learning with Video — Does Your Employee Training Take Advantage?

By | Ikke kategoriseret, Thoughts and Discussion

As final year students enter their last term at university, there are likely to be two big things on their minds. The first, naturally, will be their impending exams. And a close second will be where they’ll work after they graduate.

Employee Training Panopto Video Platform Your Graduate Recruits Are Used to Learning with Video — Does Your Employee Training Take Advantage?For graduate recruiters too, the imminent arrival of new staff members creates no short list of questions to answer. How can large numbers of employees all with different backgrounds and expectations be trained effectively? How can new grads — many of whom have little to no real workplace experience — be brought up to speed as quickly as possible? What are the best ways of engaging with these graduates to ensure they absorb large amounts of employee training material and retain what they’ve learned?

As organizations seek out the best answers to these questions, one of the most insightful places to begin is to consider how these new recruits have already been learning while at university.

Higher education institutions across the world have already had to adjust their teaching approaches to respond to the impact of technology on student expectations. The businesses that will hire these graduates can learn a lot from forward-thinking universities that have moved from more traditional approaches to blended learning styles that integrate innovative technologies.

The new mantra of ‘anytime, anywhere learning’ — with its focus on making educational resources accessible on-demand, whatever device someone is using — is equally applicable in the corporate world. And, as universities already know, video has a critical role to play in supporting effective learning practices in the new blended model.

You only need to look at the rise and rise of YouTube and the popularity of TED talks to see that video has become a pervasive and increasingly dominant aspect of the modern communications landscape. Universities have been quick to embrace technologies likelecture capture and video-based teaching methodologies like the flipped classroom. This has allowed them to help their students learn key concepts at their own pace and open up face-to-face time for more in-depth discussion on core topics.

With increasing numbers of higher education institutions using video to support learning across their whole campus, accordingly, graduates arrive at the workplace having had considerable exposure to the benefits video-enabled learning offers.

Motivating Millenials White Paper Panopto Training Video Platform Your Graduate Recruits Are Used to Learning with Video — Does Your Employee Training Take Advantage?As recruiters think more about their upcoming intake of graduates and the expectations these new recruits are likely to have, they need to consider the important role video can play in bridging the gap between how recruits will have been acquiring knowledge at university and how this will translate into the workplace. For instance, filming employee onboarding and induction sessions and making them available on-demand – in much the same way as a university would record a lecture – gives new starters the ability to go back and review important employee training material at a later date. Similarly, creating bite-sized video learning chunks and distributing to new staff members to bring them up to speed before a formal training session mimics the flipped classroom approach that is becoming increasingly popular at education institutions.

This article was originally published on Panopto’s blog

Employee Training that Scales — And Respects Cognitive Load Theory

By | Ikke kategoriseret, Thoughts and Discussion

Designing employee training materials is no small challenge.

Getting the content right is of course critical. Every detail needs to be correct (and shown in the correct order), or risk steering learners the wrong way. And while the material covered may be second nature to your subject matter expert, that’s often not the case for your instructional designer — and that disconnect all too often results in essential information getting overlooked.

Likewise, managing the delivery of the information is essential. Does the material require a classroom session with a live teacher, or will a memo or guide suffice? Does every member of an organization need to complete the training, or just a select few? And does the team need to ensure the training is completed, or is simply making the material available enough? Getting any of those questions wrong can create headaches — and potentially real financial liabilities — for you, your employees, and your entire company.

Cognitive Overload In Effect Flickr Employee Training that Scales — And Respects Cognitive Load TheoryAlong with message and the medium, employee training teams are increasingly finding that, to ensure their work achieves its desired outcome, their materials must be designed with their audience in mind.

As organizations work to bridge employee skills gaps, introduce new tools and processes, and best leverage their institutional knowledge, formal and informal training is becoming a more common part of most employees’ regular schedules. Designing ongoing learning activities to fit into their already busy days requires some level of skill — and a solid respect for cognitive load theory.

The Fundamentals of Cognitive Load Theory in Learning

Cognitive Load Theory first came to prominence thanks to the work of John Sweller, whose research found that that people (at every age) had a maximum capacity for the mental effort they could exert while learning — their “cognitive load.” Tasking individuals to take in information in greater amounts or more quickly than this personal learning threshold results in “overload” — effectively meaning that person’s working memory can no longer keep up, and will fail to effectively absorb or retain much of what’s shared.

The complete science behind the findings is truly fascinating, and Sweller’s book is well worth a read for anyone interested in the human psychology of learning.

What Training Professionals Need to Know About Cognitive Load Theory

What makes cognitive load theory important to learning and development professionals is that unlike other human biases that can only be accounted for, cognitive load is something that trainers can explicitly design their materials to solve.

Sweller’s theory posits that everyone exhibits three types of cognitive loads:

  • Intrinsic — the sheer challenge of the subject matter. The more difficult the subject, the more likely they are to overwhelm the learner. Rocket science and brain surgery are the quintessential examples of high-intrinsic cognitive load concepts.
  • Extraneous — any element of the training materials that is nonessential to delivering the information. Often, this consists of additional information included for depth or completeness, but that require learners to spend extra energy to process without adding much value to the final lesson.
  • Germane — the actual mental energy you want your students to apply. These are all the efforts learners will take in order to understand and retain the lesson.

For training professionals, cognitive load theory provides a simple guide to creating more successful training materials — minimize the extraneous loads created in your materials in order to enable learners to maximize their own germane cognitive load potential with respect to the intrinsic load of the subject matter.

In other words, design training to remove as many hurdles to learning as possible, so people can learn as much as possible given the complexity of the content.

Video Helps Both Scale Training Efforts and Reduce Cognitive Overload In Course Design

Video has been winning rapid adoption in organizations large and small as an efficient means to scale training activities and do more in an era of stagnant HR and Learning and Development budgets.

IOMA suggests that on average, corporations can save between 50% and 70% when they shift classroom-based training to eLearning, and the individual case studies are even more compelling. Ernst and Young reduced its costs by 35% and reduced its training time by about 52% by investing in eLearning. Dow Chemical reduced its training costs to just $11 per learner with online training, down from $95 per learner with traditional classrooms. And Microsoft has reported that a move to video-based training has helped the organization reduce costs by $303 per person, from $320 to just $17.

But not only does video help reduce costs and make sharing training on-demand anytime anywhere possible, video-enabled training can also help organizations to minimize the extraneous cognitive loads created by traditional instructional materials and better optimize their employees’ abilities to focus on the subject at hand.

The versatility and flexibility of video as a teaching tool helps put employees in control of their learning experiences, naturally reducing some of the external distractions that can derail otherwise excellent materials.

With a more engaging format that takes advantage of the 90% of human communication that’s nonverbal, video does more to draw in the learner than text alone. And because video can be watched and rewatched anytime on-demand, employees can choose when the lesson will best fit into their schedule — improving focus by minimizing the likelihood of disruption.



