440 research outputs found
Overview of Web Content Adaptation
International audienceNowadays Internet contents can be reached from a vast set of different devices. We can cite mobile devices (mobile phones, PDAs, smartphones) and more recently TV sets through browser-embedding Set-Top Boxes (STB). The diverse characteristics that define these devices (input, output, processing power, available bandwidth, . . . ) force content providers to keep as many versions as the number of targeted devices. In this paper, we present the research projects that try to address the content adaptaption
Learning Content Development methodology for Mobile Devices
AbstractMobile devices are becoming increasingly popular; basically mobile devices are reaching all levels of society. Thanks to the popularity of mobile devices, mobile learning has become great tool for delivering educational resources. The continuously increasing demand for mobile technology based learning materials, renders adoption of educational resources for these requirements. Technology by itself does not contribute much to education that is why the aim of this research is to present and evaluate methodology for visualisation and production of electronic materials in mobile environments. Methodology focuses on instructional design and mobile content design and the navigation control. Findings showed that given methodology and recommendations is effective for improving m-learning design across mobile devices
An Exploration into Two Solutions to Propagating Web Accessibility for Blind Computer Users
A model is presented depicting the driving forces (Web industry, consumers, U.S. federal government, and technology) promoting an accessible Web and potential solutions within those forces. This project examines two distinct solutions, lawsuits (a consumer-driven solution) and AcceSS 2.1 transcoder (a technology-driven solution) to provide more information on two under-researched methods that could have far-reaching impacts on Web accessibility for the blind. First, an evaluation of the intraclass correlation (ICC) between homepage Web Accessibility Barrier (WAB) scores and WAB scores of levels 1-3 found that the homepage is not sufficient to detect the accessibility of the website. ICC of the homepage and average of levels 1-3 is 0.250 (p=0.062) and ICC of levels 1, 2, & 3 is 0.784 (p < 0.0001). Evaluating the homepage and first-level pages gives more accurate results of entire site accessibility. Second, an evaluation of the WAB scores of the homepage and first-level pages of websites of five companies sued for alleged inaccessible websites found mixed results: lawsuits worked in two cases, but didn't in three. This is seen through an examination of accessibility and complexity of the websites for years surrounding the lawsuits. Each sued website is compared to a control website within the same industry and to a random group of websites representing the general Web. Third, a usability study of the AcceSS 2.1 transcoding intermediary found that technology can increase users' efficiency, effectiveness, and satisfaction in Web interaction, regardless of universal design. The study entails a within-subject cross-over design wherein 15 users performed tasks on three websites: one universally designed, one non-universally designed, and one reference site. Paired t-tests examine the effect of AcceSS 2.1 on time, errors, and subjective satisfaction and mixed-model analysis examines the effect of study design on outcomes. Results show that users perform tasks faster, with fewer errors, and with greater satisfaction when accessing pages via AcceSS 2.1, but users where less satisfied with the universally designed website and significant differences were found in the universally designed website and not the non-universally designed website. Website usability and ease of navigation are more important to users than simple accessibility
MediaMTool: Multimedia content management tool
With the proliferation of mobile devices, multimedia streaming over wireless networks has increased in popularity. To overcome a number of challenges as well as to enhance mobile users' experience, much research effort has been placed into multimedia content adaptation and personalisation. Supporting adaptive multimedia can pose itself a number of challenges, especially when considering the fast growing rate at which multimedia content is being produced. This paper explores the idea of automatic multimedia content management and authoring to support adaptive multimedia delivery to mobile devices. A multimedia content management tool (MediaMTool) is presented which automatically creates multiple versions of the multimedia clips based on a set of specified multimedia clip features. For testing purposes, MediaMTool was used in conjunction with EcoLearn, a m-learning system that adapts the quality of the educational multimedia clips in order to save battery power on the learner mobile device
Rich media content adaptation in e-learning systems
The wide use of e-technologies represents a great opportunity for underserved segments of the population, especially with the aim of reintegrating excluded individuals back into society through education. This is particularly true for people with different types of disabilities who may have difficulties while attending traditional on-site learning programs that are typically based on printed learning resources. The creation and provision of accessible e-learning contents may therefore become a key factor in enabling people with different access needs to enjoy quality learning experiences and services.
