PRESENTER TRACKING FOR VIDEO RECORDING ON INTEL GALILEO BOARD

Video Recording plays a crucial role in technological world nowadays. Be it online learning, distance education, to lecture recording. In UTP, there are many lecture rooms. For example, there are several large lecture rooms in Pocket C and D, as well as medium sized lecture rooms in academic blocks. To ensure an effective video recording many camera operators are needed. Thus, to accommodate all lecture rooms with all the camera operators for lecture video recording would be very costly. Thus, to support the need of a cameraman to do video recording for lecture, a more automated and smart video recording by employing a presenter tracking mechanism is proposed

PRESENTER TRACKING FOR VIDEO RECORDING ON INTEL GALILEO BOARD

Video Recording plays a crucial role in technological world nowadays. Be it online learning, distance education, to lecture recording. In UTP, there are many lecture rooms. For example, there are several large lecture rooms in Pocket C and D, as well as medium sized lecture rooms in academic blocks. To ensure an effective video recording many camera operators are needed. Thus, to accommodate all lecture rooms with all the camera operators for lecture video recording would be very costly. Thus, to support the need of a cameraman to do video recording for lecture, a more automated and smart video recording by employing a presenter tracking mechanism is proposed

Automated Podcasting System for Universities

This paper presents the results achieved at Graz University of Technology (TU Graz) in the field of automating the process of recording and publishing university lectures in a very new way. It outlines cornerstones of the development and integration of an automated recording system such as the lecture hall setup, the recording hardware and software architecture as well as the development of a text-based search for the final product by method of indexing video podcasts. Furthermore, the paper takes a look at didactical aspects, evaluations done in this context and future outlook

Lecture recording in higher education: Risky business or evolving open practice

Reports on a survey into the copyright and intellectual property (IPR) policies of UK higher education institutions with regards to lecture recording. The practice of using institutional semi-automated lecture recording systems is becoming mainstream with 71% of institutions reporting using it in 2016 (UCISA, 2016). However, these systems raise a number of issues related to copyright and IPR that in some cases are documented in specific policy documents. Issues that arise include the consent that is obtained from academic staff, the ownership of the resulting outputs and responsibility and advice given for the use of third party content in the lectures. These issues are also often linked to, or conflated with wider ethical issues such as identity, privacy and academic freedom. The findings from the survey are presented alongside a policy analysis of IPR documents and policies from 11 institutions. These are compared to the guidance provided by Jisc (2015). The findings from the survey reveal that most institutions are still developing their IPR policy with regards to lecture recording, that many institutions seek consent from lecturers, but there is an increasing move towards making lecture recording opt-out as opposed to opt-in. The survey revealed in 94% of cases the lecturers or presenter is responsible for any third party content contained within their lecture and while institutions do offer advice about dealing with third party content, much of it is delivered in a relatively passive way, through agreeing to use the system or by information made available online in guides. The findings from the policy analysis suggest that those institutions with a high level of institutional control tend to have a higher level of comprehensiveness of approach towards lecture recording. Additionally the institutions that provide a higher level of support for copyright advice, have a tendency towards open practice and higher levels of appetite for risk. Good practice advice for institutions and recommendations for further research are presented as part of this study

Automated Lecture Recording: Videoapuntes Project at UPV

[EN] On the second half of the academic year 2011-2012, the Polytechnic University of Valencia (UPV) has developed a pilot test on automated lecture recording, called ¿Videoapuntes¿, in which high quality recordings of the lectures have been made for several courses. Then students are able to view those recordings, including video, audio and the teacher¿s computer screen through the virtual campus platform using a web interface. These recordings have been made following the guidelines of the Opencast consortium, of which UPV is member. Results of this pilot have been very positive both in teachers and students opinion, so we have developed a second phase in which we have recorded more than 800 hours on the first half of the 2012-2013 academic year and now we are currently recording around 1500 hours per period. In this paper we will present the system and the results obtained during the period of the Videoapuntes project.[ES] Durante el segundo cuatrimestre del curso 2011-2012, la Universitat Politècnica de València (UPV) ha desarrollado un programa piloto de grabación automatizada de clases magistrales, denominado Videoapuntes , en el que los alumnos de las asignaturas del piloto tienen acceso a una grabación en alta calidad de los contenidos de audio, vídeo y ordenador de las clases magistrales que se han realizado en dicha asignatura a través de la plataforma del campus virtual. Esta grabación se ha realizado utilizando la tecnología desarrollada por el consorcio internacional Opencast, del cual la UPV es miembro activo. Los resultados del piloto fuero muy positivos tanto por parte de los profesores como de los alumnos, motivo por el que se ha desarrollado una segunda fase piloto con 25 aulas docentes y en la que se han grabado más de 800 horas lectivas en el primer cuatrimestre del curso 2012-2013, con una continuación en los siguientes cuatrimestres a un ritmo de aproximadamente 1.500 horas grabadas por cuatrimestre. En esta contribución presentaremos tanto las características del sistema como los resultados obtenidos en los mismos durante el desarrollo del proyecto.Turró Ribalta, C.; Despujol Zabala, I.; Busquets Mataix, JL. (2014). Grabación automatizada de clases magistrales: el proyecto Videoapuntes de la UPV. Revista de Educación a Distancia-Docencia Universitaria en la Sociedad del Conocimiento.RED-DUSC. 13(40):29-35. http://hdl.handle.net/10251/112947S2935134

