Understanding in-video dropouts and interaction peaks in online lecture videos

With thousands of learners watching the same online lecture videos, analyzing video watching patterns provides a unique opportunity to understand how students learn with videos. This paper reports a large-scale analysis of in-video dropout and peaks in viewership and student activity, using second-by-second user interaction data from 862 videos in four Massive Open Online Courses (MOOCs) on edX. We find higher dropout rates in longer videos, re-watching sessions (vs first-time), and tutorials (vs lectures). Peaks in re-watching sessions and play events indicate points of interest and confusion. Results show that tutorials (vs lectures) and re-watching sessions (vs first-time) lead to more frequent and sharper peaks. In attempting to reason why peaks occur by sampling 80 videos, we observe that 61% of the peaks accompany visual transitions in the video, e.g., a slide view to a classroom view. Based on this observation, we identify five student activity patterns that can explain peaks: starting from the beginning of a new material, returning to missed content, following a tutorial step, replaying a brief segment, and repeating a non-visual explanation. Our analysis has design implications for video authoring, editing, and interface design, providing a richer understanding of video learning on MOOCs

Video summarization by group scoring

In this paper a new model for user-centered video summarization is presented. Involvement of more than one expert in generating the final video summary should be regarded as the main use case for this algorithm. This approach consists of three major steps. First, the video frames are scored by a group of operators. Next, these assigned scores are averaged to produce a singular value for each frame and lastly, the highest scored video frames alongside the corresponding audio and textual contents are extracted to be inserted into the summary. The effectiveness of this approach has been evaluated by comparing the video summaries generated by this system against the results from a number of automatic summarization tools that use different modalities for abstraction

Annotation of multimedia learning materials for semantic search

Multimedia is the main source for online learning materials, such as videos, slides and textbooks, and its size is growing with the popularity of online programs offered by Universities and Massive Open Online Courses (MOOCs). The increasing amount of multimedia learning resources available online makes it very challenging to browse through the materials or find where a specific concept of interest is covered. To enable semantic search on the lecture materials, their content must be annotated and indexed. Manual annotation of learning materials such as videos is tedious and cannot be envisioned for the growing quantity of online materials. One of the most commonly used methods for learning video annotation is to index the video, based on the transcript obtained from translating the audio track of the video into text. Existing speech to text translators require extensive training especially for non-native English speakers and are known to have low accuracy. This dissertation proposes to index the slides, based on the keywords. The keywords extracted from the textbook index and the presentation slides are the basis of the indexing scheme. Two types of lecture videos are generally used (i.e., classroom recording using a regular camera or slide presentation screen captures using specific software) and their quality varies widely. The screen capture videos, have generally a good quality and sometimes come with metadata. But often, metadata is not reliable and hence image processing techniques are used to segment the videos. Since the learning videos have a static background of slide, it is challenging to detect the shot boundaries. Comparative analysis of the state of the art techniques to determine best feature descriptors suitable for detecting transitions in a learning video is presented in this dissertation. The videos are indexed with keywords obtained from slides and a correspondence is established by segmenting the video temporally using feature descriptors to match and align the video segments with the presentation slides converted into images. The classroom recordings using regular video cameras often have poor illumination with objects partially or totally occluded. For such videos, slide localization techniques based on segmentation and heuristics is presented to improve the accuracy of the transition detection. A region prioritized ranking mechanism is proposed that integrates the keyword location in the presentation into the ranking of the slides when searching for a slide that covers a given keyword. This helps in getting the most relevant results first. With the increasing size of course materials gathered online, a user looking to understand a given concept can get overwhelmed. The standard way of learning and the concept of “one size fits all” is no longer the best way to learn for millennials. Personalized concept recommendation is presented according to the user’s background knowledge. Finally, the contributions of this dissertation have been integrated into the Ultimate Course Search (UCS), a tool for an effective search of course materials. UCS integrates presentation, lecture videos and textbook content into a single platform with topic based search capabilities and easy navigation of lecture materials

Video browsing interfaces and applications: a review

We present a comprehensive review of the state of the art in video browsing and retrieval systems, with special emphasis on interfaces and applications. There has been a significant increase in activity (e.g., storage, retrieval, and sharing) employing video data in the past decade, both for personal and professional use. The ever-growing amount of video content available for human consumption and the inherent characteristics of video data—which, if presented in its raw format, is rather unwieldy and costly—have become driving forces for the development of more effective solutions to present video contents and allow rich user interaction. As a result, there are many contemporary research efforts toward developing better video browsing solutions, which we summarize. We review more than 40 different video browsing and retrieval interfaces and classify them into three groups: applications that use video-player-like interaction, video retrieval applications, and browsing solutions based on video surrogates. For each category, we present a summary of existing work, highlight the technical aspects of each solution, and compare them against each other

Learning from the Future: Multimodal Communication and Video Self Modelling in the Presentation Classroom

