The final in our four-part webinar series brings you the culmination of this educational series. In order to prepare you to integrate virtual event technologies to your event marketing plans, there is one final element to understand. The technology can feel daunting and understanding technical requirements goes beyond the event professional's standard skill set. However, this session will give you the basic understanding of technical requirements to get started.
After this session, you will leave with an understanding of:
Think technology could streamline the manpower it takes to put your courses online? Even automate it? You're in good company.
Tom Kemp and his team at Ashland University thought the same thing, particularly in light of the increasing demand by nontraditional students for on-demand learning.
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.
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?
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.
While university budgets globally wither, spending on educational technology is alive and well. From IT teams to instructional technologists, academic staff are disproportionately successful at garnering funds for lecture capture initiatives amidst an overall environment of financial cuts.
Want to know why? And how these colleges are doing it?
With every investment you make in educational technology, you are buying two things: #1 the concept of change and #2 changing with a particular vendor. Having options is empowering but can also be overwhelming, particularly in this budget climate and as technologies evolve at a rapid pace.
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