SMIL State: an architecture and implementation for adaptive time-based web applications

In this paper we examine adaptive time-based web applications (or presentations). These are interactive presentations where time dictates which parts of the application are presented (providing the major structuring paradigm), and that require interactivity and other dynamic adaptation. We investigate the current technologies available to create such presentations and their shortcomings, and suggest a mechanism for addressing these shortcomings. This mechanism, SMIL State, can be used to add user-defined state to declarative time-based languages such as SMIL or SVG animation, thereby enabling the author to create control flows that are difficult to realize within the temporal containment model of the host languages. In addition, SMIL State can be used as a bridging mechanism between languages, enabling easy integration of external components into the web application. Finally, SMIL State enables richer expressions for content control. This paper defines SMIL State in terms of an introductory example, followed by a detailed specification of the State model. Next, the implementation of this model is discussed. We conclude with a set of potential use cases, including dynamic content adaptation and delayed insertion of custom content such as advertisements. © 2009 Springer Science+Business Media, LLC

Synchronizing Web Documents with Style

In this paper we report on our efforts to define a set of document extensions to Cascading Style Sheets (CSS) that allow for structured timing and synchronization of elements within a Web page. Our work considers the scenario in which the temporal structure can be decoupled from the content of the Web page in a similar way that CSS does with the layout, colors and fonts. Based on the SMIL (Synchronized Multimedia Integration Language) temporal model we propose CSS document extensions and discuss the design and implementation of a proof of concept that realizes our contributions. As HTML5 seems to move away from technologies like Flash and XML (eXtensible Markup Language), we believe our approach provides a flexible declarative solution to specify rich media experiences that is more aligned with current Web practices

Adding state to declarative languages to enable web applications

On the web, media tend to be encoded in declarative formats, which facilitate accessibility, reuse, and transformation. Web applications, on the other hand, are created with more procedural technology and do not enjoy these benefits. In this thesis we examine how this can be fixed. We examine a small part of the problem space, adaptive time based applications, and investigate how we can extend existing declarative languages to fa

Rich media content adaptation in e-learning systems

The wide use of e-technologies represents a great opportunity for underserved segments of the population, especially with the aim of reintegrating excluded individuals back into society through education. This is particularly true for people with different types of disabilities who may have difficulties while attending traditional on-site learning programs that are typically based on printed learning resources. The creation and provision of accessible e-learning contents may therefore become a key factor in enabling people with different access needs to enjoy quality learning experiences and services. Another e-learning challenge is represented by m-learning (which stands for mobile learning), which is emerging as a consequence of mobile terminals diffusion and provides the opportunity to browse didactical materials everywhere, outside places that are traditionally devoted to education. Both such situations share the need to access materials in limited conditions and collide with the growing use of rich media in didactical contents, which are designed to be enjoyed without any restriction. Nowadays, Web-based teaching makes great use of multimedia technologies, ranging from Flash animations to prerecorded video-lectures. Rich media in e-learning can offer significant potential in enhancing the learning environment, through helping to increase access to education, enhance the learning experience and support multiple learning styles. Moreover, they can often be used to improve the structure of Web-based courses. These highly variegated and structured contents may significantly improve the quality and the effectiveness of educational activities for learners. For example, rich media contents allow us to describe complex concepts and process flows. Audio and video elements may be utilized to add a “human touch” to distance-learning courses. Finally, real lectures may be recorded and distributed to integrate or enrich on line materials. A confirmation of the advantages of these approaches can be seen in the exponential growth of video-lecture availability on the net, due to the ease of recording and delivering activities which take place in a traditional classroom. Furthermore, the wide use of assistive technologies for learners with disabilities injects new life into e-learning systems. E-learning allows distance and flexible educational activities, thus helping disabled learners to access resources which would otherwise present significant barriers for them. For instance, students with visual impairments have difficulties in reading traditional visual materials, deaf learners have trouble in following traditional (spoken) lectures, people with motion disabilities have problems in attending on-site programs. As already mentioned, the use of wireless technologies and pervasive computing may really enhance the educational learner experience by offering mobile e-learning services that can be accessed by handheld devices. This new paradigm of educational content distribution maximizes the benefits for learners since it enables users to overcome constraints imposed by the surrounding environment. While certainly helpful for users without disabilities, we believe that the use of newmobile technologies may also become a fundamental tool for impaired learners, since it frees them from sitting in front of a PC. In this way, educational activities can be enjoyed by all the users, without hindrance, thus increasing the social inclusion of non-typical learners. While the provision of fully accessible and portable video-lectures may be extremely useful for students, it is widely recognized that structuring and managing rich media contents for mobile learning services are complex and expensive tasks. Indeed, major difficulties originate from the basic need to provide a textual equivalent for each media resource composing a rich media Learning Object (LO). Moreover, tests need to be carried out to establish whether a given LO is fully accessible to all kinds of learners. Unfortunately, both these tasks are truly time-consuming processes, depending on the type of contents the teacher is writing and on the authoring tool he/she is using. Due to these difficulties, online LOs are often distributed as partially accessible or totally inaccessible content. Bearing this in mind, this thesis aims to discuss the key issues of a system we have developed to deliver accessible, customized or nomadic learning experiences to learners with different access needs and skills. To reduce the risk of excluding users with particular access capabilities, our system exploits Learning Objects (LOs) which are dynamically adapted and transcoded based on the specific needs of non-typical users and on the barriers that they can encounter in the environment. The basic idea is to dynamically adapt contents, by selecting them from a set of media resources packaged in SCORM-compliant LOs and stored in a self-adapting format. The system schedules and orchestrates a set of transcoding processes based on specific learner needs, so as to produce a customized LO that can be fully enjoyed by any (impaired or mobile) student

