8,267 research outputs found
ePortfolios: models and implementation
This paper explores the use of ePortfolio tools to support teaching, learning and the personal and professional development of postgraduate students at the Institute of
Education, University of London (IOE). The needs of tutors and students are considered alongside the affordances and limitations of specific tools in relation to these
needs. The study involved five areas of postgraduate study at the IOE, one at PhD level, two at Masters level (MA in ICT in Education and MTeach) and two PGCE courses
(PGCE in ICT and Post-Compulsory PGCE). Preliminary discussions with IOE staff revealed five common themes relating to the perceived purpose of an ePortfolio:
model, ownership, collaboration, accessibility and support. The first theme relates to the definition of the ePortfolio, whilst the remaining themes address questions
relating to ownership, control, use and user needs/development. In this paper, each of the themes and the questions raised within those areas are addressed in
detail and a cross-comparative table of responses across each of five teaching scenarios is provided with levels of importance measured on a scale of 1 (low) to
4 (high)
The art of video MashUp: supporting creative users with an innovative and smart application
In this paper, we describe the development of a new and innovative tool of video mashup. This application is an easy to use tool of video editing integrated in a cross-media platform; it works taking the information from a repository of videos and puts into action a process of semi-automatic editing supporting users in the production of video mashup. Doing so it gives vent to their creative side without them being forced to learn how to use a complicated and unlikely new technology. The users will be further helped in building their own editing by the intelligent system working behind the tool: it combines semantic annotation (tags and comments by users), low level features (gradient of color, texture and movements) and high level features (general data distinguishing a movie: actors, director, year of production, etc.) to furnish a pre-elaborated editing users can modify in a very simple way
Enhancing Social Sharing of Videos: Fragment, Annotate, Enrich, and Share
Media consumption is an inherently social activity, serving to communicate ideas and emotions across both small- and large-scale communities. The migration of the media experience to personal computers retains social viewing, but typically only via a non-social, strictly personal interface. This paper presents an architecture and implementation for media content selection, content (re)organization, and content sharing within a user community that is heterogeneous in terms of both participants and devices. In addition, our application allows the user to enrich the content as a differentiated personalization activity targeted to his/her peer-group. We describe the goals, architecture and implementation of our system in this paper. In order to validate our results, we also present results from two user studies involving disjoint sets of test participants
Web 2.0 technologies for learning at Key Stages 3 and 4: summary report
The research project on Web 2.0 technologies for learning at Key Stages 3 and 4 was a major initiative funded by Becta to investigate the use and impact of such technologies in and out of school. The purpose of this research was to help shape Becta's own thinking and inform policy-makers, schools and local authorities on the potential benefits of Web 2.0 technologies and how their use can be effectively and safely realised. This document is he summary of the reports published for this project
Social video: A collaborative video annotation environment to support E-learning
Our social video system allows users to enrich video by additional information like external websites, hypertext, images, other videos, or communication channels. Users are able to annotate whole videos, scenes, and objects in the video. We do not focus on a single user accessing the system but on multiple users watching the video and accessing the annotations others have created. Our web-based prototype differs from classical hypervideo systems because it allows annotation (authoring) and navigation in videos by focusing on collaboration and communication between the users. The prototype is integrated into the online social network Facebook and was evaluated with more than 300 users. The evaluation analyzes the usage of the system with a learning scenario in mind and indicates a learning success of users
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Building capacity in climate change policy analysis and negotiation: methods and technologies
Capacity building is often cited as the reason “we cannot just pour money into developing countries” and why so many development projects fail because their design does not address local conditions. It is therefore a key technical and political concept in international development.
Some of the poorest countries in the world are also some of the most vulnerable to the impacts of climate change. Their vulnerability is in part due to a lack of capacity to plan and anticipate the effects of climate change on crops, water resources, urban electricity demand etc. What capacities do these countries lack to deal with climate change? How will they cope? What steps can they take to reduce their vulnerability?
This innovative and high-profile research project was part of a larger project (called C3D) and conducted with non-governmental organisations in Senegal, South Africa and Sri Lanka. The research involved several participatory workshops and a questionnaire to all three research centres
Video Vortex reader : responses to Youtube
The Video Vortex Reader is the first collection of critical texts to deal with the rapidly emerging world of online video – from its explosive rise in 2005 with YouTube, to its future as a significant form of personal media. After years of talk about digital convergence and crossmedia platforms we now witness the merger of the Internet and television at a pace no-one predicted. These contributions from scholars, artists and curators evolved from the first two Video Vortex conferences in Brussels and Amsterdam in 2007 which focused on responses to YouTube, and address key issues around independent production and distribution of online video content. What does this new distribution platform mean for artists and activists? What are the alternatives
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Temporal hybridity: Mixing live video footage with instant replay in real time
Copyright @ 2010 ACMIn this paper we explore the production of streaming media that involves live and recorded content. To examine this, we report on how the production practices and process are conducted through an empirical study of the production of live television, involving the use of live and non-live media under highly time critical conditions. In explaining how this process is managed both as an individual and collective activity, we develop the concept of temporal hybridity to
explain the properties of these kinds of production system and show how temporally separated media are used, understood and coordinated. Our analysis is examined in
the light of recent developments in computing technology and we present some design implications to support amateur video production.The research was partly made possible by a grant from the Swedish Governmental Agency for Innovation Systems to the Mobile Life VinnExcellence Center, in partnership with
SonyEricsson, Ericsson, Microsoft Research, Nokia Research, TeliaSonera and the City of Stockholm
Mobile reflections (MoRe) pilot, developing reflection within initial teacher training for students with dyslexia
The MoRe (Mobile Reflections) pilot was designed to explore whether the use of freely available Web 2.0 technology and mobile phones could assist dyslexic student teachers to develop reflective skills by capturing their reflections using audio within a shared online learning space
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