Scott, Rob, are you ready?

Ready to go.

Okay, everyone.

So welcome to Verbit webinar:

The Accessible Classroom Redefined.

This is Episode 10 by the way,

which I'm very excited about that.

Today, we're going to talk about how

artificial intelligence empowers personalized learning.

I'm very excited to host today

a guest speaker from Mediasite, Rob Lipps.

We're once again joined by

our Accessibility Evangelist, Scott Ready.

Rob, I would turn over

to you so you can introduce yourself.

Hi. I'm Rob Lipps.

I work for Sonic Foundry. We're the makers of Mediasite.

I'm coming to you from snowy, cold Minneapolis.

So I trust most people

are probably in a warmer place than me.

But I look forward to this topic.

I spend a lot of my day talking about this very topic.

So I'm looking forward to

the webinar and thanks for having me.

Perfect. Sounds good.

Scott, would you like to introduce yourself?

Sure. I'd be glad to. Welcome, everybody.

I'm Scott Ready. As Michal said,

I'm the Accessibility Evangelist here at Verbit.

I've been in education and

accessibility now for over 30 years.

I'm joining you from

partly cloudy but 80 degrees in

Hilton Head, South Carolina. Sorry, Rob.

Okay. So I'm just going over real quick on the agenda.

So today, we're going to speak about the

Changes in Media Consumption and The Student Experience.

Then we will move to

Solving The Accessibility Problem with

artificial intelligence Technologies.

Then we're going to speak about

Increasing Engagement: Best Practices

for Stronger Video Results.

Then you will have time for questions and answers.

So during the webinar,

if you have any question or anything at all,

you can feel free to write on the Chatboard in the

Q&A, little icon that you have on your screen.

Then at the end, I'll read out

the questions and we'll have some answers here.

So Scott, I'm turning this to you.

Fantastic. Well, let's talk

a little bit about media consumption

and the student experience.

But before we look at the student experience,

I want to ask you all a question.

How many of you prefer to go to

a paper manual if you have to fix

something or learn more about an item?

Or how many of you

prefer to Google it or watch a quick video?

Have you all noticed how

when you're purchasing something nowadays,

and I'm speaking as

a gentleman that has seen the transition here,

but have you noticed how more and more items do

not include a manual when you purchase them?

Rather, they provide you

a website and on that website, it's typically

a combination of either text instructions

and/or a video to go to.

How did we ever survive prior to YouTube?

If you need to fix something or you need information,

have you ever said just,

"Let's look it up on YouTube"?

I know I have. I had part of

my lawnmower break and I didn't know how to fix it.

So I looked it up on YouTube, and sure enough,

there was an instructional video there

telling me how to fix my lawnmower.

This is how we take in information today.

So why would the educational environment

need to be so drastically different?

So Rob, with that,

would you share with us how learning continues to evolve?

Yeah, I'd be happy to.

You raised some interesting considerations, Scott.

The one thing that I've noticed is

certainly, you spoke to more the consumer side of video.

We've all seen the explosion of YouTube

and there's a lot of videos being published to YouTube.

They're not just instruction manuals

from the manufacturer of the lawnmower.

It might be somebody that has

your lawnmower, found a problem,

fixed it, and published a

video showing how they did it.

But the consumerization of

video has resulted in a lot of video being

created and people are very comfortable pointing

their camera away from them and

recording a video and putting it up on YouTube.

When it comes to turning that camera

around and pointing it at yourself,

it's a little bit different.

I think that that explains maybe

why some of the enterprise space and

the academic space has been on

a different timeline in terms of how

they've evolved in creating video.

That is certainly changing.

A big part of why it's changing is the

demographic of the student

or the person looking for the information.

That expectation of everything should be on video.

We're talking about learners that have

never known a world

where they didn't have video for everything,

and it can be a bit disruptive to them to show up in

an educational setting and not have access to

the video that they're accustomed

to through the rest of their lives.

So we'll speak to that a little bit about

how that's evolving and

the creation of content in higher education is exploding.

We see universities creating 50, 60,

70,000 hours of video a year from classrooms,

not just from desktops and phones,

but actually recording of lectures and publishing.

