210,550 research outputs found

    Design considerations for delivering e-learning to surgical trainees

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    Copyright © 2011, IGI Global. Distributed with permission.Challenges remain in leveraging e-health technologies for continuous medical education/professional development. This study examines the interface design and learning process features related to the use of multimedia in providing effective support for the knowledge and practice of surgical skills. Twenty-one surgical trainees evaluated surgical content on a CD-ROM format based on 14 interface design and 11 learning process features using a questionnaire adapted from an established tool created to assess educational multimedia. Significant Spearman’s correlations were found for seven of the 14 interface design features – ‘Navigation’, ‘Learning demands’, ‘Videos’, ‘Media integration’, ‘Level of material’, ‘Information presentation’ and ‘Overall functionality’, explaining ratings of the learning process. The interplay of interface design and learning process features of educational multimedia highlight key design considerations in e-learning. An understanding of these features is relevant to the delivery of surgical training, reflecting the current state of the art in transferring static CD-ROM content to the dynamic web or creating CD/web hybrid models of education

    Multimedia Tool For Children Learning: Web Based Pop Up Book

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    Web-based multimedia pop-up book for children learning is intend to convert traditional learning process into a web using multimedia formatwhich are integrate with multiple media elements such as audio, video, graphics, text and animations. Currently the children have to pull tabs and open pages for the book to 'come to life'. So the purpose of this project is to produce web-based multimedia pop-up book for children learning. The objectives of this project are to create and design interactive multimedia learning book, to come out with user-friendly interface and interactive application and to develop multimedia book that be able to view, use and interact with the online application that providing true multimedia application. The scope of this project is to create and design multimedia web-based education book for children between 5 to 6 years old in order to help children in learning activities, reading skills and improves children computer literacy. The project will adopt methodology of 'code-and-fix' methodology. Three essential stages of development have been performed, which involved Design stage (design the page layout and design the action and animation), Implementation stage (implement by insert and modify required images and implement actions and animations), and finally Test stage (run the actions and compare with intended design). The result in designing successful multimedia web-based for children learning the relevant area are focused on content presentation and user-friendly interface design. In order to achieve the objective of this web-based multimedia tool for children learning, this project should be able facilitate the process of integrating activity into education through online application

    Synote: weaving media fragments and linked data

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    While end users could easily share and tag the multimedia resources online, the searching and reusing of the inside content of multimedia, such as a certain area within an image or a ten minutes segment within a one-hour video, is still difficult. Linked data is a promising way to interlink media fragments with other resources. Many applications in Web 2.0 have generated large amount of external annotations linked to media fragments. In this paper, we use Synote as the target application to discuss how media fragments could be published together with external annotations following linked data principles. Our design solves the dereferencing, describing and interlinking methods problems in interlinking multimedia. We also implement a model to let Google index media fragments which improves media fragments' online presence. The evaluation shows that our design can successfully publish media fragments and annotations for both semantic Web agents and traditional search engines. Publishing media fragments using the design we describe in this paper will lead to better indexing of multimedia resources and their consequent findabilit

    Creating a web-scale video collection for research

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    This paper begins by considering a number of important design questions for a web-scale, widely available, multimedia test collection intended to support long-term scientific evaluation and comparison of content-based video analysis and exploitation systems. Such exploitation systems would include the kinds of functionality already explored within the annual TRECVid benchmarking activity such as search, semantic concept detection, and automatic summarisation. We then report on our progress in creating such a multimedia collection which we believe to be web scale and which will support a next generation of benchmarking activities for content-based video operations, and we report on our plans for how we intend to put this collection, the IACC.1 collection, to use

