Kaltura recently published the results of their survey on video use in education. This article comments on the survey and lists some of the findings:
Kaltura, a leading provider of video content management systems for education, recently published a survey about growth in the use of video at Universities and Colleges. Some of the results are remarkable:
- 93% of respondents believe that video has a positive impact on student satisfaction and 88% agree that it boosts student achievement levels.
- 87% of respondents agree that online learning will grow in importance and acceptance.
- 86% think that video helps with professional development and collaboration between educators.
- 85% believe that the use of video as part of their resources toolkit increases teacher satisfaction.
- 82% of respondents believe that video makes student onboarding easier and 76% feel that it increases student retention rates.
Read more of the summary here:
What’s holding back Universities from granting more degrees online? Is the technology immature and the experience mind-numbing? Or are Universities simply trying to protect their brand and keeping degree prices high?
Daphne Koller of Coursera has some interesting comments on where things are going.
“Prof Koller said concerns about impersonal online learning were often built on an unrealistic image of traditional campus-based teaching – and that most students are not “walking on lawns next to ivy-clad buildings”.”
“It’s a false comparison to think it’s either anonymous online teaching or else a cosy armchair and individual tutors.”
“When you have a lecture hall with 300 people, you’re not getting personal interaction.”
Lecture Capture, the routine recording of classroom lectures, is still controversial at some Universities and Colleges, while being common as chalk at other institutions.
Students love the service and find it practical and beneficial for review and mastery of the material, and not simply helpful for classes missed due to a drunken hangover. Instructors, however, fear that they’ll never, ever, see any students again. They also worry about how their delivery will look and be impacted (bad hair day?) and loss of control of interaction in the classroom. Most of these fears have been discounted by schools actually using the technology, and as a last resort all have some type of opt-out policy.
Here’s an article about one college struggling with the transition to a lecture capture environment:
For universities and other institutions there is a legal requirement to caption any publicly accessible videos. This article discusses the current status facing videographers:
And it ends with a list of some surprising benefits.
Oregon State University spent six months evaluating top-of-the-line lecture capture appliances and issued their final report. This is a well documented study with rankings based on criteria which they felt were critical given their years of experience with lecture capture. The full report is available as a download from this blog post (pdf).
Actually, they are two names for the same device. It’s a writing surface illuminated at the edges by LEDs. Instructors like the ability to face their audience.
“The newest addition to Goedl’s teaching toolbox is a light board, which she writes on as she records introduction lectures for each new course topic. The lecture capture tool allows her to face the camera while writing on a transparent surface. Light board technology also reverses whatever is written on the board during recording, so viewers do not see the content backwards.
The result is an innovative video lecture in which instructors appear to be writing in midair. The polished look keeps students interested and allows them to view the board and the instructor’s face during the entire lecture. During the traditional lecture format, instructors turn their backs to students in order to write on the board. In this process they may even block students’ view by standing in front of the board.”
For more information about this research, please visit this site at Research Gate.
A few years ago nobody knew what an “action cam” or “helmet cam” was, and now they’re so taken for granted that if you don’t have one or two in your car trunk you’re not up-to-date.
The developers behind Lecture Creator feel that our new LC series recorders are so new and feature rich that they, too, might launch a new product category in the industry. Why? These devices:
- Serve as a hi-def camera with a wide range of interchangeable fixed, varifocal or zoom lenses.
- Recording is done directly to a highly compressed MP4 file that may be uploaded directly to content sites.
- The unit can live-stream concurrently while recording.
- The files created can be automatically uploaded to content servers.
- It’s simple to setup automatic scheduling for recording.
- A variety of web and serial command interfaces enable control of the device.
- It will even email you when you need some notifications.
These features are ideal for lecture capture, lecture creation, performance capture and event capture (as described in our post on Lecture Capture and Creation ).
So we’re looking for a good name to refer to this class of devices. There’s nothing like it on the market. There are some video-conference cameras that do streaming, but no recording or scheduling or uploads. Some security cameras are IP-Network based, but their feature set is aimed at a different market (face recognition or license plate reading). A term like “Video Recorder” shortchanges all this unit can do. How about “Classcorder” or “Lecture-Cam” or “Class-cam”?
We’re open to suggestions on names and feature lists. And tell us about similar products.