Even complex and sensitive training materials can be easily taught — and learned — with video-based training
 

4 Tips for Producing Training Videos that Will Best Manage Cognitive Load

While video-based training may naturally help assuage several issues that create cognitive load problems, there are many techniques your employee training team can put to work to ensure every recorded lesson performs best.

Present information in different ways
Video already creates an opportunity here, by enabling you to share webcam video, slides, screen recordings, and just about anything else. Take advantage of this flexibility, and be sure that any materials you record do so as well — integrating images, charts, animations, and curated video to supplement your text. Integrating everything together helps learners absorb your content using whichever mental processing method works best for them.

Concise beats comprehensive
There’s always the temptation to include every last detail and every minor note — especially when you’re working with multiple stakeholders. Trainers need to own the final product and it’s ability to really teach — and eliminating extraneous information (as well as intentional redundancy) eliminates the need for learners to attempt to process and sort out all those extra points.

One objective per recording
While your instructor-led classroom sessions may run 4-8 hours (or more), self-directed eLearning tends to work better in smaller steps. Divide your materials — even if just by breaking up one long recording — into smaller lessons, and encourage learners to move from one to the next only when they’ve fully grasped the first. This is another area where video-based teaching can be exceptionally beneficial — with video, there’s no limit to how often an employee can rewind and rewatch a lesson should they need.

Use search to your advantage
While there is much you can do to optimize your training materials for memorability, simple experience tells us your employees will still eventually forget a considerable chunk of what you’ve taught. In the past, this would have meant your team would need to hold endless “refresher” sessions or field one-off emails answering frequently asked questions. No more. A modern video platform can help make the content in your videos easy for employees to search as needed. For Panopto customers, Panopto’s Smart Search technology automatically indexes every word spoken or shown in every video in your video library, enabling anyone in the organization to instantly find and fast-forward to the relevant information they need, whenever they need it.

This article was originally published on Panopto’s blog

For Law Firms, Video Creates a Competitive Advantage. Here’s How.

By | Ikke kategoriseret, Thoughts and Discussion, White paper

Expertise will always be the heart of the legal profession. Firms will continue to stake their reputations to the proficiency of their partners and the skilled know-how of their bench.

Today, however, we are rapidly approaching the limit on how far individual intelligence can be applied without assistance. For leading firms, now is the time to identify new ways to help manage, scale, extend, and amplify the knowledge upon which they’ve built their businesses.

Video is helping law firms make their expertise more accessible — extending into new markets and acquisitions, preserving and sharing the knowledge of partners, onboarding new hires and supporting the needs of a multi-generational workplace, and even facilitating new trends in work-life balance. So how are modern law firms using video today?

Enabling Efficient eDiscovery for Video Files

Identifying, collecting, producing, and reviewing electronically stored information and content required for audits and lawsuits has become an essential service offering many law firms. Previously video represented a unique challenge — impossible to search the same way you might a document or webpage. Panopto solves that challenge, indexing virtually every word spoken or shown in a video, and making video search much more efficient.

Replaying Interviews, Discussions, and Conversations

Recording client interactions as permitted enables the members of your firm to quickly sift through each conversation on-demand as needed. With Panopto, meetings can be easily captured with just about any video recording device. And because Panopto indexes and time-stamps every word spoken in a recording, lawyers can quickly find and review any part of that conversation without sorting through a mountain of paper notes.

Preserving and Extending Internal Expertise

In the legal industry more so than most, many subject areas are fraught with complexity — vague laws, contradictory precedent, and rapidly evolving real-world applications are critical nuances that great legal teams use to win cases and claims. Video offers a better option to helping firms capture, preserve, and share the expertise that they depend on to establish their reputations as the best minds in the business. With video, specialists can record their insights for later reference — ready for the next generation of in-house experts to learn from.

Supporting and Training Employees

When it comes to supporting organizational training, video is a flexible tool that can support and scale virtually any application — for just about any audience. Video can extend existing corporate classrooms, allowing internal learning and development teams to easily scale and share essential compliance training or technology updates — and make it available on-demand, anytime and anywhere for anyone to learn from.

Communicating Firm Information and Culture

Today’s firms rely on video for help in managing their cultures and sharing the heritage that makes their offices unique. Video can expedite executive communications — making quarterly results, internal announcements, and any other message easier to create and more engaging to view than a typical email. And for those dramatic shifts in corporate structure, video can be a crucial tool for bringing a newly acquired firm into the fold, or improving communications between the home office and new satellite locations.

Establishing Credibility Through Thought Leadership

Content marketing has won enthusiastic support in the legal community as a scalable marketing initiative with a high ROI. Yet content must stand out in order to make an impact, and that’s where video again can assist. More compelling than text and more engaging than a brochure, video is the secret to helping content marketing get noticed. The data is compelling — studies have shown when a video appears on a webpage, 3 in 5 visitors will watch the recording before they read even one word of text.

Supporting A Virtual Workplace

Across every industry, the modern workplace is changing. Gone is the era of the 9 to 5 office. More than ever before, firms have been tasked with enabling employees to work the schedules that meet their own needs. With video, firms can support anytime, anywhere training and communications, as well as live-broadcast events and meetings over the web, enabling their people to achieve work-life balance and still get things done.

A Secure, Searchable Video Library

No matter how law firms use video most often, in the end, nearly every one creates a library of video files in the process. Panopto is the only video platform that integrates best-of-breed recording and webcasting technology with a secure video library and a unique video search engine that makes finding information inside your videos as easy as searching for content in an email or document.

Don’t Miss Out!

In our latest white paper, 9 Ways Today’s Legal Industry Uses Video to Succeed in a Changing Market, we’ll take a deeper look into how video is helping law firms make their expertise more agile — extending cultures into new markets, new nations, and new acquisitions, preserving and sharing the expertise of partners, onboarding new hires and supporting the needs of a multi-generational workplace, and better engaging prospects and clients in order to create a competitive advantage.

Download Your Copy Today!

This article was originally published on Panopto’s blog

Has the Flipped Classroom Already Become the Norm?

By | Ikke kategoriseret, Thoughts and Discussion

The first well-documented flipped classroom rang into session only back in 2007, when a pair of chemistry teachers began looking for a way to provide lecture materials for students who had to miss class. Using simple screen recording software to capture their PowerPoint slides, the two then uploaded the recordings to YouTube for every student in the class to review.

Every great idea has its “eureka” moment — this was is for the flipped classroom.

Right away the two teachers noticed the tenor of the classroom had shifted. Students came to class prepared with a better understanding of the day’s material. Right away, class time began to shift away from passive lecturing and toward increased student interaction and greater discussion of the details of the lesson and how the subject related to other lessons.

In short order a new pedagogy was born — and its adoption throughout the world of education has been nothing short of astonishing.

