HoverCam Solo 8 and Z5 Redefine the Document Camera
In the era of tablets and iPads, the document camera market has been declining, according to figures published by edtech industry analyst Future Source.
In the 18 months since HoverCam began shipping the Solo 8 document camera in volume, its sales have shot through the roof, resulting in backorders last summer and autumn.
“Solo 8 is the document camera reinvented,” said Craig Justice, HoverCam Vice President of Sales. “It was the first and still is the only document camera with true 8-megapixel resolution that provides uncompressed 1080p video over USB 3.0. In the two years since we first showed the product no other manufacturer has been able to release nearly anything as good at this price point,” Justice said.
“It’s an education revolution powered by a USB cord,” Justice said. The unit is powered by a USB cable connected to the computer. It’s compatible with PCs and Macs and works well with computers with older USB ports too, the manufacturer said. And, factory production has caught up with the high demand, Justice said.
One of the unique abilities of Solo 8 is recording no-lag HD video over USB directly to the computer. “More and more teachers want to record video to enhance their lessons, as a teaching tool or for flipping their class. The Solo 8 is a great tool for recording video and it’s the only document camera that can record no-lag HD video over USB directly to the computer,” Justice said.
Solo 8, which weighs just over 2-lbs has a base 3” x 3” and is significantly smaller than other high performing document cameras. One reason the HoverCam is smaller than traditional document cameras is zooming is done with the high-resolution sensor and not bulky and expensive optical components, according to the manufacturer. HoverCam calls it ASR Zoom for Adaptive Sensor Resolution, which allows for fast digital zooming without any loss of image quality.
Solo 8 is multifunctional. It can be used to scan documents, as a digital camera, HD webcam, grading camera and video recorder.
“Demand for Solo 8 was greater than we anticipated and I want to personally apologize to all Texas schools that had to wait last summer and fall,” Justice said. “For those who waited, they got the best product. The good news is our factory has been ramping up production and we now have plenty of inventory.”
At TCEA, HoverCam will unveil a new product that takes aim at the low-end of the market called the HoverCam Z5. “This is the best $99 document camera in the world,” Justice said. “We recommend schools purchase Solo 8 because it’s better, but if their budget is only $99, we suggest they take a look at the Z.”
Solo 8 is available through education technology resellers with a price to schools of $349. HoverCam manufactures a full range of document cameras from the $99 Z5 to the $449 Ultra 8. For additional information please visit www.thehovercam.com/solo8 TCEA Booth #2435
How and Why HoverCam Re-Energized the Document Camera Market – CEO Interview
The FETC Show Daily interviewed HoverCam’s founder and CEO Ji Shen for an upcoming article. Here are excerpts from the interview.
Q: With so many document cameras on the market, why did HoverCam invest in creating new document cameras?
Ji Shen: “Traditional document cameras are large, bulky and expensive or have really poor performance with blurry video. We wanted to fix that. Teachers deserve better technology that’s affordable and makes teaching easier. So we invented Solo 8.”
Q: What makes Solo 8 so different?
Ji Shen: “We designed Solo 8 to deliver 4K level clarity and life-like smooth video over USB without any compression, lag or blurring. This had never been done before. I encourage FETC attendees to visit our booth to see Solo 8’s amazing performance for themselves – seeing is believing. We also re-invented digital zoom by replacing bulky and expensive optical components found in traditional document cameras with a high resolution sensor that allows super-clear images and zooming without degradation in a compact form factor. Solo 8 is an “intelligent” document camera – it’s an extension of the teacher’s computer with multiple uses – scanner, digital camera, HD webcam and grading camera. It records full-motion HD video directly to the computer over USB, which is easier to share than video recorded to an SD card. We have advanced patented and patent pending technologies inside Solo 8.”
Q: Aren’t there now other 8.0 MegaPixel document cameras on the market? Why is Solo 8 better?
Ji Shen: “ Multiple vendors are starting to claim they have 8 megapixel document cameras. However, a higher megapixel count doesn’t mean you get a better camera. In fact, very likely the opposite is true. The 8 megapixel cameras we’ve seen from other vendors suffer from either slow jerky video or loss of clarity due to compression. Only Solo 8 delivers high resolution and smooth video over USB.”
Q: What about schools that don’t want to use computers with their document cameras?
Ji Shen: “We listened to customers asking for HDMI and VGA output and created the Ultra 8, now shipping in volume. Ultra 8 has direct to display HDMI and VGA connectivity and is the only such camera that also includes USB 3.0 out – so it can still be used with a PC. We also added an LCD viewing monitor to make it easier for teachers to use.”
Q: Your products incorporate cutting edge technology, but are still expensive for some schools. What are your plans for the low end of the market?
Ji Shen: “We recognize there’s a segment of the market that can’t afford to pay more than $99 for a document camera. At FETC, we’ll unveil the first HoverCam with a $99 price tag, the Z5.”
