What Is Micro-flipping?


By now, many instructors in colleges and universities, as well as those specializing in continuing education and even grades K-12 are familiar with flipped classrooms. In a flipped classroom, lecture content is delivered through video, providing additional class time for activities, hands-on learning, discussion, one-on-one instruction and interaction. You may, more recently, have heard about micro-flipping. Micro-flipping uses short lectures, both in-and-out of the classroom setting, providing some of the benefits of a traditional classroom and some of the benefits of a flipped classroom. A micro-flipped class video will typically be five minutes or less in length.

 

The Benefits of the Micro-Flip

Micro-flipping works in both flipped and traditional classrooms, and can help to address some of the challenges found in each type of classroom. The time investment is minimal; instructors can create micro-flipped recordings in just a few minutes while sitting at their desks or even record them using mobile tools.

 

Micro-flipping in the Flipped Classroom

One of the primary criticisms of flipped classroom structures is that they simply don’t work if your students come to class unprepared. When the classroom is designed to function for students who have watched the lecture material ahead of time, and a large number of individuals aren’t doing so, they’re unlikely to be able to complete assignments, join in class discussions or effectively participate in group projects. This can also be an issue if the students have watched, but haven’t understood, the lecture material provided ahead of time. 

 

If you have access to a short, condensed version of lecture material, you can watch this during class time to review the material, provide students who failed to prepare with key information, and to trigger any questions students may have. This can make the flipped classroom function better for all students.

 

Micro-flipping in a Traditional Classroom

Micro-flipping can also offer benefits in a traditional classroom. In this case, the video made available before the class can act as a sort of preview for students of in-class content. This can encourage interest in the classroom lecture or provide additional thoughts or ideas related to classroom readings. Students who miss a class can also rely upon micro-flipping to catch up before the next class, even if full lecture capture recordings are available. 

 

Previous article: Facilitating Student Learning with Variable Speed Playback

Facilitating Student Learning with Variable Speed Playback


Video is becoming an essential part of higher education, and a standard part of students’ learning experiences. With this fundamental shift in learning strategies, students are using video in new ways and with the expectation of new tools, including variable speed playback.

Understanding Variable Speed Playback

Variable speed playback is an option in the Platform’s Media Player that allows students to speed up or slow down playback. Depending on the user’s individual needs, they can cover content quickly for review, or more slowly, for increased understanding and retention. Regular speed playback is 1x, but with the Media Player, you can choose speeds from .5x or half normal speed to 4x. Users can easily change speed during the course of playback. 

 

Speeding Up and Slowing Down Playback

Both speeding up and slowing down playback offer a number of advantages to students. Consider the following use cases:

  • Reviewing Recorded Lectures

Lecture capture isn’t just for online learners. Students may use lecture capture recordings to review classes they attended for improved understanding and retention. When watching a lecture they attended, they may not want to spend as much time watching; doubling playback speed allows a one-hour lecture to complete in only 30 minutes.

  • Preparing for Exams

When it’s time for midterms or final exams, students may want to watch as many lectures as they’re able in their study time. Working your way through a full semester or even half a semester of lectures is challenging at a normal pace, but much more manageable when sped up using variable speed playback. 

  • Online Learning

Students that are using lecture captures without brick-and-mortar classroom time may find it helpful to be able to slow down playback during challenging lectures.  This can offer additional time for understanding and mastery, particularly of technical terminology.  The same strategy is effective for students who are catching up on a missed class.

  • English Language Learners

English language learners are frequently able to master the material and understand lectures much more effectively when they can slow down playback. Reduced speed means slower speech and improved comprehension for these learners. 

 

Previous article: Increase Knowledge Sharing and Improve Efficiency in the Workplace

Increase Knowledge Sharing and Improve Efficiency in the Workplace


Within an individual organization, knowledge is often held by one or only a few individuals. During day-to-day operations and transitional periods, this can result in significant lags or delays. This leads to wasted time and productivity, as well as employee frustration. Providing your staff with the tools they need to effectively share knowledge can reduce these gaps in knowledge and help empower each member of your staff with the information that they need to do their jobs to the best of their ability.

 

The Benefits of Knowledge Preservation and Sharing

When you provide your staff with a means of preserving and sharing their knowledge, they can be more productive and spend less time looking for information, sending emails, and playing phone tag.  In the real world, that looks like more time spent working and less time lost; this is better for both employers and employees.