Flipped Classroom Adoption 2015 Has the Flipped Classroom Already Become the Norm?

 

The Flipped Classroom Is Becoming Commonplace

Just eight years after the first example of a flipped classroom, the 2015 NMC Horizon Report has named the flipped classroom as one of the most important developments in educational technology for higher education, and lists the technology supporting the concept on a “one year or less” time to adoption horizon.

Why so soon? Because, as the report notes, for most academic institutions, the flipped classroom is already here. The report cites the Center for Digital Education’s survey of higher education instructors, which found:

  • 29% of faculty were using the flipped classroom, and
  • Another 27% of faculty reported planned to utilize the flipped classroom within a year

In other words, already nearly one in three educators are flipping their classes. And by this time next year, more than half of all teachers will have flipped a course. No other technology strategy meant to provide students with a personalized learning experience comes close.

 

Flipping for the Flipped Classroom

Today the flipped classroom has taken center stage among new strategies schools and universities can deploy to enhance student engagement and improve in-class results. Just eight years old, the flipped classroom concept today includes a variety of inverted classroom models, flipped lecture strategies, and tactical ideas for making the most of more interactive classroom time.

However it’s practiced, at its most fundamental level, the flipped classroom is just a simple twist on the traditional learning experience.

In the past, teachers devoted all or a significant portion of their class time to presenting information — most commonly as a lecture. Students all tried to take in the information at the same speed, then apply the day’s lesson in a following homework assignment.

Flipping the classroom simply asks the teacher to provide foundational lecture materialsahead of class time, most often in the form of a recorded presentation supported with readings. Students are then required to review that material as homework prior to coming to class.

The value of the flipped classroom strategy is the opportunity it creates for more interactive learning. Instead of asking every student to all learn at the same speed during an in-class lecture, a video lecture allows students to review the information at their own pace — even instantly rewind and repeat sections where they may have a question. Class time, then, can be reserved for deeper analysis of the subject, interactive activities and discussions, or even just for students to complete individual assignments — all with the benefit of having the teacher at hand and able to answer questions that come up or expand on related ideas.

A sample flipped classroom lecture recording

 

Classroom Flipping Isn’t All-Or-Nothing

While many of the best-known flipped classroom case studies feature classrooms that have made flipping a daily part of the learning experience, increasingly, flipping has become a tool educators can turn to on a part-time basis, supporting their lessons as best fits the materials.

For part-time classroom flipping, the process is much the same — teachers record lectures and share them with the class for review ahead of time. Part-time flipping is proving exceptionally valuable both as a means for interested teachers to see how flipping might work in their courses, as well as to help teachers facilitate extended or more complicated lessons in a way that allows students to tailor the materials to their own needs.

 

How a School’s Learning Technology Team Can Enable Flipping Campus-Wide — With a Better Video Platform

While early flipped classrooms relied on individual teachers to record and post lecture videos on YouTube, most institutions today aren’t hoping their teachers will each invent their own flipped classroom solutions.

Rather, many schools are turning to flexible lecture capture video platforms already designed for academic video use, and adapting those tools to enable every faculty member to to flip their classrooms as they see fit — with the technology they already know.

With Panopto, schools and universities can enable their teachers to easily record and share flipped classroom video lectures right from their own laptops, tablets, and smartphones — then instantly make those recordings searchable and shareable for students either directly in their institution’s Panopto video library or through an integrated learning management system.

This article was originally published on Panopto’s blog

50% of Your Skilled Workers are Leaving — What’s an Employee Training Team to Do?

By | Ikke kategoriseret, Thoughts and Discussion

If 50% of your experienced workers were due to retire in the next 5-10 years, what would that mean for employee training, recruitment and knowledge sharing at your organization?

Energy production requires specialist expertise Panopto Video Social Learning Platform 50% of Your Skilled Workers are Leaving — What’s an Employee Training Team to Do?For companies that work in the oil and gas sector, it’s no hypothetical question. The impact of an aging workforce and a struggle to find capable new talent means that the industry is indeed facing a significant skills challenge. According to the latest information, experienced engineers in the sector are in short supply — and as more and more of those experts leave, energy companies are being pushed to carefully consider how their internal knowledge is preserved and shared.

While the situation is particularly stark in the oil and gas industry, as we’ve covered on the blog before, the impending retirement of the baby boomer generation is now well underway, and many businesses are having to critically examine how the expertise they currently hold within their businesses can be maintained even after their experts make their goodbyes and walk out the door for the final time.

A number of organizations have found video can be a simple solution that both taps into existing knowledge management procedures, while also taking advantage of the latest buzz around corporate social learning to better capture various aspects of an outgoing member of staff’s knowledge. So how exactly can video aid the effort to curate an organization’s knowledge-base effectively, and what might that mean for sectors with heightened challenges in this area?

Video is one of the best ways to capture a complex process or procedure

Filming subject-matter experts demonstrating what they do is already one of the most common use cases for video at the organizations we currently work with. Sample Institutional Knowledge Video Panopto Social Learning Video Platform 50% of Your Skilled Workers are Leaving — What’s an Employee Training Team to Do?It’s especially valuable in an industry like oil and gas where practical or technical skills are easier to show than describe.

Getting your retiring experts to record a complete demonstration of a particular process creates a compelling piece of visual documentation for any new hire coming in to replace them. In an industry with particularly complex systems or procedures, this kind of learning content is invaluable. With a system like Panopto, it’s possible to record multiple video sources, making it easy to show something from as many angles as necessary.

Video can document the nuances that make your experts…expert!

Your experts are invaluable to your organisation because they have accumulated a wealth of knowledge about how things should and shouldn’t be done. One of the biggest challenges organisations face when one of these experts is about to leave is that so much of their knowledge is embedded in the way they go about their day job that you might not even know what information you most want to preserve.

There is often an intangible something about the way a particular employees goes about things that is hard to capture in a Word document alone. In a complex field like oil and gas, you face an additional level of complexity — you’re not just trying to lay out the core learning around a difficult topic, you’re also trying to find a way to keep hold of highly personal and specific approaches and methodologies that, say, a field engineer has built up over many years.

While you can never retain every last detail, simply pressing record and letting someone go about their everyday activities can yield a wealth of information on the nuances of how they work that make them so effective. From how to optimize procedures, to how to handle large-scale projects, video can give you a ‘fly on the wall’ view of your outgoing employees’ working practices.

This article was originally published on Panopto’s blog

When Faculty Are Students: Flipping Professional Development

By | Ikke kategoriseret, Thoughts and Discussion

When it comes to learning, faculty members can make tough students. Between research, teaching and mentorship, it’s not always easy to get PhDs to sign up just to learn about a new piece of university technology or the next campus initiative. And that challenge can be even greater for professional development and internal sessions on broader topics like campus leadership or communication skills.