That presents some interesting challenges

for universities for how they treat

that content and what the expectations

are for accessibility and other things.

Not just all learners,

but learners with specific needs and disabilities.

So all of that has created a bit of an opportunity.

So when we're talking

about student experiences and

taking preferences into account,

one thing that we notice is that students are

used to companies knowing an awful lot about them.

They're used to Netflix knowing a lot about

them and that Netflix model of learning.

If I could just go back one slide, Michal.

The Netflix model, it doesn't concern

students, for the most part,

that Netflix tends to know what

they're looking for before they look for it.

I think they want that experience also in education.

They don't want to necessarily a search

as much as they want systems

to suggest things to them before they search.

A lot of that insight can come from

AI tools that are in common with

accessibility tools and are

being used in accessibility today.

So now, next slide please.

So keeping up with that expectation,

I think, is certainly difficult,

but if you think about the way that video has disrupted

the teaching side of

how information is presented to students,

AI is disrupting how administrators

administer technologies in universities and policies.

It's raising questions about

what type of data are we

collecting and how we're using it.

It's a huge opportunity.

The one thing I'll say is AI engines used in

technologies like you all have at

Verbit are very hungry technologies.

They rely on a lot of content coming into them.

A key aspect to that that universities are realizing

is we need to automate the way this content is created.

It can't just be produced on every desktop.

It needs to come from the room

that information's being shared in.

The more we automate the create side of the video,

the more video gets created,

the more AI can learn,

and the more accurate the results can be for

the learner and the more personalized delivery can be.

Then students will start to

have those expectations met by these schools.

So it's been a very interesting.

We actually did a survey with

University Business where we

polled university leaders about

what their expectations are of AI.

The first thing we noticed is

very few universities are using AI at all.

Most of them are hopeful that it's going to do

two really important things:

create that personalization of delivery

and the second thing it's going to do is contribute to

the accessibility compliance component

of what they're doing.

The more video you create,

the more that accessibility need blooms.

It becomes an interesting opportunity to help

these solutions come together and

not just help students with

disabilities, but all student learners.

It's interesting. Rob, you

talked about personalized learning.

Personalized learning has been a buzzword

for years now in education,

and trying to really provide

that student what they need

in order for them to consume the information,

in order for them to demonstrate that they

have the ability to carry out that information.

I remember back in the LMS days,

the learning management systems,

and how they tried to provide

an LMS that would be more personalized.

But yet in order to do that,

it became so cumbersome upon the instructors to

try and develop all these various learning pathways

that it was almost defeating

in trying to create that personalized learning.

But I love what you're talking about in

bringing in the artificial intelligence,

and allowing that artificial intelligence to then help to

create those learning paths

for that personalized learning.

There's another article here that I wanted to point

out to that's a CAST study.

CAST is Center for Applied Special Technology, C-A-S-T.

In their study, they stated that

learning is like fingerprints,

that there is no two brains that are alike,

and the concept of

neuro-variability is really

important for universities to understand,

which gets back to some of

the statistics that you were referring to, Rob,

that it takes into account that

each learner brings a unique blend of

experiences and expectations to each learning unit.

When we look at universal design

for learning, for example,

and the framework really accounts for variability of

providing accommodations

that meet different learning preferences,

not just for those with

varying abilities or disabilities.

I also like the article that Thomas Tobin has

that states that "More and

more students are time shifting,

screen shifting, and place shifting their studies,"

and using their devices to

further connect to their campus,

their professors, and to each other.

So again, the consumption,

the way that students are learning is

definitely different than when I was in college.

University faculty are therefore

charged with the task of creating and maintaining

enhanced connections with their students. Rob?


Could you share a little bit about how AI is

really impacting the academic video area?

Yeah. AI is still

a bit aspirational for most universities.

So if you're watching this

webcast and you're thinking you're

the only person that hasn't embraced AI,

I think you should take comfort in knowing

that most of your peers have not, very few have.

Many are very interested in it.

I think there's a lot of questions around

are AI engines different and how do we use them,

should we be partnering with companies that have built

AI into their technologies and then use it that way.

I think that that's a great approach.

But I think there's certainly more questions than

answers than there's more opportunity

than probably people originally thought.

