IDMS solution for hybrid broadcast broadband delivery within the context of HbbTV standard

"© 2019 IEEE. Personal use of this material is permitted. Permissíon from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertisíng or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works."[EN] Inter-destination media synchronization (IDMS) is a key requirement to enable successful networked shared media experiences between remote users. This paper presents an adaptive, accurate and standard-compliant IDMS solution for hybrid broadcast and broadband delivery. Apart from providing multi- and cross-technology support, the presented IDMS solution is able to accomplish synchronization when different formats/versions of the same, or even related, contents are being played out in a shared session. It is also able to independently manage the playout processes of different groups of users. The IDMS solution has been integrated within an end-to-end platform, which is compatible with the hybrid broadcast broadband TV standard. It has been applied to digital video broadcasting-terrestrial technology and tested for a Social TV scenario, by also including an ad-hoc chat tool as an interaction channel. The results of the conducted (objective and subjective) evaluations prove the statisfactory behavior and performance of the IDMS solution and platform as well as in terms of the perceived quality of experience.This work was supported by Generalitat Valenciana, Investigacion competitiva proyectos, through the Research and Development Program "Grants for research groups to be consolidated, AICO/2017," under Grant AICO/2017/059.Marfil-Reguero, D.; Boronat, F.; Montagud, M.; Sapena Piera, A. (2019). IDMS solution for hybrid broadcast broadband delivery within the context of HbbTV standard. IEEE Transactions on Broadcasting. 65(4):645-663. https://doi.org/10.1109/TBC.2018.2878285S64566365

A Technology-Enhanced German Language Course: Effects of Technology Implementation and Cross-Cultural Exchange on Students’ Language Skills, Perceptions and Cultural Awareness

This study employed a within-group case study design using a mixed methods approach. In doing so, the researcher used a concurrent triangulation process during a one semester intermediate German language course. In addition to the textbook, the researcher implemented a Technology to Support German Language Enhancement (TSGLE) intervention. The TSGLE included use of the following Web 2.0 technologies: blogs, podcasts, online chat, and wiki, to create an environment of increased asynchronous and synchronous interaction. Additionally, students embarked on a cross-cultural, virtual exchange with university students from Germany by interacting through a blog, a collaborative video conference session, a German film screening, email, and individual video conference sessions. Although certain challenges arise with adapting to technology use and communicating with native speakers, quantitative and qualitative data indicate regular use of Web 2.0 technologies and participating in a cross-cultural exchange can enhance language acquisition and cultural awareness

Using 21st Century Technology In Online Business Education

The challenges for education in the 21st century are fundamentally the same as they were in each of the past centuries – holding on to what is of value while discovering and developing what adds value to both teaching and learning. While the future is difficult to predict, the seeds of the future can be seen in the behaviors of the present. Obviously technology will play an even greater role in future education no matter how much and how quickly technology changes. Of greater importance than technology is the thinking needed for knowing how to use technology for advancing education for both students and instructors. Identifying the shifts in behavior that people are experiencing today provides clues on the practices that will be common tomorrow. Basic changes in education include the following: (1) moving from an instructor-centered paradigm focused on teaching to a learner-centered model focused on learning; (2) shifting from an emphasis on textbooks as a preferred source of knowledge to the use of technology as the primary tool for acquiring information and ideas; (3) advancing from knowledge to know-how exemplified in the differences expected from the cognitive, behaviorist and constructivist approaches to learning; and (4) sharing responsibility for learning through increased interaction and continuous communication between and among all individuals engaged in becoming educated persons. Technology, though it may be the key tool for facilitating these changes, has its limitations as well as its advantages, as any instructor knows when comparing face-to-face classroom lecturing with virtual asynchronous online discussions. Today’s students are techno-savvy and may be considered the “Wi-Fi Generation.” In the School of Business at National University, the second largest not-for-profit university in California, a blended approach to learning has been adopted in the accelerated one-month format used for its online education program. This paper explores the effects of some new technological options which were recently provided to marketing students in order to make their online learning experience more exciting and meaningful. National University’s online classes are offered on the eCollege platform. Students interact with each other asynchronously through discussion boards and synchronously in weekly chat sessions. Chat sessions had been offered in a text-based format, but the School of Business has invested in iLinc software which provides Voice over Internet Protocol (VoIP) capability. In iLinc, students can see and hear each other as well as the instructor in real time. The system allows application sharing, group web-browsing, the display of PowerPoint® slideshows, voting, and independent group work. Using this technology, the instructor acts as both a discussion moderator and a live lecturer. The traditional text-based chats are no longer used due to the high student acceptance and delight with the iLinc system. Outside of the virtual classroom, the marketing students were tasked to analyze and comment on the content of selected television shows. National University’s students are adult learners who grew up passively watching television from an early age. These assignments were designed to get them to think beyond the surface entertainment to the underlying marketing and business messages given in these shows. For example, a graduate advertising class was assigned to comment on the reality show, The Apprentice, while an undergraduate class critiqued the Super Bowl advertisements. In both classes the students were told to look at these programs critically and share their comments with the class. The use of these current mass media presentations, (which afforded live action cases that demonstrated the immediate consequences of managerial actions), was shown to be very powerful. Overall, the students appear to thoroughly enjoy this addition of topical and “live” learning tools to their online learning experience. While not tested empirically as yet, these new classroom tools seem to increase student comprehension and retention of the course material

Hybrid Broadcast/Broadband TV Services and Media Synchronization. Demands, Preferences and Expectations of Spanish Consumers

© 2018 IEEE. Personal use of this material is permitted. Permissíon from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertisíng or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.[EN] The combination of broadcast and broadband ( hybrid) technologies for delivering TV related media contents is already a reality. It has been motivated by the large amount and diversity of media contents, together with the ubiquity and multiple connectivity capabilities of modern consumption devices. The use of connected TVs and companion devices (e.g., tablets, smartphones etc.) is gaining momentum. It enables personalized and enriched TV media experiences, by also exploiting social communication opportunities. Likewise, the media consumption paradigm is worldwide evolving from passive and isolated consumer experiences toward interactive and group shared experiences between remote consumers. Nevertheless, despite the specification of standards, such as hybrid broadcast broadband TV, and the efforts from operators and content providers in the last years, the adoption of hybrid TV media services in Europe is still not as high as expected. This paper presents the concept and some examples of hybrid TV media services, emphasizing the importance of including a combination of media synchronization solutions, known as hybrid sync, to guarantee a satisfactory level of quality of experience. Additionally, it includes the summary and discussion of the results of a research study focused on more than 1000 Spanish users' habits, preferences, and expectations regarding four representative hybrid TV media services. Many valuable insights and conclusions have been derived. For instance, the current low market adoption of hybrid TV media services, despite their advantages and the high interest of consumers, and that key technological challenges still need to be overcome. The obtained results and impressions foresee the impact (or potential) of such services in the upcoming TV related media consumption landscape. Therefore, devising proper standard-compliant technological solutions (paying special attention to hybrid sync) and equipment should be continued producing appropriate contents, deploying proper hybrid TV media services and applications. As well, it should be convenient to undertake marketing and commercial efforts to boost their deployment. The contributions of this paper can be very valuable to the interested agents to be aware of the remaining challenges, envisage the opportunities, and drive their efforts to maximize the market adoption of such services.This work was supported in part by the Fondo Europeo de Desarrollo Regional, in part by the Spanish Ministry of Economy and Competitiveness under Its R&D&I Support Program under Project TEC2013-45492-R.Boronat, F.; Montagud, M.; Marfil-Reguero, D.; Luzón, C. (2018). Hybrid Broadcast/Broadband TV Services and Media Synchronization. Demands, Preferences and Expectations of Spanish Consumers. IEEE Transactions on Broadcasting. 64(1):52-69. https://doi.org/10.1109/TBC.2017.2737819S526964

Students\u27 knowledge construction and attitudes toward synchronous videoconferencing in an online collaborative problem-based learning environment

The purpose of this study was to investigate students\u27 cognitive learning process during problem-based discussions in an online synchronous collaborative learning environment via videoconferencing. In addition, students\u27 attitudes toward the online synchronous collaborative small-group discussions with videoconferencing as well as recommendations on how to improve their online synchronous collaborative small-group discussions with videoconferencing were investigated. The participants were 28 graduate students who took a graduate-level online Mathematical Modeling course at a western university. They were assigned into eight groups of three (or four) students to work on nine collaborative projects throughout the semester. They were instructed to utilize the Elluminate Live!® for the synchronous small-group discussions each week. A triangulation mixed methods design was used to analyze and interpret four data sources including (1) twelve synchronous small-group discussion transcriptions; (2) three teamwork attitude surveys; (3) a learning environment attitude survey; and (4) seven individual interviews. The main findings of this study revealed that students performed more messages at Phase I than at Phase IV or Phase V based on the Gunawardena, Lowe, and Anderson\u27s Interaction Analysis Model (1997) in the online synchronous collaborative small-group discussions with videoconferencing integrated. The results of the findings might be due to students\u27 sharing preferences, preparedness of the group members, and the nature of the Mathematical Modeling course. Nevertheless, videoconferencing can be a potential tool to help facilitate participants to perform more messages at Phase V than synchronous chat. Additionally, students had positive attitudes toward the online synchronous collaborative learning environment and their most favorable experiences included the sense of community, learning facilitation, and significance of the synchronous small-group discussions via videoconferencing sessions. Conversely, technology problems and unprepared group members were students\u27 unfavorable experiences when participating in the synchronous small-group discussions via videoconferencing. Furthermore, recommendations such as technical assistance, group rotation, clear course expectations, greater preparation time, and increased learner-instructor interaction were provided to improve students\u27 online synchronous collaborative small-group discussions with videoconferencing. Finally, implications for educational practices and recommendations for future studies were discussed