While just managing schedules is difficult enough, of even greater concern is the learning experience — once everyone is finally on-board and in the same room together, how can you ensure that your faculty members are getting the most out of their time?

kaboompics.com Woman taking a photo with cell phone 300x200 When Faculty Are Students: Flipping Professional DevelopmentA new answer to this challenge may lie with the teachers themselves. University faculty have been ahead of most when it comes to simplifying the way information is delivered, and many of them already have put new tools to work to make learning easier on both themselves and their students. By flipping their classrooms, instructors have created learning environments that prioritize discussion and engagement–peer to peer, social learning–over lecture and passive notetaking.

And in doing so, they’ve also provided a new model anyone involved in faculty development should be paying close attention to.

Motivating busy people to learn

The flipped classroom accomplishes a more engaged classroom experience by giving scheduled class time over to discussion by providing basic information upfront via pre-recorded videos. This gives the learner an opportunity to review the information at their own pace, and repeat it as often as they deem necessary. Moving the lecture ahead of class time then frees the professor to engage more active learning strategies in the classroom, and allows students to connect more deeply and personally with the topic at hand.

The flipped classroom may have been designed for students, but its application has real value for any learning experience. And for a busy university professor, what could be better than the freedom to pursue learning content on their own schedule, then utilize scheduled PD sessions to consider and discuss what they’ve learned in greater depth?

Whether the pre-recorded lecture provides all of the development content or just a piece of it, following the flipped learning model can help faculty arrive to sessions primed and ready to discuss what they have learned. The flipped classroom frees more advanced learners from having to sit through a lecture which is, for them, repetitive, while simultaneously getting newer learners up-to-speed. In this way, everyone arrives at the in-person training on even footing.

Accountability ensures that everyone respects each other’s time

For those participants who might need an extra nudge to complete the pre-session work, the right video platform can help trainers establish accountability for their participants. Interactive elements like quizzes can help check for understanding, while a prompt to submit questions can help a trainer gauge which individuals are fully prepared for the in-person session and remind those who may be falling behind.

Having completed the preliminary materials ahead of time also offers participants the option to submit questions, comments and feedback, allowing the trainer to gauge the knowledge of the audience and to customize the in-person training.

With a firm understanding of the basics, and time to allow the ideas to marinate, the in-person segment of the professional development can be used to best effect. Knowing that everyone has viewed the preliminary content, trainers can speak to a broader audience without worrying about boring some learners while overwhelming others. They can respond to questions and optimize their presentation.

By moving the basics to the pre-session, trainers and participants alike ensure that everyone’s time is respected and that the training is as informative and relevant as possible.

An engaged student learns better — especially when they’re faculty

Once in the classroom, having flipped your session means in-person professional development time can be used in a variety of ways, from a deeper dive into the content all the way to small-group discussion and debate.

Highly engaged faculty members, having developed comfort with the content, can now dive into nuance, using one another to better learn. In turn, this peer-to-peer learning process increases comprehension and retention for everyone involved. Facilitators, meanwhile, can serve as guides to the content, prompting further discussions with more advanced questions, and offering clarifications for groups or individuals that may get stuck on a concept.

Building a campus culture with social learning

When participants engage with one another in a professional development session, you unlock your faculty’s collective brain power. Participants move from passive recipients of information to become active generators of new knowledge.

A quick presentation at the end of the day might hope to capture some of that energy and share it with the colleagues across campus. Here too, video can amplify the effect of this social learning strategy. With nothing more than the smartphone in their hand, small groups can record their thoughts on video and submit them to the group, or capture their key summaries and share them for others to review later.

Combining a trainer’s curatorial skill with a searchable video content management system, the best knowledge generated in your PD session can live on forever, shaping campus culture long after the day has passed.

They already do it. Now they expect it.

While a trainer in the corporate environment might expect to struggle with an audience that lacks experience in using a video content management system, in this area, academics are far ahead of their corporate counterparts. A quarter of all teachers now flip at least some element of their classrooms, and even those faculty that haven’t flipped have at least explored a MOOC or had one of their lectures recorded. In many cases, the same video platform used by professors to flip their classrooms and make lecture content available on-demand will be the same tool that you can use in flipping their learning experiences as well.

Born at Carnegie Mellon University and deployed across university campuses around the world, Panopto is already in the hands of millions of end users. It is an all-in-one platform that integrates lecture capture, video editing, and video content management on any Mac, PC, iOS or Android device.

This article was originally published on Panopto’s blog

Do Students Really Love Lecture Capture?

By | Ikke kategoriseret, Thoughts and Discussion

For any university debating the merits of implementing lecture capture, the impact it will have on their students is clearly a key consideration.

Lecture Hall Panopto Lecture Capture Platform Do Students Really Love Lecture Capture?Skeptics are concerned that introducing lecture recordings will discourage students from physically attending lectures. Others question whether there is enough evidence that students want educational content delivered via video at all. Conversely, advocates for lecture recording note that it can be a valuable study aid, as students can review learning materials at their own pace. They also highlight the important role video has to play in supporting students who can’t make class or those who speak English as a second language.

But what do students themselves think about video lecture capture?

Over the years a number of Panopto customers have surveyed their students directly to find out exactly how and why they use recorded lecture material.

Incoming student views on lecture capture

While many incoming university students don’t have a very developed sense of what technologies will be used to support them during their time at university, recent research shows that most students see the potential benefits of lecture recordings. In a report by JISC in the UK, students were asked about what technologies they expected to have access to when they got to university as well as what they wanted. Video lecture capture ranked highly on many students’ lists of what they would appreciate were it provided.

What do students think when they’ve experienced lecture capture directly?

Once students have reached university and have utilised lecture capture as part of their day-to-day study experience, the technology is almost unanimously seen as an important study aid. As just one example, a Newcastle University lecture capture report revealed that 92% of students thought that having access to recorded lectures was useful.

They also gave qualitative feedback on their use of recorded lectures (powered by Panopto, but known as ReCap at the institution), which included the following comments:

“[Lecture recordings] encouraged independent learning. It allows you to work at your own pace — the fact that you can pause lectures, then look up relevant stuff in a book, whilst at a proper desk allows you to make notes and properly understand topics as you go along.”

“ReCap is perhaps the most useful aide to my uni work. I wish all my lecturers used it.”

Another Newcastle University student, Daniel Doyle, has previously written for the Panopto blog expanding on many of these points. He describes lecture recording as a ‘no-brainer’, commenting:

“Above all, the students want it — and I believe they will demand it in the future. It has improved my learning experience and it is an extremely valuable resource for exam revision.”

The feelings of the students at Newcastle are echoed at many other institutions that have run similar surveys.

For instance, Aberystwyth University found that 98% of their students found Panopto recordings helpful when they surveyed them. 81% of those students went so far as to say that lecture capture availability would impact their choice of course in the future.

