Straddling the intersection

Music technology straddles the intersection between art and science and presents those who choose to work within its sphere with many practical challenges as well as creative possibilities. The paper focuses on four main areas: secondary education, higher education, practice and research and finally collaboration. The paper emphasises the importance of collaboration in tackling the challenges of interdisciplinarity and in influencing future technological developments

Leveraging video annotations in video-based e-learning

The e-learning community has been producing and using video content for a long time, and in the last years, the advent of MOOCs greatly relied on video recordings of teacher courses. Video annotations are information pieces that can be anchored in the temporality of the video so as to sustain various processes ranging from active reading to rich media editing. In this position paper we study how video annotations can be used in an e-learning context - especially MOOCs - from the triple point of view of pedagogical processes, current technical platforms functionalities, and current challenges. Our analysis is that there is still plenty of room for leveraging video annotations in MOOCs beyond simple active reading, namely live annotation, performance annotation and annotation for assignment; and that new developments are needed to accompany this evolution.Comment: 7th International Conference on Computer Supported Education (CSEDU), Barcelone : Spain (2014

Educational innovation, learning technologies and Virtual culture potential’

Learning technologies are regularly associated with innovative teaching but will they contribute to profound innovations in education itself? This paper addresses the question by building upon Merlin Donald's co‐evolutionary theory of mind, cognition and culture. He claimed that the invention of technologies for storing and sharing external symbol systems, such as writing, gave rise to a ‘theoretic culture’ with rich symbolic representations and a resultant need for formal education. More recently, Shaffer and Kaput have claimed that the development of external and shared symbol‐processing technologies is giving rise to an emerging ‘virtual culture’. They argue that mathematics curricula are grounded in theoretic culture and should change to meet the novel demands of ‘virtual culture’ for symbol‐processing and representational fluency. The generic character of their cultural claim is noted in this paper and it is suggested that equivalent pedagogic arguments are applicable across the educational spectrum. Hence, four general characteristics of virtual culture are proposed, against which applications of learning technologies can be evaluated for their innovative potential. Two illustrative uses of learning technologies are evaluated in terms of their ‘virtual culture potential’ and some anticipated questions about this approach are discussed towards the end of the paper

Semantic web learning technology design: addressing pedagogical challenges and precarious futures

Semantic web technologies have the potential to extend and transform teaching and learning, particularly in those educational settings in which learners are encouraged to engage with ‘authentic’ data from multiple sources. In the course of the ‘Ensemble’ project, teachers and learners in different disciplinary contexts in UK Higher Education worked with educational researchers and technologists to explore the potential of such technologies through participatory design and rapid prototyping. These activities exposed some of the barriers to the development and adoption of emergent learning technologies, but also highlighted the wide range of factors, not all of them technological or pedagogical, that might contribute to enthusiasm for and adoption of such technologies. This suggests that the scope and purpose of research and design activities may need to be broadened and the paper concludes with a discussion of how the tradition of operaismo or ‘workers’ enquiry’ may help to frame such activities. This is particularly relevant in a period when the both educational institutions and the working environments for which learners are being prepared are becoming increasingly fractured, and some measure of ‘precarity’ is increasingly the norm

The Variable Markov Oracle: Algorithms for Human Gesture Applications

This article introduces the Variable Markov Oracle (VMO) data structure for multivariate time series indexing. VMO can identify repetitive fragments and find sequential similarities between observations. VMO can also be viewed as a combination of online clustering algorithms with variable-order Markov constraints. The authors use VMO for gesture query-by-content and gesture following. A probabilistic interpretation of the VMO query-matching algorithm is proposed to find an analogy to the inference problem in a hidden Markov model (HMM). This probabilistic interpretation extends VMO to be not only a data structure but also a model for time series. Query-by-content experiments were conducted on a gesture database that was recorded using a Kinect 3D camera, showing state-of-the-art performance. The query-by-content experiments' results are compared to previous works using HMM and dynamic time warping. Gesture following is described in the context of an interactive dance environment that aims to integrate human movements with computer-generated graphics to create an augmented reality performance

Representation of Samba dance gestures, using a multi-modal analysis approach

In this paper we propose an approach for the representation of dance gestures in Samba dance. This representation is based on a video analysis of body movements, carried out from the viewpoint of the musical meter. Our method provides the periods, a measure of energy and a visual representation of periodic movement in dance. The method is applied to a limited universe of Samba dances and music, which is used to illustrate the usefulness of the approach