Third international workshop on Authoring of adaptive and adaptable educational hypermedia (A3EH), Amsterdam, 18-22 July, 2005

The A3EH follows a successful series of workshops on Adaptive and Adaptable Educational Hypermedia. This workshop focuses on models, design and authoring of AEH, on assessment of AEH, conversion between AEH and evaluation of AEH. The workshop has paper presentations, poster session and panel discussions

Just-in-time hypermedia

Many analytical applications, especially legacy systems, create documents and display screens in response to user queries dynamically or in real time . These documents and displays do not exist in advance, and thus hypermedia must be generated \u27just in time -automatically and dynamically. This dissertation details the idea of \u27just-in-time hypermedia and discusses challenges encountered in this research area. A fully detailed literature review about the research issues and related research work is given. A framework for the \u27just-in-time hypermedia compares virtual documents with static documents, as well as dynamic with static hypermedia functionality. Conceptual \u27just-in-time hypermedia architecture is proposed in terms of requirements and logical components. The \u27just-in-time hypermedia engine is described in terms of architecture, functional components, information flow, and implementation details. Then test results are described and evaluated. Lastly, contributions, limitations, and future work are discussed

MAC-REALM: A video content feature extraction and modelling framework

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.A consequence of the ‘data deluge’ is the exponential increase in digital video footage, while the ability to find relevant video clips diminishes. Traditional text based search engines are no longer optimal for searching, as they cannot provide a granular search of the content inside video footage. To be able to search the video in a content based manner, the content features of the video need to be extracted and modelled into a content model, which can then act as a searchable proxy for the video content. This thesis focuses on the extraction of syntactic and semantic content features and content modelling, using machine driven processes, with either little or no user interaction. Our abstract framework design extracts syntactic and semantic content features and compiles them into an integrated content model. The framework integrates a four plane strategy that consists of a pre-processing plane that removes redundant data and filters the media to improve the feature extraction properties of the media; a syntactic feature extraction plane that extracts low level syntactic feature and mid-level syntactic features that have semantic attributes; a semantic relationship analysis and linkage plane, where the spatial and temporal relationships of all the content features are defined, and finally a content modelling stage where the syntactic and semantic content features are integrated into a content model. Each of the four planes can be split into three layers namely, the content layer, where the content to be processed is stored; the application layer, where the content is converted into content descriptions, and the MPEG-7 layer, where content descriptions are serialised. Using MPEG-7 standards to produce the content model will provide wide-ranging interoperability, while facilitating granular multi-content type searches. The framework is aiming to ‘bridge’ the semantic gap, by integrating the syntactic and semantic content features from extraction through to modelling. The design of the framework has been implemented into a prototype called MAC-REALM, which has been tested and evaluated for its effectiveness to extract and model content features. Conclusions are drawn about the research output as a whole and whether they have met the objectives. Finally, future work is presented on how concept detection and crowd sourcing can be used with MAC-REALM