Active content for preparation of teaching materials

Teaching materials such as study guides have implicit structure that can be exploited to explicitly assist in the learning and teaching process. Document technologies specific to the teaching context generate visible structures and linkages in a consistent manner across multiple course materials. We describe techniques that: • Create, manage and validate links between the learning objectives, content related to each objective and corresponding assessment task. • Explicitly present relationships between concepts, as a concept map, related to unit content and external study resources. • Treat various study resources (study guide, presentation slides) as consistent views. • Facilitate the use of external media to support multiple modalities. The process creates teaching content as a single master document which is annotated to: identify learning outcomes associated with topics and exercises, relationships between concepts covered, references to external resources and media, as well as summary points and keywords. Different views of this master document produce the range of course documentation. Examples of documents include: a study guide with learning outcomes linked to content, concept maps providing a graphical view of key relationships, and presentation slides that generate visual mnemonics for important topics.While this structure simplifies formatting of learning materials it also offers additional benefits to the teacher. Reports are generated showing that all outcomes are covered and assessed.   Explicitly annotating and visualizing concepts allows the lecturer to ensure that all elements fall within a single scaffold. Simplified access to external media encourages alternative presentation modalities and produces presentations that are easily adapted to new themes

'Breaking the glass': preserving social history in virtual environments

New media technologies play an important role in the evolution of our society. Traditional museums and heritage sites have evolved from the ‘cabinets of curiosity’ that focused mainly on the authority of the voice organising content, to the places that offer interactivity as a means to experience historical and cultural events of the past. They attempt to break down the division between visitors and historical artefacts, employing modern technologies that allow the audience to perceive a range of perspectives of the historical event. In this paper, we discuss virtual reconstruction and interactive storytelling techniques as a research methodology and educational and presentation practices for cultural heritage sites. We present the Narrating the Past project as a case study, in order to illustrate recent changes in the preservation of social history and guided tourist trails that aim to make the visitor’s experience more than just an architectural walk through

Dynamic Generation of Intelligent Multimedia Presentations Through Semantic Inferencing

This paper first proposes a high-level architecture for semi-automatically generating multimedia presentations by combining semantic inferencing with multimedia presentation generation tools. It then describes a system, based on this architecture, which was developed as a service to run over OAI archives - but is applicable to any repositories containing mixed-media resources described using Dublin Core. By applying an iterative sequence of searches across the Dublin Core metadata, published by the OAI data providers, semantic relationships can be inferred between the mixed-media objects which are retrieved. Using predefined mapping rules, these semantic relationships are then mapped to spatial and temporal relationships between the objects. The spatial and temporal relationships are expressed within SMIL files which can be replayed as multimedia presentations. Our underlying hypothesis is that by using automated computer processing of metadata to organize and combine semantically-related objects within multimedia presentations, the system may be able to generate new knowledge by exposing previously unrecognized connections. In addition, the use of multilayered information-rich multimedia to present the results, enables faster and easier information browsing, analysis, interpretation and deduction by the end-user

Beyond Reality: The Pivotal Role of Generative AI in the Metaverse

Imagine stepping into a virtual world that's as rich, dynamic, and interactive as our physical one. This is the promise of the Metaverse, and it's being brought to life by the transformative power of Generative Artificial Intelligence (AI). This paper offers a comprehensive exploration of how generative AI technologies are shaping the Metaverse, transforming it into a dynamic, immersive, and interactive virtual world. We delve into the applications of text generation models like ChatGPT and GPT-3, which are enhancing conversational interfaces with AI-generated characters. We explore the role of image generation models such as DALL-E and MidJourney in creating visually stunning and diverse content. We also examine the potential of 3D model generation technologies like Point-E and Lumirithmic in creating realistic virtual objects that enrich the Metaverse experience. But the journey doesn't stop there. We also address the challenges and ethical considerations of implementing these technologies in the Metaverse, offering insights into the balance between user control and AI automation. This paper is not just a study, but a guide to the future of the Metaverse, offering readers a roadmap to harnessing the power of generative AI in creating immersive virtual worlds.Comment: 8 pages, 4 figure

