8 Ways to Expand Video in Education Using the YuJa Video Platform

Video-based learning helps strengthen the knowledge transfer and makes distance-based learning more comprehensive and accessible to all. Video is effective as a stand-alone educational tool or as a supporting aid, making it an essential part of the learning process. 

To help you use video more effectively, we’ve outlined some of the ways a video platform can benefit your institution. 


A screenshot of the YuJa Video Platform CMSWith hundreds of hours of video and digital content being created, educational institutions need a way to manage and organize their media.

A Video CMS (Content Management System) makes it easy to securely host and manage multiple types of content in the cloud. A Video CMS also can connect to your Learning Management System (LMS) to enable video within the LMS for lecture capture or online course deployment.

By centralizing all video and digital assets, it’s easier for students to locate and watch the specific content they need.


One of the most popular ways that video is utilized at educational institutions is lecture capture. Lecture capture systems make it possible to capture the full lecture experience. In other words, a lecture capture solution captures video of the instructor and any accompanying devices, such as a screen share or documents shared during the lecture. 

Lecture capture should be able to be ad hoc or planned, making it easy for the instructor to initiate video, and should capture all types of devices, from a desktop computer to a laptop, tablet and even mobile phones.


In a flipped classroom, the lecture portion of the class takes place outside the classroom with the support of video. Instructors can record their lecture at home or in the classroom and share it with students for viewing anytime. No matter where instructors are recording, it should be easy for instructors to fire up a recording and pause when needed.

A flipped classroom also gives students easier access to help and likely leads to fewer frustrations among students when getting stuck. With more time available for human interaction, everyone wins. This opens up classroom time for discussions and the ability for students to complete work on the spot.


One way video can be used to connect with students is through the use of live streaming, which allows students to use a simple link to access live content via the Internet.

A screenshot of a live stream event with chat open.It should be easy to initiate a live stream on the spot or as a planned event. Events should be private, giving access only to those with a customized URL to join the meeting. Live streaming might also be used when an instructor needs to live stream to a second classroom or location.

Live streaming can also be used for music events, graduation, or campus-wide events that attract a large audience. It also allows those who can’t travel to the event the opportunity to view the event as if they were.


In the event an instructor wishes to assign homework that has a visual and auditory aspect to it, such as a student speech, video assignments are a great way to enable student recording, especially in distance-based learning environments.

Students can record their responses to an assignment from anywhere and upload it to an institution’s video CMS. For example, a nursing student might record a session with a mock patient that includes a sequence of tasks that need to be performed. Once the student has uploaded their video, instructors can review their videos to determine if they meet the assignment requirements.


When instructors record their lectures for students, they can review their teaching style and self-reflect on areas of improvement.

Many colleges and universities are using video to create how-to and other training resources for faculty and staff. If the video is evergreen, it can be stored in your Video CMS and used indefinitely. If it needs changes, it can quickly be edited and reused.  

When instructors record their lectures for students, they can review their teaching style and self-reflect on areas of improvement.


The YuJa Cloud is a powerful video management platform that uses AI to categorize content, generate topic tags and headers through semantic analysis. Topics become searchable tags, making it simple for students to find relevant content to further their academic goals.

YuJa’s automatic captioning, video and audio transcriptions and Audio Descriptions help you to comply with the 21st Century Communications and Video Accessibility Act (CVAA). This act ensures that educational institutions use emerging technologies and communication channels to reach people with disabilities.


In-Video Commenting allows both instructors and students to interact within media to share comments and questions to create an interactive, collaborative experience. To make it easy to view and respond to comments, they’re fully searchable in the Media Player, and viewers can  see all comments in the video sidebar. YuJa’s Media Player effectively becomes an interactive video collaboration space with time-linked, in-video commenting that can also be used to make video quizzes and assessments more interactive.

Blended Learning vs. Flipped Classroom Models

Blended learning combines both online teaching and instruction with face-to-face, or traditional classroom-based instruction. This can take a number of forms, but in general, students have some control over the place, path, and place of learning. Additionally, according to the National Education Association:

  • Learning typically occurs through an integrated curriculum.
  • Many activities are presented before class so student can engage in both the online and in-classroom environments.
  • During instructor-led sessions, the educator directs student activities to ensure learning goals are met
  • Post-learning activities help the instructor determine the next assignments to meet educational goals.