I mentioned earlier a survey that we

did with University Business about AI

and the academic video specifically.

This graphic illustrates a bit of that,

and this highlights that

I think there's a bit of uncertainty around how

to apply it and how it can be used.

But there's more consensus

on what we think we're going to get out of it,

and that is the personalization.

The beauty of it is that this webcast

is really sponsored by you.

We tend to talk a lot about

accessibility and these and that

certainly is a driving factor,

but the needs of

the disabled community can have a tremendous impact,

positive impact on

all learners of all abilities, as you said.

I think these are convergent initiatives.

They're going to come together and

technology and technology providers,

like our firms, are going to play a huge role in that.

But when you see some of these responses,

I encourage you to go find the study,

we have it available on our website as

well, and read through some of the responses and see,

the top two desired outcomes

that people stated from the survey

are like suggested playlist or suggested videos to watch,

and the second one is

moving the needle on

accessibility compliance in some way.

Those are the top two hopes for

outcomes for these types of AI technologies.

The good news is video vendors like us

are getting together with caption

providers like yourself that are using these technologies

to bring this solution a bit closer than it's ever been.

So it was very interesting,

and I hope we repeat this study again in

a couple of years. It is interesting though.

I think the volume of

video is going to drive some of this.

It just has to because the smart people today say

60 percent of all network traffic

on the Internet is video,

and in just two years, it's going to be 80 percent.

It's phenomenal. The video is certainly exploding.

It's getting created, and it's

getting consumed, and it's watched.

People will want AI engines

to make that search easier

and make those suggestions possible.

Well, this is another research study

that also demonstrates the same results.

When we look at these research studies,

they all point to student performance improves,

content material is reinforced,

focus is maintained, and comprehension

is enhanced by having captions added to video.

Much like what you were saying, Rob.

It's not just for the deaf and hard of hearing any longer.

It really is something that we are all consuming.

If we look at how we engage with video content,

have it be even TV,

when we walk into a restaurant,

when we are at the airport,

when we're looking at

Facebook on our mobile phone, mobile devices.

Did you know that 85 percent of video content on Facebook

was consumed silently in

watching the captions on the videos?

People are not listening to it.

They want the captions or they want the captions

in addition to the voice,

so that there are multi-modal input.

So we are spending significant amounts

of time and dollars creating excellent video content.

But isn't the goal really for the learner to engage,

comprehend, and retain that content?

If we approach this from a design thinking approach,

and I'm a huge design thinking advocate,

we would start from

the learner, the humanistic perspective,

and first of all,

identify how they are going to consume

the content even before

we designed and created the content.

That way, we're able to

provide that content in a way that

the students are first and foremost going to take it in.

Rob, can you share a little bit with us about

how the approach is at Mediasite?

Yeah, sure. I think

the important piece to remember is that

there's a thoughtful approach to how you manage

the life cycle of a video to

improve the odds that

an AI type of technology is actually going to help you.

It's important to think about

people's perspectives because many people

have that consumer video perspective,

like the Facebook video that you

mentioned that most people watch on silent.

I don't always turn captions

on in a video that I'm watching, but if they're on,

I almost never turn them off,

and because I actually

read faster than I listen, which seems strange.

But I think is, people have said that,

that is a tool that when it's there,

it helps me a lot.

I actually find myself wishing

that the video moved a little faster when

the captions are on because I'm

comprehending quicker what's actually being said.

So I think I'm not alone in that.

I wouldn't think that that would be the case,

but how you manage

the life cycle of a video can have

a huge impact on

the quality of that experience

that you're delivering to the user,

whether it's a playlist,

a video and how that's being organized,

whether it's how quickly the video was made available.

So in our company, when

we look at the life cycle of video,

we'd look at all the things that you see

in your screen from capture.

We've always had a focus

on not leaving capture to chance

because you only get one chance to record a video

and how you record that

video plays into some

of the things that we're talking about.

Not every video is

going to come out of the other end looking the

same depending on considerations

that were taken for capture.

So we take great pains to make sure

that we can automate the capture,

but that we automate quality capture

that's high enough quality,

particularly on the audio to improve that result.

Then put it through a transformation process where there

can be data enrichment across the board.

