Copenhagen Business Academy (Cphbusiness) is a leader among colleges and universities in Denmark, when it comes to using video as part of teaching. How they use and experiment with video, is quite different from the more traditional lecture capture. Therefore, it was interesting to understand their unique approach to the use of video and their implementation process.
In the article, we will be looking at Cphbusiness’ use of video, where Carsten Storgaard and Simon Hartmann from the Pedagogical IT department, talk about the creativity of the teachers and students, when using Panopto’s video solution.
Here are but some of the user scenarios applied at Cphbusiness:
- Flipped classrooms and blended learning;
- Reflecting on student consulting sessions by teacher and student;
- Screencasting purposes, such as making tutorials and instruction videos;
- Students presentations, such as presenting their exchange abroad;
- Students internship presentations (solving problems at their work);
- Case competition, presenting case solutions with video;
- Focus group interviews, for analysis purposes;
- Filming “Christmas video calendar”;
- Lecture recordings;
- And much more.
According to Carsten and Simon, their department wanted to generate some interest in digitalisation and enhance the digital learning experience. Last spring (2016) the college initiated 24 different projects, where teachers and or teams of teachers experimented with different projects, making wikis, videos, flipping their classrooms, etc., where they described, a lot of those experiments involved the use of video.
The teachers had many great ideas and they needed a tool that could support them. For that reason, they had to find the right solution for making videos, “where very often the answer was Panopto.”
As Carsten further explains, “an easy way to get people on board is, of course, if you can find a tool that is easy to use and that can support what they do in their daily life”. According to him, the initial idea from the technical perspective, was “to find a way of how to deliver PowerPoint presentations in a different format, such as using video”.
That was the reason, why they at first found Panopto to be the solution which could serve their needs. Teachers could easily make their own video presentations at their own time and pace, without necessarily coming to the studio.
The Advantages of an Experimental Approach
From the beginning, the approach was very experimental, where the teachers were told, “We give you a tool (Panopto), I just show you how it works, and you figure it out what you want to use it for, and how you want to use it as part of your teaching”.
This which was most interesting, was that teachers were not pushed into a frame of how they are supposed to use video, they were free to use and experiment with Panopto, this somehow made teachers develop their own ideas of how to use it. “We do NOT preach: “You should use Panopto like this; you should capture your lectures like this. The setup should be like this”, – Carsten says.
Simon also believes that the main advantage of this approach, are the many different and exciting user scenarios, which emerge.
Carsten mentioned that the video solution (Panopto), which was chosen by Cphbusiness, is a very easy tool to download and get started with. People were quite impressed with it:
“Suddenly they were excited and felt they could do something that they couldn’t even imagine 20 minutes before that. So, as it was an easy way to get ambassadors, it was an easy way to have people starting talking to each other and feeling quite proud of what they did.”
The Ripple Effect
Simon describes this phenomenon as “a ripple effect” that has driven demand: “It was the teachers themselves who wanted to challenge the idea of what they can use it for, and the Pedagogical IT department did not need to be pushy”.
He distinguishes, between a ‘natural ripple effect’, where teachers who have experimented with clever ways of using Panopto, inspire their co-workers to adopt their way of working with video. Another ripple effect form, is the more ‘forced or extended ripple effect’, where people like themselves (Carsten and Simon), who get to move throughout the entire organization, have a unique opportunity to showcase great user cases at other campuses, thus extending the ripples.
Furthermore, Cphbusiness even experienced an even more interesting phenomenon, where the production of video, which first was intended as the teacher’s “job”, is now moving from the teacher to the students, e.g. students’ assignments are being handed in using video, which is made possible, using Panopto’s student assignments feature.
The teachers always wanted the students to be more engaged, and they were surprised with how easily the new video tool made this possible, both from the technical perspective but also because the students thought it was fun.
Some Final Words
Cphbusiness has plenty of different user scenarios, which have great potential to provoke and inspire other schools, colleges and universities. Videos are being used in a more experimental way by the teachers, who use their creativity in finding new ways of using Panopto and by that video.
From what Carsten and Simon observed, both teachers and students enjoy this experimental approach and they do not need to push the teachers to make any videos.
Their recommendation is for schools to have their own ambassadors who tell their success stories to other teachers, causing the ripple effect. But it is also important to give teachers enough time and technical support when needed, and of course the right video tool, which is easy to use for everyone.
About Cphbusiness: founded in 2009, it is the largest business academy in Denmark with 5800 full-time and 7200 part-time students.