BIBS: A Lecture Webcasting System

The Berkeley Internet Broadcasting System (BIBS) is a lecture webcasting system developed and operated by the Berkeley Multimedia Research Center. The system offers live remote viewing and on-demand replay of course lectures using streaming audio and video over the Internet. During the Fall 2000 semester 14 classes were webcast, including several large lower division classes, with a total enrollment of over 4,000 students. Lectures were played over 15,000 times per month during the semester. The primary use of the webcasts is to study for examinations. Students report they watch BIBS lectures because they did not understand material presented in lecture, because they wanted to review what the instructor said about selected topics, because they missed a lecture, and/or because they had difficulty understanding the speaker (e.g., non-native English speakers). Analysis of various survey data suggests that more than 50% of the students enrolled in some large classes view lectures and that as many as 75% of the lectures are played by members of the Berkeley community. Faculty attitudes vary about the virtues of lecture webcasting. Some question the use of this technology while others believe it is a valuable aid to education. Further study is required to accurately assess the pedagogical impact that lecture webcasts have on student learning

Activating Boxmind: an evaluation of a web‐based video lecture with synchronized activities

The aim of this study was to evaluate the use of synchronous computer‐mediated communication activities in a video e‐lecture. Previous research has reported that learning is facilitated when communication activities are added to a video lecture. Twelve postgraduate students participated in the study and they viewed a video e‐lecture on the perspective‐taking theory of communication. The lecture consisted of a video image of the lecturer, an audio track, slides, the transcript and a number of communication activities. They were given a pre‐test a week before the lecture and a post‐test a week after. They were also asked to rate the helpfulness of various aspects of the lecture. Students’ post‐test scores were statistically significantly higher than their pre‐test scores. They found the audio track, transcript, slides and activities helpful. The most helpful aspects were the communication activities. The implications of these findings are discussed

Presenting in Virtual Worlds: Towards an Architecture for a 3D Presenter explaining 2D-Presented Information

Entertainment, education and training are changing because of multi-party interaction technology. In the past we have seen the introduction of embodied agents and robots that take the role of a museum guide, a news presenter, a teacher, a receptionist, or someone who is trying to sell you insurances, houses or tickets. In all these cases the embodied agent needs to explain and describe. In this paper we contribute the design of a 3D virtual presenter that uses different output channels to present and explain. Speech and animation (posture, pointing and involuntary movements) are among these channels. The behavior is scripted and synchronized with the display of a 2D presentation with associated text and regions that can be pointed at (sheets, drawings, and paintings). In this paper the emphasis is on the interaction between 3D presenter and the 2D presentation

Adaptive Synchronization of Semantically Compressed Instructional Videos for Collaborative Distance Learning

The increasing popularity of online courses has highlighted the need for collaborative learning tools for student groups. In addition, the introduction of lecture videos into the online curriculum has drawn attention to the disparity in the network resources available to students. We present an e-Learning architecture and adaptation model called AI2TV (Adaptive Interactive Internet Team Video), which allows groups of students to collaboratively view a video in synchrony. AI2TV upholds the invariant that each student will view semantically equivalent content at all times. A semantic compression model is developed to provide instructional videos at different level-of-details to accommodate dynamic network conditions and usersäó» system requirements. We take advantage of the semantic compression algorithmäó»s ability to provide different layers of semantically equivalent video by adapting the client to play at the appropriate layer that provides the client with the richest possible viewing experience. Video player actions, like play, pause and stop, can be initiated by any group member and and the results of those actions are synchronized with all the other students. These features allow students to review a lecture video in tandem, facilitating the learning process. Experimental trials show that AI2TV successfully synchronizes instructional videos for distributed students while concurrently optimizing the video quality, even under conditions of fluctuating bandwidth, by adaptively adjusting the quality level for each student while still maintaining the invariant

Mobile and web tools for participative learning

Dissertação apresentada na Faculdade de Ciências e Tecnologia da Universidade Nova de Lisboa, para a obtenção do grau de Mestre em Engenharia InformáticaThe combination of different media formats has been a crucial aspect on teaching and learning processes. The recent developments of multimedia technologies over the Internet and using mobile devices can improve the communication between professors and students, and allow students to study anywhere and anytime, allowing each student progress at its own pace. The usage of these new platforms and the increase of multimedia sharing applied to educational environments allow a more participative learning, and make the study of interfaces a relevant aspect of existing multimedia learning systems. The work done in this dissertation explores interfaces and tools for participative learning,using multimedia educational systems over Internet broadband and mobile devices. In this work, aWeb-based learning system was developed, which enables to store, transmit, search and share the contents of courses captured in video and its extension to support Tablet PCs. The Web system, developed as part of the VideoStore project, explores video interfaces and video annotations, which encourage the participative work. The usage of Tablet PCs, through the mEmLearn project, has the aim to encourage the participative work, allowing the students to augment the course materials and to share them with other students or instructors

An exploration of the potential of Automatic Speech Recognition to assist and enable receptive communication in higher education

The potential use of Automatic Speech Recognition to assist receptive communication is explored. The opportunities and challenges that this technology presents students and staff to provide captioning of speech online or in classrooms for deaf or hard of hearing students and assist blind, visually impaired or dyslexic learners to read and search learning material more readily by augmenting synthetic speech with natural recorded real speech is also discussed and evaluated. The automatic provision of online lecture notes, synchronised with speech, enables staff and students to focus on learning and teaching issues, while also benefiting learners unable to attend the lecture or who find it difficult or impossible to take notes at the same time as listening, watching and thinking

Influence of Media Formats on Student Perception and Performance in Web-based Teaching

The goal of this research is to examine the impact of media formats used in web-based courses on the way students perceive these courses and on their performance in the courses (in terms of grades). Factors influencing the evaluation of web-based courses by the students are analyzed, based on courses of an online distance-learning graduate program. In particular, we studied conventional hypertext-based courses, video-based courses and audio-based courses, seeking to find out whether the media format has an effect on how students assess courses and how good or bad their grades are. Statistical analyses were performed to answer several research questions related to the topic and to properly evaluate the factors influencing student evaluation

Optimizing Quality for Collaborative Video Viewing

The increasing popularity of distance learning and online courses has highlighted the lack of collaborative tools for student groups. In addition, the introduction of lecture videos into the online curriculum has drawn attention to the disparity in the network resources used by the students. We present an architecture and adaptation model called AI2TV (Adaptive Internet Interactive Team Video), a system that allows geographically dispersed participants, possibly some or all disadvantaged in network resources, to collaboratively view a video in synchrony. AI2TV upholds the invariant that each participant will view semantically equivalent content at all times. Video player actions, like play, pause and stop, can be initiated by any of the participants and the results of those actions are seen by all the members. These features allow group members to review a lecture video in tandem to facilitate the learning process. We employ an autonomic (feedback loop) controller that monitors clients' video status and adjusts the quality of the video according to the resources of each client. We show in experimental trials that our system can successfully synchronize video for distributed clients while, at the same time, optimizing the video quality given actual (fluctuating) bandwidth by adaptively adjusting the quality level for each participant