When we talk about the adoption of technology in the education sector, the concept of ‘Flipped Learning’ comes into the picture. This concept is based on the premise that students tend to learn more effectively by utilizing the class time for group discussions and by providing individual attention to the students. Since the teacher is required to involve in discussions during the class, he/she should provide lecture materials, presentations or videos about the topic to be discussed in the class beforehand. The student can go through these materials at home. This way, the students can come prepared for the lecture and participate in discussions.
Flipped learning is advantageous for both teachers and learners. From the point of view of a teacher, he/she can use the classroom time to connect with the students, pay individual attention and directly address the topics which require discussion or debate. From the point of view of a student, he/she can go through the material at his/her convenience, come prepared for complex discussions and involve in classroom activities. This win-win situation makes flipped learning the future of education.
However, there are certain inherent issues attached to the adoption of flipped learning. Firstly, since classroom teaching is replaced with materials provided beforehand, merely sending relevant articles and papers would not suffice the purpose. The topics discussed outside the class become the foundation of the discussion inside the class. Furthermore, digital content consumption by the Gen-Z students is increasing day by day. Students relate more to digital content as compared to written content. Therefore, it becomes necessary to provide a video lecture explaining the concept. It has also been proven that audio-visual mode is a far more effective way of learning than plain texts. Secondly, suppose the professor does record the video lecture and shares it with the students, however, recording video lectures on a daily basis for a number of batches, in addition to conducting classroom discussions, can really become a task that requires a lot of time and effort. These issues could compromise the quality of education being provided to the students.
This is where AI comes into the picture. AI can help teachers in producing video lectures in no time without actually physically recording the video lecture. This technology involves deep learning, synthetic media and deepfakes.
The idea of creating videos from plain written text is a novel idea and I see tremendous potential. Having used the beta product of vidBoard, I must confess that I was blown away with its great user interface and user experience.
I have used vidBoard for many video presentations. The idea of creating HD quality animated, human led videos out of plain text is novel and promising. Kudos to team vidBoard
My startup Craving Kombucha has used the beta product of vidBoard for explainer videos in local languages. I am quite happy with the beta product, especially its UI and UX.
After having assisted the team at vidBoard initially through the research phase of this tool and finally trying out their in-house beta version. I must say we have got a unicorn in the making. The product has come a long way and has immense capability when it comes to a media creation tool.
We have been testing the beta version of the platform offered by vidBoard for creating custom product videos for a while now. It has immense credibility as a synthetic media creation tool as well as massive potential to scale up across various business domains.