19,418 research outputs found

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

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    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

    New literacies and future educational culture

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    The paper draws attention to three developments that are crucial to online education. First, the new literacy required by group discussion in writing, i.e. by computer‐mediated communication ('e‐talk') is discussed Educators are urged to delimit and structure their courses so that online conversations in writing are successfully framed for effective discourse. Second, new literacy arising from the merging of multimedia with text is considered It is maintained that this will enhance communication, not debase it. Third, the way that increasing ease of information retrieval is eroding boundaries between traditional disciplines is discussed It is argued that this may create new difficulties in education. The paper recommends various ways of overcoming the problems that arise from the three developments

    Multimedia information technology and the annotation of video

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    The state of the art in multimedia information technology has not progressed to the point where a single solution is available to meet all reasonable needs of documentalists and users of video archives. In general, we do not have an optimistic view of the usability of new technology in this domain, but digitization and digital power can be expected to cause a small revolution in the area of video archiving. The volume of data leads to two views of the future: on the pessimistic side, overload of data will cause lack of annotation capacity, and on the optimistic side, there will be enough data from which to learn selected concepts that can be deployed to support automatic annotation. At the threshold of this interesting era, we make an attempt to describe the state of the art in technology. We sample the progress in text, sound, and image processing, as well as in machine learning

    A video object generation tool allowing friendly user interaction

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    In this paper we describe an interactive video object segmentation tool developed in the framework of the ACTS-AC098 MOMUSYS project. The Video Object Generator with User Environment (VOGUE) combines three different sets of automatic and semi-automatic-tool (spatial segmentation, object tracking and temporal segmentation) with general purpose tools for user interaction. The result is an integrated environment allowing the user-assisted segmentation of any sort of video sequences in a friendly and efficient manner.Peer ReviewedPostprint (published version

    Using the Internet to improve university education: Problem-oriented web-based learning and the MUNICS environment

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    Up to this point, university education has largely remained unaffected by the developments of novel approaches to web-based learning. The paper presents a principled approach to the design of problem-oriented, web-based learning at the university level. The principles include providing authentic contexts with multimedia, supporting collaborative knowledge construction, making thinking visible with dynamic visualisation, quick access to content resources via Information and Communication Technologies (ICT), and flexible support by tele-tutoring. These principles are used in the Munich Net-based Learning In Computer Science (MUNICS) learning environment, which is designed to support students of computer science to apply their factual knowledge from the lectures to complex real-world problems. For example, students can model the knowledge management in an educational organisation with a graphical simulation tool. Some more general findings from a formative evaluation study with the MUNICS prototype are reported and discussed. E.g., the students' ignorance of the additional content resources is discussed in the light of the well-known finding of insufficient use of help systems in software applicationsBislang wurden neuere AnsĂ€tze zum web-basierten Lernen in nur geringem Maße zur Verbesserung des UniversitĂ€tsstudiums genutzt. Es werden theoretisch begrĂŒndete Prinzipien fĂŒr die Gestaltung problemorientierter, web-basierter Lernumgebungen an der UniversitĂ€t formuliert. Zu diesen Prinzipien gehören die Nutzung von Multimedia-Technologien fĂŒr die Realisierung authentischer Problemkontexte, die UnterstĂŒtzung der gemeinsamen Wissenskonstruktion, die dynamische Visualisierung, der schnelle Zugang zu weiterfĂŒhrenden Wissensressourcen mit Hilfe von Informations- und Kommunikationstechnologien sowie die flexible UnterstĂŒtzung durch Teletutoring. Diese Prinzipien wurden bei der Gestaltung der MUNICS Lernumgebung umgesetzt. MUNICS soll Studierende der Informatik bei der Wissensanwendung im Kontext komplexer praktischer Problemstellungen unterstĂŒtzen. So können die Studierenden u.a. das Wissensmanagement in einer Bildungsorganisation mit Hilfe eines graphischen Simulationswerkzeugs modellieren. Es werden Ergebnisse einer formativen Evaluationsstudie berichtet und diskutiert. Beispielsweise wird die in der Studie festgestellte Ignoranz der Studierenden gegenĂŒber den weiterfĂŒhrenden Wissensressourcen vor dem Hintergrund des hĂ€ufig berichteten Befunds der unzureichenden Nutzung von Hilfesystemen beleuchte

    NGN PLATFORMS FOR EMERGENCY

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