Why would one of the nation’s oldest independent law schools decide to host all their content – now more than 5,700 class recordings – outside their network? Because it was more cost-efficient, that’s why.
But they didn’t start out thinking that way. In fall 2009, New York Law School opened a new, state-of-the-art academic building in Manhattan’s TriBeCa district. When it came online, the building was fully equipped for webcasting in every single classroom, from every day lectures to conferences to special events.
Is 2011 the year you’ve decided to put some portion of your conference online? You aren’t alone. Every week more multi-track, multi-day events take the plunge.
Some quietly record every presentation, making them available to attendees after the event on-demand. Some live stream into a private portal for a remote audience. Some webcast only keynotes but share them far and wide through social media.
All however could save time, money and aspirin by making these 10 resolutions.
Lockheed Martin created a unique business and technology model for consistently producing live, high-production-value corporate webcasts for a national audience. Their approach not only eliminated any fear of going live with executive webcasts, but also led to a logarithmic growth in webcast production over the last 5 years.
Would you like to meet the man responsible for that successful enterprise streaming media strategy?
Think lecture capture technology is only good for one thing – capturing course lectures? The Carlson School of Management at the University of Minnesota says think again. Every day they use webcasting technology in the classroom and beyond – from fully online courses and executive education archives to live streaming for special events and webinars advertising their upcoming course offerings.
It’s probably not a surprise they’re the school that brought you the "4Ps of marketing" and launched the field of Management Information Systems.
In one year, the University of New Mexico Valencia recorded over 1200 presentations and 1800 hours of instructional content. This small, regional school on 150 acres of rural land overlooking the Rio Grande Valley is capturing more than 10 classes a day, streaming over 10 hours of content a day, with just 2 full time employees. The campus now provides lecture capture in almost every course, working from scratch to retrofit the infrastructure in these technology-enabled rooms to support academic webcasting.
How did they do it?
There’s lots of speaker training out there. And tons of resources for planning a great meeting. But when you host a hybrid meeting, how are you as the event professional going to prepare your speakers to be successful in a new, blended environment?
To date, there hasn’t been a ton of guidance to help position them to do their best in front of not one, but two live audiences – the one onsite and the one online. That is, until now.
Are you bending over backwards to keep your audience engaged at live events? Birds of a feather luncheons, breakout sessions, dynamic Q&A, informal networking – all are tried and true tactics to get on-site attendees talking.
But what happens when your audience isn’t all on-site?
Fail to give online attendees the same attention as those on-site and you put your event’s reputation at risk. It’s like inviting them to the party but not letting them past the velvet rope.
Don’t fret. We guarantee you aren’t the last person on the planet to know what lecture capture is. Chances are, you’ve already heard of it by another name: elearning, online classes, distance education or even coursecasting.
What should you expect when you start recording classes and putting them online? Duncan McBogg, Educational Technologist at University of Colorado at Boulder, doesn’t want you to be blind-sided.
A year ago, CU-Boulder’s Academic Technology Support group kicked off its first lecture capture pilot and as the project manager, Duncan went looking for answers to his questions, but not just about the technology. Pedagogically, administratively, procedurally, spatially – what resources were out there and where could he find guidance to avoid common missteps?
Are faculty adoption and high-quality online instruction mutually exclusive? Not at Central Michigan University’s Herbert H. and Grace A. Dow College of Health Professions. Faculty, IT and AV staff came together to create a painless approach to lecture capture, resulting in more than 2,200 presentations streamed and a landmark 100,000 student views.
The key: technology-enabled classrooms, specially-designed facilities and self-serve kiosks that deliver premium production values and a stress-free user experience for both faculty and their student viewers.
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