Making learning inclusive for all students

Access to recorded lectures can be particularly useful for international students who may find it more difficult to follow a lecture not delivered in their mother tongue, as well as for students with certain learning support needs. For instance, another student surveyed made the following comment:

“I have dyslexia and find it very difficult to take notes, listen and understand in lectures. The [lecture capture] system allowed me to listen to complicated lectures for a second time with the ability to pause so I can take notes and digest the information. I found I did better in the modules where I used the system to take additional notes for revision, combined with background reading from textbooks.”

The direction of travel

It’s clear to see from these university surveys that for many students lecture capture is an invaluable tool to help them succeed in their studies. As students become ever more technically-savvy and ever more demanding of their university and how it supports their learning, lecture capture — along with more emergent learning approaches like theflipped classroom and video assessment — are likely to become as integral as the institution’s Virtual Learning Environment.

This article was originally published on Panopto’s blog

Does Your Organization Spend Enough on Training Young Workers?

By | Ikke kategoriseret, Thoughts and Discussion

The Georgetown University Center on Education and the Workforce (CEW) has just published a sweeping new report, examining how employers, government agencies, and postsecondary institutions spend to collectively educate and train the US workforce.

In the US, a total of $1.1 trillion dollars is spent annually on formal and informal higher education and training. Employers spend the majority of that figure, budgeting some $637 billion across informal on-the-job training, formal corporate-provided training, and other opportunities like certifications and apprenticeships.

Much of that training budget is spent exactly as you’d expect — by industry, training expenditures are proportional with workforce sizes, and as the 70:20:10 rule would predict, budgeted support for informal training is outpacing that for more formal corporate classrooms.

There is one trend the study has uncovered, however, that’s left many industry observesin shock — employers spend almost nothing training younger employees.

Formal Training Spending by Age Group Panopto Video Learning Platform Does Your Organization Spend Enough on Training Young Workers?

According to the CEW, businesses are spending just 3% of their total training budgets on employees age 24 and younger. That’s almost unbelievably low for any industry — and especially so for organizations in finance or wholesale that rely on younger workforces to staff retail locations, as well as for organizations like manufacturing or nursing that tend to bring in younger employees for specialized job skills training instead of prioritizing university degrees.

Businesses Need to Invest in Training Their Young Employees

With the ongoing retirement of the Baby Boomer generation and the influx of Millennials — the largest demographic group in history — out of schools and into the job market, supporting younger employees has quickly become a priority in many organizations.

The good news when it comes to training young workers is that, by and in large, they’re ready and eager to learn. Young employees have only just left the world of academia (indeed, some may still be finishing degrees while they begin their new careers) — they still know what they need to do in order to learn.

Training Young Workers with Mobile Video Panopto Does Your Organization Spend Enough on Training Young Workers?And today, young employees’ learning styles can be exceptionally flexible. Honed by technology-enabled improvements in the classroom, young people today are as comfortable learning via video and interactive games as they are via classroom lectures and reading assignments.

Most importantly, when it comes to training offerings, the newest generation of employees are motivated. This is a generation that grew up with Google and YouTube providing information and how-tos on-demand — when they want to learn virtually anything, they take initiative and seek it out.

Yet, even if your organization only hires the best and brightest — the self-starting go-getters who will take the initiative to learn what they need to know — all that enthusiasm will quickly get you nowhere if you haven’t invested in training materials to share.

How Video Training Can Help You Meet the Needs of Young Employees

What’s at stake for companies that don’t embrace video for training, meetings and knowledge sharing? Higher attrition rates, lower productivity—and watching that sharp young grad who just might’ve been CEO one day sign on elsewhere. According to Cisco,87 percent of young executives say they would choose to work for a video-enabled organization over a company that has not invested in video.

However, that dismal forecast doesn’t have to apply to your organization. Embracing video as a tool for communication and learning is as easy as adapting what works in the classroom — into your conference room.

Not sure where to start? Here are three proven ways to bring proven, video-based employee training concepts inside your company walls.

On-Demand Corporate Training
Just as universities record lectures for students to review on their own time, companies can use video to make training available to employees when and where they need it. This need not be a complicated endeavor — at most organizations, this can be as simple as using the webcams or camcorders your teams already have on hand to record existing presentations or in-class training already being delivered.

For how easily it can be done, recording and sharing your training sessions can be surprisingly valuable to your bottom line. IBM uses video to scale their new employee orientation, job-specific training, annual compliance, and leadership training to employees worldwide. After deploying a video learning program for managers, the company found that participants learned 5x more material at 1/3 the cost of instructor-led training.

Flip Your Meetings
“Flipped classrooms” have revolutionized higher education. This twist on traditional teaching requires students to watch video lectures before class at their own pace, freeing class time for discussion and problem solving.

Flipped meetings take this concept to the boardroom. Instead of convening a group to sit through an hour long presentation just to figure out what the meeting is about, the flipped meeting requires the organizer to share their presentation with attendees ahead of time. Attendees can watch a video presentation and review materials beforehand, and walk into the meeting knowing what questions should be raised. This small change, advocated by innovative organizations like Amazon and LinkedIn, ensures that limited meeting time is used for high-value discussion and decision making.

Video adds value to flipped meetings. By recording their presentations with widely-available screen recording tools, meeting organizers can deliver pre-meeting information and context to attendees in a more engaging format. Organizers can also use video as a simple way to quickly record and share a post-meeting summary with action items and next steps.

Anytime, Anywhere Social Learning
Students in today’s graduate and professional programs often record video assignments to demonstrate comprehension and share best practices with classmates. MBA candidates record business pitches, nursing students capture patient interactions, and law students record mock trials.

As these students enter the workplace, they can continue capturing and sharing their knowledge through the use of social learning tools. Enterprise video platforms provide the foundation for social learning, with software and mobile apps that enable employees to record insights and ideas right from their smartphones and laptops, and instantly share them with co-workers in a secure video library.

As more and more organizations emphasize social learning, the value of capturing and sharing an organization’s internal knowledge continues to show. Today organizations use video to foster knowledge sharing among personnel around the world, allowing organizations to deliver more and more detailed training on virtually any subject without adding staff.

Find out more!

Screen Shot 2014 11 11 at 10.36.40 AM Does Your Organization Spend Enough on Training Young Workers?Learn more in our free white paper, Motivating Millennials: How to Use Video to Help the Next Generation of Employees Succeed.

In this paper, you’ll learn how your organization can support video to help your next generation of employees succeed, including:

  • 4 Aspects of Corporate Culture Where Millennials Expect To Use Video
  • How Your Company Can Embrace Video To Meet The Expectations Of Today’s Grads
  • What Your New Hires Expect From Your Video Platform

This article was originally published on Panopto’s blog

Thinking Creatively About L&D — How Video Can Enhance Employee Training

By | Ikke kategoriseret, Thoughts and Discussion

In an article featured on Human Resources Online, Florence Lee, Head of Training at Tesco Stores Malaysia, contends there needs to be a greater sense of creativity into the typical L&D mix. She calls for L&D professionals to think of themselves as artists, designers, or marketers in order to unlock the potential of innovative new approaches to learning in the workplace.Employee Training Panopto Video Platform Thinking Creatively About L&D — How Video Can Enhance Employee Training

An important part of this creative mix, Lee argues, is to implement blended learning approaches and integrate the use of smart devices in corporate classrooms.