Not just accessibility and

speech to text, but data enrichment

because when you have

that text file coming from the audio file,

you can organize the content better, you can deliver it,

it's more dynamic, you can have

the captions on, certainly.

But all of the other things you can do with the data

that's derived through this transformation process

creates an engagement layer with your students that

allows you to analyze and

predict the outcomes of what is

the video initiative doing for

the quality of the learning experience.

Are outcomes improving?

Do we have better relationships

between professor and student?

Do we have better relationships

between student and student,

or student and content,

professor and content?

So all of these different engagement pieces

can be improved throughout this process.

So we look at it all

and make sure that in this video platform,

one of the key elements in

that transformation box is

what I would call data enrichment,

which is that captioning and speech to

text because that text

could come from an OCR scan of content

that's sitting on the slide as well in an image.

So there's a lot that can be done there.

Yeah. I really like what you said

there about increasing engagement.

Could you share a little more with us

about what you've experienced in the industry and

some of the best practices to

increasing the results of engagement with video?

Yeah. Well, the first advice that I

give to people is just start recording, just hit record.

You can wait for a lot of things to be perfect:

perfect lighting, perfect automation, lots of things,

but I think at the end of the day,

if you, again, go back to

personas and the expectation of the viewer,

they're used to watching pretty bad videos

on YouTube every day.

So the expectation that the lighting is going to be

perfect in a classroom is pretty low.

I think they would rather have the content.

Where I think people

need to take more caution

with is the quality of the audio.

Do we need ambient microphones

capturing every single thing

happening in the room and does

that have a negative impact on

the ability to create a searchable,

organizable, compliant object at the end?

All of those factors come into consideration.

More microphones may not be as good as less microphones.

The types of microphones are interesting.

So I say just hit record

because most of the stuff you have to learn by doing it,

and you can get advice,

but until you start recording and seeing

what content looks like coming out of

your rooms, talk to your students,

see what they think of the content,

how quickly it's become available,

and if you can't afford

cameras in every room, that's okay.

Record the content in the audio.

It's just as important.

You can integrate the video of the speaker later if

that's a budget or

a technology constraint or

that you have in the environments that you're in.

But certainly, start recording content,

I would say, is my first advice,

and then you can focus on the quality.

You'll have experience, you'll

understand what works and what doesn't work,

you can learn from your peers.

One thing I've learned in working

in higher education technology for

14 years is that

higher education shares knowledge

across the board with their peers

better than any space I've ever worked in.

There is so much expertise out there in these

communities of people that have gone before you.

If you're not creating a lot of video and

you want to, talk to your peers.

Odds are you know somebody that is.

Then I think personalization.

This is more making sure that your video initiative and

your policy around video

matches the expectations of the student

and that personalization of experience is there.

Underlying all of this, I think, is AI.

You had some really good comments

about not just implementing AI,

but helping AI learn along the way is an important piece.

Exactly. Yeah. Helping that artificial intelligence

to learn by providing the artificial intelligence

the content that it needs in order

to understand what is being captioned, for example.

In our world,

our automatic speech recognition engine that was

developed within Verbit, because we couldn't find one

commercially provided that was accurate enough,

so we developed our own

automatic speech recognition engine

coupled with artificial intelligence,

so that our artificial intelligence is

feeding into our speech recognition,

so that it's becoming smarter and smarter all the time.

So it's that content that's being fed in,

have it be a glossary of terms,

have it be a syllabus

or digital content that's being fed into

the artificial intelligence so that as

the automatic speech recognition

is going through its process,

it's already gained intelligence

prior to the task at hand.

So knowing how to feed that

artificial intelligence so that you're able

to optimize the best results.

Again, Rob, like you said,

sound is so critical.

If I'm sitting there listening to a video

and there's a lot of static or there

is a lot of background noise and I'm having

a real hard time discerning what the speaker is saying,

I'll click out because it's frustrating.

But yet, I can put up with

less quality video, but not sound.

Sound is something that I

expect to be able to hear clearly,

and when we start looking at technology,

automatic speech recognition engines and

artificial intelligence, they need

that good quality sound to be

able to really discern what's being said.

