SVCEval-RA: an evaluation framework for adaptive scalable video streaming

[EN] Multimedia content adaption strategies are becoming increasingly important for effective video streaming over the actual heterogeneous networks. Thus, evaluation frameworks for adaptive video play an important role in the designing and deploying process of adaptive multimedia streaming systems. This paper describes a novel simulation framework for rate-adaptive video transmission using the Scalable Video Coding standard (H.264/SVC). Our approach uses feedback information about the available bandwidth to allow the video source to select the most suitable combination of SVC layers for the transmission of a video sequence. The proposed solution has been integrated into the network simulator NS-2 in order to support realistic network simulations. To demonstrate the usefulness of the proposed solution we perform a simulation study where a video sequence was transmitted over a three network scenarios. The experimental results show that the Adaptive SVC scheme implemented in our framework provides an efficient alternative that helps to avoid an increase in the network congestion in resource-constrained networks. Improvements in video quality, in terms of PSNR (Peak Signal to Noise Ratio) and SSIM (Structural Similarity Index) are also obtained.Castellanos Hernández, WE.; Guerri Cebollada, JC.; Arce Vila, P. (2017). SVCEval-RA: an evaluation framework for adaptive scalable video streaming. Multimedia Tools and Applications. 76(1):437-461. doi:10.1007/s11042-015-3046-yS437461761Akhshabi S, Begen AC, Dovrolis C (2011) An experimental evaluation of rate-adaptation algorithms in adaptive streaming over HTTP. In: Proceedings of the second annual ACM conference on Multimedia systems. ACM, pp 157–168Alabdulkarim MN, Rikli N-E (2012) QoS Provisioning for H.264/SVC Streams over Ad-Hoc ZigBee Networks Using Cross-Layer Design. In: 8th International Conference on Wireless Communications, Networking and Mobile Computing (WiCOM). pp 1–8Birkos K, Tselios C, Dagiuklas T, Kotsopoulos S (2013) Peer selection and scheduling of H. 264 SVC video over wireless networks. In: Wireless Communications and Networking Conference (WCNC), 2013 IEEE. pp 1633–1638Castellanos W (2014) SVCEval-RA - An Evaluation Framework for Adaptive Scalable Video Streaming. In: SourceForge Project. http://sourceforge.net/projects/svceval-ra/ . Accessed 1 May 2015Castellanos W, Guerri JC, Arce P (2015) A QoS-aware routing protocol with adaptive feedback scheme for video streaming for mobile networks. Comput Commun. http://dx.doi.org/10.1016/j.comcom.2015.08.012Castellanos W, Arce P, Acelas P, Guerri JC (2012) Route Recovery Algorithm for QoS-Aware Routing in MANETs. Springer Berlin Heidelberg, Bilbao, pp. 81–93Chikkerur S, Sundaram V, Reisslein M, Karam LJ (2011) Objective video quality assessment methods: A classification, review, and performance comparison. Broadcast, IEEE Trans on 57:165–182Choupani R, Wong S, Tolun M (2014) Multiple description coding for SNR scalable video transmission over unreliable networks. Multimed Tools Appl 69:843–858. doi: 10.1007/s11042-012-1150-9CISCO Corp. (2014) Cisco Visual Networking Index Forecast and Methodology. In: White Paper. http://www.cisco.com/c/en/us/solutions/collateral/service-provider/ip-ngn-ip-next-generation-network/white_paper_c11-481360.pdf.Dai M, Zhang Y, Loguinov D (2009) A unified traffic model for MPEG-4 and H. 264 video traces. IEEE Trans Multimedia 11:1010–1023Detti A, Bianchi G, Pisa C, et al. (2009) SVEF: an open-source experimental evaluation framework for H.264 scalable video streaming. In: IEEE Symposium on Computers and Communications. pp 36–41Espina F, Morato D, Izal M, Magaña E (2014) Analytical model for MPEG video frame loss rates and playback interruptions on packet networks. Multimed Tools Appl 72:361–383. doi: 10.1007/s11042-012-1344-1Fiems D, Steyaert B, Bruneel H (2012) A genetic approach to Markovian characterisation of H.264 scalable video. Multimedia Tools Appl 58:125–146Floyd S, Handley M, Kohler E Datagram Congestion Control Protocol (DCCP). http://tools.ietf.org/html/rfc4340 . Accessed 17 Feb 2014Floyd S, Padhye J, Widmer J TCP Friendly Rate Control (TFRC): Protocol Specification. http://tools.ietf.org/html/rfc5348 . Accessed 17 Feb 2014Fraz M, Malkani YA, Elahi MA (2009) Design and implementation of real time video streaming and ROI transmission system using RTP on an embedded digital signal processing (DSP) platform. In: 2nd International Conference