A synchronous multimedia annotation system for secure collaboratories

In this paper, we describe the Vannotea system - an application designed to enable collaborating groups to discuss and annotate collections of high quality images, video, audio or 3D objects. The system has been designed specifically to capture and share scholarly discourse and annotations about multimedia research data by teams of trusted colleagues within a research or academic environment. As such, it provides: authenticated access to a web browser search interface for discovering and retrieving media objects; a media replay window that can incorporate a variety of embedded plug-ins to render different scientific media formats; an annotation authoring, editing, searching and browsing tool; and session logging and replay capabilities. Annotations are personal remarks, interpretations, questions or references that can be attached to whole files, segments or regions. Vannotea enables annotations to be attached either synchronously (using jabber message passing and audio/video conferencing) or asynchronously and stand-alone. The annotations are stored on an Annotea server, extended for multimedia content. Their access, retrieval and re-use is controlled via Shibboleth identity management and XACML access policies

Interactive searching and browsing of video archives: using text and using image matching

Over the last number of decades much research work has been done in the general area of video and audio analysis. Initially the applications driving this included capturing video in digital form and then being able to store, transmit and render it, which involved a large effort to develop compression and encoding standards. The technology needed to do all this is now easily available and cheap, with applications of digital video processing now commonplace, ranging from CCTV (Closed Circuit TV) for security, to home capture of broadcast TV on home DVRs for personal viewing. One consequence of the development in technology for creating, storing and distributing digital video is that there has been a huge increase in the volume of digital video, and this in turn has created a need for techniques to allow effective management of this video, and by that we mean content management. In the BBC, for example, the archives department receives approximately 500,000 queries per year and has over 350,000 hours of content in its library. Having huge archives of video information is hardly any benefit if we have no effective means of being able to locate video clips which are of relevance to whatever our information needs may be. In this chapter we report our work on developing two specific retrieval and browsing tools for digital video information. Both of these are based on an analysis of the captured video for the purpose of automatically structuring into shots or higher level semantic units like TV news stories. Some also include analysis of the video for the automatic detection of features such as the presence or absence of faces. Both include some elements of searching, where a user specifies a query or information need, and browsing, where a user is allowed to browse through sets of retrieved video shots. We support the presentation of these tools with illustrations of actual video retrieval systems developed and working on hundreds of hours of video content

A Visual Spreadsheet using HTML5 for Whole Genome Display

Modern sequencing technology has enabled the cheap, rapid production of whole genomes. There is a need for visualization tools to show the data collected about a whole genome such as genes, proteins, annotations, and expression data. Many common approaches are developed such as the genome browser where sequence features are displayed as visual elements in tracks and features are aligned with their genome coordinates, visual networks where the data elements represented as nodes and relationship as edges, and traditional spreadsheet where each row captures the information about a gene/genome where the information is textual in nature, such as identifiers, descriptions, or sequences. Our study is focusing in the last approach with introducing some advanced features. To build the system, the common used similar systems are reviewed, and during the implementation some software artifacts are reused such as reusing some JavaScript libraries to reduce the complexity of software development. Generally, an incremental method is used to develop the webpage starting from collecting the data from AspGD database, analyzing them, coding then testing them once at time. Our research group studies fungal genomes, so the spreadsheets are tested by displaying each of the Aspergilli genomes in the AspGD database (www.aspgd.org). We have developed CGene and CGenome, pronounced See-Gene and See-Genome respectively, as a HTML5 web-based spreadsheets that can incorporate visual displays, as well as text, within the spreadsheet cells. Current displays use Scalable Vector Graphics (SVG) to present these spreadsheets which are generated from standard GFF3 files, standard output files from InterProScan, aspgd files from AspGD Gene Ontology Annotations File, and Chromosomal Feature File. All these files are analyzed to present them in a visual way that requires less effort to understand. The main aim of our study is to take the advantages of the ability of humans to recognize patterns. The user can see the gene/genomes of interest as row-by-row of visualization. This can play powerful roll to ease the understanding of quantitive data by replacing them by graphical figures that make the comparison easier

Semantic multimedia modelling & interpretation for annotation

The emergence of multimedia enabled devices, particularly the incorporation of cameras in mobile phones, and the accelerated revolutions in the low cost storage devices, boosts the multimedia data production rate drastically. Witnessing such an iniquitousness of digital images and videos, the research community has been projecting the issue of its significant utilization and management. Stored in monumental multimedia corpora, digital data need to be retrieved and organized in an intelligent way, leaning on the rich semantics involved. The utilization of these image and video collections demands proficient image and video annotation and retrieval techniques. Recently, the multimedia research community is progressively veering its emphasis to the personalization of these media. The main impediment in the image and video analysis is the semantic gap, which is the discrepancy among a user’s high-level interpretation of an image and the video and the low level computational interpretation of it. Content-based image and video annotation systems are remarkably susceptible to the semantic gap due to their reliance on low-level visual features for delineating semantically rich image and video contents. However, the fact is that the visual similarity is not semantic similarity, so there is a demand to break through this dilemma through an alternative way. The semantic gap can be narrowed by counting high-level and user-generated information in the annotation. High-level descriptions of images and or videos are more proficient of capturing the semantic meaning of multimedia content, but it is not always applicable to collect this information. It is commonly agreed that the problem of high level semantic annotation of multimedia is still far from being answered. This dissertation puts forward approaches for intelligent multimedia semantic extraction for high level annotation. This dissertation intends to bridge the gap between the visual features and semantics. It proposes a framework for annotation enhancement and refinement for the object/concept annotated images and videos datasets. The entire theme is to first purify the datasets from noisy keyword and then expand the concepts lexically and commonsensical to fill the vocabulary and lexical gap to achieve high level semantics for the corpus. This dissertation also explored a novel approach for high level semantic (HLS) propagation through the images corpora. The HLS propagation takes the advantages of the semantic intensity (SI), which is the concept dominancy factor in the image and annotation based semantic similarity of the images. As we are aware of the fact that the image is the combination of various concepts and among the list of concepts some of them are more dominant then the other, while semantic similarity of the images are based on the SI and concept semantic similarity among the pair of images. Moreover, the HLS exploits the clustering techniques to group similar images, where a single effort of the human experts to assign high level semantic to a randomly selected image and propagate to other images through clustering. The investigation has been made on the LabelMe image and LabelMe video dataset. Experiments exhibit that the proposed approaches perform a noticeable improvement towards bridging the semantic gap and reveal that our proposed system outperforms the traditional systems