Lee’s comments seek to spur along the shifts already taking place in the industry, as shown in the results from successive editions of the UK Learning Trends Index survey – an annual piece of research which examines the direction of travel for the L&D function from the perspective of more than 300 Learning and Development professionals. These studies suggest there has been a steady move away from pure face-to-face training towards innovative new e-learning methodologies. More and more, the employee training which was once carried out in highly structured formats in physical locations is often now taking place online and, increasingly, on the go.

In the sixth edition of the Index, the authors noted a ‘strong preference among learning & development practitioners for utilising online classroom technologies to support learning in their organisation.’ They traced the roots of this online learning trend back to higher education — something we also commented on in our recent TechCrunch article. Much as universities have engaged with distance learners with online learning platforms — often integrating video as a core part of the mix — so too the corporate world is starting to see the benefits of connecting disparate workers via video learning. Today 72% of L&D practitioners report anticipating an increase in spending on technology-based learning within their organisations.

The increased focus on technology-enhanced learning goes hand-in-hand with a move towards informal, social learning approaches. In her comment piece, Florence Lee talks about the empowerment offered by the 70-20-10 model, where staff are encouraged to hone their capabilities on a continuous basis and which also opens up the possibility for better knowledge transfer between peers.

So how does video fit into this picture? Well, when organisations are looking at designing effective, engaging employee training initiatives, there are multiple key ways in which video can add real value:

Video for Employee Engagement

According to Forrester Research, employees are 75 percent more likely to watch a video than to read documents, emails or web articles. This means that video has a crucial part to play in creating the right level of engagement with learning content. After all, there’s no point in designing an online training initiative if staff ignore the resources that have been created.

One of the most important things video can offer is that vital sense of the presence of a trainer or subject-matter expert that other online formats lack. This helps learners concentrate on material more effectively, allowing them to better absorb important concepts.

Video for Employee Empowerment

When used well, video can also offer learners a strong sense of empowerment. By providing staff with the ability to access content whenever, wherever, they can take control of the learning process and integrate it into their own workflows and processes.

Emerging thinking suggests that learning that fits in with the flow of actual work processes is more likely to be retained than that which takes place out of context in a classroom. Discoverability is key — by giving learners the ability to search within videos for key content with functionality like Panopto’s Smart Search, learning teams provide an organization’s employees with the opportunity to quickly skip to precise moments in a recording and achieve the kind of ‘just-in-time learning’ that suits a fast-paced business environment.

When used across an entire organisation, video can facilitate learning between all staff — not just those who are established as subject-matter experts. By giving a wider range of staff the ability to easily record content, everyone has the potential to become a teacher as well as a learner, increasing the potential for innovation within an organisation.

This article was originally published on Panopto’s blog

Are Your Captions Compliant? What Everyone Recording Lectures Needs to Know

By | Ikke kategoriseret, Thoughts and Discussion

On February 12, the National Association for the Deaf (NAD) filed a series of lawsuits against both Harvard and MIT, contending both institutions “discriminate against deaf and hard of hearing people by failing to caption the vast and varied array of online content they make available to the general public, including massive open online courses (MOOCs).”

My Trusty Gavel Flickr Are Your Captions Compliant? What Everyone Recording Lectures Needs to KnowIn announcing the legal action, the NAD also shared a full statement, making clear its case and outlining the outcomes it targets. For the now-majority of academic institutions that deliver at least some learning materials online, a few points may well read as wake-up calls.

In its release, lawyers for the NAD comment, “Federal law prohibits MIT and Harvard from denying individuals with disabilities the benefits of their programs and services, including those provided to the public on the Internet. It is right that Harvard and MIT, which both receive millions of dollars of federal tax support, are mandated by our civil rights laws to provide equal access to their programs and services. The civil rights laws apply not only to services offered in brick and mortar places. They require equal access to electronic services on the Internet that modern technology makes possible.”

The statement also makes clear that the NAD expects to use the precedent set in these suits as a basis for insisting on broader change. Again from the release, “Our hope is that this lawsuit will change not only Harvard’s and MIT’s practices, but set an example for other universities to follow. These lawsuits seek to reform conduct. They do not seek money damages.”

That these charges have been brought against Harvard and MIT is no small signal itself. Both are charter members of edX — a consortium of schools and universities that provide free courses online — meaning both are established, longtime leaders in making online learning materials accessible. Likewise, both are private institutions — a status which offers more operational leeway than might be afforded a public university. If the NAD succeeds in its suit against these two defendants, the precedent set will likely apply to many if not most other academic institutions in the United States.

From One-Off To Requirement — Online Learning Materials Make The Leap

The NAD’s legal action against Harvard and MIT serves to underscore the incredible transition that’s happened over the last decade in the field of technology-enabled learning.

Only a few short years ago, recorded lectures, online courses, and micro-lecture podcasts were a pedagogical novelty — one-offs that enthusiastic educators embraced with the hope of offering students a better way to engage with and study the detailed information presented in class.

Fast-forward to not yet even decade since the very first implementations of lecture recording technology, however, and already today online learning tools have become an essential part of the learning environment.

Students report that online learning materials like recorded lectures provide an invaluable study aid, as well as a much-needed support system for those instances when they can’t attend a class in person. Those resources yield real results, too — lecture capture technology has proven to help boost classroom test scores and overall grades in those classrooms where it’s offered.

Accessibility Is A Must — Both For New Adopters and Existing Implementations

As lecture capture and other online tools continue to prove their worth in supporting the educational experience, more and more academic institutions are today taking what often began as small pilot projects and rolling them out across whole departments, schools, and campuses.

Now as academic administrators consider those technologies in the light of the NAD’s suits against Harvard and MIT, the lesson shouldn’t be to avoid new tools or to drag their heels in addressing new opportunities; rather, it should be to make comprehensive support for future accessibility needs a standard part of the assessment of any pilot project or expanded rollout.

For schools and universities new to lecture capture or with relatively small implementations, this might be as simple as adding your standard technology accessibility review process to any new product or contract review (and if you haven’t already, ensuring that Section 508-compliant captioning is specifically called out as a mandatory feature).

For institutions where lecture capture and other online learning tools have already been embraced, meanwhile, a greater effort may be required. After all, Harvard and MIT did offer captions in their lecture videos — but as the NAD case specifically states, the poor quality of the captions provided (often due in large part to inaccurate machine-based transcription) rendered the videos “confusing and sometimes completely unintelligible.”

