Intro: (Chris)
Philosophy:
P1: Classroom teaching and learning as multimedia authoring activity
P1.5: Class is group web browsing activity
Goals:
G1: handle large amount of material: all classes for all students.
G2: handle large numbers of people in single group activity
(60 people in largest class)
G3: support many presentation, annotation, and browsing paradigms.
Back to philosophy:
P2: Automatic hyperlinks and content creation and transformation critical.
can't do it manually, too much work. Need to support manual revision and
refinement after automatic production.
P3: Capture for total recall (virtual reality replay).
P4: provide navigation tools so don't suffer fate of videotaped lectures
that sit on library shelf.
P5: present dynamic material to help review come alive and help review
and reworking of material.
P6: Personlized views of own notes, browser arrangements, strategies, browsing
histories
Related work (Gregory)
Scenarios (Gregory)
Instructor Options
1. Prepared views (slides/snapshots present prepared view)
2. Web browsing (scrolling or present multiple views of same material)
3. Discussion (seminar, business meeting: there is a script with many large
deviations on the fly).
4. Audience driven presentation (Q&A) (no preproduction, no script)
Group display options
1. Standard blackboard or whiteboard with video capture.
2. projected copy of monitor screen
3. projected copy of monitor screen with pen annotations
4. direct pen annotation of group display (Liveboard).
Student Options
1. Use standard paper notes, scan them in later.
2. Use digitizing tablet/digital desk with no display.
3. Use pen and electronic display.
a. Classpad on Pen PC
b. Newton thing.
c. Java scribbler on Web browser
d. our own custom helper application?
Common elements:
a. automatic annotation:
aa. A/V annotation
bb. Pen annotation
cc. Typed annotation
dd. floating text/drawing (Newton style annotation)
b. navigation tools
aa. material order (CGA's web pages, Abowd's slides)
bb. time lines. (actual presentation order).
cc. content based search -> content lines
aaa. text
bbb. handwritten notes
ccc. audio word spotting/text transcript searching
ddd. scribble searches
dd. video murals/storyboards
ee. activity graphs (audio, gesture, instructor movement/location indices).
c. dynamic display (audio, video, display replay window)
Technical Areas (Gregory):
1. Preproduction
2. In class (Ingredients of an Intelligent classroom)
Professor tools
Student tools
A/V capture
3. Automatic Hypermedia
4. Server technology
Segment based
Stream based
5. Browser technology:
(readable window, audio, video, display replay window, audio transcript,
activity graphs, navigation tools, content based search)
6. Search technology
Discussion (Focus on what we learned):
1) There is already lots of related material out on the web.
1A) even at Georgia Tech we have prerequisite courses and earlier versions
of the same course on the web (with notes).
See Lecture 3 of 3361 for examples:
http://www.cc.gatech.edu/classes/cs3361_96_spring/lecture-3.html
1B) plus there is a great deal of related stuff on the web, including
similar courses doing the same material at the same time (almost identical
assignments the week before).
See lecture 2 of 3361
http://www.cc.gatech.edu/classes/cs3361_96_spring/lecture-2.html
where I found many solutions to my assignment 2 on the net, including a
course in Hawaii that did the same assignment the month before.
http://spectra.eng.hawaii.edu/~alex/Courses/EE604/Spring96/pa2.html
2) Audio/video recording can augment the notes with recording of impromptu
stuff and deviations from the prepared material.
especially handling interruptions, questions, answers, bugs, demos, etc.
See lecture 3 of 3361 for an unplanned discussion of sex.
http://www.cc.gatech.edu/classes/cs3361_96_spring/lecture-3.html
3) The prepared material for presentation should not be the same as the
material used for review, either in form or in content.
The material for presentation has to be readable when projected and fairly
terse, as reading lots of text off a wall display is not effective.
The material for review needs to be more like a textbook (readable from
a personal display, have much more explanations, etc).
Maybe we need to develop dual browsers that synchronize review of slides
and "review notes".
3.5). What is fluid and what is frozen:
Pen annotations (drawings, drawn links, ...) freeze form of underlying text.
So does overlaying instructor pointing gestures (from video) onto screen shot.
-> Replay window is GIF image of what was on screen.
can have seperate HTML window that emphasizes readability (frozen image may
have large font and limited resolution of shared display device).
4) Good controls for the presenter are important.
4a) Mouse needs to be easy to find.
4b) Presenter needs full time full screen personal display if group display
is used for other purposes or not full screen.
4c) controls need to be able to work with someone with the coordination
and attention level of a legally intoxicated driver. Clicking on small targets
or finding small sliders is a loss.
4d) for slide presentations, page flipping browsers (Ghostview, Classpad) are
okay, but for presentation of notes scribbled on toilet paper (my style)
a scrolling browser (Netscape) is very helpful.
5) Audio alone is often unclear, so video does add value.
I use pronouns and point to the class a lot, saying "you" do this and
"they" do that, ...
This makes no sense if you can't see my gestures.
Also, it is much easier to figure out that I have just been interrupted or
that I am responding to some (inaudible) audience question.
Future goals:
- automatic generation of audio transcript
- severe compression on video (stick figure replay?)
- Need to provide ways to aid group web browsing
* avoid restrictive master slave model, permit individuals to take detours
- real time student feedback, control of presentation.
- couple this system to intelligent tutoring system.
Conclusions: