MuLVAT: A Video Annotation Tool Based on XML-Dictionaries and Shot Clustering

Θεοδοσίου, Ζήνωνας; Kounoudes, Anastasis; Tsapatsoulis, Nicolas; Milis, Marios

doi:10.1007/978-3-642-04277-5_92

Cited by 10 publications

(6 citation statements)

References 3 publications

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“…By adding additional notes to the video content the learners can provide further clarifications, highlight points of interest, raise issues and provide feedback. A number of video annotation tools are reported in literature through the years (Preston et al 2005, Theodosiou et al 2009, Risko et al 2013, Yousef et al 2015.…”

Section: Introductionmentioning

confidence: 99%

Using open source technologies and open internet resources for building an interactive video based learning environment that supports learning analytics

Kleftodimos

Evangelidis

2016

Smart Learn. Environ.

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The use of online videos is a common practice today amongst education professionals. Interactive features in videos are constantly evolving and a recent trend is the integration of interactive elements and web content into educational videos. The paper (a) provides a roadmap for using open source tools and open internet resources to develop a learning environment where video content is aggregated with interactive elements, educator content and content coming from the web, (b) describes how these open source tools are used for capturing and storing learner activity data, and, (c) presents findings obtained from analyzing learner activity data gathered in an educational setting during an academic year.

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Section: Introductionmentioning

confidence: 99%

Using open source technologies and open internet resources for building an interactive video based learning environment that supports learning analytics

Kleftodimos

Evangelidis

2016

Smart Learn. Environ.

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“…By adding comments to the video content the learners can provide further clarifications, highlight points of interest, express reflections, raise issues and questions, and provide feedback. A number of video annotation (or video discussion) tools have been reported in literature through the years (Lin et al, 2003;Preston et al, 2005;Theodosiou et al, 2009;Rich and Hannafin, 2009;Motti et al, 2009;Colasante, 2011;Risko et al, 2013;Yousef et al, 2015;Agarwala et al, 2012).…”

Section: Interactive Videosmentioning

confidence: 99%

Edutainment and practice in video-based learning: enriching educational videos with interactive activities and games

Kleftodimos¹,

Lappas²,

Evangelidis³

2020

IJENTTM

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Video-based learning has a long history but the transfer of educational videos to the web has given a powerful potential to this form of learning. Today, there is an abundance of independent educators, trainers, and educational organisations that use online video for educational content delivery. In most cases however, the videos that exist in educational platforms do not contain any aspects of interactivity and educational entertainment (edutainment). These are mostly non-interactive videos and in cases where there is interactivity this is mainly restricted to in-video quizzes and user annotations. The aim of this paper is to present solutions on how to develop interactive video-based learning environments using open source and freeware tools. In these solutions educational videos are enriched with knowledge testing activities, games, and hands-on practice exercises for learning software applications. The developed video-based learning environments were used and evaluated in classroom settings and some findings are reported in the paper.

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“…These include VideoAnnEx (Lin et al 2003), the Video Interaction for Teaching and Learning (VITAL) (Preston et al 2005), MuL-VAT (Theodosiou et al 2009), WaCTool (Motti et al 2009), the media annotation tool (MAT) (Colasante 2011a), the Collaborative Annotation Tool (CATool) Open Sourcing Harvard University's Collaborative Annotation Tool 2016, and the Collaborative Lecture Annotation tool (CLAS) (Risko et al 2013).…”

Section: Video Annotationmentioning

confidence: 99%

Video annotation and analytics in CourseMapper

Chatti

Marinov

Sabov

et al. 2016

Smart Learn. Environ.

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Over the past few years there has been an increasing interest to investigate the potential of Video-Based Learning (VBL) as a result of new forms of online education, such as flipped classrooms and Massive Open Online Courses (MOOCs) in order to engage learners in a self-organized and networked learning experience. However, current VBL approaches suffer from several limitations. These include the focus on the traditional teacher-centered model, the lack of human interaction, the lack of interactivity around the video content, lack of personalization, as well as assessment and feedback. In this paper, we investigate the effective design of VBL environments and present the design, implementation, and evaluation details of CourseMapper as a mind map-based collaborative video annotation and analytics platform that enables learners' collaboration and interaction around a video lecture. Thereby, we focus on the application of learning analytics mainly from a learner perspective to support self-organized and networked learning through personalization of the learning environment, monitoring of the learning process, awareness, self-reflection, motivation, and feedback.

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MuLVAT: A Video Annotation Tool Based on XML-Dictionaries and Shot Clustering

Cited by 10 publications

References 3 publications

Using open source technologies and open internet resources for building an interactive video based learning environment that supports learning analytics

Using open source technologies and open internet resources for building an interactive video based learning environment that supports learning analytics

Edutainment and practice in video-based learning: enriching educational videos with interactive activities and games

Video annotation and analytics in CourseMapper

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