Supporting aspect-based video browsing - analysis of a user study

In this paper, we present a novel video search interface based on the concept of aspect browsing. The proposed strategy is to assist the user in exploratory video search by actively suggesting new query terms and video shots. Our approach has the potential to narrow the "Semantic Gap" issue by allowing users to explore the data collection. First, we describe a clustering technique to identify potential aspects of a search. Then, we use the results to propose suggestions to the user to help them in their search task. Finally, we analyse this approach by exploiting the log files and the feedbacks of a user study

Technology-enhanced learning in coaching: a review of literature

The purpose of this review was to address the central theme of technology-enhanced learning (TEL) in coaching. “Technology-enhanced learning” (TEL), has become a widely-accepted term for describing the interface between digital technology and teaching. The aim was to consider the evidence of TEL in coach education, and where appropriate the wider educational field. The review sought to contribute to an evidence base of suggestions that can be promoted and developed inside and outside of coach development structures and interventions for TEL. In addition, the review sought to outline future areas for research, and to stimulate debate about the implementation and effectiveness of technology-enhanced coach learning. The review utilised a critical methodology, using principles of systematic review to gather evidence pertaining to TEL in coaching. From this number, and considering the inclusion criteria, 64 articles were included and reviewed in detail. The review revealed how despite the use of technology in coaching, teaching and learning the evidence of their efficacy is weak, and the use of TEL in coaching requires further longitudinal research that considers learner, pedagogy and pedagogic design in context, in order to understand its potential impact on optimising coach development pedagogies, and therefore, contributing to a discourse of effective coach learning

Integrating 3D Objects and Pose Estimation for Multimodal Video Annotations

With the recent technological advancements, using video has become a focal point on many ubiquitous activities, from presenting ideas to our peers to studying specific events or even simply storing relevant video clips. As a result, taking or making notes can become an invaluable tool in this process by helping us to retain knowledge, document information, or simply reason about recorded contents. This thesis introduces new features for a pre-existing Web-Based multimodal anno- tation tool, namely the integration of 3D components in the current system and pose estimation algorithms aimed at the moving elements in the multimedia content. There- fore, the 3D developments will allow the user to experience a more immersive interaction with the tool by being able to visualize 3D objects either in a neutral or 360º background to then use them as traditional annotations. Afterwards, mechanisms for successfully integrating these 3D models on the currently loaded video will be explored, along with a detailed overview of the use of keypoints (pose estimation) to highlight details in this same setting. The goal of this thesis will thus be the development and evaluation of these features seeking the construction of a virtual environment in which a user can successfully work on a video by combining different types of annotations.Ao longo dos anos, a utilização de video tornou-se um aspecto fundamental em várias das atividades realizadas no quotidiano como seja em demonstrações e apresentações profissionais, para a análise minuciosa de detalhes visuais ou até simplesmente para preservar videos considerados relevantes. Deste modo, o uso de anotações no decorrer destes processos e semelhantes, constitui um fator de elevada importância ao melhorar potencialmente a nossa compreensão relativa aos conteúdos em causa e também a ajudar a reter características importantes ou a documentar informação pertinente. Efetivamente, nesta tese pretende-se introduzir novas funcionalidades para uma fer- ramenta de anotação multimodal, nomeadamente, a integração de componentes 3D no sistema atual e algorítmos de Pose Estimation com vista à deteção de elementos em mo- vimento em video. Assim, com estas features procura-se proporcionar um experiência mais imersiva ao utilizador ao permitir, por exemplo, a visualização preliminar de objec- tos num plano tridimensional em fundos neutros ou até 360º antes de os utilizar como elementos de anotação tradicionais. Com efeito, serão explorados mecanismos para a integração eficiente destes modelos 3D em video juntamente com o uso de keypoints (pose estimation) permitindo acentuar pormenores neste ambiente de visualização. O objetivo desta tese será, assim, o desenvol- vimento e avaliação continuada destas funcionalidades de modo a potenciar o seu uso em ambientes virtuais em simultaneo com as diferentes tipos de anotações já existentes

