Volume Two - Academic Conferences

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Paul Newbury et al. multimedia facilities are available so that sound, video and animation are common components of lectures. 2.2 Live recording The objective of the proposed system is that presentation material is captured as efficiently as possible, and that means in real-time. In most systems this involves the use of a single camera used to record the presenter and often all or part of the presentation area. Additionally, as mentioned previously, systems usually record a separate capture of the slides straight from the presentation machine. However, the system discussed in this paper produces high-quality engaging output by using multiple cameras to cut between camera views in real-time. The Media Technology Lab (MTL) in the School of Informatics consists of two broadcast studios and associated control galleries and nonlinear editing facilities. However, for the majority of this work a single studio and gallery is used as shown in Figure 5. Generally 3 cameras and slide capture is used in presentations, although it is possible to get reasonable results using just a single camera and slide capture. The studio has been built in a highly configurable manner, which enables quick conversion and setup between different presentations. Figure 5: The control gallery and one of multiple camera views of the presenter/screen The use of a multiple camera set-up does involve the resource implication that a second person (the director) is required for each lecture to cut the material as it is captured. However, this is a vast improvement on the alternative of post-production editing from multiple camera recordings. When reviewing lectures through the web-streaming framework, students are presented with a clear representation of the material covered through a selection of views (including multiple views of the presenter, screen and slide capture). The director is responsible for the views provided from the live edit and selects material to best focus the students’ attention, therefore aiding the learning impact of the material. This is unlike the experience that students receive from standard video lecture capture where the whole scene is captured and it is down to the student to select the most relevant material from the presentation (Figure 1). For the viewer the experience from the live studio recording is much like that, for example, of the television viewers of the Royal Institution Christmas lectures. 2.3 Delivery Captured lectures are available to students as on-demand programmes from a dedicated website. The video-on-demand distribution system takes recorded material and makes it ready for distribution online. As the material is recorded live, it does not require any post-production or editing so it can be encoded and uploaded to the web within minutes of the presentation ending. Each programme is automatically encoded into three video types shown in Table 1. <strong>Two</strong> streams of differing quality are provided for desktop web-based viewing using an Adobe Flash web-based player – in this case JWPlayer (Longtailvideo 2011). The Flash player is hosted within a JavaScript web application driven by a content management system, and fed with a Real Time Messaging Protocol (RTMP) video stream from a Wowza media server (Wowza 2011) system (see Figure 6). The high-quality stream offers the smoothest video, largest picture size and highest bit rate, see Figure 7. 570
Table 1: Video encoding parameters Video type High quality Low quality Mobile (iOS) Minimum input requirement 720p/(25/50) HD video 576i/25 SD video Output resolution Figure 6: Streamed delivery framework Figure 7: High-quality web page streamed video Paul Newbury et al. Output frame rate File size (average 50 minute programme) Codec and average bit rate 640 x 360 50/25fps 330MB h.264 - 1100 Kbits/sec 512 x 288 25fps 140MB 700 Kbits/sec 480 x 270 25fps 280MB h.264 - 1000 Kbits/sec (no Bframes) 571
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Proceedings of the 10 th European C
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Contents Paper Title Author(s) Page
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Paper Title Author(s) Page No. A Qu
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The Project Mobile Game Based Learn
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Extreme Scaffolding in the Teaching
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Malaysia); Tuomo Kakkonen (Universi
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Preface These Proceedings represent
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Mini Track Chairs Dr Antonios Andre
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Cornélia Castro is a PhD student i
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Manuel Frutos-Perez is the Leader o
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David Mathew works at the Centre fo
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Research interests include the inve
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Novita Yulianti is a PhD student at
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Peter Mozelius et al. searching and
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Peter Mozelius et al. Error Handli
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Peter Mozelius et al. were no chanc
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Peter Mozelius et al. single login
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Antoinette Muntjewerff for every st
Page 38 and 39: Antoinette Muntjewerff All of this
Page 40 and 41: Figure 1: Metadata editor Antoinett
Page 42 and 43: Antoinette Muntjewerff The structur
Page 44 and 45: A Framework for Decision Support fo
Page 46 and 47: Phelim Murnion and Markus Helfert i
Page 48 and 49: Phelim Murnion and Markus Helfert 4
Page 50 and 51: Phelim Murnion and Markus Helfert s
Page 52 and 53: Phelim Murnion and Markus Helfert P
Page 54 and 55: Shekhar Murthy and Devi Murthy wisd
Page 56 and 57: Shekhar Murthy and Devi Murthy educ
Page 58 and 59: Shekhar Murthy and Devi Murthy Figu
Page 60 and 61: Shekhar Murthy and Devi Murthy corr
Page 62 and 63: Shekhar Murthy and Devi Murthy Figu
Page 64 and 65: Shekhar Murthy and Devi Murthy Stag
Page 66 and 67: 7. Conclusions Shekhar Murthy and D
Page 68 and 69: Student's Characteristics for Note
Page 70 and 71: Minoru Nakayama et al. Learning exp
Page 72 and 73: Minoru Nakayama et al. 3.3 Effectiv
Page 74 and 75: Minoru Nakayama et al. Table 2: Cor
Page 76 and 77: Freeing Education Within and Beyond
Page 78 and 79: Chrissi Nerantzi The aim was to exp
Page 80 and 81: Chrissi Nerantzi agreeing with Nova
Page 82 and 83: Chrissi Nerantzi familiarisation wi
Page 84 and 85: Chrissi Nerantzi Scardamalia, M. an
Page 86 and 87: Paul Newbury et al. the slides or w
Page 90 and 91: Paul Newbury et al. It is designed
Page 92 and 93: Paul Newbury et al. Download figur
Page 94 and 95: Paul Newbury et al. “Has the fact
Page 96 and 97: eSubmission - UK Policies, Practice
Page 98 and 99: Barbara Newland et al. managing stu
Page 100 and 101: Figure 3: Technical infrastructure
Page 102 and 103: Barbara Newland et al. and I strong
Page 104 and 105: Harnessing the Internet for Authent
Page 106 and 107: Abel Nyamapfene As stated on the co
Page 108 and 109: Abel Nyamapfene 8. There were suffi
Page 110 and 111: Abel Nyamapfene Mulnix, J. W. (2011
Page 112 and 113: Maruff Akinwale Oladejo and Adelua
Page 114 and 115: 2.3 Instrumentation Maruff Akinwale
Page 116 and 117: Maruff Akinwale Oladejo and Adelua
Page 118 and 119: References Maruff Akinwale Oladejo