In addition to providing instructors and students with more in-class time for engagement and discussion, for many instructors, a flipped classroom also enables lectures to be re-used from semester-to-semester, simplifying instructor preparation for the course.

Flipped classrooms are defined as “a type of blended learning in which direct instruction moves to the asynchronous learning space and the synchronous learning space is transformed into a dynamic, interactive environment.”

In-class time is spent on other activities, such as discussion, hands-on learning, and individual and small-group work. The lesson or lecture portion of the classroom experience occurs predominantly online, while the homework portion of the course is more likely to take place in a group classroom setting.

When Is a Blended Learning Model Best?

Blended learning is a flexible option for any college or university with access to lecture capture and video content management tools. Instructors can incorporate as much or as little online learning as they would like into a traditional course. Blended learning may simply enable students to review lecture capture recordings and ask questions online, while a more intensively blended course might integrate some elements of flipped classroom structures.

Blended learning provides instructors and students with an ideal transition to flipped classrooms, but can also enable traditional classrooms to make use of new tools and technology. This facilitates learning for students with special needs, non-traditional students, and those who need extra support.

When Should Instructors Flip Their Classes?

A flipped classroom provides students with increased interaction with one another and with an instructor. This can enable improved understanding and engagement for students, as well as improved attendance. Instructors in flipped classrooms can use their in-class time to efficiently meet the needs of their students, to focus on project-based learning, to encourage small and larger group interaction, and to respond to student questions and assist with assignments.

In addition to providing instructors and students with more in-class time for engagement and discussion, for many instructors, a flipped classroom also enables lectures to be re-used from semester-to-semester, simplifying instructor preparation for the course.

Expand Learning for Students

Blended learning and flipped classrooms have only become more popular as instructors work to provide flexibility to learners. No matter which methodology an instructor chooses, it should be focused on creating an engaged, connected audience with support for students when they need it.

Creating Screen-Reader Friendly Resources

Screen readers work by reading aloud text content presented on a screen, and they may be used in combination with other assistive technologies like a screen magnifier. Most screen readers are software-based, and offer a number of features. They are controlled via keyboard commands, using a standard or Braille keyboard and can identify the cursor’s position, read text, locate particular words or text in a set color, and perform other key tasks. Screen readers can also work with Braille display technology.

When users are using a screen reader to understand a website, they need an array of information, including what language is being used; however, they may not need as much information when they’re reading documents. 

Making Documents Accessible to Screen Readers

While video content is often quite accessible to users, either through carefully describing what is on the screen or integrating audio descriptions along with a video file, text-based files may pose additional challenges for users with vision impairments.

Learning how to create screen reader-friendly documents can enable you to improve accessibility for users. The tips here apply to a variety of document types, but are most relevant for the types of documents content owners are likely to provide to users, including .PDF, .DOCX, and .PPT files.

“Including headings and subheadings in your content is important, as 67.5% of screen reader users jump through headings as their primary way to navigate content.”

  • Create a logical underlying structure. This typically relies upon tags. These tags, just like tags in a website, help the screen reader software to understand the correct order of information in a document.
  • Provide alternate text (or alt text) information about image and graphics. For instance, if you have presented an image of a red car, driving down a highway alongside the beach, the alternate text should enable the user to listen to the screen reader to understand that there is a picture on the document and the content of that picture. Longer alternate text descriptions may be needed for some graphics.
  • Incorporate navigation aids, such as a table of contents or bookmarks to improve the ease of navigation for all users.
  • Avoid the use of unusual or specific fonts. These can confuse screen readers, leading to difficulty for users.
  • Keep paragraphs short. The most common way to read content is by paragraph, so keeping paragraphs short enables users to go back and re-read content on a page more easily.
  • Incorporate headings and subheadings. Screen readers can jump to headings, which is a primary way users navigate pages  (67.5%), according to WEB Aim’s Screen Reader User Survey.