on Computer, Control and Communication, 2009. IC4 2009. pp 1–6ISO/IEC (2014) Information technology - Dynamic adaptive streaming over HTTP (DASH) - Part 1: Media presentation description and segment formats.ITU-T (2013) Rec. H.264 & ISO/IEC 14496-10 AVC. Advanced Video Coding for Generic Audiovisual Services.Ivrlač MT, Choi LU, Steinbach E, Nossek JA (2009) Models and analysis of streaming video transmission over wireless fading channels. Signal Process Image Commun 24:651–665. doi: 10.1016/j.image.2009.04.005Karki R, Seenivasan T, Claypool M, Kinicki R (2010) Performance Analysis of Home Streaming Video Using Orb. In: Proceedings of the 20th International Workshop on Network and Operating Systems Support for Digital Audio and Video. ACM, New York, NY, USA, pp 111–116Ke C-H (2012) myEvalSVC-an Integrated Simulation Framework for Evaluation of H. 264/SVC Transmission. KSII Trans Internet Inf Syst (TIIS) 6:377–392. doi: 10.3837/tiis.2012.01.021Ke C-H, Shieh C-K, Hwang W-S, Ziviani A (2008) An Evaluation Framework for More Realistic Simulations of MPEG Video Transmission. J Inf Sci Eng 24:425–440Klaue J, Rathke B, Wolisz A (2003) Evalvid–A framework for video transmission and quality evaluation. In: Computer Performance Evaluation. Modelling Techniques and Tools. Springer, pp 255–272Le TA, Nguyen H (2014) End-to-end transmission of scalable video contents: performance evaluation over EvalSVC—a new open-source evaluation platform. Multimed Tools Appl 72:1239–1256. doi: 10.1007/s11042-013-1444-6Lie A, Klaue J (2008) Evalvid-RA: trace driven simulation of rate adaptive MPEG-4 VBR video. Multimedia Systems 14:33–50. doi: 10.1007/s00530-007-0110-0Moving Pictures Experts Group and ITU-T Video Coding Experts Group (2011) H. 264/SVC reference software (JSVM 9.19.14) and Manual.Nightingale J, Wang Q, Grecos C (2014) Empirical evaluation of H.264/SVC streaming in resource-constrained multihomed mobile networks. Multimed Tools Appl 70:2011–2035. doi: 10.1007/s11042-012-1219-5Parmar H, Thornburgh M (2012) Real-Time Messaging Protocol (RTMP) Specification. AdobePolitis I, Dounis L, Dagiuklas T (2012) H. 264/SVC vs. H. 264/AVC video quality comparison under QoE-driven seamless handoff. Signal Process Image Commun 27:814–826Pozueco L, Pañeda XG, García R, et al. (2013) Adaptable system based on Scalable Video Coding for high-quality video service. Comput Electr Eng 39:775–789. doi: 10.1016/j.compeleceng.2013.01.015Pozueco L, Pañeda XG, García R, et al. (2014) Adaptation engine for a streaming service based on MPEG-DASH. Multimed Tools Appl 1–20. doi: 10.1007/s11042-014-2034-ySchwarz H, Marpe D, Wiegand T (2007) Overview of the Scalable Video Coding Extension of the H.264/AVC Standard. IEEE Trans Circ Syst Video Technol 17:1103–1120. doi: 10.1109/TCSVT.2007.905532Seo H-Y (2013) An Efficient Transmission Scheme of MPEG2-TS over RTP for a Hybrid DMB System. ETRI J 35:655–665. doi: 10.4218/etrij.13.0112.0124Sohn H, Yoo H, De Neve W, et al. (2010) Full-Reference Video Quality Metric for Fully Scalable and Mobile SVC Content. IEEE Trans Broadcast 56:269–280. doi: 10.1109/TBC.2010.2050628Sousa-Vieira M-E (2011) Suitability of the M/G/∞ process for modeling scalable H.264 video traffic. In: Analytical and Stochastic Modeling Techniques and Applications. Springer, pp 149–158Tanwir S, Perros H (2013) A Survey of VBR Video Traffic Models. IEEE Commun Surv Tutor 15:1778–1802. doi: 10.1109/SURV.2013.010413.00071Tanwir S, Perros HG (2014) VBR Video Traffic Models. Wiley, HobokenThe Network Simulator (NS-2). http://www.isi.edu/nsnam/ns . Accessed 6 Feb 2015Unanue I, Urteaga I, Husemann R, et al. (2011) A Tutorial on H. 264/SVC Scalable Video Coding and its Tradeoff between Quality, Coding Efficiency and Performance. Recent Advances on Video Coding 1–24.Van der Auwera G, David PT, Reisslein M, Karam LJ (2008) Traffic and quality characterization of the H. 264/AVC scalable video coding extension. Adv Multimedia 2008:1Wang Y, Claypool M (2005) RealTracer—Tools for Measuring the Performance of RealVideo on the Internet. Multimed Tools Appl 27:411–430. doi: 10.1007/s11042-005-3757-6Wang Z, Lu L, Bovik AC (2004) Video quality assessment based on structural distortion measurement. Signal Process Image Commun 19:121–132. doi: 10.1016/S0923-5965(03)00076–6Wien M, Schwarz H, Oelbaum T (2007) Performance Analysis of SVC. IEEE Trans Circ Syst for Video Technol 17:1194–1203. doi: 10.1109/TCSVT.2007.905530YUV video repository. ftp://ftp.tnt.uni-hannover.de/pub/svc/testsequences/ . Accessed 10 Jan 201

