Using digital video as an asynchronous method of instruction

Filippidis, S.; Tsoukalas, I.A.

doi:10.1109/icalt.2003.1215042

Cited by 4 publications

(3 citation statements)

References 12 publications

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“…Many of them are located in the area of learning or teaching. Masum et al [21] and Filippidis et al [6] show distance learning approaches with the help of asynchronous video. MOOCs (massive open online courses), which are extremely growing in importance over the last years, often face the same challenge of using recorded video to playback a lecture to a student.…”

Section: Areas Of Applicationmentioning

confidence: 98%

Asynchronous understanding of creative sessions using archived collaboration artifacts

Gericke

Wenzel

Meinel

2014

2014 International Conference on Collaboration Technologies and Systems (CTS)

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To a large extend, collaboration and communication consists of the understanding of extrinsic activity. This task is especially hard to achieve in remote settings or also locally when people cannot take part in meetings. In this paper we are addressing the question, if understanding of the essential decisions, facts, and processes can be achieved by just consuming collaboration data afterwards. Therefore, we take existing experiment recordings and make them explorable by the TeleBoard History Browser. Participants had a given time frame to answer content-related questions for a design thinking session.We found out that people are able to review those creative sessions and grasp the essential key points in the past work processes. Still, people are approaching the data differently depending on their personal preferences and their general process knowledge. It turns out that our approach can help distributed teams in working closer together beyond conference calls or shared documents. From our perspective, traceability of past interactions can substantially ease remote collaboration, especially in creative settings.

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Section: Areas Of Applicationmentioning

confidence: 98%

Asynchronous understanding of creative sessions using archived collaboration artifacts

Gericke

Wenzel

Meinel

2014

2014 International Conference on Collaboration Technologies and Systems (CTS)

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“…First one is that using video courseware is time-consuming and tedious. Statistical results of the survey [3] indicate the lowest rating in the category "Ease of Use". AV source may be analyzed to result in structural information [4] that can guarantee no-linear access to video data and different variations of didactical video for effective use.…”

Section: Introductionmentioning

confidence: 96%

“…The didactical video courseware can provide rich content, at the same time, using digital video as an asynchronous method of instruction [3] is found useful, satisfying, easy to use, and easy to learn. But now video courseware is not corresponding to growing popularity and capability of various mobile devices and network bandwidth.…”

Section: Introductionmentioning

confidence: 99%

Ermsct: Mpeg-7 Based Didactical Av Courseware Building Tool for Heterogeneous Terminals

Zou

Huang

Gao

2004

New Horizon in Web-Based Learning

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Now video courseware is not adaptive to heterogeneous terminals, and its description metadata is too much simple to efficiently and effectively search, store, and evaluate the teaching quality. For much redundancy and domain-knowledge in the didactical AV and the maturation of MPEG-7[1][2], we have implemented ERMSCT a that can analyze the didactical video content, produce two variations of it for heterogeneous terminals, as well as annotate with MPEG-7. The purpose of this paper is primarily twofold. The first purpose is to how to use MPEG-7 to design the description scheme about the didactical AV. The second purpose is to show how efficient and effective the video courseware created by content-based multimedia analysis is.

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Teaching a Computer Science Course using Adaptable Instructional Images

Filippidis

Tsoukalas

IFIP International Federation for Information Processing

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Abstract. In this paper, we use adaptable instructional digital images. The images used are the result of screen capture. These images illustrate the specific use of a spreadsheet software package in order to complete a given task. This task consists from several parts, and for these parts the corresponding images are given in different versions. Each version is using a different amount of details for the same part of the task. The task is accessible to the students through a single html file hosted on a web site, available through an Intranet. Via this web site students choose their preferable "knowledge path" (that is: the choice of image files they make in order to view the whole task). In the experimental course set, there are 3 steps where students choose between 2 versions for each, giving altogether 8 different choices (knowledge paths) that a student can choose from.

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Using digital video as an asynchronous method of instruction

Cited by 4 publications

References 12 publications

Asynchronous understanding of creative sessions using archived collaboration artifacts

Asynchronous understanding of creative sessions using archived collaboration artifacts

Ermsct: Mpeg-7 Based Didactical Av Courseware Building Tool for Heterogeneous Terminals

Teaching a Computer Science Course using Adaptable Instructional Images

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