Q: What are your thoughts about the iPad as a document camera?
Ji Shen: “I’m one of Apple’s biggest fans. CIOs of our largest customers tell us one of two things. They say either the iPad doesn’t work well as a document camera, or, they see a place for both products in the classroom. Our Solo 8 costs half as much as an iPad with a stand, is more rugged, and allows the teacher to remain mobile with their tablet. Plus, the image clarity of our Solo 8 is amazing.”
Q: What’s next for HoverCam?
Ji Shen: “Schools should expect cutting-edge technology from us not just in document cameras, but in other classroom products and services. We aim to make teaching and learning fun and bring great technology to schools that’s affordable.”
College Administrator Finds Many Benefits Using HoverCam Solo 8
“It’s one of those things I didn’t know I needed until I got it, and now, I can’t imagine not having it.”
Meet Duane Rohrbacher, JD, PhD, a future college administrator, who is tasked with resolving conflicts on a daily basis.
Dr. Rohrbacher had a problem. He noticed it was difficult to keep up with all of the paperwork and signatures that everyone signs while going through administrative processes. He knows that paper copies must be kept for records purposes, but he also likes to keep electronic versions of files handy for quick referencing and easy access. “I used to go to the copy machine, all the way down the hall, to copy one file, and half the time I had to wait in line or the machine was broken. I knew I needed a better, faster, solution.”
Dr. Rohrbacher needed a reasonably priced copying solution that met his needs. He did not want to sacrifice quality for price, and he also wanted a portable device with a small footprint. That’s when Dr. Rohrbacher turned to HoverCam.
“The Solo 8 is small, produces a crystal clear picture, and it is extremely fast,” he said. Speed and efficiency is very important to Dr. Rohrbacher, who is part of a new breed of college administrators who grew up with and rely upon technology for basically everything. Dr. Rohrbacher wanted a solution that matched his newer devices like his iPad and iPhone.
Besides the ability to copy and scan very quickly, redacting and cropping are built in to the software saving even more time. You can even use Solo 8 with Splashtop to stream the camera image wirelessly to an iPad.
Duane loves the speed and efficiency. “I get a lot more done. I can get all of my files scanned, redacted, cropped, and organized in about 1/5 of the time. It’s one of those things I didn’t know I needed until I got it, and now, I can’t imagine not having it.”
“My philosophy is that I am willing to buy a device, spend the money, if the return on investment outweighs the startup cost. For a HoverCam document camera, it’s really a no-brainer. The return on investment is just fantastic, and I could not imagine not having the device on my desk.”
Brain Based Learning and Applications for the Classroom
Brain Based Learning and Applications for the Classroom
Len Scrogan is an assistant professor at the University of Colorado-Denver and past director of Instructional Technology for the Boulder Valley School District. He took time out of his busy schedule to discuss brain-based learning with us.
Q: You have looked at how brain-based learning studies can improve the engagement processes in the classroom. What is “brain-based learning?
Scrogan: Brain-Based Education is the purposeful engagement of strategies that apply to how our brain works in the context of education.
Over the last decade, the field of neuroscience has provided some insight to educators about brain-based learning. Basically, how the brain works, how the brain learns, what really matters to the brain and how we attract the brain’s attention more effectively.
Following this research allows educators to get and keep their students engaged in the learning process.
Q: Can you provide us some examples of how this research can be applied in the classroom?
Scrogan: Here is an interesting story that is relevant to the discussion. Recently I conducted over 250 walkthroughs of classroom lessons. The walkthrough process consisted of observing a 20 to 40 minute lesson and later providing feedback to the teacher.
I observed something very interesting during the walkthrough process. For the most part, kids would begin by looking up at what was on the screen, looking up at the teacher, etc., in an engaged posture.
But as the lesson progressed, the majority of students would slowly disengage. I noticed that their body language would change, the eye contact would be lost. They would doodle at their desk for example, or talk to other students, or just pull inside.
This behavior was evident in the majority of classrooms in over 250 walkthroughs in over a year and a half period that I was involved with. But it was not true in about 12% of the classrooms.
In these classrooms, the students were drawn to the lesson, they were connected, hooked into what was happening in front of the classroom and stayed that way throughout the entire lesson.
Q: Interesting. What was going on in these classrooms where the students were engaged?
Scrogan: The techniques that I observed that were hooking the students and maintaining their attention span and focus time in learning had to do with brain-based learning.
The brain says we see images first and we process images 60,000 times faster than we process text. In those classrooms where the students were engaged, I saw on document cameras immersive images, meaning the images filled the entire screen as opposed to a small image in a corner of a page or black and white notes.
Whether it was a chart, graph, cartoon or photograph the image filled the entire screen.