Provide Accessible Digital Documents for All Users

In classrooms and offices, many people rely upon documents in both paper and digital formats, whether these are meeting minutes, supports for multimedia presentations, or other course materials. To meet the needs of students who use screen readers, consider providing content prior to the meeting or providing the document in a digital form. The YuJa Enterprise Video Platform enables:

  • The ability to upload a variety of file types directly into a media collection, which makes documents available to every user.
  • Math equation support for screen readers. Math equations can be read aloud to users, including equations embedded in documents and included in images.
  • The ability for content owners to upload documents directly associated with a particular media file. These documents can be viewed while viewing the media or can be downloaded for a later or separate review.

Listed are some of the most effective ways institutions can supplement media-based learning and information sharing while providing users who need screen readers and other assistive technologies with an improved understanding of content.

Challenging Advanced Students With Differentiated instruction

“Differentiation has become a ubiquitous term and a much discussed concept in education.  Educators everywhere realize that students have diverse needs, and there has been a push to ensure that teachers are using strategies and supports to meet the needs of all students,” a report by Teachers Pay Teachers said. 

The same report found that more than 95% of educators view differentiated instruction as important to student achievement. Providing educational support to advanced learners not only engages students, but also more actively involves them in the learning process.


Student shows heart model in front of a laptop.

YuJa makes it easy for teachers to provide varied work to meet the needs of high-achieving students. 

Carol Tomlinson, an expert in the field of differentiated instruction, notes that “a chief objective of differentiated instruction is to take full advantage of every student’s ability to learn.” Differentiated instruction provides all students with learning opportunities they need, but can be especially helpful for advanced learners. 

Ideas to help challenge advanced students include:

  • Offer more challenging work to students who already have the basic competencies. Students can work independently or in groups. 
  • Offer a variety of assignment options. For instance, students could be offered the option of a PowerPoint presentation, an essay, a poster, or a video project.
  • Break up classroom projects into different portions to allow students to focus on their strengths. Assign high achieving groups research tasks to increase their interest level.

Some of the top strategies for differentiation, according to the TpT report, include individual/small group instruction, leveled activities, scaffolded lessons, formative assessments, offering multiple learning styles, flexible timing, options to show learning and providing student choice. 


YuJa enables students to engage and interact to build new skills and maximize the educational experience. Some high-achieving students, while successful academically, may struggle with social engagement or have other challenges.

  • Real-time discussions enable in-depth conversation about class topics, enabling students who may be less likely to speak up in class to engage online.
  • Auto Captioning offers a readable and searchable transcript, facilitating learning for students who do best with visual, rather than auditory learning.
  • Students who feel anxious in large group settings may find video presentations less stressful than in-person presentations.

Incorporating the YuJa Enterprise Video Platform Into Your Institution’s Orientation Program

Traditionally, orientation is held on campus so students can get an idea of where key facilities and classrooms are, as well as meet instructors and peers. Today, students may not be able to attend orientation for a variety of reasons, from their schedule to physical location, or for other reasons. 

YuJa’s Enterprise Video Platform Can Facilitate Orientation Programs

“Creating an online orientation can effectively serve the needs of students who live off campus and can’t travel, online students, and for parents who can’t be present at orientation day activities.”

For traditional students living on campus, there are few substitutes for the chance to see their dorm and try out the dining hall for the very first time; however, creating an online orientation can effectively serve the needs of students who live off campus and can’t travel, online students, and for parents who can’t be present at orientation day activities.

Most orientation programs include:

  • A campus tour, with tours of residence halls and other facilities students might visit.
  • Introductory speeches and question and answer sessions.
  • Department-specific meet and greets to introduce students to staff and faculty in different departments.
  • The opportunity to meet with various offices, including admissions, financial aid, and residence life.
  • Informational sessions on campus life, study abroad, work-study jobs, and other topics.
  • Opportunities for students to meet one another and begin making friends.

OrientationEach of these elements can be hosted or enhanced online with the YuJa Enterprise Video Platform. 

  • Administrators can opt to share orientation sessions via direct link or embed code to allow anyone to see them, or on EnterpriseTube for students. 
  • YuJa’s Content Management System (CMS) allows the organization and storage of media content in one location. Administrators, department chairs, and instructors can upload videos, photos, and 360-degree views to help students tour campus. 
  • Lecture capture offers easy to use tools to record and publish speeches no matter what device or where your audience is viewing. The technology also simplifies Q&A forums with live streaming, and allows those who couldn’t attend the opportunity to review later at their own pace.

Five Advantages of Asynchronous Learning

Woman typing on a laptop.

While both models have their place in education, today’s focus is on asynchronous learning and some of its benefits to students. Asynchronous learning offers a number of benefits.

Students Have Control of Their Learning

Learners have full responsibility for their education. Because they decide when and where they’re going to learn, students are active participants in their education.

Asynchronous Learning is Flexible 

Flexibility is particularly important for students who have a myriad of other responsibilities during when lectures would usually be scheduled. Materials are available in a specific place, so students can log in and complete learning modules when they have the time. When learning is made convenient, students are more likely to stay on course, active and engaged.

Students Can Learn at Their Own Pace 

Students have time to reflect on their learning before answering questions, joining discussions or taking a test. Additionally, students can read and review materials, take notes, skip ahead or go back as frequently as they need to before moving on to the next lesson. 

“One of the most empowering benefits of asynchronous learning is that it is respectful to each student’s learning pace.”

Interactivity Can Be Built In and Encouraged Through Asynchronous Learning

Just because asynchronous learning isn’t in real time doesn’t mean it can’t be interactive. YuJa video enterprise solutions has features like in-video comments that allow users to share their thoughts and see other comments as they view; video quizzing in which if a student answers wrong the content is recapped; and interactive assessment capabilities within the video experience including creating video quizzes, inserting related documents, and making interactive comments.

Use Case: Colorado Community College System 

Colorado Community College System is one institution making full use of YuJa’s interactive video feature. With the ability to seamlessly embed quiz questions within a video, instructors found that they can not only improve classroom assessment, but can convert students from passive to active learners as they learn remotely.

Colorado Community College building at dusk.

Asynchronous Learning Helps Remove Technology Barriers 

It would be a mistake for institutional leaders to assume that all students have access to reliable, high quality internet. Solutions like YuJa have accounted for this, creating a strategy to ensure all students can take advantage of asynchronous learning. Technology like adaptive bit-rate streaming and allowing students the ability to download content when they have a solid internet connection and then watch it later are just some of the strategies universities can use to ensure student success. Instructors also can revoke permissions to content, which will then automatically be deleted from devices where it’s downloaded. This ensures content remains managed and secure. 

Flipped Classrooms 101: A History, Benefits and Tools for the Learning Model

Seven years later, two high school teachers in Colorado learned about some software that would record lectures live. Jon Bergmann and Aaron Sams committed to pre-recording their lectures for the following year, dubbing the experiment “pre-broadcasting.” Students who didn’t have internet at home were given USB drives containing lectures if they had a computer at home, or DVDs burned with lectures if they didn’t have a home computer.

Since then, the flipped classroom pedagogy has taken off. But what is it, and what are the benefits in education?

Unlike in a traditional classroom setting, in a flipped classroom, lectures happen outside of class, using video learning technology. Scheduled time in class is used for exercises, projects and discussion.


Teacher helping students.Flipped classrooms offer a host of benefits for students, teachers and parents alike. Some of the biggest advantages include:

Students can spend more 1:1 time with instructors during class. Rather than teaching the lesson during the instructional period, the teacher can provide extra help to those who need it.

Students can learn at their own pace. Because students can watch the lecture as many times as they need, as well as pause and rewind along the way, they have more control over the pace of their learning.

“Technology like captioning helps to support visual learners, those who are hard-of-hearing, and English language learners.”

No more missing out. If a student is sick or has to miss class for another reason, they can still watch and learn from their teacher in the same manner as their peers.

Parents can more easily help their children through video learning. Rather than reading the book and trying to figure out how to teach the material, if a parent has a child struggling, they can simply watch the lesson from the teacher and provide assistance.

Software can help identify areas where students are struggling. This makes the model itself a helpful diagnostic tool.

