![\"Panopto's](\"https:\/\/blogs-staging.imperial.ac.uk\/ict-elearning\/files\/2020\/02\/panopto_old_silverlight_player.png\")
<\/a>The keynote<\/span>\u00a0<\/span>centered on the technological and cultural changes that have impacted Panopto. The talk was subdivided <\/span>into the following topics<\/span>: The Shift<\/span>\u00a0from hardware to software, the cultural\u00a0<\/span>normalisation<\/span>\u00a0of video in academia, the rise of multi streaming, the\u00a0<\/span>consumerisation<\/span> of technology and the death of client software.<\/span>\u00a0<\/span><\/p>\n The rapid increases in technological advancement and corresponding increase in affordability of hardw<\/span>are required for effective lecture capture has resulted in\u00a0<\/span>the\u00a0<\/span>majority of<\/span>\u00a0innovation arising from software, rather than hardware, in recent years<\/span>. Eric highlighted the introduction of HD\u00a0<\/span>video cameras<\/span>\u00a0and the affordability of digital\u00a0<\/span>recorders, giving the example of a MAgewell USB capture card <\/span>which cost $25,000 ten years ago, but only $300 today \u2013 as examples. The<\/span> removal of hardware barriers has helped video progress from a purely technical domain to one that can be used by an<\/span>yone.<\/span>\u00a0<\/span><\/p>\n T<\/span>hese technological changes have fostered a\u00a0<\/span>corresponding<\/span>\u00a0cultural change,\u00a0<\/span>normalising<\/span>\u00a0the use of video in academia, which is now seen as\u00a0<\/span>an essential component for\u00a0 students\u2019 learning.<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n Eric\u00a0<\/span>shared some statistics on the state of lecture capture in High Education, highlighting a 22% increase<\/strong> in views of Panopto videos internationally over the past year, with customers streaming a mind boggling 3 million hours of video content each month with a total of nearly 11 million videos<\/strong> hosted on the platform.<\/span>\u00a0<\/span>Of all<\/span> the <\/span>EMEA clients<\/span>,\u00a0<\/span>Imperial\u00a0<\/span>had the highest number of videos viewed over the past year<\/span>, with\u00a0<\/span>over\u00a0<\/span>665,080 hours<\/strong> of video\u00a0<\/span>watched.<\/span><\/p>\n Early concerns about the detrimental effect of lecture capture on <\/span><\/span>students<\/span><\/span>\u00a0attendance have proved unfou<\/span><\/span>nded, with\u00a0<\/span><\/span>85% of respondents to a 2019<\/span><\/span>\u00a0<\/span><\/span>report stating that the use of lecture capture had \u2018No Impact\u2019 on attendance.<\/span><\/span><\/p>\n The keynote moved on to focus on students’ opinions on both lecture capture and video content in general, emphasising students\u2019 preference for authentic<\/em> video content, regardless of production values. The lesson for Higher Education being to focus more on the content of the video and building a rapport with the audience, rather than dense slides, stilted delivery and an information dump<\/em> approach.<\/span>\u00a0<\/span><\/p>\n “Students want authentic content, not the facade with lecture capture” – Eric Burns, Panopto CEO\u00a0<\/span><\/p><\/blockquote>\n This has\u00a0<\/span>lead<\/span> to the <\/span>one-take-workflow<\/em> where content creators turn on the camera and start recording without the need to be concerned about bandwidth, studio time, storage etc… Creators can take multiple takes, cut out whatever they want and choose only their best content. <\/span>This\u00a0<\/span>is possible as video is<\/span>, for all intent and purposes, free. It\u2019s not something you have to worry about \u2018wasting\u2019<\/span>.<\/span><\/p>\n \u00a0<\/span>Next, Eric discussed the rise of multi stream recordings which allow multiple participants, screensharing, slides and\u00a0<\/span>visualisers<\/span>,\u00a0<\/span>moving on from the single camera setups of earlier lecture capture systems. Multi-streaming has gained pr<\/span>ominence\u00a0<\/span>in part due to the<\/span>\u00a0rise of online meeting tools such as Skype,\u00a0<\/span>Microsoft<\/span>\u00a0teams etc… where these features have become commonplace.<\/span>\u00a0<\/span>Describing the relationship between technology and pedagogy, Eric\u00a0<\/span>emphasised<\/span>\u00a0the importance of having pedagogy first\u00a0<\/span>in mind when adding new features \u2013\u00a0 \u2018if an instruction cannot be captured correctly, the technology subverts rather than supports the pedagogy<\/em>‘.