Yeah, and I think training is having a system

that there's positive things that

universities can do to improve

the odds that the outcome's going to be good and

that training wordless things

that are contextual to medical content,

or legal content, or

whatever the type of source content is,

it makes a big difference and it's something to think

about that I think providers

like yourself can understand how to apply

those customizations to help the technology,

help the universities much

faster than they otherwise would.

Mediasite originated in

the late '90s as a phonetic search indexing tool.

Before we had lecture capture and all of

the life-cycle management stuff that I talked about,

we were at phonetic indexing tool that

could listen to phonemes and make them searchable.

What we learned 20 years ago was that

if you don't have a large enough repository

of things to search against,

the odds of you returning

a non result or

a poor search results is actually pretty high.

When you think about AI engines and

the appetite that those things have to learn,

they're doing what humans do.

They're just doing it faster.

So if you're creating 3,000

videos a year today and you start thinking about AI,

that AI engine's going to want 30,000 videos,

or 50, or 60,

or 80,000 videos to

take and to make the

most of the potential that can come from that,

and that obviously introduces

a challenge with accessibility compliance mandates

like are coming with the EU,

but a mixture of

technology and premium services from providers

can help get along way there toward

achieving that level of compliance

and benefiting everybody in the process.

Exactly. I also think about accents,

how various professors will

have various accents because we're

a very global, international educational system

and we have professors from all over the world,

and how artificial intelligence can get

to the point where they learn the accent in

order to better accurately

feed in that information as to what's being said.

Whereas an individual, a human being,

oftentimes, if you're changing from human to human,

they just don't have the capacity to be able

to make that kind of comprehension

or that transfer of information from human to

human where artificial intelligence has that ability.

It aids us in being able to

truly deliver more quality education.

One of the things you just

mentioned that reminded me,

we've done a lot of work with universities on how to

optimize the audio in a room to

improve an ASR result, for example.

One of the elements in there, I think, that I

underestimated wasn't just a technology around the audio,

but partnering with faculty in the room

to introduce the idea of making

subtle changes to the way they speak or how they

deliver the content can save a university a lot of money,

the cadence of how they speak, and maybe

overcoming some of the language obstacles

and things like that that just in

how the content or the materials being

presented into that audio source

can make a big difference.

That is an element of how we can make all of this better.

Well, that sounds like a great 'nother webinar

for us to offer here in the near future.

There's a lot of study,

a lot of data being collected,

a lot of analysis being done on decisions

you can make at the source of content and what that does.

That's a partnership, not just

with academic technologists and us,

it includes faculty and those professors are

willing participants in making sure that

the content serves the needs of everybody.


So one thing that Rob just

touched on about partnering with faculty,

you're attending this webinar and your role might be

in a disability department

or your role might be more text-centered,

you might be in the media department.

Really, video is cross-departmental.

Video is being used in

all departments throughout the institution,

being used in the IT,

the academic,

over into the communications or the public relations.

All departments are using this.

Rob and I would like to encourage you that

if you're here from your institution

and you're seeing it from

one departmental or one perspective,

we would encourage you to

share this video, share this webinar,

share this information with others

throughout your institution that might be taking

a look at how content is being

consumed from various other perspectives.

Yeah. It used to be that

a video technology or

a video initiative at

a university was run by academic technologists,

and then the accessibility team was

at the table as a compliance piece primarily,

and I think if you're in that disability department,

partnering early on to look at it

from not just the vantage point

of the disabled community,

but what the disabled community actually has in common

with the broader community will

create a much more cohesive

and well-delivered strategy for sure.

These are things where

you're inviting people to the room,

to the table to give their input much earlier,

and partner them with the solution

versus reacting to a problem.

Depending on which perspective you

have with what's on the slide right now,

seek those people out early, sooner than later.

It doesn't have to be

an enforcement-like conversation as much as

I think the common interests between all of

these departments is there.

It's interesting. I know there has been many times in

my academic career that I've said,

"Boy, I really wish that they would have

just asked me before they

delivered it or asked me before they finalized it

so that we could have really built it into

the design stage," and then to find out that

it's really a lot cheaper to build it

into the design stage than it is

to try and to be reactionary

and to fix it after the fact.

