A quiet revolution is gaining speed in colleges and universities worldwide.

No, people aren’t beating down the schools’ doors, but there is an important paradigm shift under way because educators and university leaders are embracing technology; more specifically, video.

A recent study from Wainhouse Research revealed the ability to capture lectures as video for student access is a key success factor in increased retention and graduation.

From lecture capture to flipped classrooms to streaming education, video technology is a key driver of advancements in higher education. But what drives the successful use of video on campus?  How do you facilitate a campus-wide shift to leveraging video strategically?  More importantly, how do you instill a strong video culture on your campus?

What is “Video Culture?”

First, let’s define what a strong video culture means.

Having a video culture means all students have access to online, anytime video at their fingertips. It means faculty members use video to take courses to the next level, and administrators facilitate staff development, preserve campus knowledge and events and offer competitive programs.

Student achievement and retention is strengthened with video, and you have a unified campus video library. Your institution is competitive with flexible programs that reach more students.

A video culture sounds pretty great, right? It’s not as daunting as it might seem to get there, and it’s important that you do.

Students Expect Video and Its Culture

At Campus Technology 2016, Richard DeMillo, a Georgia Institute of Technology educator and author, said during his keynote that you can’t change the old order by fighting it, but rather you find new inventions that make the old way obsolete.

He’s absolutely correct. From an educational standpoint, that means it’s essential that a shift in campus attitude to embrace technology occurs. Technology buy-in from all players–faculty, administration and students–is important.

The students are the easy part of this equation. They don’t consider online, anytime instruction a luxury. It’s a staple in their minds. They’ve grown up with technology their whole lives, and in this world of Facebook Live, Snapchat, YouTube and Netflix, not being able to watch a lecture in real-time from a distance or review that content on-demand is counter intuitive.

(Next page: How can faculty incorporate video culture without massive disruption?)


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