<\/span><\/p>\n Another contributing factor to Panopto’s success is the <\/span>increasing\u00a0<\/span>consumerisation<\/span>\u00a0of technology, in particular the<\/span>\u00a0rise<\/span> in mobile devices, which dwarfy the adoption of desktops in terms by a scale of nearly ten to one.<\/span>\u00a0<\/span><\/p>\n This has resulted in many institutions adopting a policy of BYOD (bring your own device) rather than supplying students with hardware.\u00a0 <\/span>Mobile devices have given students the ability to access lecture recordings \u2018anytime, anywhere\u2019 which has\u00a0<\/span>played a major role in the increased acceptance of lecture capture in educational institutions.<\/span>\u00a0<\/span><\/p>\n Eric continued with a discussion of trends in the technical administration of lecture capture systems, highlighting a noticeable <\/span>shift towards HE institutions locking down admin access on individuals PCs, which, in combination with the ubiquity of mobile devices, has resulted in a decline in the use of client applications in <\/span>favour<\/span>\u00a0of web based applications that do not require installation.<\/span>\u00a0<\/span>In tandem with this trend, user interfaces have moved from\u00a0<\/span>favouring<\/span> functional, dense, complex icon-heavy design to a more streamlined user-centered design. Eric used the analogy of water flowing downhill \u2013 users will <\/span>favour<\/span> designs that offer the path of least resistance.<\/span>\u00a0<\/span><\/p>\n Having discussed the technological and social changes that have driven Panopto in the past, Eric looked to the future in the final segment of the keynote.\u00a0<\/span>W<\/span>hipping the cover off a nearby table in a Steve Jobsian flourish, Eric revealed the next generation Panopto experience underneath \u2013 an all-in-one\u00a0<\/span>browser-based video capture system which removes the need for client software entirely. The soon to be Beta upgrade allows direct capture from the browser with multi-stream recording (up to 4 streams) plus a \u201cconfidence view\u201d showing you what your video looks like. This will unify the experience across web and mobile with a streamlined \u20181-button record\u2019 user interface for both.<\/span>\u00a0<\/span><\/p>\n <\/p>\n Presenters:<\/p>\n The presentation started with an overview of their previous generation of LMS, they have now moved towards a new LMS based on canvas that reduces clicks and has customised integrations with other tools.<\/p>\n New technology was brought in to facilitate uptake of the new learning technologies, for example Pixio the robot cameraman!<\/p>\n This resulted in wider uptake of not only use of the LMS but lecture recording too, however there were still concerns from some staff that students would not attend lectures if their lectures were all provided as recordings.<\/p>\n <\/p>\n To answer these concerns, they looked at multiple studies and found conflicting results on whether attendance is affected or not so they decided to embark upon a study of their own.<\/p>\n They set out to answer three questions:<\/p>\n <\/p>\n Their study ran over two academic years and looked at the same programme, the first year without lecture recording and the second year with lectures recorded.\u00a0 The impact<\/strong> of the recordings was assessed by looking at how much of the recordings the students were watching.<\/p>\n To look at the reasons<\/strong> the students were using the recordings they surveyed the programmes of students they were monitoring:<\/p>\n The attendance of lectures was also monitored, the results below are from the lectures that were recorded however, a similar trend of absenteeism<\/strong> was observed in the previous year of students that did not have lecture recordings available.<\/p>\n To address lecture attendance in general they sought student feedback on why they do or do not choose to attend lectures<\/p>\n The full results from the study were reviewed along with the exam results of the students from both years.\u00a0 An increase in exam performance was observed for the students with access to recorded lectures. The overall data led to the conclusion below:<\/p>\nThe S<\/span>hift from hardware to software<\/span>\u00a0<\/span><\/h3>\n
Cultural<\/span>\u00a0<\/span>normalisation<\/span>\u00a0of video in Academia<\/span>\u00a0<\/span><\/h3>\n
<\/a><\/a>Rise of multi stream<\/span>\u00a0<\/span><\/h3>\n
Consumerisation<\/span>\u00a0of technology<\/span>\u00a0<\/span><\/h3>\n
<\/a><\/a>Death of the client<\/span>\u00a0<\/span><\/h3>\n
<\/a>Panopto’s next update\u00a0<\/span><\/h3>\n
<\/a>The impact of video on student attendance and results<\/h2>\n
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