Especially for those where online learning tools may have been homegrown or assembled from other technologies — now is clearly the time to review your system’s ability to support accessibility in general and captioning in particular. As Harvard & MIT have now found, even well-regarded systems may not be comprehensive enough to support true accessibility.

How Panopto Supports Captioning

Panopto fully supports ADA Section 508-compliant captioning.

Captioning management is a part of the general settings for every video, and ordering new captions for any video can be done with just two clicks of a mouse. Panopto also enables users to upload existing captions as well. For a detailed look at how Panopto supports captioning services, check out our Support site.

For viewers, captions on Panopto are simple. Those watching a captioned video on our interactive web-based player can follow along just by clicking the “Captions” tab on the in-video navigation.

ADA Section 508 Compliant Captioning Panopto Lecture Capture Platform Are Your Captions Compliant? What Everyone Recording Lectures Needs to Know

Importantly, for all those videos you may want to share publicly on a webpage — Panopto’s embedded video player also fully supports captioning. As you’ll see in the example below, viewers can simply click the closed-captioning “CC” icon to toggle captions on and off.


 

Make Sure Your Captions Are Compliant

Although the cases brought forward by the NAD concern only Harvard and MIT today, forward-thinking organizations should take steps to recognize potential future implications. US-based schools and universities should be paying keen attention as this case progresses — as well should other institutions that both utilize video and receive some federal funding, including many non-profits, non-US schools with US partnerships, and even some corporate training practitioners.

This article was originally published on Panopto’s blog

Reflections on the Panopto Conference 2014: ‘Innovation with Video: Improving teaching and learning through technology’

By | Events, Panopto Updates, Thoughts and Discussion

by Tom Davy, CEO, Panopto EMEA

This week Panopto EMEA held its annual conference at Senate House, central London. We have been running similar events ever since we set up an office in the UK to bring the community together to discuss the opportunities and challenges surrounding the use of video at education institutions. This year we focused on innovative use cases for video and how these can be supported. Our inspiration for much of the content was, of course, the experiences of our users and their students.London Senate House 300x300 Reflections on the Panopto Conference 2014: ‘Innovation with Video: Improving teaching and learning through technology’

We have seen increasing numbers of universities and colleges start to move beyond using Panopto exclusively for lecture capture and exploring the ways in which video can open up new approaches to teaching and learning. We were lucky to be joined by representatives from nine customer institutions who covered a whole range of different uses for Panopto including supporting the flipped classroom, offeringvideo feedback, enabling student recordingsand live webcast of events, and facilitatingteacher training and student assessment.

I kicked the day off with some trends we’ve noticed in the growth and diversification of video use within UK higher education over the past four years. During this time, we have seen mainstream acceptance of lecture capture accompanied by increasing (albeit smaller scale) uptake of newer video uses. However, it’s also fair to say that while theconcept of lecture recording is now commonplace, recent research from UCISA suggests that it is still only being used within a minority of courses at most institutions.

 

Re-Humanizing Digital Content

I was followed by David White, Head of Technology Enhanced Learning at the University of the Arts London. In his keynote talk, he urged universities to re-humanise their digital content and talked about the possibilities video lectures offer to do just that. Using tweets from Aston University students as an example, he showed that students watching lecture recordings back will comment on the fact they can hear themselves ask a question in the lecture hall. This demonstrates that it is important to them that they were physically there and can therefore re-live aspects of the lecture experience digitally afterwards. He went on the comment that the idea of ‘presence’ is still vitally important to people – that lecture recordings can help extend the idea of presence into a digital environment, complementing, rather than replacing, face-to-face interaction. His talk also challenged the notion that universities should merely meet student expectations, pointing out that most students don’t come into higher education with a firm idea of how they will be taught. He suggested instead that universities should look to implement the most engaging teaching methods and clearly communicate to studentshow they are going to be taught, not just what they are going to be taught.

 

The Students’ Take on Video in Education

David’s session was followed by a panel of students talking about their own use of video and lecture recordings. Representatives from Newcastle University (David Morris), the University of Essex (Mikya Rozner) and the University of Birmingham (Lauren Morrow) debated themes such as whether students would stop coming to lectures if they were recorded, the impact on their learning experience when only some lectures are recorded while others are not, whether or not video of the lecturer made a difference (as opposed to just capturing audio and slides/screen) and the effectiveness of flipped classroom teaching.

All of the students felt that as recordings are usually used to consolidate knowledge or revise, physical attendance at lectures was unlikely to be affected. They also agreed that having access to only some lectures was frustrating and felt that lecture recordings were useful across the board and should be made available more widely. Those that had access to lecture recordings in their first year, but not for courses in subsequent years described their surprise on discovering that this technology was not standard.

There was a difference of opinion over the importance of having video of the academic accompanying the audio and slide recordings. David from Newcastle University felt that the recordings were purely functional and therefore audio and slides were sufficient, whereas Lauren from the University of Birmingham and Mikya from the University of Essex felt that video added a compelling extra layer of personalisation and engagement that they believed made the recording even more useful.

Lauren then talked about her experiences of the flipped classroom, suggesting that the more active learning facilitated by this teaching method ultimately gave her a richer learning experience.

An academic panel featuring Dr Laura Ritchie from the University of Chichester, Dr Phil Ansell from Newcastle University, Dr Jeremy Pritchard from the University of Birmingham, and chaired by Sarah Sherman representing the Bloomsbury Colleges then responded to the comments made by the students. They also talked about some of their own personal experiences of increasing use of video at their institutions.

 

The Future of Video at Education Institutions

The morning sessions concluded with a talk from Panopto’s Founder and CTO, Eric Burns. Eric took a look at the future of video and how this would impact education institutions. His ultimate conclusion was that while video use is set to grow even further,ultimately bricks and mortar institutions will emerge stronger, with digital technologies helping universities and colleges respond to students’ digital needs while also allowing them to reimagine the contact time they have with learners in the real world.

During the afternoon, delegates split into two groups – one focusing on teaching and learning themes, the other on technical subjects. The teaching and learning topics included:

  • How to make the flipped classroom work in practice, presented by Dr Jeremy Pritchard from the University of Birmingham
  • Student recordings, presented by Dr Laura Richie from the University of Chichester and Mark Rogers from Leeds College of Music
  • Video for staff self-reflection and more, presented by Benn Cass from John Leggott College

These sessions provided a fascinating insight into the varied ways institutions are now using Panopto and it was really inspirational to hear about the effects some of these new teaching approaches were having on the student experience.

Running in parallel, we had technical sessions covering the following:

  • An ‘Ask the Experts’ session with Panopto’s Founder and CTO Eric Burns and our Director of Integrations Jenn Lin
  • A session on hardware with Panopto’s Neil Burdess and David Pammenter from the University of Edinburgh
  • A look at how Panopto allows institutions to use their videos and playlists anywhere, presented by Jenn Lin.

