Interactive retrieval of video using pre-computed shot-shot similarities

A probabilistic framework for content-based interactive video retrieval is described. The developed indexing of video fragments originates from the probability of the user's positive judgment about key-frames of video shots. Initial estimates of the probabilities are obtained from low-level feature representation. Only statistically significant estimates are picked out, the rest are replaced by an appropriate constant allowing efficient access at search time without loss of search quality and leading to improvement in most experiments. With time, these probability estimates are updated from the relevance judgment of users performing searches, resulting in further substantial increases in mean average precision

Scoping a vision for formative e-assessment: a project report for JISC

Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessmen

Applying Bourdieu to socio-technical systems: The importance of affordances for social translucence in building 'capital' and status to eBay's success

This paper introduces the work of Sociologist Pierre Bourdieu and his concepts of ‘the field’ and ‘capital’ in relation to eBay. This paper considers eBay to be a socio-technical system with its own set of social norms, rules and competition over ‘capital’. eBay is used as a case study of the importance of using a Bourdieuean approach to create successful socio-technical systems.Using a two-year qualitative study of eBay users as empirical illustration, this paper argues that a large part of eBay’s success is in the social and cultural affordances for social translucence and navigation of eBay’s website - in supporting the Bourdieuean competition over capital and status. This exploration has implications for wider socio-technical systems design which this paper will discuss - in particular, the importance of creating socially translucent and navigable systems, informed by Bourdieu’s theoretical insights, which support competition for ‘capital’ and status

Perception of Motion and Architectural Form: Computational Relationships between Optical Flow and Perspective

Perceptual geometry refers to the interdisciplinary research whose objectives focuses on study of geometry from the perspective of visual perception, and in turn, applies such geometric findings to the ecological study of vision. Perceptual geometry attempts to answer fundamental questions in perception of form and representation of space through synthesis of cognitive and biological theories of visual perception with geometric theories of the physical world. Perception of form, space and motion are among fundamental problems in vision science. In cognitive and computational models of human perception, the theories for modeling motion are treated separately from models for perception of form.Comment: 10 pages, 13 figures, submitted and accepted in DoCEIS'2012 Conference: http://www.uninova.pt/doceis/doceis12/home/home.ph

Re-designing an MA module to foster agency, engagement and production in online social software

This article describes the process of re-designing a module on the MA in Media, Culture and Communication at the Institute of Education (IOE), University of London. This process took place as part of the “Pedagogic Research to Embedded E-Learning” (PREEL) project at the IOE and involved moving a module largely concerned with offline production of teaching resources into online engagement with Internet culture. Course participants were encouraged to think about issues around production in social software in ways which were relevant to their professional and personal activity online. The early stages of the re-design process were recorded in a course tutor blog and there were further attempts to reflect on the process using two evaluations, one in the middle of a pilot version of the course and the other at the end. The article concludes with a series of lessons learned which can be taken forward during the revalidation process

Computational physics of the mind

In the XIX century and earlier such physicists as Newton, Mayer, Hooke, Helmholtz and Mach were actively engaged in the research on psychophysics, trying to relate psychological sensations to intensities of physical stimuli. Computational physics allows to simulate complex neural processes giving a chance to answer not only the original psychophysical questions but also to create models of mind. In this paper several approaches relevant to modeling of mind are outlined. Since direct modeling of the brain functions is rather limited due to the complexity of such models a number of approximations is introduced. The path from the brain, or computational neurosciences, to the mind, or cognitive sciences, is sketched, with emphasis on higher cognitive functions such as memory and consciousness. No fundamental problems in understanding of the mind seem to arise. From computational point of view realistic models require massively parallel architectures