Tools to Facilitate Flipping Classrooms

Flipped classrooms require access to lecture capture tools and video content management systems. Instructors need to be able to easily produce lecture capture for a flipped classroom session and make it accessible to their students via computer, tablet or mobile device.

With the YuJa Enterprise Video Platform’s Software Capture application, teachers can record lectures using nothing more than their on-board webcam and an inexpensive headset microphone.

In a college or university, podium computers or hardware capture provide the opportunity for high-quality recording of lecture content. This can be integrated into the organization’s existing LMS to help students access content in a familiar way.

Whether an instructor is using their own laptop computer for lecture capture or a podium computer, they can integrate Smart Boards, document cameras, and screen recording to produce a full-featured lecture capture for their students.

10 Online Video Platform Features You Didn’t Know Your Organization Needed

And while these features are paramount, there are hundreds of other elements that can move the needle significantly when properly deployed. 

“When you deploy an Online Video Platform to an organization with 25,000 users, it is used in 25,000 different ways,” said Nannette Don, Director of Enterprise Sales at YuJa, Inc. “People tend to go in very different directions very quickly based on their own individual needs. The platform needs to be many things to many people.”

Oftentimes, organizations selecting a video platform aren’t sure what features will make a difference for their users. 

We’ve narrowed down a list of 10 small, but powerful, features the YuJa Enterprise Video Platform offers that you may not have known you need.

Streamlined Single Sign-On (SSO) Process for Externally Embedded Content

When a user clicks on a secure video that requires authentication, a pop-up window will allow the user to enter their SSO credentials. The window will disappear once authentication has taken place. Though this may seem like a relatively small upgrade, it makes the sign-in process less cumbersome for users and improves their overall experience. 

Ability to Share Video Quizzes Editing Capabilities With Other Users

We know that often, course design is a collaboration between an instructional designer, professor or instructor and other IT professionals within your organization, depending on the complexity. With the Video Platform, everyone involved in the process can quickly and easily move content back and forth, sharing access between users for simplified collaboration.  

Video Quiz Gamification Capabilities to Create Advanced Tours

This feature allows Video Quiz creators to design a choose-your-own-adventure type video quiz. Additionally, a decision point question type provides the ability to customize the linear progression of a video-based quiz depending on the response to a proposed decision point. That sounds complicated, but the takeaway is that it enables an interactive user experience where video content can be sequenced in a non-linear fashion based on interactive input. 

Deep Audit Logging of Everything With Subscription Management Capabilities

The Video Platform provides deeper audit logs of quiz events, from deleting to editing, publishing, quiz attempts and more. Additionally, with hundreds of thousands of audit log entries, the Video Platform offers a more robust notifications tab and better tracking of specific audit log events. Administrators also can create email subscriptions with requested notifications sent in real time to the user.

Support for Locked Student Video Submissions

When users create and submit video assignments within an organization’s LMS, content can be auto-locked to prevent changes after submission. When locked, content embedded using the Media Chooser with Deep-Linking Enabled cannot be modified, moved, or deleted.

Simple Workflows to Bulk Upload Media

Bulk media management provides an effective way to manage content, including publishing, sharing, and tagging, all in one toolset. The Video Platform provides the ability to upload batches of media, as well as folders of content using web-based drag and drop and local and network drive drop folders. The YuJa Cloud automates the process of converting, transcoding, and formatting the video files into easy-to-view formats accessible on a variety of devices. (SCREENSHOT)

Audio Level Amplification Tracking in Video Editor

Users can amplify audio tracks in situations where the original audio track is too low with integrated Audio Level tools within the Video Editor. This capability fully re-encodes and amplifies the audio track while guarding against over-amplification.

Mobile Applications Support Offline Downloading of Content

Users have the ability to download approved media for offline viewing (without WiFi or network connectivity). Whether users are downloading videos for studying on a plane or for viewing in an area with low or poor internet connection, they’ll be able to access videos any time from anywhere. 

Prevent Accidental Data Loss with Deep “Undo” Capabilities

The YuJa Enterprise Video Platform recognizes that it is natural for users to make mistakes when using technology. As a result, we have extensively researched instances in which human error could arise and created “undo workflows” that allow users to correct their mistakes without having to expend time making corrections. Users can undo or replace slides, already published videos or other media and video edits.