It always looks like an add-on

when we have gone in and tried to fix it after the fact.

So when we can really build this

into the overall design and the protocol,

the processes within your institution,

everybody benefits.

Your workload, it doesn't become

a crisis moment of having to

go back and try and to react to.

But rather, we're able to be

proactive and really look forward as to how

we're going to plan and make sure that we

are providing the best that we can for our students.

Absolutely. We're seeing this now, which is a great sign.

The trend is in this direction for sure,

and also bringing together

the financial side of that topic,

the accessibility budgets together with

the technology budgets and trying to figure out how

they can serve a similar purposes. That's happening.



How's the questions coming in?

Yeah. One question can start.

So there is video and there's video.

How would AI distinguish

between good quality video and poor quality video?

Well, it"ll see it in the results,

and I think this is why those departments getting

together and talking about

how to solve these problems together

because certainly, we've obsessed about

the capture side when it

comes to just speaking about lecture capture in general.

We, as a company at Mediasite,

we've stressed the importance of capture because

that initial opportunity you get,

that only opportunity you get

to create that file will ripple down.

Those decisions ripple through the system and

the outcomes are determined by that first choice.

It does have a high dependency on good quality audio.

The question is, I think, in some minds,

from my perspective and

the conversations that I have with customers,

they're pretty narrowly focused around,

"We want to record a lot of video.

We're worried about compliance.

How do we use technology to solve some

of the economic side of the compliance issue?"

Like is there an ASR engine

out there that is better than others?

Much like the question that was just asked,

it depends because the same ASR engine

that you try with one piece of content could be

totally different with another one

because the quality changes,

and to normalize that quality,

to understand who's better

or what service you get, I think,

this is why the ASR technology

still needs a human element to be fully compliant.

From the disabled community,

and I have a daughter who has a disability,

her disability is vision, not hearing,

but I know from being a part of

that disabled community that

their expectations are very high.

If you're a person that's deaf or hard of hearing and you

read an ASR caption that's even 80 percent correct,

it's surprising how bad 80 percent really looks

when you see it on the screen.

So I think there's always a mix of

people and technology that are going to do

this even, if the content is good.

It's a work in progress,

but there's no magic

solution out there that can make all content

have perfect speech to text results and

create the perfect personalized

experience for all your learners.

It's going to be a tweaking exercise where

you're fine tuning your system

between quality and the solutions

that you're using to deliver it.

But the good news is

technology companies and service companies

like us and [inaudible] and others are getting together

and trying to figure out how we can bring together

solutions that work because there's

a lot of ways to create a speech to text file.

They're not all useful.

Eventually, they could be so

inaccurate that they really

become useful only for search,

and even then, they may not

be totally accurate unless, as Scott said,

you've provided some contextual training

or wordless or things to optimize the search.

It's a great question

and it still depends.

Next question.

What are your top 3-4 tips for faculty in

creating and using video in their courses?

I'm sorry, the top three tips?

Yeah. What are the top 3-4 tips for faculty in

creating and using video in their courses?

Yeah. I think the first thing I would say is,

back to the little list of

recommendations we had, is just start recording.

Just hit record, and honestly,

don't overthink it until

you get some experience under your belt.

Advice to professors specifically,

to instructors at a course,

the good news is video has gotten

way more casual, way less formal.

You used to spend

15 minutes worrying about how clean your office was,

and is the lighting right,

and now, we've moved on now to

where the timeliness of

the content is more important than

the production quality of the content,

except when it comes to audio

because Scott is absolutely right.

A grainy video,

somebody could watch that video from start to finish.

But if there's a tick in the audio,

or there's an artifact of some kind in the audio,

it's such an annoyance to the listener

that they're way more likely to shut the video off

and not finish it because of

the audio than because of the video.

So I would say find a quiet place,

don't worry about the video,

and just make sure that your information is timely,

and make sure that if you have

an opportunity to do it through

video instead of text, you should try it.

Let the video system create the text for you,

and add to it that way.

There's no system that's going to

create a video from your text,

but you can go the other way.

So I think, dive in

and get started is

probably the best advice that I can give.

Rob, I really like the fact that

you pointed out that we're less

formal in our video consumption nowadays.