Attended by more than 120 delegates, the event provided a fantastic forum for learning, debate and discussion. As the CEO of Panopto EMEA, it was a chance to reflect on how far we’ve come and how lucky we are to have such an engaged user base who are actively experimenting with video so that they can exceed, not just meet, student expectations.

This article was originally published on Panopto’s blog

Lecture Capture — Moving from Adoption to Ubiquity

By | Ikke kategoriseret, Thoughts and Discussion

This week, the Universities and Colleges Information Systems Association (UCISA) released the 2014 Survey of Technology Enhanced Learning for Higher Education in the UK. This report draws on data gathered in a national survey of UK higher education institutions and focuses on institutional engagement with technologies that support teaching and learning activities. UCISA has undertaken a number of similar surveys in previous years to track developments in the adoption of various technologies over time. Lecture Capture — Moving from Adoption to Ubiquity

Lecture capture is one of the technologies covered in the report that has seen a significant rise in uptake since the survey was last carried out in 2012.

This year’s survey found that lecture capture is centrally supported by 63% of UK institutions, compared with 51% of institutions surveyed in 2012. Technology Enhanced Learning (TEL) Teams responding to the survey also stated that they were facing increasing demands from academics who wanted support in their use of lecture capture. The report suggests that at a number of institutions there is ‘Strong endorsement for investing in and scaling up lecture capture service’.

At first glance, all this might indicate that lecture capture has become more or less mainstream at the majority of academic institutions. Yet responses to other questions reveal many universities still have a healthy amount of opportunity for growth. Just three percent of respondents reported that 75% or more of their departments were recording lectures, and a number of institutions are still capturing less than 50% of their course content.

As the two-year trend in adoption reveals, however, that opportunity for growth is quickly being seized. Lecture capture — and related academic video technologies like the flipped classroom and student video — are growing at a rapid pace. Frost & Sullivanprojects the market to grow 25% annually over the coming 5 years, more than tripling in overall size.

From our own experience working with higher education institutions, it’s normal for universities to take some time before rolling out lecture capture out campus-wide. Universities like Newcastle have detailed their journey towards lecture recording at scale on our blog and the University of Essex outlined their move from ‘occasional analogue to ubiquitous digital’ lecture recording at a recent UCISA conference.

Achieving academic buy-in for lecture recording is a key initial step towards driving uptake. This process often starts with a certain degree of myth-busting – as the Head of E-Learning at GSM London describes in a recent guest blog post. Concerns about lecture capture range from a fear of being ‘checked up on’ to worries about being replaced by a recording. One particular objection often raised to lecture capture is that students will stop physically attending lectures. Many studies show that, in fact, there is no notable drop in attendance at live lectures after the introduction of lecture capture – includingrecent research from Steve Bailey at the University of Kent. Reassuring staff that lecture recording will not replace face-to-face forms of engagement is critical to ensure that the conditions are right for the widespread adoption of lecture capture within an institution.

As well as highlighting that lecture capture will not have a negative effect, TEL teams need to stress the benefits lecture recording can offer in terms of boosting student satisfaction and attainment. With mounting evidence that lecture capture is having a positive impact on both student results and their level of engagement with educational content, the case for campus-wide roll out of lecture recording will become increasingly clear and we will see an increasing move from adoption to true embedding of this technology at institutions.

This article was originally published on Panopto’s blog

How Can Universities Meet Rising Student Demand?

By | Ikke kategoriseret, Thoughts and Discussion

Yesterday was exam results day in the UK, when students up and down the country discover whether they’ve received the grades needed to get into their first choice university. Many of those who didn’t will be considering going into clearing — the process which allows students who haven’t secured a university place the chance to apply for courses that still have openings. With a record number of UK university places available this year, there are lots of options on offer to students.

This year in the UK an extra 30,000 university places have been made available, and UCAS (the Universities and Colleges Admissions Service) suggests that this year, for the first time ever, student numbers in the UK may reach over 500,000. Next year the figure is likely to be even higher as the current cap on student numbers will be removed completely.

University of Michigan Image Creative Commons How Can Universities Meet Rising Student Demand?As more and more students enter the higher education system, universities are faced with fresh challenges around how to support and service a larger student body. These challenges aren’t unique to the UK — in fact, they are often much more pronounced in other parts of the world.

Across Africa, for instance, the World Bank estimates that participation of young people in higher education is only about 7% in comparison to the global average of 30%. With a growing youth population in many countries, demand for tertiary education in the continent is only set to grow further. Technology clearly has a role to play in helping bridge the gap between educational supply and demand, and the possibilities are being actively explored through such forums as the annual E-learning Africa conference.

In the US too, even universities which already serve tens of thousands of students still consider enrollment growth a strategic priority, and are considering how they can best expand the scope of their activities to reach global student audiences.

Many universities, both in North America and throughout the rest of the world, are looking to technologies like video to offer them the ability to scale their programmes internationally. This could be via a wholly virtual model or through more of a blended learning approach.

In a survey carried out recently by the Economist’s Intelligence Unit, 61% of the universities they spoke to said that they believed online and distance courses would have the greatest effect on how higher education is delivered in the next five years. In addition, a quarter of those surveyed expected online and hybrid courses to attract more students and bring more revenue to their colleges or universities. The rise of MOOCs over the past few years has already shown that there is a huge appetite for wholly virtual courses.

At Panopto, we are working with hundreds of institutions around the world and are seeing many of these trends play out amongst our user community. Many have already launched, or are planning to launch, online programmes, supported by activities such as lecture recording and event webcasting. Others are considering how they can combine the best of their bricks-and-mortar offering with the opportunities opened up by digital technologies through implementing blended learning approaches. This often starts with using video to flip the classroom, so that more basic instruction can be done in advance via bite-sized video clips or pre-recorded lecture content, thereby freeing up class time for more interactive work.

These digital developments are designed not just to help university learning scale effectively in the face of greater student numbers, but also to better serve the changing needs of learners who are immersed in digital technologies to an unprecedented extent.The U.S. Department of Education has underscored the importance of digital learning channels, finding in their own research that “classes with online learning (whether taught completely online or blended) on average produce stronger student learning outcomes than do classes with solely face-to-face instruction.”

Technologies such as video, then, are playing a key role in supporting student demand on two different levels.

Firstly, video can help to address the logistical issues posed when ever-increasing numbers of students want to access university learning. While institutions can’t necessary increase the size of their campus, they can, of course, expand virtually.

Secondly, while student demand for higher education has certainly increased globally, students’ demands have arguably increased too. Many students expect their institution to be able to provide compelling multimedia learning content which they can consume in the classroom, on their desktop computer in their room or on the move via a mobile device. Many of our customer institutions are using Panopto recordings to help address this requirement by allowing students to access relevant educational resources whenever, wherever – be they a student on campus, or beyond.

This article was originally published on Panopto’s blog