Grounded Visual Analytics: A New Approach to Discovering Phenomena in Data at Scale

We introduce Grounded Visual Analytics, a new method that integrates qualitative and quantitative approaches in order to help investigators discover patterns about human activity. Investigators who develop or study systems often use log data, which keeps track of interactions their participants perform. Discovering and characterizing patterns in this data is important because it can help guide interactive computing system design. This new approach integrates Visual Analytics, a field that investigates Information Visualization and interactive machine learning, and Grounded Theory, a rigorous qualitative research method for discovering nuanced understanding of qualitative data. This dissertation defines and motivates this new approach, reviews relevant existing tools, builds the Log Timelines system. We present and analyze six case studies that use Log Timelines, a probe that we created in order explore Grounded Visual Analytics. In a series of case studies, we collaborate with a participant-investigator on their own project and data. Their use of Grounded Visual Analytics generates ideas about how future research can bridge the gap between qualitative and quantitative methods

Music Encoding Conference Proceedings 2021, 19–22 July, 2021 University of Alicante (Spain): Onsite & Online

Este documento incluye los artículos y pósters presentados en el Music Encoding Conference 2021 realizado en Alicante entre el 19 y el 22 de julio de 2022.Funded by project Multiscore, MCIN/AEI/10.13039/50110001103

Analyzing Qualitative Data with MAXQDA

“To begin at the beginning” is the opening line of the play Under Milk Wood by Welsh poet Dylan Thomas. So, we also want to start here at the beginning and start with some information about the history of the analysis software MAXQDA. This story is quite long; it begins in 1989 with a first version of the software, then just called “MAX,” for the operating system DOS and a book in the German language. The book’s title was Text Analysis Software for the Social Sciences. Introduction to MAX and Textbase Alpha written by Udo Kuckartz, published by Gustav Fischer in 1992. Since then, there have been many changes and innovations: technological, conceptual, and methodological. MAXQDA has its roots in social science methodology; the original name MAX was reference to the sociologist Max Weber, whose methodology combined quantitative and qualitative methods, explanation, and understanding in a way that was unique at the time, the beginning of the twentieth century. Since the first versions, MAX (later named winMAX and MAXQDA) has always been a very innovative analysis software. In 1994, it was one of the first programs with a graphical user interface; since 2001, it has used Rich Text Format with embedded graphics and objects. Later, MAXQDA was the first QDA program (QDA stands for qualitative data analysis) with a special version for Mac computers that included all analytical functions. Since autumn 2015, MAXQDA has been available in almost identical versions for Windows and Mac, so that users can switch between operating systems without having to familiarize themselves with a new interface or changed functionality. This compatibility and feature equality between Mac and Windows versions is unique and greatly facilitates team collaboration. MAXQDA has also come up with numerous innovations in the intervening years: a logically and very intuitively designed user interface, very versatile options for memos and comments, numerous visualization options, the summary grid as a middle level of analysis between primary data and categories, and much more, for instance, transcription, geolinks, weight scores for coding, analysis of PDF files, and Twitter analysis. Last but not least, the mixed methods features are worth mentioning, in which MAXQDA has long played a pioneering role. This list already shows that today MAXQDA is much more than text analysis software: the first chapter of this book contains a representation of the data types that MAXQDA can analyze today (in version 2018) and shows which file formats can be processed. The large variety of data types is contrasted by an even greater number o

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

MediaSync: Handbook on Multimedia Synchronization

This book provides an approachable overview of the most recent advances in the fascinating field of media synchronization (mediasync), gathering contributions from the most representative and influential experts. Understanding the challenges of this field in the current multi-sensory, multi-device, and multi-protocol world is not an easy task. The book revisits the foundations of mediasync, including theoretical frameworks and models, highlights ongoing research efforts, like hybrid broadband broadcast (HBB) delivery and users' perception modeling (i.e., Quality of Experience or QoE), and paves the way for the future (e.g., towards the deployment of multi-sensory and ultra-realistic experiences). Although many advances around mediasync have been devised and deployed, this area of research is getting renewed attention to overcome remaining challenges in the next-generation (heterogeneous and ubiquitous) media ecosystem. Given the significant advances in this research area, its current relevance and the multiple disciplines it involves, the availability of a reference book on mediasync becomes necessary. This book fills the gap in this context. In particular, it addresses key aspects and reviews the most relevant contributions within the mediasync research space, from different perspectives. Mediasync: Handbook on Multimedia Synchronization is the perfect companion for scholars and practitioners that want to acquire strong knowledge about this research area, and also approach the challenges behind ensuring the best mediated experiences, by providing the adequate synchronization between the media elements that constitute these experiences

Human Machine Interaction

In this book, the reader will find a set of papers divided into two sections. The first section presents different proposals focused on the human-machine interaction development process. The second section is devoted to different aspects of interaction, with a special emphasis on the physical interaction