Imagine that your business is planning a large event for clients. Several people have been involved in this process from year-to-year, and not all of them are aware of all elements. Division of labor can change from one year to the next, and there is some amount of staff turnover. If each individual only knows their own part of the process, you will likely create additional roadblocks in the planning process. The challenges apparent in this scenario are similar in a variety of other situations. 

Knowledge sharing includes far more than traditional paper or digital files. Effective knowledge sharing provides your staff with access to information when they need it. If staff do leave the organization, the necessary information to appropriately on-board a replacement is already available. 

 

Organization and Access

In order to share knowledge effectively, it is essential that your staff can create informational resources and then access that knowledge. This requires a media management system accessible throughout your organization, as well as the tools to upload files, record presentations, share images, and save video conferences. Information should be organized in logical ways, with powerful search tools that enable users to find what they need when they need it. 

Think again about our large event, and what it takes to bring that event from initial planning to completion. This event requires spreadsheets for vendor contacts, site plans, presentations, and styling. Imagine that all of yours staff can access a folder of media containing all of this information, as well as videos from the event, captured recordings of presentations, and even notes and recordings from video conferences. When one person needs information, they can find it quickly and easily. 

 

Previous article: Teaching Presentation Skills

Teaching Presentation Skills


In many different sectors of today’s world, presentations have taken the place of long-form written reports. Typically, a presentation involves several components, including PowerPoint or Google Slides visuals, a verbal component, and a relatively concise written piece, or a white sheet. Presentation skills are an essential part of communication in business, industry, technology, and education, and educators should work to support this key aspect of student learning. 

Traditionally, class presentations have been limited or even non-existent in many classes; they’re time-consuming and difficult to include in the curriculum. Students lack the opportunity to practice the essential presentation skills they will need in the workplace. Fortunately, with easy-to-use mobile and software capture tools, students can practice these skills, receive valuable critiques, and become comfortable speaking without using critical in-class time. In addition, video offers additional options for peer interaction and feedback.

Making Video Presentations Work for Students

There are several things you can do to support your students and help them to succeed as presenters, both now and in the future.

 

  • Prepare your Students

Presentations can be uncomfortable as can be on camera. Talk to your students through the process of preparing a presentation and recording it. Make sure they understand how to use software or mobile capture tools, and how to publish their presentation. Let them know that it’s normal to need more than one take to capture a good presentation, and this is the plus to recording! They can practice until it looks great and is ready to share. 

 

  • Set an Appropriate Deadline and Make a Plan to Review

Make sure your students understand when to have their recording completed and uploaded. You may want to allow some time for small groups, or in the case of a smaller class, an entire class to watch presentations. Use the in-class time, for a flipped class or a hybrid class, or an online discussion feed to review presentations. Remind students to give constructive criticism and feedback and to make an effort to be kind to one another.

 

  • Complete your own Presentation Review

For a graded assignment, faculty or graduate assistants should also review each video presentation, provide feedback, and assess the student’s work. It may be helpful to consider assigning more than one presentation over the course of a semester to assess developing and improving presentation skills.

 

 

Previous article: YuJa to Present at EDUCAUSE 2019

YuJa to Present at EDUCAUSE 2019


YuJa to Present at EDUCAUSE 2019

 

Come to Booth #460 at EDUCAUSE to learn about the YuJa Enterprise Video Platform’s lecture capture, live streaming, media management, video conferencing, video exam proctoring, and enterprise accessibility at Chicago’s McCormick Place from October 14-17. #EDU19

EDUCAUSE provides essential opportunities for education, networking, and growth opportunities to higher ed IT professionals from across the country.  Individualized programmatic tracks at EDUCAUSE enable attendees to get the maximum benefit from their time and investment in personal and professional IT development. 

 

Previous Article: YuJa To Present at Partner-Only Tulane Tech Day 2019

 

YuJa To Present at Partner-Only Tulane Tech Day 2019


YuJa will be presenting its flagship Enterprise Video Platform at Tech Day held on the Tulane University campus on October 3, 2019. Tech Day is a partner-only platform, designed to provide administrators, instructors, and students with information on classroom technology.

Tulane’s 2019 Tech Day will be looking at the future of the university experience. Big data and artificial intelligence sound like science fiction to many people but they are today’s reality. Join us and see how we are making these types of innovations in the video accessible in your classroom, research, and beyond.

Tulane University has a site-wide license to the YuJa Enterprise Video Platform for Canvas-integrated Media Management, appliance-based lecture capture, and software-based lecture capture for personal and classroom venues. “We are proud to be invited to Tulane Tech Day as a partner with one of the leading institutions in the country,” said Dr. Ajit Singh, President of YuJa.

