Data analysis requires new approaches in many domains for evaluating tools and techniques, particularly when the data sets grow large and more complex. Evaluation-as-aservice (EaaS) was coined as a term to represent evaluation approaches based on APIs, virtual machines or source code submission, different from the common paradigm of evaluating techniques on a distributed test collection, tasks and submitted results files. Such new approaches become necessary when data sets become extremely large, contain confidential information or might change quickly over time. The workshop on cloud-based evaluation (CBE) took place in Boston, MA, USA on November 5, 2015 and explored several approaches for data analysis evaluation and frameworks in this field. The objective was to include several stakeholders from academic partners, companies to funding agencies to cover various interests and viewpoints in the discussion of evaluation infrastructures. The workshop focused on the biomedical domain but the results are easily applicable to many domains of information analysis and retrieval.
Since 1995 different scenarios for teleteaching have been developed at the University of Erlangen-Nuremberg. As schools and institutes of the university are distributed over two neighbouring cities at about 20 km distance, there is specific need for teleteaching applications. Many students have to travel several times a week between the two cities. Meanwhile teleteaching applications have become an integral part of the curriculum and are being conducted routinely.Teleteaching scenarios include (but are not limited to):Virtual lecture: A lecture is being transmitted to several remote access points. Students can interact with the lecturer and among themselves by using audiolvideo conferencing tools. For presentation of associated materials the lecturer can use several different remote presentation systems.Virtual seminar: Different groups of students are linked in a virtual seminar environment transmitting talks from each participating access point. This means that conferencing tools have to support manyto-many relations for communication.Virtual practising course: Groups of students using PC or workstations share a tele-instructor by 0-7803-5428-1/99/$10.0001999 IEEE audiolvideo conferencing tools and specific groupware tools.There are several other synchronous scenarios [ 11 that have been realised by high-quality video conference applications (e. g. virtual excursion, distributed colloquium, knowledge transfer f r o d t o companies).All scenarios share a corresponding technical setup according to the use of audiolvideo streams and the utilisation of supporting tools like remote presentation systems. A special focus has been put on the use of highquality and thus high-bandwidth demanding technologies for media transmission.For the realisation of the teleteaching scenarios, several teleteaching access points (cf. Figure 1) in different university locations with suitable network connectivity and audiolvideo equipment have been set up. This includes two multimedia lecture theatres for virtual lectures and three multimedia conference rooms for smaller teleteaching scenarios that require higher degrees of interaction (e. g. virtual seminar). An in-depth explanation of the realised technical multimedia infrastructure is given in [21, [31. 31 1
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