Semi-Autonomous Avatars: A New Direction for Expressive User Embodiment

Computer animated characters are rapidly becoming a regular part of our lives. They are starting to take the place of actors in films and television and are now an integral part of most computer games. Perhaps most interestingly in on-line games and chat rooms they are representing the user visually in the form of avatars, becoming our on-line identities, our embodiments in a virtual world. Currently online environments such as “Second Life” are being taken up by people who would not traditionally have considered playing games before, largely due to a greater emphasis on social interaction. These environments require avatars that are more expressive and that can make on-line social interactions seem more like face-to-face conversations. Computer animated characters come in many different forms. Film characters require a substantial amount of off-line animator effort to achieve high levels of quality; these techniques are not suitable for real time applications and are not the focus of this chapter. Non-player characters (typically the bad guys) in games use limited artificial intelligence to react autonomously to events in real time. However avatars are completely controlled by their users, reacting to events solely through user commands. This chapter will discuss the distinction between fully autonomous characters and completely controlled avatars and how the current differentiation may no longer be useful, given that avatar technology may need to include more autonomy to live up to the demands of mass appeal. We will firstly discuss the two categories and present reasons to combine them. We will then describe previous work in this area and finally present our own framework for semi-autonomous avatars

On the Use of Hybrid Heuristics for Providing Service to Select the Return Channel in an Interactive Digital TV Environment

The technologies used to link the end-user to a telecommunication infrastructure, has been changing over time due to the consolidation of new access technologies. Moreover, the emergence of new tools for information dissemination, such as interactive digital TV, makes the selection of access technology, factor of fundamental importance. One of the greatest advantages of using digital TV as means to disseminate information is the installation of applications. In this chapter, a load characterization of a typical application embedded in a digital TV is performed to determine its behavior. However, it is important to note that applications send information through an access technology. Therefore, this chapter, based on the study on load characterization, developed a methodology combining Bayesian networks and technique for order preference by similarity to ideal solution (TOPSIS) analytical approach to provide support to service providers to opt for a technology (power line communication, PLC, wireless, wired, etc.) for the return channel

The Effects of Instructor Immediacy in Online Learning Environments

The rising number of adult learners interested in online distance education, coupled with the increasing competition between educational institutions have forced universities to identify alternative options for course offerings, such as online or blended learning. Instructor immediacy (the measure of the psychological distance which an instructor puts between himself and his students) received significant attention in the communication literature and several studies reported that instructor verbal and nonverbal immediacy behaviors are associated with learning outcomes, satisfaction, and motivation. However, few researchers have examined instructor immediacy in distance learning settings. The purpose of this study was to examine the effects of instructor immediacy behaviors on student perception of instructor immediacy and social presence (the degree to which a person is perceived as “real” in mediated communication) in two online, computer conferencing environments: (a) video and audio with text chat and (b) audio with text chat. Further, this study sought to identify the relationship between perceived instructor immediacy and perceived social presence within the context of the different computer conferencing environments. An ancillary purpose was to determine the effect of immediacy behaviors on learning outcomes as indicated by posttest scores and identify the relationship between perceived instructor immediacy and posttest scores. The study employed a randomized two-factor design to test the effects of instructor immediacy behaviors (high vs. low) and delivery modality (audio vs. video) on student perception of instructor immediacy, perception of social presence, and learning outcomes. Specifically, 433 students enrolled in two sections of an undergraduate psychology course at San Diego State University were randomly assigned to one of four groups. Each group viewed a different version of a scripted and recorded 20-minute online lesson on current perspectives in psychology. Students who viewed the high-immediacy sessions indicated significantly higher perception of instructor immediacy and social presence than students who viewed the low-immediacy sessions. In addition, students who viewed the high-immediacy video session indicated the highest perception of instructor immediacy and social presence. The results also showed that there was a significant difference in learning outcomes as indicated by immediate posttest scores between students in the high-immediacy audio group and the low-immediacy video group. However, no significant difference was found between the four groups on the learning outcomes as indicated by their scores on the delayed posttest. The correlation analysis revealed a significant positive relationship between perceived instructor immediacy and perceived instructor social presence. Further, a regression analysis revealed that instructor immediacy significantly predicted social presence. Finally, no significant relationship was found between perceived instructor immediacy and learning outcomes as indicated by the immediate or delayed posttest. These findings have significant implications for institutions of higher education that are selecting computer conferencing tools and training faculty to deliver courses online. In addition, this study lays the groundwork for future research in this area and potentially creates a greater awareness regarding the effects of instructor immediacy in online learning environments