Bersin, J. (2016) Will video-based learning kill the LMS? Chief Learning Officer, February 15
This article raises a question that has been on my mind for some time. Bersin makes the following points:
- the LMS industry is worth more than $3 billion in size, and has been growing at roughly 20% per annum
- more than a billion people regularly watch video online, according to YouTube
- video makes up 64% of all traffic on mobile phones
- many organizations such as Khan Academy, Udemy, Skillsoft and BigThink are producing thousands of hours of easily accessible, high quality instructional video, generally authored by ‘experts’, not college instructors;
- only a few of the 300 or so LMS vendors ‘have come to grips with user and corporate needs for video-based learning’.
Bersin is writing primarily for the corporate training market, but the same trends can be seen in post-secondary education:
- MOOCs took off because they were video-based, using lecture capture, thus walking right round the need to use an LMS
- the most popular form of blended learning is the flipped classroom, using video to record a lecture then using the classroom for discussion and questions – no LMS needed
- it is not just video that is beginning to remove the need for LMSs, as some faculty and instructors move to more learner-centred teaching, where students find and analyse information using online learning and co-create content with their instructors, using video, graphics and audio as well as text, and e-portfolios and social media such as blogs and wikis.
Bersin then goes on to ask some very important questions about using video for education and training:
- How do we rapidly develop and publish video for fast and easy use?
- How do we tag content easily and make it discoverable?
- How do we recommend video to users based on their profile and activity?
- How do we track usage of video, bookmark video and create inter-activities and branching?
- What types of video are best for learning? Comedy? Experts? Teachers online?
- How do we protect copyright and other possible rights violations as we snap videos at work all day?
- How do we arrange and manage video for serious professional development and career growth?
- How do we create a user experience that is as easy and compelling as a consumer website or TV set?
Bersin claims that ‘most of these problems are being solved — or have been solved — by massive consumer Internet companies already, yet they barely exist in corporate learning platforms because LMS vendors are scrambling to catch up.’:
- Workday’s new market entry focuses on this area;
- Skillsoft is announcing a variety of new video options in its platforms;
- Oracle announced a new video-based LMS;
- SAP is evolving its video platforms and opening up application programming interfaces to massive open online courses.
How will universities and colleges respond to these developments? Probably they will ignore them, but I think that would be foolishly short-sighted. Good quality video is going to become an increasingly important part of online learning. I find it somewhat ironic that many universities closed their multimedia production departments in the 2000s. It looks like we may need them again, but structured and operated in a way that leverages new technology and new corporate partners. (For a good example of high quality, university-developed video, see Dr. Claudia Kreb’s excellent YouTube video ‘An Introduction to the Central Nervous System‘ – just click on the graphic.)
However, even though video should become a much more important component of post-secondary teaching, I don’t see LMSs going away. Videos are not a replacement for an LMS. Video on its own does not structure students’ learning, as does an LMS. The issue is whether the production component of video should be embedded within the LMS, or remain separate but integrated (i.e. through links).
Video has many pedagogical benefits, but also some severe limitations (see my Chapter 7 in Teaching in a Digital Age). Nevertheless video is not being used enough in post-secondary education, and often when it is used (for recording lectures, for instance) it fails to exploit its unique learning potential. We could learn much from corporate training and the massive Internet providers such as Google and Vimeo on how to produce low cost, high quality video for education.