SALSA: A Novel Dataset for Multimodal Group Behavior Analysis

Studying free-standing conversational groups (FCGs) in unstructured social settings (e.g., cocktail party ) is gratifying due to the wealth of information available at the group (mining social networks) and individual (recognizing native behavioral and personality traits) levels. However, analyzing social scenes involving FCGs is also highly challenging due to the difficulty in extracting behavioral cues such as target locations, their speaking activity and head/body pose due to crowdedness and presence of extreme occlusions. To this end, we propose SALSA, a novel dataset facilitating multimodal and Synergetic sociAL Scene Analysis, and make two main contributions to research on automated social interaction analysis: (1) SALSA records social interactions among 18 participants in a natural, indoor environment for over 60 minutes, under the poster presentation and cocktail party contexts presenting difficulties in the form of low-resolution images, lighting variations, numerous occlusions, reverberations and interfering sound sources; (2) To alleviate these problems we facilitate multimodal analysis by recording the social interplay using four static surveillance cameras and sociometric badges worn by each participant, comprising the microphone, accelerometer, bluetooth and infrared sensors. In addition to raw data, we also provide annotations concerning individuals' personality as well as their position, head, body orientation and F-formation information over the entire event duration. Through extensive experiments with state-of-the-art approaches, we show (a) the limitations of current methods and (b) how the recorded multiple cues synergetically aid automatic analysis of social interactions. SALSA is available at http://tev.fbk.eu/salsa.Comment: 14 pages, 11 figure

Mobile Learning Revolution: Implications for Language Pedagogy

Mobile technologies including cell phones and tablets are a pervasive feature of everyday life with potential impact on teaching and learning. “Mobile pedagogy” may seem like a contradiction in terms, since mobile learning often takes place physically beyond the teacher's reach, outside the walls of the classroom. While pedagogy implies careful planning, mobility exposes learners to the unexpected. A thoughtful pedagogical response to this reality involves new conceptualizations of what is to be learned and new activity designs. This approach recognizes that learners may act in more self-determined ways beyond the classroom walls, where online interactions and mobile encounters influence their target language communication needs and interests. The chapter sets out a range of opportunities for out-of-class mobile language learning that give learners an active role and promote communication. It then considers the implications of these developments for language content and curricula and the evolving roles and competences of teachers

Situational Awareness Support to Enhance Teamwork in Collaborative Environments

Modern collaborative environments often provide an overwhelming amount of visual information on multiple displays. The multitude of personal and shared interaction devices leads to lack of awareness of team members on ongoing activities, and awareness of who is in control of shared artefacts. This research addresses the situational awareness (SA) support of multidisciplinary teams in co-located collaborative environments. This work aims at getting insights into design and evaluation of large displays systems that afford SA and effective teamwork

Name It and Claim It: Cross-Campus Collaborations for Community-Based Learning

This article describes the value of cross-campus collaborations for community-based learning. We argue that community-based learning both provides unique opportunities for breaking academic silos and invites campus partnerships to make ambitious projects possible. To illustrate, we describe a course Writing for Social Justice that involved created videos for our local YWCA\u27s Racial Justice Program. We begin by discussing the shared value of collaboration across writing studies and librarianship (our disciplinary orientations). We identify four forms of cross-campus collaboration, which engaged us in working with each other, with our community partner, and with other partners across campus. From there, we visualize a timeline, turning from the why of cross-campus collaborations to the how. Finally, we underscore the need to name and claim--to value and cultivate--cross-campus collaborations for community-based learning

Automatic Prediction Of Small Group Performance In Information Sharing Tasks

In this paper, we describe a novel approach, based on Markov jump processes, to model small group conversational dynamics and to predict small group performance. More precisely, we estimate conversational events such as turn taking, backchannels, turn-transitions at the micro-level (1 minute windows) and then we bridge the micro-level behavior and the macro-level performance. We tested our approach with a cooperative task, the Information Sharing task, and we verified the relevance of micro- level interaction dynamics in determining a good group performance (e.g. higher speaking turns rate and more balanced participation among group members).Comment: Presented at Collective Intelligence conference, 2012 (arXiv:1204.2991

CHORUS Deliverable 4.5: Report of the 3rd CHORUS Conference

The third and last CHORUS conference on Multimedia Search Engines took place from the 26th to the 27th of May 2009 in Brussels, Belgium. About 100 participants from 15 European countries, the US, Japan and Australia learned about the latest developments in the domain. An exhibition of 13 stands presented 16 research projects currently ongoing around the world

Investigating Multimodal Communication in Virtual Meetings: The Sharing of Dynamic Representations

To manage distributed work, organizations increasingly rely on virtual meetings based on multimodal, synchronous communication technologies. However, despite technological advances, it is still challenging to coordinate knowledge through these meetings with spatial and cultural separation. Against this backdrop, we present a framework for investigating the sharing of dynamic representations of co-created knowledge during such meetings. We illustrate the detailed workings of the framework by analyzing how three software managers coordinated a project over a series of virtual meetings. Grounded in audio recordings of their oral exchanges and video recordings of their shared dynamic representation of the project’s status and plans, our analysis shows how their interrelating of visual and verbal communication acts enabled effective communication and coordination. In conclusion, we offer theoretical propositions that explain how interrelating of verbal and visual acts based on shared dynamic representations enable communication repairs during virtual meetings. We argue that our proposed framework provides researchers with a novel and practical approach to investigate the complex data involved in virtual meetings based on multimodal, synchronous communication