If this is an online environment,

for example, we're looking for a way to connect.

If we look at how social media has

provided a way to connect globally,

from individual to individual,

the same thing happens in education.

Students are wanting to connect with their instructor,

and the video allows them to

make that connection by personalizing it,

by having it be less formal,

have it be some opportunities

for the conversational type of exchange to take place.

So don't feel like you, like Rob said,

you have to have a planned script and it be

a formal presentation in order for it to be videotaped.

It doesn't always have to be live.

I think the vast majority

of the video that we do is on-demand.

There's time and places for live.

Capturing a lecture in a classroom, I believe,

is the first step to getting comfortable with video,

and the reason I say that that's a good first step is

because if I'm comfortable at the front of the classroom,

and this is my sanctuary,

and the door is closed, and I'm in my element,

whether that camera in the back of the room is on or

off, it doesn't really matter.

But if I'm sitting at my desk in front of

a web cam, like I am now, it's a little weird,

and I'm not a broadcaster,

and this isn't my element.

I would much rather be looking at

all the participants in a room right now if I could.

I'm more comfortable with it now because I do it a lot,

but that's where I think automating what you deliver,

just recording what you already

stand and deliver today is a good first step.

Then the other advice I would give

is watch your own videos. Watch them.

Don't just assign them to

the students and let them watch. Watch your own

because if you have a fixed camera in

a classroom and you keep walking

off the camera because you pace,

certainly, you could put tape on the floor.

Or I almost guarantee if you watch the video,

you're going to have an awareness

about things that you can do

that change how you

present yourself on the video because it's different.

Certainly, the outcome of

the recording's a little bit different.

One other simple tip that I used to always

recommend when I started doing

webinars and recording is

to get a face of somebody that I want to talk to,

and make a copy of that face,

cut it out, put it on a stick,

and actually put it behind my camera

so that I could at least look at

a phase when I'm talking,

rather than just a green dot

that indicates that the camera is on.

So I would engage with that face,

and talk to that face, even though that face is paper.

But still, it would provide

that opportunity to see a smile that's looking at me.

I would also say,

I know we have other questions coming in,

I would say resist the temptation to

use everything that technology lets you do,

like questions and answers.

We're a technology company, so we're guilty

of complicating how much you can do.

I would say just start simple, do a video,

just the fact that you recorded

a video is hugely engaging.

Whether or not you have Q&A or polls

is something you can do down the road.

But you can turn a video

into something that is overly complicated too.

Just because you can doesn't mean you should, I guess,

is my advice there. Keep it simple.

Next question. What are

some suggestions for making class video more interactive?

We have tackled you are making plenty of videos,

but they are often not being watched

once their videos have access to them on Canvas.

The first thing I'm going to say

is to make it searchable.

Yeah. None of us want to be in a class for,

say, 50 minutes, and then go

watch a video for 50 minutes.

We want to be able to go to that video and

identify just those segments that we want to re-watch,

or the information that we want to be able to

then pull from that video to later look up,

or to find out what

the assignment was that I'm responsible for doing.

So making it searchable

would be the first thing that I'd recommend.

Yeah. That's a great point.

I think the other thing I would suggest is to ask

your students what about

the videos are interesting to them, and what are not.

Yeah, exactly. [inaudible] is suggesting

to use polls, and surveys,

and videos to engage viewers,

which I think is a nice idea as well.

Yeah. It's all of those things, I think,

help create engagement between viewers,

which is also good, especially if

your viewers are not in the same classroom.

The other thing I would suggest is, besides

asking the students what they think, is

look at how quickly the videos are available.

A lot of times, students want to

re-watch something the minute

they walk out of the classroom.

They want to sit down on a bench and pull up the lecture

they just walked out of and

hone in on something that they think they missed.

So how quickly that content

becomes available can impact viewership.

We find most lectures are viewed within 48 hours of

the actual lecture being

held and that's an important piece.

The other thing I would say

is the idea of

the flipped classroom really

came about because of that issue is,

well, if the lecture is going to be recorded anyways,

if it's the same thing, is it less valuable

than if something is pre-recorded

and then the classroom itself

is a bit more engaging because

the content was delivered in advance

of the class, not at the class.