Page 120 and 121: Adelua Olajide Olawole and Maruff A
Page 122 and 123: 2.2 Sample and sampling techniques
Page 124 and 125: 3.1 Result Adelua Olajide Olawole a
Page 126 and 127: Adelua Olajide Olawole and Maruff A
Page 128 and 129: Fatemeh Orooji et al. awareness and
Page 130 and 131: Fatemeh Orooji et al. Figure 1: The
Page 132 and 133: Fatemeh Orooji et al. Sensing/intu
Page 134 and 135: Fatemeh Orooji et al. lower and upp
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Using Lifeworld-led Multimedia to E
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Andy Pulman et al. A key feature of
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Andy Pulman et al. in this case “
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Andy Pulman et al. The Research Evi
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The Project Mobile Game Based Learn
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Thomas Putz A hybrid game, consisti
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3.3 The different ‘events’ supp
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4. Pedagogical impacts Thomas Putz
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Thomas Putz Fabricatore, C. (2000).
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Ricardo Queirós and José Paulo Le
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3.6 Discussion Topics Ricardo Queir
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The Design and Development of an eL
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Andrik Rampun and Trevor Barker as
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Andrik Rampun and Trevor Barker add
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Figure 5: Screen shot of a user’s
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Andrik Rampun and Trevor Barker 3.1
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Andrik Rampun and Trevor Barker cou
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Kansei Design Model for eLearning:
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Fauziah Redzuan et al. presentation
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Fauziah Redzuan et al. A second sur
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Fauziah Redzuan et al. understand t
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Fauziah Redzuan et al. to explain t
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Fauziah Redzuan et al. Websites", P
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Changing Teacher Beliefs Through IC
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Bart Rienties et al. substantial di
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Bart Rienties et al. videoed for re
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5. Discussion Bart Rienties et al.
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Moodle and Affective Computing: Kno
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Manuel Rodrigues et al. Moodle does
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Manuel Rodrigues et al. Other sever
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Manuel Rodrigues et al. Doing this
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Using Google Applications to Facili
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Eleni Rossiou and Erasmia Papadopou
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Andrée Roy determines if eLearning
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Andrée Roy Table 3: Profiles of eL
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Andrée Roy the cost of production
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Andrée Roy Lawless, N., Allan, J.
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Zuzana Šaffková comment metacogni
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Zuzana Šaffková Moodle applicatio
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Zuzana Šaffková the other propert
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Zuzana Šaffková In the last phase
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Zuzana Šaffková prior knowledge,
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A Mobile aid Tool for Crafting Acti
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Ahmed Salem Question difficulty in
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Ahmed Salem Figure 2: The Simple le
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Ahmed Salem Table 1: The two groups
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King-Sized eLearning - how Effectiv
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Marie Sams et al. MOB was set up in
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Marie Sams et al. attaching the new
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Marie Sams et al. include time cons
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Rowena Santiago et al. However, whe
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Rowena Santiago et al. 6.1.2 Assign
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Rowena Santiago et al. the original
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Rowena Santiago et al. Together, th
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Vitor Santos and Luis Amaral To bui
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Vitor Santos and Luis Amaral Althou
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Figure 4: Technical architecture Vi
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Implementing and Evaluating Problem
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Maggi Savin-Baden et al. different
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Maggi Savin-Baden et al. and second
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Maggi Savin-Baden et al. important
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The Evolution of eLearning Platform
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Adriana Schiopoiu Burlea et al. Hyp
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Adriana Schiopoiu Burlea et al. Tab
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Adriana Schiopoiu Burlea et al. Eve
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Teachers’ Skills set for Personal
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Zaffar Ahmed Shaikh and Shakeel Ahm
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Zaffar Ahmed Shaikh and Shakeel Ahm
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6. Conclusion and recommendations Z
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Bridging the Feedback Divide Utilis
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Angela Shapiro and Aidan Johnston f
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Angela Shapiro and Aidan Johnston F
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Post-Academic Masters Course in Man
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4. Discussion and conclusion Cees T
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Engagement With Students in ‘Midd
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Anne Smith and Sonya Campbell x y c
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4.3 Student led connectivity Anne S
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Figure 2: Conceptualising ‘middle
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The Learning Management System as a
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Dina Soeiro et al. He was older, ol
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Dina Soeiro et al. specially about
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Can the Medium Extend the Message?
