=Paper=
{{Paper
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|storemode=property
|title=Presentations Preserved as Interactive Multi-video Objects
|pdfUrl=https://ceur-ws.org/Vol-983/paper8.pdf
|volume=Vol-983
}}
==Presentations Preserved as Interactive Multi-video Objects==
https://ceur-ws.org/Vol-983/paper8.pdf
Presentations Preserved as
Interactive Multi-video Objects
Caio César Viel
Department of Computer Science Abstract
Universidade Federal de São Carlos We first give an overview of a system which allows
São Carlos-SP, Brazil capturing a lecture to generate, as a result, a multi-video
caio viel@dc.ufscar.br multimedia learning object composed of synchronized
videos, audio, images and context information. We then
Erick L. Melo discuss how a group of students interacted with a learning
Department of Computer Science
object captured from a problem solving lecture: a similar
Universidade Federal de São Carlos
approach can be used by instructors to reflect about their
São Carlos-SP, Brazil
erick melo@dc.ufscar.br performance during their lectures.
Maria da Graça C. Pimentel
Author Keywords
Institute of Mathematics and Computer Science Student-multimedia interaction. Interactive Multimedia.
Universidade de São Paulo E-learning. Ubiquitous Capture and Access. NCL.
São Carlos-SP, Brazil
mgp@icmc.usp.br ACM Classification Keywords
H.2.3 [Communications Applications]: Information
Cesar A. C. Teixeira
browsers.
Department of Computer Science
Universidade Federal de São Carlos General Terms
São Carlos-SP, Brazil Documentation, Measurement, Verification.
cesar@dc.ufscar.br
Introduction
Increasingly universities record lectures and make them
Copyright c 2013 for the individual papers by the papers’ au- available on the web, exploiting the fact that the
thors. Copying permitted only for private and academic pur- classroom can be viewed as a rich multimedia
poses. This volume is published and copyrighted by its editors. environment where audiovisual information is combined
WAVe 2013 workshop at LAK’13, April 8, 2013, Leuven, Bel- with annotating activities to produce complex multimedia
gium ).
34
objects [1]. Although in some cases the web lecture may
be a single video stream (e.g. Kan Academy and TED
talks), more elaborate viewing alternatives are available
(e.g. opencast [2] and openEya [3]).
Once captured lectures have been made available, being
able to analyse how the users watch them – and learn
from them – is a challenging task, as illustrated by Brooks
and colleagues [2]. In such a scenario, extracting
semantics from the captured information is a must [7].
We built a system prototype that allows recording a (a)
lecture: audio and video streams from the instructor,
slides, writings on whiteboards, as well as contextual
information – the aim is to automatically generate an
interactive multimedia object [5, 6]. Given the several
sources of information, students must be given a broad
range of interaction alternatives when reviewing the
lecture: our system generates multi-video objects in a
standard for interactive multimedia, so that students have
several interaction alternatives at the same time that can (b)
use a standard HTML5 browser. The actual student
interactions are also captured so they can be analysed.
Next, we briefly introduce our system, and outline results
from analysing the student interactions with the resulting
interactive multi-video object.
From capture to interactive multi-video
We have instrumented a classroom with cameras
(Figure 1(a)), and built a prototype system whose
modules (Figure 1(b)) capture several information streams (c)
from a lecture and generate an interactive multimedia
object (NCL1 ), which can then be played-back in a player Figure 1: (a) Classroom. (b) Prototype overview. (c) Player
which runs on standard HTML5 browsers (Figure 1(c)).
The player (Figure 1(c)) is designed so that the
1 Nested Context Language - http://ncl.org.br/en multi-video object corresponding to the lecture may be
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reconstituted and explored in dimensions not achievable in Checking out student interactions
the classroom. The student may be able, for example, to Given that the multimedia object has more than one video
obtain multiple synchronized audiovisual content that stream and that students can choose which stream they
includes the slide presentation (1), the whiteboard content want as the main stream (presented in the large window
(2), video streams with focus on the slide (3) or the in the player), the information of which stream is the
lecturer’s full body (4), or the lecturer’s web browsing, most selected as the main stream at each moment can be
among others. Moreover, the student may choose at any useful for the instructors to reflect about their
time what content is more appropriated to be exhibited in performance during the lecture.
full screen. The student may also be able to perform
semantic browsing using points of interest like slides We present next how students interacted with the several
transitions and the position of lecturer in the classroom. video components that make up the multi-video object of
Moreover, facilities can be provided for users to annotate modules 1 and 4. A detailed discussion of the students
the captured lecture while watching it, as advocated by interaction with all modules is available elsewhere [8].
the Watch-and-Comment paradigm [4].
