The primary discussion at the just ended Consumer Electronics Show in Las Vegas was Television over the Internet. Announcements from Google, Microsoft, Apple, Cisco, Verizon, Yahoo and others all focused on the expanding capability (and market) for delivering television content over the internet. Terms like IPTV (Internet Protocol Television) are being used to describe a rapidly expanding capacity to deliver video content to your desktop, mobile phone or other devices, via broadband internet connections, on-demand and to your specifications.
The MASIE Center is exploring how these trends and market investments may impact organizational learning approaches. Here are some Learning TRENDS and emerging examples for our readers to ponder:
"Videoification" of the Web:
Apple has cut the way with the release of their video iPod and the sale of TV shows for $1.99 a piece. New services from Microsoft, Yahoo and others are rapidly expanding this marketplace. Video PodCasting is starting to emerge as an additional vehicle for content distribution. We believe that this may be an early "tipping point"
for the "Videoification" of the web.
Currently, most internet usage is text based with a mild level of graphics and a sprinkling of audio/video. If the growth of video content continues, the user may increasingly come to accept and expect video content from their web experience. This raises serious development hurdles for content producers and also requires new models for tagging and search processes.
However, we believe that there will be a steady increase in the demand for video for learning activities.
Personalized Control Rooms:
Check out the recent announcement from CNN of their CNN Pipeline product. The user is given a video control room that contains four live feeds from CNN sources as well as access to a huge level of stored images. They can switch the "feeds" the same way the control room at CNN is doing, selecting images, stories and perspectives as desired. Imagine providing this same offering to learners. Rather than a single storyline or instructional path, they are given multiple sources, including some live peer interaction and they can choose which one to select. Imagine being in a webcast with 5 windows, including a live feed from the instructor, application sharing, remedial content and the ability to search archives. The learner may increase their expectation of switching and choosing the scene or shot or perspective of their choice. For example, there may be a "nay sayer" feed from someone who disagrees with the perspective of the presenter.
Video to Devices:
On my belt is a new cell phone, the Viper from Motorola with service from Verizon. There is a new service called V Cast, which brings broadcast quality video to my phone from a variety of sources. Right now, I can access news and entertainment highlights. But, in a short while, there will be access to a broad range of content, including corporate specific or learning focused content. The ability to distribute just in time video content to the hands of our workforce is intriguing. Imagine retailers, banks or other customer facing organizations using this technology to provide short blasts of content to the entire workforce or on-demand access.
There is an interesting story by a USA Reporter who used this service to "kill time" while waiting for a flight as they were leaving CES this week:
Digital Cameras at Work:
Learning organizations should take a fresh look at the use of digital cameras (video and still) as tools for corporate learning. I could not find a single company that is currently teaching their employees to utilize digital cameras as knowledge/learning tools. While we whip out these cameras, along with our cell phone cameras, at any family event or outing, they are not really recognized as assets for organizational knowledge capture. It is time to take a fresh look. When someone comes back from an event, why not do a short video interview with them, rapidly edit and tag it and share it back out? Think of other times where we might be able to leverage "citizen capture" as part of our learning efforts. Many will point to the "poor quality" or "lack of editing" as a reason to avoid their use. Let's see how we might use these tools as part of the knowledge feed of our organizations.
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