Argument as design: a multimodal approach to academic argument in a digital age

Includes bibliographical referencesThis study posits that using a range of modes and genres to construct argument can engender different ways of thinking about argument in the academic context. It investigates the potentials and constraints of adopting a multimodal approach to constructing academic argument. The research is situated within a seminar, in a second year Media course. Within this context, the study identifies the semiotic resources that students draw on and examines how they are employed to construct academic argument in three digital domains, namely video, comics and PowerPoint. Grounded in a theory of multimodal social semiotics, this study posits that argument is a product of design, motivated by the rhetor's interest in communicating a particular message, in a particular environment, and shaped by the available resources in the given environment. It proposes that argument is a cultural text form for bringing about difference (Kress 1989). This view of argument recognises that argument occurs in relation to mode, genre, discourse and medium. The study illustrates how each of these social categories shapes argument through textual analysis. A framework based on Halliday's metafunctional principle is proposed to analyse argument in multimodal texts. The framework combines theories from rhetoric and social semiotics. It offers analysis of ideational content, the ways social relations are established, and how organising principles assist in establishing coherence in argument. The analysis of the data (video, comics and PowerPoint presentations) demonstrates that the framework can be applied across genres and media. The significance of the study is threefold. Theoretically, it contributes towards theorising a theory of argument from a multimodal perspective. Methodologically, it puts forward a framework for analysing multimodal arguments. Pedagogically, it contributes towards developing and interrogating a pedagogy of academic argument that is relevant to contemporary communication practices

Query-Based Summarization using Rhetorical Structure Theory

Research on Question Answering is focused mainly on classifying the question type and finding the answer. Presenting the answer in a way that suits the user’s needs has received little attention. This paper shows how existing question answering systems—which aim at finding precise answers to questions—can be improved by exploiting summarization techniques to extract more than just the answer from the document in which the answer resides. This is done using a graph search algorithm which searches for relevant sentences in the discourse structure, which is represented as a graph. The Rhetorical Structure Theory (RST) is used to create a graph representation of a text document. The output is an extensive answer, which not only answers the question, but also gives the user an opportunity to assess the accuracy of the answer (is this what I am looking for?), and to find additional information that is related to the question, and which may satisfy an information need. This has been implemented in a working multimodal question answering system where it operates with two independently developed question answering modules

THE ROLE OF STATIC AND ANIMATED PICTURES THAT COMPLEMENT TEXTS IN SUPPORTING LEARNING

Pictures are widely used to accompany texts as adjuncts to facilitate learning. This article discusses the role of such a combination in supporting learning and the underlying theory that explains how individuals process visual and verbal information and how they can benefit from such a combination. It is hypothesized that the facilitative effect of picture-text combination is attributed to the supportive role of pictures played in the cognitive processing involved in mental model building of the situation being explained

Beyond the Electronic Connection: The Technologically Manufactured Cyber-Human and Its Physical Human Counterpart in Performance: A Theory Related to Convergence Identities

This thesis is an investigation of the complex processes and relationships between the physical human performer and the technologically manufactured cyber-human counterpart. I acted as both researcher and the physical human performer, deeply engaged in the moment-to-moment creation of events unfolding within a shared virtual reality environment. As the primary instigator and activator of the cyber-human partner, I maintained a balance between the live and technological performance elements, prioritizing the production of content and meaning. By way of using practice as research, this thesis argues that in considering interactions between cyber-human and human performers, it is crucial to move beyond discussions of technology when considering interactions between cyber-humans and human performers to an analysis of emotional content, the powers of poetic imagery, the trust that is developed through sensory perception and the evocation of complex relationships. A theoretical model is constructed to describe the relationship between a cyber-human and a human performer in the five works created specifically for this thesis, which is not substantially different from that between human performers. Technological exploration allows for the observation and analysis of various relationships, furthering an expanded understanding of ‘movement as content’ beyond the electronic connection. Each of the works created for this research used new and innovative technologies, including virtual reality, multiple interactive systems, six generations of wearable computers, motion capture technology, high-end digital lighting projectors, various projection screens, smart electronically charged fabrics, multiple sensory sensitive devices and intelligent sensory charged alternative performance spaces. They were most often collaboratively created in order to augment all aspects of the performance and create the sense of community found in digital live dance performances/events. These works are identified as one continuous line of energy and discovery, each representing a slight variation on the premise that a working, caring, visceral and poetic content occurs beyond the technological tools. Consequently, a shift in the physical human’s psyche overwhelms the act of performance. Scholarship and reflection on the works have been integral to my creative process throughout. The goals of this thesis, the works created and the resulting methodologies are to investigate performance to heighten the multiple ways we experience and interact with the world. This maximizes connection and results in a highly interactive, improvisational, dynamic, non-linear, immediate, accessible, agential, reciprocal, emotional, visceral and transformative experience without boundaries between the virtual and physical for physical humans, cyborgs and cyber-humans alike.College of Fine Arts at the University of Texas at Austin, Department of Theatre & Dance at the University of Texas at Austi