“Replace Video” Feature Allows Re-Deployment of Videos Published in Multiple Locations

The Video Platform allows administrators to re-deploy an edited video or embed code published in several locations without the need to relink or republish content. Making edits post-publishing has never been quicker or easier.

The Benefits of Captured Lectures and Lessons in Traditional Classrooms

Captured lectures are accessible both to students in real-time (live) and for future use (captures), enhancing flexibility for students, while also helping improve learning and increase course material understanding. 

How Do Captured Lectures Benefit Students in Traditional Classrooms?

University classroom full of students watching professor teach.

Traditional students can take advantage of lecture broadcasts to rewatch a difficult concept, catch up if they were unable to be in class, review their notes, and to prepare for tests. In fact, a 2019 study conducted by Computers & Education found that “students make significant use of lecture recordings, throughout the academic session, and place great value on recordings for note-taking, more in-depth understanding or clarification, and assessment preparation.”

Lecture Capture Can Help Meet the Needs of All Learners

Lecture broadcasts, complete with multimedia integration, can meet the needs of different types of learners, including visual and auditory. 

According to the Visual Teaching Alliance:

  • The brain processes visual information 60,000 faster than text.
  • Visual aids in the classroom improve learning by up to 400 percent.

Recording lectures also is one way to improve learning experience for auditory learners, who can focus on listening closely and processing information during class and then listen to the recording later to take notes on the most important information. 

For students with special learning needs, lecture broadcasts can take the place of notes or low-quality in-class recordings, and improve a student’s ability to learn. Providing captions and audio can help students with hearing or visual impairments. 

Research has suggested that many students found access to lecture capture to be empowering because it enables them to take control of the learning process. Exploring lecture capture can enrich both online and in-person learning for students and offer faculty new ways to improve learning and retain students.

Instructional Chunking With YuJa’s Video Platform

Instructional Chunking at a Glance 

Chunking in higher education is also commonly referred to as micro-lessons. When put into practice, the material is broken down into modules and then broken down once more into lessons, which are typically 5 to 10 minutes in length. These compact lessons are used as a strategy to break down complex information into more digestible tidbits, making it easier to learn and allowing the brain to process and retain the new information. 

Because research has shown that students better learn and retain information that has been broken down through chunking, instructors have embraced the method in their course design. Given the rise of online learning, chunking is especially important, as content has to be presented both logically and progressively for students to excel. 

Chunking With YuJa’s Enterprise Video Platform

Chunking can be used to benefit students at all levels of education. Research by experts at Nielsen Norman Group showed that people prefer content that is logically divided or chunked because the information appears less difficult and easier to understand. 

YuJa’s Video Platform lends itself to many capabilities, but it’s designed to help make learning and instructing easier, including through chunking instructional material. One way to facilitate chunking is through a flipped classroom, which is a blended form of learning where instruction is done at home through video, and during scheduled class time teachers focus on allowing students to gain a deeper understanding of concepts through discussion, group activities and more detailed instruction. Flipped classrooms naturally lend themselves to take the form of chunking, because lessons are typically taught within a shorter time frame than what is seen in a traditional classroom setting. 

Instructors can take the concept of chunking a step further in a flipped classroom by turning what normally would be a passive learning experience into an active or interactive one. Through YuJa’s Video Capture Instructors can:

  • Create a video quiz with existing video content;
  • Turn their media player into a collaboration space with time-linked, in-video commenting tools;
  • Allow students to review, search and annotate video content.

Using Analytics to Inform Instructional Design

YuJa also allows its users the ability to see how effective videos are through the Video Analytics Suite, which provides instructors and course designers a deeper understanding of how their lessons are making an impact on students.

This additional access helps pinpoint areas of concern, and track participation and user adoption using near real-time reporting tools. Data can be filtered based on specific courses, video and users. Additionally, “hotspots,” or areas of confusion are highlighted, along with drop-off points, popular content and more. Administrators, teachers and faculty also can quickly perform data exports, including setting up automated report generation and publishing. 

No matter your educational institution, YuJa’s products aim to simplify the workflow and make it easy for teachers to provide the best learning experience for students.

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