Figure 2(a) and Figure 2(b) summarize which streams
One lecture, 12 modules were most selected as the main stream, respectively, for
Using the capture-tool prototype, one instructor captured module 1 and module 4. Each line represents how many
one lecture without students in the classroom: students times a stream was watched in a specific moment:
had access to the multi-video object to prepare to their • the blue line corresponds to the slides as presented
final exam. in the instructors notebook (Figure 1(c-1));
• the red line corresponds to the conventional
The lecture was a problem solving session for a Computer whiteboard (Figure 1(c-2));
Organization course in which an instructor solved a total • the green line corresponds to the electronic
of 15 exercises. These exercises were related to each other whiteboard which presented slides which could be
and usually a subsequent exercise used some results from annotated by the instructor (Figure 1(c-3));
the previous one. The exercises also become more difficult
• and the purple corresponds to the camera giving an
as the presentation progressed.
overview of the classroom (Figure 1(c-4)).
The lecture was divided into 12 modules, totalling 1 hour
and 18 minutes. Module 1 presented 3 exercises, module As shown in Figure 2(a), students watched more, as the
5 contained 2 exercises, and all the other modules main stream, the slides and the whiteboard. The three
presented one exercise each. regions with higher values for the red line correspond to
the moments in which the instructor solved the three
Eighteen students watched the lecture for at least 4 exercises writing on the conventional whiteboard.
minutes: the average playback time was 59 minutes, with Accordingly, the higher values for the blue line correspond
standard deviation of 39 min. The average number of to the slides with the specification of the exercises, and
interactions was 118.6, also with a large deviation (99.6). precede properly the higher values of the red line. A
36
similar behavior is shown in Figure 2(b): the difference is Acknowledgements
that this module discussed a single exercise. We thank the courses instructor and the students, the
WAVe13 organizers for the opportunity to present our
work, and the workshop participants for their inspiring
presentations.2
References
[1] Abowd, G., Pimentel, M. d. G. C., Kerimbaev, B.,
Ishiguro, Y., and Guzdial, M. Anchoring discussions in
lecture: an approach to collaboratively extending
classroom digital media. In Proc. CSCL’99 (1999).
[2] Brooks, C., Thompson, C., and Greer, J. Visualizing
lecture capture usage: A learning analytics case study.
In Proc. WAVe’2013 (2013).
(a) [3] Canessa, E., Fonda, C., Tenze, L., and Zennaro, M.
Apps for synchronized photo-audio recordings to
support students. In Proc. WAVe’2013 (2013).
[4] Cattelan, R. G., Teixeira, C., Goularte, R., and
Pimentel, M. D. G. C. Watch-and-comment as a
paradigm toward ubiquitous interactive video editing.
ACM TOMCCAP 4, 4 (Nov. 2008), 28:1–28:24.
[5] Hürst, W., Maass, G., Müller, R., and Ottmann, T.
The ”authoring on the fly” system for automatic
presentation recording. In CHI’01 Extended Abstracts
(2001), 5–6.
[6] Pimentel, M., Abowd, G. D., and Ishiguro, Y. Linking
(b) by interacting: a paradigm for authoring hypertext. In
Proc. HYPERTEXT’00 (2000), 39–48.
Figure 2: Studen interactions with modules 1 and 4
[7] Ronchetti, M. Videolectures ingredients that can
make analytics effective. In Proc. WAVe’2013 (2013).
Final Remarks
[8] Viel, C., Melo, E., da Graça Pimentel, M., and
Our plans for future work include capturing more
Teixeira, C. How are they watching me: learning from
contextual information during the presentation toward
student interactions with multimedia objects captured
providing novel navigation facilities, and the development
from classroom presentations. In Proc. ICEIS’13
of visualization tools for the instructors to analyse the
(2013).
students multi-video object interaction.
2 http://videolectures.net/wave2013
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