Improving Searchability of Automatically Transcribed Lectures Through Dynamic Language Modelling

Recording university lectures through lecture capture systems is increasingly common. However, a single continuous audio recording is often unhelpful for users, who may wish to navigate quickly to a particular part of a lecture, or locate a specific lecture within a set of recordings. A transcript of the recording can enable faster navigation and searching. Automatic speech recognition (ASR) technologies may be used to create automated transcripts, to avoid the significant time and cost involved in manual transcription. Low accuracy of ASR-generated transcripts may however limit their usefulness. In particular, ASR systems optimized for general speech recognition may not recognize the many technical or discipline-specific words occurring in university lectures. To improve the usefulness of ASR transcripts for the purposes of information retrieval (search) and navigating within recordings, the lexicon and language model used by the ASR engine may be dynamically adapted for the topic of each lecture. A prototype is presented which uses the English Wikipedia as a semantically dense, large language corpus to generate a custom lexicon and language model for each lecture from a small set of keywords. Two strategies for extracting a topic-specific subset of Wikipedia articles are investigated: a naïve crawler which follows all article links from a set of seed articles produced by a Wikipedia search from the initial keywords, and a refinement which follows only links to articles sufficiently similar to the parent article. Pair-wise article similarity is computed from a pre-computed vector space model of Wikipedia article term scores generated using latent semantic indexing. The CMU Sphinx4 ASR engine is used to generate transcripts from thirteen recorded lectures from Open Yale Courses, using the English HUB4 language model as a reference and the two topic-specific language models generated for each lecture from Wikipedia

Automated recording and processing of lecture attendance data using RFID student cards

Aspects of the ongoing project to automate the recording of students' lecture attendance using RFID cards and automate processing of the records without a university wide infrastructure are presented and discussed

Premise Selection and External Provers for HOL4

Learning-assisted automated reasoning has recently gained popularity among the users of Isabelle/HOL, HOL Light, and Mizar. In this paper, we present an add-on to the HOL4 proof assistant and an adaptation of the HOLyHammer system that provides machine learning-based premise selection and automated reasoning also for HOL4. We efficiently record the HOL4 dependencies and extract features from the theorem statements, which form a basis for premise selection. HOLyHammer transforms the HOL4 statements in the various TPTP-ATP proof formats, which are then processed by the ATPs. We discuss the different evaluation settings: ATPs, accessible lemmas, and premise numbers. We measure the performance of HOLyHammer on the HOL4 standard library. The results are combined accordingly and compared with the HOL Light experiments, showing a comparably high quality of predictions. The system directly benefits HOL4 users by automatically finding proofs dependencies that can be reconstructed by Metis

Automated lecture video recording, post-processing, and viewing system that utilizes multimodal inputs to provide a dynamic student experience

Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2013.Cataloged from PDF version of thesis.Includes bibliographical references (page 59).This thesis describes the design, implementation, and evaluation of EduCase: an inexpensive automated lecture video recording, post-processing, and viewing system. The EduCase recording system consists of three devices, one per lecture hall board. Each recording device records color, depth, skeletal, and audio inputs. The Post-Processor automatically processes the recordings to produce an output file usable by the Viewer, which provides a more dynamic student experience than traditional video playback systems. In particular, it allows students to flip back to view a previous board while the lecture continues to play in the background. It also allows students to toggle the professor's visibility in and out to see the board they might be blocking. The system was successfully evaluated in blackboard-heavy lectures at MIT and Harvard. We hope that EduCase will be the quickest, most inexpensive, and student-friendly lecture capture system, and contribute to our overarching goal of education for all.by Sara T. Itani.M. Eng