So you don't have to flip

something completely upside down

and do your class that way,

but you could flip certain pieces of it.

I've heard an accounting professor that will record

four or five minute pre-lecture recordings before

the actual lecture to create

some familiarity to drive

the engagement even in the class,

not just with the video.

Another question. Do you recommend

face-to-face instructor recording and

posting in LMS for all my section students?

I think so.

I think the LMS is a great place.

I think it's difficult to compete with

where student's eyeballs are going on any given day.

If the LMS is kind of that,

it depends on the university.

Some universities, the LMS

is not the center of the universe.

But I would say

wherever it is that

you expect the students to be

spending their time, put the videos there.

If that's your LMS, that's where they should

go and then give them the ability to search,

not just the videos that are embedded in there,

but everything else that

they might be looking for. That way,

some of the results they return could be

documents and some could be videos,

some could be lectures,

some could be third-party videos.

Maybe a YouTube video

that was used as a classroom supplement

also appears in there as a link.

I think all of those things are designed

to not create confusion from the student

on where they're supposed to go to actually

see the video and if you

create a video platform for

the video and an LMS for all the text,

then the student's supposed to know

which one they're supposed to be in.

I think that that creates confusion and

that'll reduce your viewership.

Last question.

In an online course,

do you recommend weekly video content?

Is that once, twice per week?

Well, I always think more is better

because, I think, if you think about

how many times a professor has

a conversation with a student,

there's opportunities to create video that aren't

just lectures or delivery of academic content.

I've seen professors live

stream office hours because they were tired of

having 50 students standing

outside their office asking the same question.

So they said,

"Let's do office hours in a lecture hall and stream it

live and then when that first student asks

the question that 25 other students

have, they all hear it once."

So there's lots of ways to create touch points,

I guess, throughout the week that vary

depending on what the type of communication is.

It doesn't have to be

a lecture and I'm not smart enough to

advise any professor on how often they

should deliver content to their students.

I think students will

probably tell you they'd rather have

more three-minute videos than

160 minute video outside of the classroom.

I think when it comes to lectures,

I think they just want the whole lecture,

not because they want to watch the whole lecture,

but because they can search

within it to find what they're looking for.

But outside of the lecture,

I think shorter is

generally considered better.

Even if it's a longer topic,

break it up into

smaller, consumable videos that

they can get through quickly.

We tend to see those types of

videos get the greatest viewership and

my assumption is if the viewership's high,

then there's value.

How about a gold nugget of information

every day in a three-minute video that goes out to

your students that gets them

engaged with that thought process that keeps them

engaged so that it's not

just the classroom environment that they're studying.

But again,

the frequency really is going to depend on the content.

Like Rob said that the short video information

that keeps them thinking about processing, engaging,

applying, all of those learning,

pedagogical approaches, video is

an excellent way to do that.

Yeah, and I think

probably because compliance with

accessibility is a big deal,

it's always a concern of universities,

should we just do less video if we

can't afford or we don't have a solution for compliance.

I would say, tackle that conversation head on,

talk to your vendor of your accessibility vendor,

talk to your video vendor,

try to figure out a solution that affords

more people access to

video, including the disabled community,

but meeting the needs of both.

I think that that's

a multidimensional conversation that

has to happen and if you're

thinking doing less with

video is a positive step toward compliance,

I think nobody wants that.

Everybody wants more video,

everybody wants more compliance,

everybody wants engagement with

the disabled community and disabled

with learners that have different ways of learning.

There's no two people that are exactly the same.

So the amount of video that you

record can only help if it's greater.

Yeah, and then finding ways to make

sure that it gets viewed is,

I always say, "Ask the students."

Found out what they think.

It's amazing what they'll tell you if you ask them and

you can learn a lot for sure.

Thank you very much, guys.

I appreciate that a lot.

Rob, thank you for your time. Also Scott.

Thank you all the attendees

of the webinar.

We will send a recording very short for you to watch,

and search, and learn more,

and share with other people.

Thank you so much again for attending.

Have a great rest of the day. Thank you, everybody.

Thank you for hosting. Thanks.

Thanks, everybody.