We know from brain research that color attracts the brain. I saw great use of color in these classrooms. Many that use document cameras are just thinking that they are replacing the overhead projector. They don’t give much thought to specifically using color images versus black and white images. So they are displaying traditional practices while utilizing a 21st century tool like the document camera.
Whether it’s large images or color reinforcing vocabulary lessons, color was keeping the brain attracted to the lesson.
Brain research also says that the brain doesn’t pay attention to boring things and the brain disconnects from those things. So what I saw that was most interesting with document cameras was creating curiosity through the use of artifacts that showed things that made the students think “what on earth is that?”
Q: What do you mean by an “artifact”?
Scrogan: A close up image of part of an animal for example, or an image of the subject matter taken from a unique angle or perspective that required the students to think about what the object was.
So any time there was something a little bit mysterious or something that made them curious–that attracted the brain. The teacher could latch on to that and move things forward.
Q: Is student participation something you found to be effective as part of your observations?
Scrogan: Yes. The brain likes physical involvement as opposed to passive activities sit-and-get lectures. So I saw teachers encouraging the students to get involved in the presentations and not just listen to the teacher talk. Mirroring was used quite effectively with document cameras (the activity was performed on the screen, then the students were asked to mirror the action at their desks.)
The brain really likes the tactile nature of going back and forth with the teacher and the document camera.
Another technique I saw used very effectively relates to a learning advantage called transfer. This means everything we learn more effectively when the brain connects the new learning to something we already know and is relevant to us in some way.
I saw document cameras used effectively for transfer to relate to something in the real world with something the students are about to learn.
Any kind of spatial thinking is useful also. The brain enjoys any type of spatial image so teachers can keep this in mind when choosing images for the lessons.
Q: So creating excitement in the subject matter (while obvious) is reinforced by the brain research, correct?
Scrogan: That’s correct. As a matter of fact one of the best techniques I saw teachers use in my 250 classroom lesson observations was the magic of storytelling.
One example was when a teacher put an image on the document camera that filled the screen then provided a compelling story to go with the image. This of course was even more powerful than just the immersive image.
Now imagine adding just the right background music to the techniques above and you’ve got students who are deeply involved in the lesson. Brain research shows there is a multiplier effect of these techniques getting more of the senses involved in the lesson.
Q: What other insights you can share based on your research?
Scrogan: Using the document camera for prediction. Creating a curiosity gap. For example the teacher may say “I am going to mix these two chemicals together. What do you predict is going to happen?”
This gets the students thinking of past experience, how they can relate it to the future and brings them into the conversation.
Another technique is the use of advance organizers.
Q: Can you give us an example?
Scrogan: Let’s say I am going to do an experiment in a science lab. I might have something on the screen that shows the four steps that the students are going to go through as an organizer.
It’s organizing their mind in advance to see the process from beginning to end so they expect each step and they don’t miss something.
Another great use for document cameras involves graphic organizers. For example two concentric circles that intersect to show the similarities in each group is an example. Back to getting the students involved, you can have them go to the document camera or screen and interact. Put something on the table under the document camera that forces them to make a decision based on the visual image.
Q: Since you have an excellent book on how to use document cameras in the classroom, should document cameras be front and center for many of the brain-based techniques you describe here?
Scrogan: They should be, yes. What has happened across the United States is a lot of document cameras were purchased and put into place as a replacement for an overhead projector (because that’s how you would think you would use it) and they are considered a purchase commodity. The thought process that worries me is that “we all have one so we don’t have to think about how to use them well”.
Document cameras have slowly grown and expanded into almost 60% of classrooms in the U.S., but teachers simply don’t know how to use the document camera tool to attract the brain and to create a format of what I call brain-based learning. Remember I only saw engaged student learning in 12% of the classroom lessons I observed.
And when brain-based learning is done well, the learning process is so empowered, period.
The research on brain-based learning and neuroscience is significant. There is a great body of articles and books and other resources on this topic.
Q: Fascinating information Len. If anyone wants to read more on brain-based learning what would you recommend?
Scrogan: Many of my recommended strategies are supported by Dr. John Medina’s seminal book, Brain Rules. Dr. John Medina is a developmental molecular biologist and affiliate Professor of Bioengineering at the University of Washington School of Medicine.
Len Scroganis currently a Digital Learning Architect at the University of Colorado Denver. Len is a nationally recognized TEDx speaker, author, software designer, researcher, conference keynote speaker, blogger, and consultant. He serves as the online community manager for LinkedIn’s Media and Technology online community of 8,000 members, a national judge for the Technology & Learning software awards, a board member for the new ISTE 3D Network PLN, and a member of the CoSN Emerging Technologies Committee that produces the national EdTechNext reports. His university work concentrates on innovative work in technology, online learning, and leadership.
The following is an extensive reference list provided by Len: