Vector graphics for web lectures: experiences with Adobe Flash 9 and SVG

Interactive Technology and Smart Education

Schulte

Hochman³

2010

Self Cite

PurposeThe purpose of this paper is to introduce the Opencast Community, a global community of individuals, institutions, and commercial stakeholders exchanging knowledge about all matters relevant in the context of academic video and promoting projects in this context. It also gives an overview of the most prominent of these projects, Opencast Matterhorn – a community‐driven open source solution for producing, managing, and distributing academic video.Design/methodology/approachThe paper will demonstrate that Opencast Matterhorn is satisfying institutional needs to manage audiovisual content more efficiently as video is becoming a significant resource in research and education. Furthermore, the paper highlights that Opencast Matterhorn as a product and as a project is open for contributions from the research community and provides an excellent environment for the integration of research results from media analysis, multimedia authoring, search technologies, and other related fields.FindingsOpencast Matterhorn provides a scalable open source solution for universities to manage academic video. Its service‐oriented architecture makes it customizable to institutional needs and open for contributions from users as well as media research.Originality/valueThe paper provides an insight to the idea of Opencast, the Opencast Community, and Opencast Matterhorn – and how they will help academic institutions to better manage and exploit the full richness of educational video.

Section: Opencast Matterhornmentioning

confidence: 99%

Opencast Matterhorn

Interactive Technology and Smart Education

Schulte

Hochman³

2010

Self Cite

“…If the information in the video snippet is not sufficient the user can change to the full version of the lecture episode (by pressing the virtPresenter home button). The timeline‐based navigation features (Ketterl et al , 2007b) of the embed‐player are similar to those used in the normal main interface (see Figure 1). One major difference is that users cannot edit the blog episodes within the embed‐player.…”

Section: Web 20 Features In Virtpresentermentioning

confidence: 99%

“…This paper presents three approaches that aim at integrating ideas from Web 2.0 with web lectures and making web lectures compatible with current Web 2.0 applications such as blogs and wikis. These approaches have already been realized in the context of the virtPresenter web lecture system (Ketterl et al , 2007b).…”

Section: Introductionmentioning

confidence: 99%

Bringing Web 2.0 to web lectures

Interactive Technology and Smart Education

Mertens

Vornberger

2009

Self Cite

PurposeAt many universities, web lectures have become an integral part of the e‐learning portfolio over the last few years. While many aspects of the technology involved, like automatic recording techniques or innovative interfaces for replay, have evolved at a rapid pace, web lecturing has remained independent of other important developments such as Web 2.0. The aim of this paper is to exemplify and discuss the benefits web lecturing can gain from a Web 2.0 perspective.Design/methodology/approachThe paper describes an implementation of three Web 2.0 features for the virtPresenter web lecture interface. These are time‐based social footprints, a mechanism for linking to user created bookmarks in a web lecture from external Web 2.0 applications and a special web lecture player that enables users to embed their own web lecture bookmarks in wikis or blogs.FindingsThe paper shows how conceptual and technical obstacles in bringing Web 2.0 features like social footprints to web lectures can be overcome. It also makes evident that linking web lectures in Web 2.0 systems require special adaptations due to the time‐based nature of web lectures. The technical discussion shows that many Web 2.0 features require feedback channels in order to communicate information back to servers (e.g. to understand how the content is used) and that most contemporary media players have to be modified in order to support feedback channels.Practical implicationsThe paper shows that web lectures can benefit from Web 2.0 ideas and presents examples how Web 2.0 and web lectures can be brought together.Originality/valueWeb 2.0 is a popular trend that transforms the way in which the internet is used. This paper shows how web lectures can be enriched with Web 2.0 features and how they can be integrated with Web 2.0 systems by discussing three implementation examples.

Web Lectures and Web 2.0

2008 Tenth IEEE International Symposium on Multimedia

Mertens²,

Vornberger

2008

At many universities, web lectures have become an integral part of the e-learning portfolio over the last few years. While many aspects of the technology involved, like automatic recording techniques or innovative interfaces for replay, have evolved at a rapid pace, web lecturing has been independent of other important developments such as Web 2.0. Web 2.0 is an emerging trend that among other things aims at integrating user generated data from diffrent systems in order to enhance the user experience. This paper discusses the benefits web lecturing could gain from a Web 2.0 perspective. It also introduces a prototypical interface for the virtFresenter lecture viewer that enriches web lectures by Web 2.0 features, such as a specialized player that can be integrated in blog or wiki sites and multimedial links that can be used to reference arbitraiy passages of a web lecture from an external blog, wild or forum