Maine, Volume 76, Number 1, Spring/Summer 1995

Contents: A Big Step Toward Equity: UMaine Makes a $724,000 Commitment to Women\u27s Athletics --- New Alumni House: Gateway to the University of Maine --- \u27Farming\u27 For Fish: University Researchers Help Maine\u27s Aquaculturists Achieve Success --- High-Tech Meets Higher Ed: Welcome to the New World of Learning at the University of Maine --- In Harm\u27s Way: Charles McKay \u2751 Was a Deep-Sea Diver at Bikini Atoll in 1946 When the U.S. Detonated Its Fourth and Fifth Atomic Bombs. Now He Works To Help Atomic Veteranshttps://digitalcommons.library.umaine.edu/alumni_magazines/1382/thumbnail.jp

An Examination of Concussion Understanding Among Parents of High School Female Student Athletes

Few online concussion education programs have been developed specifically for parents, and those that have been tend to neglect the fact that concussion rates are higher in female rather than male student athletes (Donaldson et al., 2016; Macdonald & Hauber, 2016; Williamson et al., 2014). This quantitative study is important because it addressed gaps in the concussion education literature. The purpose of this study was to examine whether concussion symptoms knowledge and general youth sports-related concussion knowledge was significantly higher among parents of female student athletes who watched the Center for Disease Control and Prevention’s Heads Up concussion videos (intervention group) than among parents of female student athletes who read an online concussion awareness fact sheet (control group). A quasi-experimental, posttest-only control-group design was used to compare concussion knowledge differences between parents who watched the videos and those who read the standard concussion awareness fact sheet. The experiment was conducted using the online survey platform Qualtrics®. The required sample size was 128 participants, with 64 in the intervention group and 64 in the control group. The participants came from the Qualtrics® study pool of participants who met study criteria and were randomly assigned to the intervention or control group. After random assignment and informed consent, parents clicked the screen link that took them to either the videos or the fact sheet. After completing the awareness fact sheet or watching the videos, parents answered an information survey and two questionnaires measuring parental knowledge of concussion symptoms and youth sports-related concussions, respectively. Descriptive statistics were run on participant data and the study dependent variables. Independent samples t-tests were conducted for hypothesis testing. The researcher found no significant difference in the understanding of concussion symptoms, as measured by the CSRS (McLeod et al., 2007), between parents of girls who play organized sports at the high school level who read an online concussion awareness fact sheet (control group) versus those who viewed the CDC’s Heads Up concussion training videos (intervention group). Additionally, there was no significant difference in the understanding of youth sports-related concussion knowledge, as measured by the CDC’s (2004) Heads Up CYSS, between parents of girls who play organized sports at the high school level who read an online concussion awareness fact sheet (control group) versus those who viewed the CDC’s Heads Up concussion training videos (intervention group)

The Effectiveness of Instructional Video in the Acquisition of Cognitive, Affective and Psychomotor Skills in Practical Sports Therapy Rehabilitation.

The use of instructional multimedia, particularly video, within education is steadily increasing although the evidence-base regarding its usage typically only indicates that it is equivalent to or as effective as live demonstration or traditional teaching methods. The current study undertook a longitudinal quasi-experimental crossover study, over three consecutive academic years to evaluate the efficacy of instructional video to teach cognitive, affective and psychomotor skills to level 5 undergraduate sports therapy students. Through the use of a crossover design students undertook both the video and control conditions, they were assessed formatively on a weekly basis to provide a consistent measure of performance throughout the eighteen weeks of data collection within each year. The instructional videos used within the study were based upon (as far as possible) the multimedia principles proposed by Mayer to reduce extraneous cognitive load and maximise essential intrinsic and germane cognitive load. The results from the study were analysed with the use of effect size statistics and interpreted though the use of magnitude based inferences, an emerging alternative to the traditional use of null hypothesis testing. The findings of the study indicate that the use of the instructional videos was beneficial to the vast majority of the students, which builds upon the current evidence-base as it demonstrates that they can be used to enhance academic practice rather than be used as an equivalent resource