Understanding best practices in control engineering education using the concept of TPACK

This study aimed to design an integrated pedagogical approach to advance introductory Process Control Engineering Education through the application of the Technological Pedagogical Content Knowledge (TPACK) framework, and evaluating its impact on student learning. The research is initially being undertaken at Nottingham Trent University, UK but we will next adapt it to a case study in Libya. This paper aims to strengthen the teaching of introductory Process Control by using appropriate approach es in universities to improve the learning outcomes for students. From this work a new schematic for teaching Process Control ha s be en developed and, moreover, a thoughtful best practice in introducing Process Control in engineering education can be developed

Multicriteria decision making for enhanced perception-based multimedia communication

This paper proposes an approach that integrates technical concerns with user perceptual considerations for intelligent decision making in the construction of tailor-made multimedia communication protocols. Thus, the proposed approach, based on multicriteria decision making (MDM), incorporates not only classical networking considerations, but, indeed, user preferences as well. Furthermore, in keeping with the task-dependent nature consistently identified in multimedia scenarios, the suggested communication protocols also take into account the type of multimedia application that they are transporting. Lastly, this approach also opens the possibility for such protocols to dynamically adapt based on a changing operating environment and user's preferences

DIDET: Digital libraries for distributed, innovative design education and teamwork. Final project report

