Exploring Video Feedback in Philosophy

This paper explores the benefits of video feedback for teaching philosophy. Our analysis, based on results from a self-report student survey along with our own experience, indicates that video feedback possesses a number of advantages over traditional written comments. In particular we argue that video feedback is conducive to providing high-quality formative feedback, increases detail and clarity, and promotes student engagement. In addition, we argue that the advantages of video feedback make the method an especially apt tool for addressing challenges germane to teaching philosophy. Video feedback allows markers to more easily explain and illustrate philosophical goals and methods. It allows markers to model the doing of philosophy and thereby helps students to see philosophy’s value. Video feedback is a promising tool for addressing both cognitive and affective barriers to learning philosophy. Such advantages are especially valuable in the context of a student-centered, intentional learning framework. In light of these advantages, we find that video feedback is underappreciated and underutilized

Video information retrieval using objects and ostensive relevance feedback

In this paper, we present a brief overview of current approaches to video information retrieval (IR) and we highlight its limitations and drawbacks in terms of satisfying user needs. We then describe a method of incorporating object-based relevance feedback into video IR which we believe opens up new possibilities for helping users find information in video archives. Following this we describe our own work on shot retrieval from video archives which uses object detection, object-based relevance feedback and a variation of relevance feedback called ostensive RF which is particularly appropriate for this type of retrieval

Adaptive Multicast of Multi-Layered Video: Rate-Based and Credit-Based Approaches

Network architectures that can efficiently transport high quality, multicast video are rapidly becoming a basic requirement of emerging multimedia applications. The main problem complicating multicast video transport is variation in network bandwidth constraints. An attractive solution to this problem is to use an adaptive, multi-layered video encoding mechanism. In this paper, we consider two such mechanisms for the support of video multicast; one is a rate-based mechanism that relies on explicit rate congestion feedback from the network, and the other is a credit-based mechanism that relies on hop-by-hop congestion feedback. The responsiveness, bandwidth utilization, scalability and fairness of the two mechanisms are evaluated through simulations. Results suggest that while the two mechanisms exhibit performance trade-offs, both are capable of providing a high quality video service in the presence of varying bandwidth constraints.Comment: 11 page

Search trails using user feedback to improve video search

In this paper we present an innovative approach for aiding users in the difficult task of video search. We use community based feedback mined from the interactions of previous users of our video search system to aid users in their search tasks. This feedback is the basis for providing recommendations to users of our video retrieval system. The ultimate goal of this system is to improve the quality of the results that users find, and in doing so, help users to explore a large and difficult information space and help them consider search options that they may not have considered otherwise. In particular we wish to make the difficult task of search for video much easier for users. The results of a user evaluation indicate that we achieved our goals, the performance of the users in retrieving relevant videos improved, and users were able to explore the collection to a greater extent

Feedback of information in the empathic accuracy of sport coaches

Objective The purpose of this study was to investigate changes in the empathic accuracy of sport coaches in relation to feedback of information. Coaches' experience and qualification level were also considered. Method Sixty badminton coaches were randomly assigned to either an experimental or a control group. All coaches watched a video of an athlete's technical training session with her coach. At designated segments of the video all coaches were asked to make inferences about what the athlete's thoughts and feelings had been. Only the coaches in the experimental group were given corrective feedback on the athlete's thoughts and feelings following their inference. Empathic accuracy was estimated by comparing these inferences with the athlete's own self-reported thoughts and feelings. Results It was shown that both groups' empathic accuracy improved over the course of watching the video; however, the experimental group improved significantly more. It was found that coaches' experience was significantly associated with empathic accuracy for the control group only. Conclusions The results suggest that continued exposure to an athlete increases a coach's empathic accuracy and that this can be significantly improved with accurate feedback about that athlete

Using feedback to promote learning: student and tutor perspectives

This paper summarises a study of students’ and staff perceptions and experiences of assessment feedback practice across a post-1992 university. Phases 1 and 2 of the project gathered students’ and academic colleagues’ views on assessment feedback practice. Focus groups were then carried out with students and one discussion was video recorded for subsequent use in workshops with faculty colleagues. Students’ and staff’s thoughts on issues militating against good assessment feedback practice were gathered, commented on, analysed, and reported back to the faculties. The student focus groups provided interesting insights as to how students perceive and receive feedback which were classified as being related to content, clarity and style. It was established that, with very few exceptions, issues and good practice in assessment feedback can be generalised across disciplines and, in the main, staff and students share their perceptions of what constitutes good assessment feedback

Audio and screen visual feedback to support student learning

Feedback has been highlighted as the most powerful influence on student achievement, but students are often less satisfied with feedback than with other aspects of the student experience. It is hence important that ways of offering feedback are found that are useful both for improving learning and for gaining student satisfaction. This ongoing study was designed to explore and to improve feedback in a variety of differing contexts, two of which are reported here: i) audio feedback on a first year undergraduate written assignment in Geography (product-oriented feedback); and ii) video feedback from ongoing laboratory sessions with first-year Biosciences students (process-oriented feedback). These contexts have been selected as offering different ways of working and for highlighting a number of issues and areas for further development. Student and staff views have been gained via surveys, focus groups, individual interviews and ‘stimulated recall’ sessions. Findings suggest that students have high expectations in relation to feedback; many anticipate the kinds of individual face-to-face interaction they experienced in school and are not easily satisfied by other ways of working. In addition, offering audio or video feedback that is supportive to learning in both affective and cognitive terms is not necessarily easy. In the context of written assignments there is still much to be learned about appropriateness of length, tone, the register of language, the balance between praise and criticism, and the best contexts and timing for audio feedback. In the context of large classes for laboratory sessions, further research is needed on how lecturers and demonstrators can give ongoing feedback that is useful when captured for replay in video form, and also about how effective video taken in class might be then used for training purposes in order to enable student demonstrators to be more effective and knowledgeable when offering feedback to student

Video retrieval using dialogue, keyframe similarity and video objects

There are several different approaches to video retrieval which vary in sophistication, and in the level of their deployment. Some are well-known, others are not yet within our reach for any kind of large volumes of video. In particular, object-based video retrieval, where an object from within a video is used for retrieval, is often particularly desirable from a searcher's perspective. In this paper we introduce Fischlar-Simpsons, a system providing retrieval from an archive of video using any combination of text searching, keyframe image matching, shot-level browsing, as well as object-based retrieval. The system is driven by user feedback and interaction rather than having the conventional search/browse/search metaphor and the purpose of the system is to explore how users can use detected objects in a shot as part of a retrieval task