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Mekala Soosay elements under study,
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Mekala Soosay to self and peer-asse
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Mekala Soosay flexible web-based ap
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Implementation and Analysis of an O
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Iain Stewart et al. No-one was con
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Iain Stewart et al. The content sh
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Iain Stewart et al. entry per stude
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Iain Stewart et al. Dolnicar, S, Sh
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2. The research Caroline Stockman a
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Caroline Stockman and Fred Truyen S
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Caroline Stockman and Fred Truyen n
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Caroline Stockman and Fred Truyen s
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PeerWise - The Marmite of Veterinar
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Amanda Sykes et al. recently outlin
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Amanda Sykes et al. activity became
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Amanda Sykes et al. students either
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Category Amanda Sykes et al. Q9 : W
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Amanda Sykes et al. Chang, S-B., Hu
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Nicolet Theunissen and Hester Stubb
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Figure 1: Overall structure Nicolet
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References Nicolet Theunissen and H
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Tone Vold This idea phase was under
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Tone Vold process. A synchronous di
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The Effects of Self-Directed Learni
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Chien-hwa Wang and Cheng-ping Chen
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Usage Cases: A Useful way to Improv
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Cristina Wanzeller and Orlando Belo
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The Virtual Path to Academic Transi
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Julie Watson course overall, with s
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Julie Watson practical and economic
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6. First phase Julie Watson Followi
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Identifying and Locating Frames of
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Ethical approval Katherine Wimpenny
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Katherine Wimpenny et al. SL was a
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Katherine Wimpenny et al. This in t
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Reaction Lecture: Text Messaging to
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Koos Winnips et al. order to make a
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Table 2: Overview of student reacti
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Koos Winnips et al. Students liked
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A Holistic Approach to Instructiona
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Li Zhong Zhang There is a wealth of
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Figure 1: An integrated design fram
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6.1 Design implications Li Zhong Zh
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894
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896
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Nahla Aljojo et al. Adaptive hyperm
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Nahla Aljojo et al. Email: The emai
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Nahla Aljojo et al. Table 3: 16 typ
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Table 7: The results of pairwise co
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Nahla Aljojo et al. fact misleading
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Nahla Aljojo et al. Aljojo, N. & Ad
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Andy Coverdale media and related on
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Andy Coverdale A former interdisci
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Andy Coverdale Whilst new initiativ
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Andy Coverdale the participant inte
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Michael Flavin In a subsequent work
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Michael Flavin labour” nodes) in
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Michael Flavin The lecturer also sp
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Michael Flavin Quality Assurance Ag
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Fortunate Gunzo and Lorenzo Dalvit
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4. Possible scenarios 4.1 Computer
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Fortunate Gunzo and Lorenzo Dalvit
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Collaborative eLearning in a Develo
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Evelyn Kigozi Kahiigi et al. implem
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Evelyn Kigozi Kahiigi et al. includ
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Evelyn Kigozi Kahiigi et al. had ve
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Evelyn Kigozi Kahiigi et al. consid
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Evelyn Kigozi Kahiigi et al. So, H.
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Fabio Serenelli et al. is to identi
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Figure 3: Screenshots of LO3 - Lear
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Managing Essential Processing Foste
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6. Results and analysis Fabio Seren
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Fabio Serenelli et al. Mangiatordi,
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1.2 VLE (Virtual Learning Environme
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Nazime Tuncay and Hüseyin Uzunboyl
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Figure 4 Response Screen Nazime Tun
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Figure 12 An Example of Recorded Vi
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Figure 15 VirtualNeu General Menus
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972
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Liz Falconer and Manuel Frutos-Pere
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Liz Falconer and Manuel Frutos-Pere
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Extreme Scaffolding in the Teaching
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Dan-Adrian German first exposure to
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Benefits and Barriers: Applying eLe
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Simon McGinnes view on demand. OSD
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986
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988
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Olivia Billingham 2010); gains in c
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Olivia Billingham Deneen, L., (2010
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Karin Levinsen et al. conference or
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Karin Levinsen et al. in order to s
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Peps Mccrea professional engagement
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A Framework for Understanding Onlin
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Sónia Sousa et al. little sense re
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Sónia Sousa et al. Figure 4: The e
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Trust in Distributed Personal Learn
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2.2 LePress Sónia Sousa et al. Per
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Sónia Sousa et al. 3. Elicitation
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Breaking Down Barriers: Development
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Karen Strickland et al. qualitative
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Novita Yulianti et al. Research con
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