 

About Tulane University
Tulane University, located in New Orleans, Louisiana, began as a medical college in 1834. It is a member of the Association of American Universities, offering more than 70 different undergraduate majors and many graduate programs. Tulane is an active and vital part of the community in New Orleans, providing more than 780,000 hours of community service last year.

 

About YuJa
YuJa is a leader in enterprise video solutions. Our products harness the power of video to educate, engage, inspire and collaborate. We serve organizations of all sizes, within all sectors, including higher-ed, K-12, government, healthcare, non-profit and corporate delivering engaging video experiences. Our portfolio includes products for lecture capture, live streaming, media management, video conferencing, video test proctoring, digital asset management and enterprise accessibility. We have legal headquarters in Delaware with primary U.S. offices in Silicon Valley, California and Canadian offices in Toronto.

 

Previous article: Why Social Learning Matters for Corporate Learning

Why Social Learning Matters for Corporate Learning


Creating a positive corporate culture that facilitates learning, professional development, and employee retention requires a variety of strategies. Social learning, or learning from and with others, is one of the most valuable corporate learning strategies in nearly any field. Within your company, social learning encourages relationships and collaboration that move beyond a learning environment and into the everyday workplace, making your staff both more productive and more satisfied with the workplace environment.

 

Understanding Social Learning

While social learning may sound like a modern concept, in fact, it’s one of the most significant ways humans learn. You’ve been participating in social learning your entire life, from watching and engaging with your family as an infant and toddler to absorbing aspects of a new corporate culture. 

Most people don’t like learning in a classroom setting; it’s frequently defined as dry or boring, and retention rates are low. Swap that structured classroom for a more casual and interactive one and your staff will not only like their learning experiences but are more likely to retain information and integrate it into their daily work. 

 

Social Learning Face-to-Face

You might be surprised to realize that social learning occurs every day in the workplace. When one person asks another question about the software, it’s an example of social learning. When someone on your staff takes the time to teach a new skill or provide information, it’s social learning. This kind of social learning occurs more readily when you create a collaborative and supportive workplace and provide opportunities for employees to interact with one another. 

Social learning can also be more formalized. For instance, you might host workshops to learn about new software, with open laptops and free interactions between coworkers, or designate specific times for learning and interaction in a more regimented workplace. That could look like a later opening time one day a week or a special event to show off and try out new products. 

 

Online Social Learning

While, on the surface, social learning sounds like something that requires people to be in the same building at the same time, that is far from true! In fact, companies with offices around the globe or with a remote workforce can still take advantage of social learning opportunities. These may look a bit different than social learning in person, but they’re just as valuable and offer the same benefits of collaboration, connection, and information retention.

What do opportunities for online social learning look like?

  • Using video conferencing technology to bring staff together in one place for conversation, interaction or demonstrations.
  • Offering the ability to converse with others, both in and out of the office, through discussion feeds.
  • Live streaming work events and training so everyone is able to participate.
  • Enabling on-the-spot video chats for staff in multiple locations. 

 

Previous article: Managing and Sharing Flipped Classrooms

Winter 2019 Scholarship Winner – Anissah Surita


Tell us about yourself:

I am Anissah Surita and I graduated from St. Francis High School in 2018. I just finished my first year of college at Folsom Lake College and I plan to transfer to Sacramento State after my second year. I will transfer with an Associate’s degree in business. In my free time I enjoy playing soccer with my parents and younger brother.

What has been your best experience in school?

My best experiences in school so far would have to be from high school when I played for the soccer team all four years. I gained so much experience and grew as an athlete and a person. I became closer to so many of my classmates and it was a true bonding experience.

What influenced your choice in major?

I really like within the business major how many options of careers there are after graduation. I am thinking of either choosing the marketing or accounting concentration. I will learn more as I continue to take classes about which concentration I want to focus on at Sacramento State.

How do you envision yourself in 5 years?

I envision myself with a Bachelor’s degree in Business from Sacramento State. After I earn this I plan to work towards my Master ́s degree. With this time frame, I hope in five years that I will be working towards earning this. I hope within this time I can also gain some experience through internships that are offered to students in this field of study.

What do you hope to learn from your school experience?

I hope to grow as a student and person through my courses and peers. I have already enjoyed a year’s worth of classes and the experience they have given me. I look forward to my next year at Folsom and earning my Associates’s degree. I also look forward to transferring to Sacramento State where it will be a completely different experience I assume.

What extracurricular activities do you enjoy?