Teacher Motivation and the Use of Computer-based Interactive Multimedia

The purposes of this study were (a) to describe the use of multimedia within a participating population of teachers, and (b) to identify factors that motivate teachers to use multimedia for instructional purposes. Teachers from the Oneida Special School District located in Oneida, Tennessee, were invited to participate in this study. This study was conducted in two phases. Phase I used a questionnaire to collect data on the use and development of multimedia. Forty-six teachers participated in this portion of the study. Phase II used an interview process to identify the factors that motivated teachers to use multimedia in the classroom. Five respondents from among the 21 respondents reporting the highest usage of multimedia resources were interviewed. Some of the findings of the Phase I questionnaire indicated that 64% of the respondents reported using some type of edutainment software, while 47% of the respondents reported using the Internet. Respondents also reported using commercially produced multimedia resources or resources created by groups or other individuals far more then self-created multimedia resources. An analysis of the Phase II interview transcripts indicated that teachers were motivated to use and develop multimedia when they believed it was a potentially powerful tool, when they perceived it as relevant to the educational setting, and when they valued the use of multimedia resources. Beliefs, relevance, relatedness, and personal value were identified as important factors that motivated these teachers to integrate technology and multimedia within the educational setting

The Effects Of Applying Authentic Learning Strategies To Develop Computational Thinking Skills In Computer Literacy Students

This study attempts to determine if authentic learning strategies can be used to acquire knowledge of and increase motivation for computational thinking. Over 600 students enrolled in a computer literacy course participated in this study which involved completing a pretest, posttest and motivation survey. The students were divided into an experimental and control group based on class meeting day. The experimental group was given access to an authentic learning tool called COTHAULE. COTHAULE, which is an acronym that stands for Computational Thinking Authentic Learning Environment, is a website that was developed using a variety of technologies. The intellection behind COTHAULE was to take every-day experiences that could pertain to life in a college campus environment and merge them with computational thinking concepts and the learning objectives of a common computer literacy course. Examples of experiences were formed into five case studies each containing seven scenarios that read like a conversation taking place between students. The basic functionality of the tool was to load a video clip into the website for the student to watch for each scenario then present the student with an authentic learning activity and problem to solve. The authentic learning activities involved such topics as searching, sorting and filtering tables using software such as Microsoft Word and Excel and translating the activities into computational thinking concepts. A control group received a set of traditional textbook style online learning materials. A pretest and posttest was used to measure learning for each group. The study concluded that although there was a significant increase in learning between the pretest and posttest for both groups, there was no significant difference in learning by one group over the other group. The study also concluded that the motivation of the control group was significantly greater than the experimental group. There were some gaps in the COTHAULE tool as it compares to the expectations of an authentic learning environment and should be revisited. Improvements to the overall design of COTHAULE should also be considered

The development of global awareness in elementary students through participation in an online cross-cultural project

This study provided insights about how to develop online cross-cultural projects designed to foster global awareness in upper elementary-age students. Three schools, located in the southern United States, Mexico and Turkey, implemented a cross-cultural model as part of a comparative case study. The primary goal of this research was to gain an understanding of how these populations develop global awareness in an online environment. A second goal was to determine the necessary implications for practice when conducting online, cross-cultural projects in upper elementary classrooms. During eight weeks of implementation, students participated in cross-cultural groups as members of an online community. Qualitative data were collected from the online threaded discussions, focus group interviews with eight case study participants, teacher interviews, parent interviews and observations. Quantitative data from the Inventory of Intercultural Sensitivity (ICCS) survey was collected. Results showed that online cross-cultural projects are an enjoyable and viable means of developing global awareness in upper elementary age students, and that the development of global awareness in an online environment is dependent upon changes in participants’ social comfort zones. Changes in social comfort zones were shown to best occur through social, collaborative experiences, with gender, learning styles and country of origin playing an important role in the design of the online cross-cultural projects. In addition, the study determined that while students enjoy learning about global issues from other students rather than from teachers and textbooks, active teacher involvement in cross-cultural project is necessary for student success. The project concluded that collaborative, constructivist instructional design is essential for the development of online cross-cultural projects