New Technology and Tools to Enhance Collaborative Video Analysis in Live ‘Data Sessions’

The live ‘data session’ is arguably a significant collaborative practice amongst a group of co-present colleagues that has sustained the fermentation of emerging analyses of interactional phenomena in ethnomethodological conversation analysis for several decades. There has not, however, been much in the way of technological innovation since its inception. In this article, I outline how the data session can be enhanced (a) by using simple technologies to support the ‘silent data session’, (b) by developing software tools to present, navigate and collaborate on new types of video data in novel ways using immersive virtual reality technologies, and (c) by supporting distributed version control to nurture the freedom and safety to collaborate synchronously and asynchronously on the revision of a common transcript used in a live data session. Examples of real cases, technical solutions and best practices are given based on experience. The advantages and limitations of these significant enhancements are discussed in methodological terms with an eye to future developments

Interfaces for television content sharing and annotation

Dissertação para obtenção do Grau de Mestre em Engenharia InformáticaThe ways of television consumption and production are changing significantly, with the viewers moving away from the traditional linear model. The various devices for accessing content have a significant role in these changes and suggest new paradigms of access. Social experience has also changed and takes on new forms molded by technology. Content sharing and production from users are some of the trends that globally influence how we relate to audiovisual content. Therefore the aim is to develop ways to access television content, that allow commenting and sharing, through multimodal annotations. These annotations include text, sketches, handwriting and images. Our solution provides users a way to watch and annotate television content, in real-time and in a collaborative environment. Using a mobile device, users can annotate content together with other users, while watching both content and annotations on a TV. These annotations can also be shared through social networks or saved on other platforms. Finally, the system also uses content provided by the users to search and link to television content.Fundação para a Ciência e a Tecnologia - UTA-Est/MAI/0010/2009 - project ImTV (On-Demand Immersive-TV for Communities of Media Producers and Consumers

Apporti metodologici innovativi attraverso la collaborazione internazionale: l’uso della video analisi per comprendere la progettazione didattica

The purpose of this paper is to propose new directions for research in the use of video analysis to improve teaching and learning design in mathematics. The research directions have been developed through an international collaboration involving researchers from Italy and Australia. The paper includes an outline of these context and the different drivers for research before presenting providing a literature review to support future methodological innovation.L’articolo descrive e approfondisce le nuove direzioni di ricerca in ambito educativo attraverso l’uso della videoanalisi per migliorare la progettazione dei processi di insegnamento-apprendimento della matematica. Le direzioni di ricerca sono state sviluppate attraverso una collaborazione in ter nazionale che ha coinvolto ricercatori italiani e australiani. L’articolo illustra una panoramica dei diversi contesti di ricerca e delinea un’ampia trattazione della letteratura di ambito come quadro teorico d riferimento della proposta metodologica innovativa

How to improve collaborative learning with video tools in the classroom? Social vs. cognitive guidance for student teams

Digital video technologies offer a variety of functions for supporting collaborative learning in classrooms. Yet, for novice learners, such as school students, positive learning outcomes also depend centrally on effective social interactions. We present empirical evidence for the positive effects of instructive guidance on performance and on learning of students who use web-based video tools during a short collaborative-design task in their history lesson. In an experiment with 16-year old learners (N = 148) working on a history topic, we compared two contrasting types of guidance for student teams' collaboration processes (social-interaction-related vs. cognitive-task-related guidance). We also compared two types of advanced video tools. Both types of guidance and tools were aimed at supporting students' active, meaningful learning and critical analysis of a historical newsreel. Results indicated that social-interaction-related guidance was more effective in terms of learning outcomes (e.g., the students' history skills) than cognitive-task-related guidance. The different tools did not yield consistent results. The implications of these findings are discusse

The 2010 Horizon report

Titre de l'écran-titre (visionné le 22 mars 2010

Evolving practices of end user articulation in software co-design

The work is focused on new techniques and practices that support end user to get involved in software co-design. Social networks, variations of self-documentation and new interactive technologies enable new forms of user involvement in software development projects. The potential of new practices and also the issues that come with these methods will be reflected.Die Arbeit thematisiert neue Technologien und Praktiken zur Unterstützung der Nutzereinbindung im Software Co-Design. Soziale Netzwerke, Variationen der Selbstdokumentation und neue interaktive Technologien ermöglichen neue Formen der Beteiligung an Software Entwicklungsprojekten. Das Potential neuer Praktiken und auch die Herausforderungen bei der Anwendung solcher Methoden werden reflektiert

