Enhancing Web Intelligence with the Content of Online Video Fragments

This demo will show work to enhance a Web intelligence platform which crawls and analyses online news and social media content about climate change topics to uncover sentiment and opinions around those topics over time to also incorporate the content within non-textual media, in our case YouTube videos. YouTube contains a lot of organisational and individual opinion about climate change which currently cannot be taken into account by the platforms sentiment and opinion mining technology. We describe the approach taken to extract and include the content of YouTube videos and why we believe this can lead to improved Web intelligence capabilities

Multimedia search without visual analysis: the value of linguistic and contextual information

This paper addresses the focus of this special issue by analyzing the potential contribution of linguistic content and other non-image aspects to the processing of audiovisual data. It summarizes the various ways in which linguistic content analysis contributes to enhancing the semantic annotation of multimedia content, and, as a consequence, to improving the effectiveness of conceptual media access tools. A number of techniques are presented, including the time-alignment of textual resources, audio and speech processing, content reduction and reasoning tools, and the exploitation of surface features

Second language learning in the context of MOOCs

Massive Open Online Courses are becoming popular educational vehicles through which universities reach out to non-traditional audiences. Many enrolees hail from other countries and cultures, and struggle to cope with the English language in which these courses are invariably offered. Moreover, most such learners have a strong desire and motivation to extend their knowledge of academic English, particularly in the specific area addressed by the course. Online courses provide a compelling opportunity for domain-specific language learning. They supply a large corpus of interesting linguistic material relevant to a particular area, including supplementary images (slides), audio and video. We contend that this corpus can be automatically analysed, enriched, and transformed into a resource that learners can browse and query in order to extend their ability to understand the language used, and help them express themselves more fluently and eloquently in that domain. To illustrate this idea, an existing online corpus-based language learning tool (FLAX) is applied to a Coursera MOOC entitled Virology 1: How Viruses Work, offered by Columbia University

A 'likely benefit' from aligning Web 2.0 technologies with an institutions learning and teaching agenda

This paper demonstrates a ‘likely benefit’, and a practical view of expected challenges, when incorporating Web 2.0 technologies in a contemporary higher education context. After first exploring which factors potentially influence a shift in thinking about learning and teaching in a Web 2.0 context this paper then addresses the important role, or the affordance, of an integrated Learning Management System (LMS) and the pedagogical applications of Web 2.0 technologies. It then uses a series of case study from the University of Southern Queensland, a large distance education provider in Australia, to support these propositions. Overall, this paper suggests that the goals and ideals of Web 2.0/ Pedagogy 2.0 can be achieved, or at least stimulated, within an institutional LMS environment, as long as the LMS environment is aligned with these ideals

PIWeCS: enhancing human/machine agency in an interactive composition system

This paper focuses on the infrastructure and aesthetic approach used in PIWeCS: a Public Space Interactive Web-based Composition System. The concern was to increase the sense of dialogue between human and machine agency in an interactive work by adapting Paine's (2002) notion of a conversational model of interaction as a ‘complex system’. The machine implementation of PIWeCS is achieved through integrating intelligent agent programming with MAX/MSP. Human input is through a web infrastructure. The conversation is initiated and continued by participants through arrangements and composition based on short performed samples of traditional New Zealand Maori instruments. The system allows the extension of a composition through the electroacoustic manipulation of the source material

The Forking Paths revisited: experimenting on interactive film

Based on the triad film-interactivity-experimentation, the applied research project The Forking Paths, developed at the Centre for Research in Arts and Communication (CIAC), endeavours to find alternative narrative forms in the field of Cinema and, more specifically, in the subfield of Interactive Cinema. The films in the project The Forking Paths invest in the interconnectivity between the film narrative and the viewer, who is given the possibility to be more active and engaged. At same time, the films undertake a research on the development of audio-visual language. The project is available at an online platform, which aims to foster the creation and web hosting of other Interactive Cinema projects in its different variables. This article focusses on the three films completed up to the moment: Haze, The Book of the Dead, and Waltz.info:eu-repo/semantics/publishedVersio

HELIN Data Analytics Task Force Final Report

The main task undertaken by the HELIN Data Analytics Task Force was to conduct a proof-of-concept usability test of HELIN OneSearch, which is the Consortium’s brand name for the Encore Duet discovery service. After the initial meeting in November 2014, the Task Force met 6 times in 2015 to plan and execute a prototype test. Staff members from EBSCO Information Services’ User Research group acted as usability test advisers and coordinators and attended all meetings, either onsite or via WebEx. Task Force members collaborated to come up with specific scenarios and personas which would best emphasize patron likes, dislikes and general understanding of OneSearch. Using a small sample of volunteer student test subjects from 3 different HELIN institutions, testing took place in mid-April. The results were analyzed by EBSCO and presented at the final meeting of the Task Force on April 28. Based on this limited testing, general findings were as follows: Students who don’t receive prior information instruction are generally not aware of OneSearch. Students who do know about OneSearch do not necessarily understand the difference between OneSearch and the HELIN Catalog. Most students still continue to do their research by searching database lists, LibGuides, the Journal A to Z list, and the HELIN catalog (although not necessarily in that order). When features and operation of OneSearch are explained to students, they recognize its usefulness (especially facets, which many referred to as “filters”). Lack of clarity on how to get directly to full text items causes frustration. A larger and more comprehensive usability test would be needed to draw out more specific conclusions. Secondary tasks undertaken by the Task Force included trials and reviews of 5 data analysis tools, as well as a review of EBSCO User Research, which is quantitative data on the use of OneSearch available directly from EBSCO. The remainder of this document is a detailed account of the proceedings of the HELIN Data Analytics Task Force