Photo2Video: Semantic-Aware Deep Learning-Based Video Generation from Still Content

Applying machine learning (ML), and especially deep learning, to understand visual content is becoming common practice in many application areas. However, little attention has been given to its use within the multimedia creative domain. It is true that ML is already popular for content creation, but the progress achieved so far addresses essentially textual content or the identification and selection of specific types of content. A wealth of possibilities are yet to be explored by bringing the use of ML into the multimedia creative process, allowing the knowledge inferred by the former to influence automatically how new multimedia content is created. The work presented in this article provides contributions in three distinct ways towards this goal: firstly, it proposes a methodology to re-train popular neural network models in identifying new thematic concepts in static visual content and attaching meaningful annotations to the detected regions of interest; secondly, it presents varied visual digital effects and corresponding tools that can be automatically called upon to apply such effects in a previously analyzed photo; thirdly, it defines a complete automated creative workflow, from the acquisition of a photograph and corresponding contextual data, through the ML region-based annotation, to the automatic application of digital effects and generation of a semantically aware multimedia story driven by the previously derived situational and visual contextual data. Additionally, it presents a variant of this automated workflow by offering to the user the possibility of manipulating the automatic annotations in an assisted manner. The final aim is to transform a static digital photo into a short video clip, taking into account the information acquired. The final result strongly contrasts with current standard approaches of creating random movements, by implementing an intelligent content- and context-aware video.The work presented in this paper has been supported by the European Commission under contract number H2020-ICT-20-2017-1-RIA-780612 and by National Funds through the Portuguese funding agency, FCT—Fundação para a Ciência e a Tecnologia, within project LA/P/0063/2020.info:eu-repo/semantics/publishedVersio

Augmented Reality

Augmented Reality (AR) is a natural development from virtual reality (VR), which was developed several decades earlier. AR complements VR in many ways. Due to the advantages of the user being able to see both the real and virtual objects simultaneously, AR is far more intuitive, but it's not completely detached from human factors and other restrictions. AR doesn't consume as much time and effort in the applications because it's not required to construct the entire virtual scene and the environment. In this book, several new and emerging application areas of AR are presented and divided into three sections. The first section contains applications in outdoor and mobile AR, such as construction, restoration, security and surveillance. The second section deals with AR in medical, biological, and human bodies. The third and final section contains a number of new and useful applications in daily living and learning

Harnessing Technology: new modes of technology-enhanced learning: a case study series

This report presents the outcomes and conclusions from a series of 18 case studies exploring the innovative use of technology for learning and teaching using new modes of technology

Why do we digitize books instead of knowledge?

Besides text and images, contemporary e-books can include multimedia, interactivity, pronunciation information and text-to-speech ready content. The current EPUB 3 standard provides all the technical solutions necessary for designing and displaying highly functional and content rich e-books, but the implementation is impaired by the e-reader industry, publishers and distributors. Local and global book digitization has been an ongoing process for years, encompassing publications ranging from classical literature to current technical textbooks. Textual expression of knowledge is a remnant of the past but it is still dominant today, even though interactivity and video content are known to significantly enhance the learning process. However, multimedia and interactive content for e-books is not produced because it requires time, technical knowledge and specific tools. Within the current publishing system, authors are expected to produce and design all the content for books on their own, but because of the extreme content diversity, it is unrealistic to expect that they really possess such knowledge and skills. Better collaboration among authors, publishers, distributors, the professional community and the related industry is necessary for knowledge digitization to function

Decoding learning: the proof, promise and potential of digital education

With hundreds of millions of pounds spent on digital technology for education every year – from interactive whiteboards to the rise of one–to–one tablet computers – every new technology seems to offer unlimited promise to learning. many sectors have benefitted immensely from harnessing innovative uses of technology. cloud computing, mobile communications and internet applications have changed the way manufacturing, finance, business services, the media and retailers operate. But key questions remain in education: has the range of technologies helped improve learners’ experiences and the standards they achieve? or is this investment just languishing as kit in the cupboard? and what more can decision makers, schools, teachers, parents and the technology industry do to ensure the full potential of innovative technology is exploited? There is no doubt that digital technologies have had a profound impact upon the management of learning. institutions can now recruit, register, monitor, and report on students with a new economy, efficiency, and (sometimes) creativity. yet, evidence of digital technologies producing real transformation in learning and teaching remains elusive. The education sector has invested heavily in digital technology; but this investment has not yet resulted in the radical improvements to learning experiences and educational attainment. in 2011, the Review of Education Capital found that maintained schools spent £487 million on icT equipment and services in 2009-2010. 1 since then, the education system has entered a state of flux with changes to the curriculum, shifts in funding, and increasing school autonomy. While ring-fenced funding for icT equipment and services has since ceased, a survey of 1,317 schools in July 2012 by the british educational suppliers association found they were assigning an increasing amount of their budget to technology. With greater freedom and enthusiasm towards technology in education, schools and teachers have become more discerning and are beginning to demand more evidence to justify their spending and strategies. This is both a challenge and an opportunity as it puts schools in greater charge of their spending and use of technolog

Developing A Strategy To Encourage The Animation Industry Life Cycle Evolution In Saudi Arabia

This thesis examines the Saudi animation industry and investigates the barriers that are preventing the development of its life cycle. Although there has been a demand for animation content since the establishment of the Saudi TV in 1965, the Saudi animation industry remains in its Introduction stage. Therefore, the study undertakes an analysis of the factors that could enable the industry to move to its Growth stage. To achieve this, the study attempts to establish an understanding of how different countries succeeded in developing their animation industry life cycle. Therefore, the study selects three countries as a qualitative multiple case study. These countries are the UK, which represents a Mature animation industry; Egypt, which represents an established Growth industry; while the United Arab of Emirates represents an emerging Growth industry. This has involved an in-depth analysis of the animation industries in Saudi Arabia and two other Arabian countries – UAE and Egypt – as well as of the UK. There has been very limited historiography for Arabian animation and almost none on the Saudi Arabian industry previously. A consideration of which factors should be investigated, as the most effective in influencing the evolution of the industry, was undertaken. Reviewing the available literature on the animation industry development showed that four factors have been found to play a considerable role in developing the local animation industry: Higher III Education institutions, Networks, Government and Location. Thus, this study focuses on examining these four factors at different life cycle stages of the animation industry. The findings of this study demonstrate that their impact differs from stage to stage in developing the local animation industry; the significance of particular barriers also varies at different stages of the life cycle. Thus, this study developed a Theoretical Model that combines the most effective strategy that has been found within the studied countries. It also applied the model to the specific context of the Saudi Arabian industry and developed recommendations for a strategy to encourage its evolution. The model could also be applied to other developing animation industries.The Saudi Cultural Bureau in Londo