本論文では、日本の私立大学のプレゼンテーションクラスで実施した試みを報告する。学期中の授業で数回に渡って学生にマルチモーダル・コミュニケーション手法を指導した。さらに、学生のプレゼンテーションを録画し、ビデオ・セルフ・モデリング（Video Self Modeling、以後VSM）と呼ばれる手法で分析した。録画した一連のビデオからは、プロソディ、ジェスチャー、視線を含む多重のコミュニケーション・モードの調和において改善が見られ、結果として、よりまとまりのあるプレゼンテーションに仕上がった。学期末に回収したコメントシートによると、参加者はマルチモーダル・コミュニケーションの価値を認識し、VSM を効果的な学習体験だと考え、改善したプレゼンテーションスキルはカリキュラムを通して他のクラスでも役立つと考えていることがわかった。従って、今回の結果からは、マルチモーダル・コミュニケーション手法の指導と VSM の活用が学生のプレゼンテーションスキルの向上にプラスになる可能 性が示唆された。 This paper describes two exploratory instructional interventions in a presentation class at a private Japanese university. Students received instruction in multimodal communication at several points during the semester. Additionally, student presentations were recorded during the treatment period and used for analysis in an approach known as Video Self Modelling (hereafter VSM). The series of videos recorded over time show demonstrable improvements in the orchestration of multiple modes of communication, including prosody, gesture and gaze, resulting in more cohesive presentations. Student viewing logs collected at the end of the treatment indicate that participants recognize the value of multimodal communication, experience VSM as an effective learning mechanism and find their improved presentation skills useful across the curriculum. Together these results suggest that student presentation performances benefit from instruction in multimodal communication and the use of VSM

DocMIR: An automatic document-based indexing system for meeting retrieval

This paper describes the DocMIR system which captures, analyzes and indexes automatically meetings, conferences, lectures, etc. by taking advantage of the documents projected (e.g. slideshows, budget tables, figures, etc.) during the events. For instance, the system can automatically apply the above-mentioned procedures to a lecture and automatically index the event according to the presented slides and their contents. For indexing, the system requires neither specific software installed on the presenter's computer nor any conscious intervention of the speaker throughout the presentation. The only material required by the system is the electronic presentation file of the speaker. Even if not provided, the system would temporally segment the presentation and offer a simple storyboard-like browsing interface. The system runs on several capture boxes connected to cameras and microphones that records events, synchronously. Once the recording is over, indexing is automatically performed by analyzing the content of the captured video containing projected documents and detects the scene changes, identifies the documents, computes their duration and extracts their textual content. Each of the captured images is identified from a repository containing all original electronic documents, captured audio-visual data and metadata created during post-production. The identification is based on documents' signatures, which hierarchically structure features from both layout structure and color distributions of the document images. Video segments are finally enriched with textual content of the identified original documents, which further facilitate the query and retrieval without using OCR. The signature-based indexing method proposed in this article is robust and works with low-resolution images and can be applied to several other applications including real-time document recognition, multimedia IR and augmented reality system

INCORPORATING REAL SCIENCE INTO THE SECONDARY CLASSROOM: AEROSOLS AND CLIMATE CHANGE

Climate science and climate change are included in the Next Generation Science Standards, curriculum standards that were released in 2013. How to incorporate these topics, especially climate change, has been a difficult task for teachers. A team of scientists are studying aerosols in the free troposphere; what their properties are, how they change while in the atmosphere and where they came from. Lessons were created based on this real, ongoing scientific research being conducted in the Azores. During these activities, students are exposed to what scientists actually do in the form of videos and participate in similar tasks such as conducting experiments, collecting data, and analyzing data. At the conclusion of the lessons, students will form conclusions based on the evidence they have at the time

Video summarisation: A conceptual framework and survey of the state of the art

This is the post-print (final draft post-refereeing) version of the article. Copyright @ 2007 Elsevier Inc.Video summaries provide condensed and succinct representations of the content of a video stream through a combination of still images, video segments, graphical representations and textual descriptors. This paper presents a conceptual framework for video summarisation derived from the research literature and used as a means for surveying the research literature. The framework distinguishes between video summarisation techniques (the methods used to process content from a source video stream to achieve a summarisation of that stream) and video summaries (outputs of video summarisation techniques). Video summarisation techniques are considered within three broad categories: internal (analyse information sourced directly from the video stream), external (analyse information not sourced directly from the video stream) and hybrid (analyse a combination of internal and external information). Video summaries are considered as a function of the type of content they are derived from (object, event, perception or feature based) and the functionality offered to the user for their consumption (interactive or static, personalised or generic). It is argued that video summarisation would benefit from greater incorporation of external information, particularly user based information that is unobtrusively sourced, in order to overcome longstanding challenges such as the semantic gap and providing video summaries that have greater relevance to individual users