MC2: MPEG-7 content modelling communities

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel UniversityThe use of multimedia content on the web has grown significantly in recent years. Websites such as Facebook, YouTube and Flickr cater for enormous amounts of multimedia content uploaded by users. This vast amount of multimedia content requires comprehensive content modelling otherwise retrieving relevant content will be challenging. Modelling multimedia content can be an extremely time consuming task that may seem impossible particularly when undertaken by individual users. However, the advent of Web 2.0 and associated communities, such as YouTube and Flickr, has shown that users appear to be more willing to collaborate in order to take on enormous tasks such as multimedia content modelling. Harnessing the power of communities to achieve comprehensive content modelling is the primary focus of this research. The aim of this thesis is to explore collaborative multimedia content modelling and in particular the effectiveness of existing multimedia content modelling tools, taking into account the key development challenges of existing collaborative content modelling research and the associated modelling tools. Four research objectives are pursued in order to achieve this; first, design a user experiment to study users’ tagging behaviour with existing multimedia tagging tools and identify any relationships between such user behaviour; second, design and develop a framework for MPEG-7 content modelling communities based on the results of the experiment; third, implement an online service as a proof of concept of the framework; fourth, validate the framework through the online service during a repeat of the initial user experiment. This research contributes first, a conceptual model of user behaviour visualised as a fuzzy cognitive map and, second, an MPEG-7 framework for multimedia content modelling communities (MC2) and its proof of concept as an online service. The fuzzy cognitive model embodies relationships between user tagging behaviour and context and provides an understanding of user priorities in the description of content features and the relationships that exist between them. The MC2 framework, developed based on the fuzzy cognitive model, is deep-rooted in user content modelling behaviour and content preferences. A proof of concept of the MC2 framework is implemented as an online service in which all metadata is modelled using MPEG-7. The online service is validated, first, empirically with the same group of users and through the same experiment that led to the development of the fuzzy cognitive model and, second, functionally against the folksonomy and MPEG-7 content modelling tools used in the initial experiment. The validation demonstrates that MC2 has the advantages without the shortcomings of existing multimedia tagging tools by harnessing the ease of use of folksonomy tools while producing comprehensive structured metadata.Supported by UK Engineering and Physical Sciences Research Council (EPSRC

Adding some TEC-variety: 100+ activities for motivating and retaining learners online

The TEC-VARIETY framework purposely takes into account current technology trends and attempts to stimulate their use in pedagogically effective ways. As such, it rests at the intersection of such exciting educational affordances brought about by emerging learning technologies, intrinsic as well as extrinsic motivation-related theories, and the rapidly shifting perspectives on teaching and learning philosophies and approaches. For online educators who are frustrated with never-ending waves of technology and the lack of training on how to effectively use them in their courses, we hope that the TEC-VARIETY framework can offer a ray of sunshine and a new beginning for online educators worldwide. As part of that hope, such educators might find activities and strategies that they can make use of to nurture engagement and success online. These strategies can breathe life into current classes and programs that are failing to engage their learners. They tap into learners’ inner resources and desires to learn and grow toward a better future. At the same time, they can invite the global sharing of ideas and knowledge as part of a worldwide community or family of learners

Postmodern Feminism, Hypertext, And The Rhetoric Of Cooking Websites

This study explores the ways cookbooks and their rhetorical dimensions have been re-imagined using hypertext and Web technology. Using the tenets of postmodern feminist rhetoric and Web design theory, the study considers how commercial cooking hypertexts construct users\u27 identities. Although hypertext is a potentially empowering technology, democratizing rhetoric and knowledge making practices, commercial hypertext often circumscribes agency formation and prohibits participation. Participatory, constructive hypertexts are difficult to design and costly to maintain. Of the three sites studied, Epicurious.com, BettyCrocker.com, and FoodNetwork.com, only Epicurious.com encourages meaningful communication between users and between users and designers. In many ways, Epicurious.com conceives of its users as active agents. Most of its content celebrates many knowledge making practices traditionally considered feminine and embodied. In contrast, BettyCrocker.com and FoodNetwork.com rely on closed, proprietary systems designs to maintain their authority. Users have little opportunity to participate as active agents. In small ways, however, users can begin to deconstruct the hypertexts, to resist the standards and strictures of expertly created recipes by reporting variations and opinions. The features that most reflect the tenets of a constructive feminist hypertext make possible some small movements toward agency