The central goal of the DIDET Project was to enhance student learning opportunities by enabling them to partake in global, team based design engineering projects, in which they directly experience different cultural contexts and access a variety of digital information sources via a range of appropriate technology. To achieve this overall project goal, the project delivered on the following objectives: 1. Teach engineering information retrieval, manipulation, and archiving skills to students studying on engineering degree programs. 2. Measure the use of those skills in design projects in all years of an undergraduate degree program. 3. Measure the learning performance in engineering design courses affected by the provision of access to information that would have been otherwise difficult to access. 4. Measure student learning performance in different cultural contexts that influence the use of alternative sources of information and varying forms of Information and Communications Technology. 5. Develop and provide workshops for staff development. 6. Use the measurement results to annually redesign course content and the digital libraries technology. The overall DIDET Project approach was to develop, implement, use and evaluate a testbed to improve the teaching and learning of students partaking in global team based design projects. The use of digital libraries and virtual design studios was used to fundamentally change the way design engineering is taught at the collaborating institutions. This was done by implementing a digital library at the partner institutions to improve learning in the field of Design Engineering and by developing a Global Team Design Project run as part of assessed classes at Strathclyde, Stanford and Olin. Evaluation was carried out on an ongoing basis and fed back into project development, both on the class teaching model and the LauLima system developed at Strathclyde to support teaching and learning. Major findings include the requirement to overcome technological, pedagogical and cultural issues for successful elearning implementations. A need for strong leadership has been identified, particularly to exploit the benefits of cross-discipline team working. One major project output still being developed is a DIDET Project Framework for Distributed Innovative Design, Education and Teamwork to encapsulate all project findings and outputs. The project achieved its goal of embedding major change to the teaching of Design Engineering and Strathclyde's new Global Design class has been both successful and popular with students

Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning

The realities of the 21st-century learner require that schools and educators fundamentally change their practice. "Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of learners."Today, we know more than ever about how students learn, acknowledging that the process isn't the same for every student and doesn't remain the same for each individual, depending upon maturation and the content being learned. We know that students want to progress at a pace that allows them to master new concepts and skills, to access a variety of resources, to receive timely feedback on their progress, to demonstrate their knowledge in multiple ways and to get direction, support and feedback from—as well as collaborate with—experts, teachers, tutors and other students.The result is a growing demand for student-centered, transformative digital learning using competency education as an underpinning.iNACOL released this paper to illustrate the technical requirements and functionalities that learning management systems need to shift toward student-centered instructional models. This comprehensive framework will help districts and schools determine what systems to use and integrate as they being their journey toward student-centered learning, as well as how systems integration aligns with their organizational vision, educational goals and strategic plans.Educators can use this report to optimize student learning and promote innovation in their own student-centered learning environments. The report will help school leaders understand the complex technologies needed to optimize personalized learning and how to use data and analytics to improve practices, and can assist technology leaders in re-engineering systems to support the key nuances of student-centered learning

Responsible research and innovation in science education: insights from evaluating the impact of using digital media and arts-based methods on RRI values

The European Commission policy approach of Responsible Research and Innovation (RRI) is gaining momentum in European research planning and development as a strategy to align scientific and technological progress with socially desirable and acceptable ends. One of the RRI agendas is science education, aiming to foster future generations' acquisition of skills and values needed to engage in society responsibly. To this end, it is argued that RRI-based science education can benefit from more interdisciplinary methods such as those based on arts and digital technologies. However, the evidence existing on the impact of science education activities using digital media and arts-based methods on RRI values remains underexplored. This article comparatively reviews previous evidence on the evaluation of these activities, from primary to higher education, to examine whether and how RRI-related learning outcomes are evaluated and how these activities impact on students' learning. Forty academic publications were selected and its content analysed according to five RRI values: creative and critical thinking, engagement, inclusiveness, gender equality and integration of ethical issues. When evaluating the impact of digital and arts-based methods in science education activities, creative and critical thinking, engagement and partly inclusiveness are the RRI values mainly addressed. In contrast, gender equality and ethics integration are neglected. Digital-based methods seem to be more focused on students' questioning and inquiry skills, whereas those using arts often examine imagination, curiosity and autonomy. Differences in the evaluation focus between studies on digital media and those on arts partly explain differences in their impact on RRI values, but also result in non-documented outcomes and undermine their potential. Further developments in interdisciplinary approaches to science education following the RRI policy agenda should reinforce the design of the activities as well as procedural aspects of the evaluation research