Another e-learning challenge is represented by m-learning (which stands for mobile learning), which is emerging as a consequence of mobile terminals diffusion and provides the opportunity to browse didactical materials everywhere, outside places that are traditionally devoted to education.
Both such situations share the need to access materials in limited conditions and collide with the growing use of rich media in didactical contents, which are designed to be enjoyed without any restriction. Nowadays, Web-based teaching makes great use of multimedia technologies, ranging from Flash animations to prerecorded video-lectures. Rich media in e-learning can offer significant potential in
enhancing the learning environment, through helping to increase access to education, enhance the learning experience and support multiple learning styles. Moreover, they can often be used to improve the structure of Web-based courses. These highly variegated and structured contents may significantly improve the quality and the effectiveness of educational activities for learners. For example, rich media contents allow us to describe complex concepts and process flows. Audio and video elements may be utilized to add a “human touch” to distance-learning courses. Finally, real lectures may be recorded and distributed to integrate or
enrich on line materials. A confirmation of the advantages of these approaches can be seen in the exponential growth of video-lecture availability on the net, due to the ease of recording and delivering activities which take place in a traditional classroom. Furthermore, the wide use of assistive technologies for learners with disabilities injects new life into e-learning systems. E-learning allows distance and flexible educational activities, thus helping disabled learners to access resources which would otherwise present significant barriers for them. For instance, students with visual impairments have difficulties in reading traditional visual materials, deaf learners have trouble in following traditional (spoken) lectures, people with motion disabilities have problems in attending on-site programs. As already mentioned, the use of wireless technologies and pervasive computing may really enhance the educational learner experience by offering mobile e-learning services that can be accessed by handheld devices. This new paradigm of educational content distribution maximizes the benefits for learners since it enables users to overcome
constraints imposed by the surrounding environment. While certainly helpful for users without disabilities, we believe that the use of newmobile technologies may also become a fundamental tool for impaired learners, since it frees them from sitting in front of a PC. In this way, educational activities can be enjoyed by all the users, without hindrance, thus increasing the social inclusion of non-typical learners. While the provision of fully accessible and portable video-lectures may be extremely useful for students, it is widely recognized that structuring and managing rich media contents for mobile learning services are complex and expensive tasks. Indeed, major difficulties originate from the basic need to provide a textual equivalent for each media resource composing a rich media Learning Object (LO). Moreover, tests need to be carried out to establish whether a given LO is fully accessible to all kinds of learners. Unfortunately, both these tasks are truly time-consuming processes, depending on the type of contents the teacher is writing and on the authoring tool he/she is using. Due to these difficulties, online LOs are often distributed as partially accessible or totally inaccessible content. Bearing this in mind, this thesis aims to discuss the key issues of a system we have developed to deliver accessible, customized or nomadic
learning experiences to learners with different access needs and skills. To reduce the risk of excluding users with particular access capabilities, our system exploits Learning Objects (LOs) which are dynamically adapted and transcoded based on the specific needs of non-typical users and on the barriers that they can encounter in the environment. The basic idea is to dynamically adapt contents, by selecting them from a set of media resources packaged in SCORM-compliant LOs and stored in a self-adapting format. The system schedules and orchestrates a set of transcoding processes based on specific learner needs, so as to produce a customized LO that can be fully enjoyed by any (impaired or mobile) student
STEER: Exploring the dynamic relationship between social information and networked media through experimentation
With the growing popularity of social networks, online video services and smart phones, the traditional content consumers are becoming the editors and broadcasters of their own stories. Within the EU FP7 project STEER, project partners have developed a novel system of new algorithms and toolsets that extract and analyse social informatics generated by social networks. Combined with advanced networking technologies, the platform creates services that offer more personalized and accurate content discovery and retrieval services. The STEER system has been deployed in multiple geographical locations during live social events such as the 2014 Winter Olympics. Our use case experiments demonstrate the feasibility and efficiency of the underlying technologies
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