Since I was a young girl I have been involved with sports. As I got older I decided to focus on soccer and play on a competitive team. I enjoy playing soccer still with my twelve-year-old brother, my family, and friends. I also enjoy practicing softball. I played softball for about seven years when I was younger and I played for St. Francis in my junior year.

Managing and Sharing Flipped Classroom Videos


Flipped classrooms turn the traditional classroom structure upside-down. In-class time is focused on projects, interactive learning, and other activities, while lectures are handled via video. For both k-12 and higher education, this means managing and sharing a lot of video content; a single class might require several individual mini-videos per session. 

 

Creating Flipped Classroom Videos

Flipped classroom videos are typically relatively short and focused. They can be recorded in a classroom, meeting room, office, or home office, but can also be recorded using mobile capture at other locations. For instance, an instructor teaching a course in industrial design might record a flipped classroom video at a local company, with their support and consent. 

There are a number of options to create flipped classroom videos.

  • If multiple instructors are recording on a set schedule, hardware-based capture solutions can provide a practical solution.
  • Within a classroom, conference room, office, or home office, software-based capture solutions are practical.
  • Outside of normal recording space, mobile capture is an ideal solution; however, browser or software capture can also be used with a laptop and internet connection. 

 

Managing Video Content

Flipped classroom content is typically viewed asynchronously, with students watching the videos for a class on their own schedule before the designated class time. To maximize student attention, shorter videos are ideal. Given that, you can expect that each class period will have several connected videos. The organization is essential!

 

Naming Videos

Smart naming strategies make it simple for users to find the content they need for each class period. Many instructors will reuse content from semester-to-semester or year-to-year. You might find it helpful to think of a structure like CourseName_CourseSession_Subject, so ECON101_Class2_Supply. Avoid using dates as filenames if you plan to reuse content from year-to-year. 

 

Using Folders and Subfolders

In order to make flipped classroom content accessible, it should be well organized. The Platform supports class structures but also allows for subfolders within those class structures. Consider using a subfolder for each class session; this makes it simple for users to find the correct session folder. 

 

Sharing Flipped Classroom Media

Flipped classroom media should be easily available to users, but should be published on a logical and practical schedule to encourage users to maintain on-target with their studies.

  • Rely on scheduled publishing dates to make content visible just a week or so before it is needed.
  • Choose a Platform that allows for mobile viewing to support user learning.
  • Provide users with URLs for media content ahead of time, via a syllabus or other material. 

 

 

Previous article: How to Create and Share Online Presentations

How to Create and Share Online Presentations


Whether you’re working in a classroom or a corporate setting, you likely rely upon presentation software to share information with classes, colleagues, or potential clients or customers. In our highly mobile society, working online provides a number of advantages.

  • You can easily access your presentation from any computer, rather than just your own.
  • Online presentations can reduce the risk of technical presentation difficulties.

In addition to being easily accessible, online presentations are also a convenient and practical way to share content. While you can share online presentations in person, you may also need to share those presentations through video.

 

Creating Online Presentations

While there are several tools for online presentations, many in the educational and corporate sector will rely upon Google Slides as an online presentation tool. Google Slides fully integrates with other aspects of Google’s productivity suite, and works in much the same way as the more familiar Microsoft PowerPoint program.
 
As with other types of presentation software, Google Slides allows individuals to create full slide decks for presentations of all types, and provides the ability to integrate charts, diagrams, images, and transitional effects. If you are unfamiliar with Google Slides, you can find a number of tutorials online to help you master the online presentation tools.
 
If you prefer to use Microsoft PowerPoint, you can also opt to handle a PowerPoint presentation as an online presentation. Microsoft Office Online incorporates PowerPoint in an abbreviated online form; PowerPoint presentations can also be uploaded and opened in Google Slides.

 

Sharing Online Presentations

To share an online presentation with a larger audience, you may wish to broadcast your online presentation. Screen sharing technology offers an ideal way to share your online presentation with a public or limited audience. Online presentations can be live streamed, allowing for synchronous viewing and can be recorded for later viewing.
 
With the Platform’s Software Capture tool, you can easily record and broadcast your online presentation from any computer, including your own laptop, a conference room computer, or a podium computer. The Software Capture application is available for both Windows and iOS. Your presentation can record directly from the laptop as it’s been presented on a screen for those viewing it in attendance.
 
Depending upon your preferences and needs, your recorded online presentation can be provided publicly, via the EnterpriseTube or shared with all or a limited group of registered Platform users.

 

 

Previous article: 8 Ways to Use Video for Education

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