    Kamus web multimedia interaktif berasaskan pendekatan andragogi

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    Recently, the utilization of website as the supporting tool in teaching and learning process has become a common phenomenon in the world of education. The application of Internet technology particularly in searching information for the assortment of scholarly materials in teaching and learning process is perceived as becoming more popular among teachers and students. The process of searching for multimedia terms in conventional ways causes difficulties to students and consumes a lot of time. This scenario causes many students prefer to implement Internet technology as their main resources for references as it makes learning easier and more efficient. Accordingly, the main purpose of this research is to develop an Interactive Web Multimedia Dictionary as a learning tool which brings a new dimension for students of Higher Learning Institutions specifically in learning Multimedia Technology subject. Based on the development model of Reclusive, Reflective, Design & Development (R2D2), Interactive Web Multimedia Dictionary combines three website designs to foster teaching and learning process namely information design based on Theory of Andragogy, interaction design based on Wikis as well as interface design based on multimedia elements. Data was collected quantitatively and qualitatively. The quantitative data was analyzed descriptively using mean and inferentially using Wilcoxon Test while the qualitative data was analyzed according to the formation of themes. The instruments used were questionnaire, terms literacy test, website evaluation form, screen-captured video, login files and interviews. A total number of 301 respondents were involved as the population research in this study. A sample of 189 respondents was selected randomly in order to seek for the needs in designing the Interactive Web Multimedia Dictionary. Results showed that the overall mean of information design based on Andragogy was 4.34 whereas for interaction design based on Wikis was 4.29 and as for interface design based on multimedia elements, the mean was 3.36. These showed that the adults agreed with the incorporation of Andragogy principles and Wikis in teaching and learning process. A number of eight respondents were purposively selected as samples to participate in the dictionary’s evaluation process. The findings showed that there was a significant difference in learning multimedia terms among the students upon using the Interactive Web Multimedia Dictionary (p=0.011, ?=0.05). The multimedia elements being frequently viewed by the students from the dictionary was the graphic element followed by animation and video. The students agreed that Interactive Web Multimedia Dictionary can help them in mastering the multimedia terms literacy

    Advanced content-based semantic scene analysis and information retrieval: the SCHEMA project

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    The aim of the SCHEMA Network of Excellence is to bring together a critical mass of universities, research centers, industrial partners and end users, in order to design a reference system for content-based semantic scene analysis, interpretation and understanding. Relevant research areas include: content-based multimedia analysis and automatic annotation of semantic multimedia content, combined textual and multimedia information retrieval, semantic -web, MPEG-7 and MPEG-21 standards, user interfaces and human factors. In this paper, recent advances in content-based analysis, indexing and retrieval of digital media within the SCHEMA Network are presented. These advances will be integrated in the SCHEMA module-based, expandable reference system

    A system design for human factors studies of speech-enabled Web browsing

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    This paper describes the design of a system which will subsequently be used as the basis of a range of empirical studies aimed at discovering how best to harness speech recognition capabilities in multimodal multimedia computing. Initial work focuses on speech-enabled browsing of the World Wide Web, which was never designed for such use. System design is complete, and is being evaluated via usability testing

    Web design discourse and access : a case study of student entry into a web design Discourse in the Multimedia Technology programme at CPUT

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    Includes bibliographical references (leaves 109-117).This thesis represents an instance of my engagement as a reflective practitioner to explore how access opportunities into a web design Discourse can be enhanced. The study is located in the Multimedia Skills subject which is part of the Certificate in Multimedia Technology at Cape Peninsula University of Technology. In describing student entry into a web design environment, insights into academic literacy practices within the multimedia and web design environment are provided. The theoretical concepts of Discourse, interest, intertextuality, literacy, acquisition and learning are used to ground the conceptual framework of the study, while an interpretative case study is utilized as research methodology. Using the notion of recontextualisation, how the professional Discourse of web design was appropriate into the curriculum of the Multimedia Skills subject and the Multimedia Technology programme is described. This analysis identifies a core identity distinction between web designers (who have a strong visual focus) and web developers (who foreground technical competencies) which is supported by the subject focus in the programme. The research considers two key data sources, personal websites and semi-structured interviews. These account for student performances in and meta-knowledge of the web design Discourse and reveal evidence of how Discourses were reflected in student design decision-making in their personal websites. The differential experiences of student access to the web design Discourse prompt the consideration of how learning and acquisition activities could be used in the classroom to facilitate more balanced performance and meta-knowledge expression

    Micro-Level Design for Multimedia-Enhanced Online Courses

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    Micro-level instructional design refers to the practice of designing and producing small units of instruction. At the microlevel processes such as shifting focus to small-scale design, applying learning theory, managing the technology, and evaluating the micro-design are implemented. The shift in focus to small-scale design centers attention on design of the multimedia products implemented in the online classroom. Theories of multimedia learning are selected and applied to the micro-level design to maximize the potential for effective instructional communication and learning. Managing the technology involves accounting for issues of compression, file size, and appropriate format for Web-based delivery. Evaluation, supported by Web server technologies, may be conducted through iterative cycles in a design based research approach. The result is incremental improvement of micro-design products in addition to new insights about multimedia-enhanced online instruction. This paper describes these processes as they apply to multimedia-enhanced online instruction
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