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Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation
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Advanced Mobile Lecture Viewing: Summarization and Two-way Navigation

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Ernesto Rivera, Akinori Nishihara, mLearn 2010

Published in: Education
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  • Image quality and preparation varies
    Can be recorded unattended
    Can be post-processed with other tools

    Recorded lecture as a video media is typically viewed with a traditional
  • Image quality and preparation varies
    Can be recorded unattended
    Can be post-processed with other tools

    Recorded lecture as a video media is typically viewed with a traditional
  • Image quality and preparation varies
    Can be recorded unattended
    Can be post-processed with other tools

    Recorded lecture as a video media is typically viewed with a traditional
  • Image quality and preparation varies
    Can be recorded unattended
    Can be post-processed with other tools

    Recorded lecture as a video media is typically viewed with a traditional







  • Recording is affordable and simple
    - reviewing missed or complicated subjects
    - distance learning
    Issues may prevent its intended usage
    x Big files -> compressions solutions, high speed networks or physical distribution OK
    x Files have no accompanying description or metadata. Lots of work to manually add it in a non automated way.
    At first glance it may not seem like a big issue, but let’s see why metadata is important
  • Recording is affordable and simple
    - reviewing missed or complicated subjects
    - distance learning
    Issues may prevent its intended usage
    x Big files -> compressions solutions, high speed networks or physical distribution OK
    x Files have no accompanying description or metadata. Lots of work to manually add it in a non automated way.
    At first glance it may not seem like a big issue, but let’s see why metadata is important
  • Recording is affordable and simple
    - reviewing missed or complicated subjects
    - distance learning
    Issues may prevent its intended usage
    x Big files -> compressions solutions, high speed networks or physical distribution OK
    x Files have no accompanying description or metadata. Lots of work to manually add it in a non automated way.
    At first glance it may not seem like a big issue, but let’s see why metadata is important
  • Recording is affordable and simple
    - reviewing missed or complicated subjects
    - distance learning
    Issues may prevent its intended usage
    x Big files -> compressions solutions, high speed networks or physical distribution OK
    x Files have no accompanying description or metadata. Lots of work to manually add it in a non automated way.
    At first glance it may not seem like a big issue, but let’s see why metadata is important
  • Recording is affordable and simple
    - reviewing missed or complicated subjects
    - distance learning
    Issues may prevent its intended usage
    x Big files -> compressions solutions, high speed networks or physical distribution OK
    x Files have no accompanying description or metadata. Lots of work to manually add it in a non automated way.
    At first glance it may not seem like a big issue, but let’s see why metadata is important
  • Recording is affordable and simple
    - reviewing missed or complicated subjects
    - distance learning
    Issues may prevent its intended usage
    x Big files -> compressions solutions, high speed networks or physical distribution OK
    x Files have no accompanying description or metadata. Lots of work to manually add it in a non automated way.
    At first glance it may not seem like a big issue, but let’s see why metadata is important
  • Recording is affordable and simple
    - reviewing missed or complicated subjects
    - distance learning
    Issues may prevent its intended usage
    x Big files -> compressions solutions, high speed networks or physical distribution OK
    x Files have no accompanying description or metadata. Lots of work to manually add it in a non automated way.
    At first glance it may not seem like a big issue, but let’s see why metadata is important
  • Recording is affordable and simple
    - reviewing missed or complicated subjects
    - distance learning
    Issues may prevent its intended usage
    x Big files -> compressions solutions, high speed networks or physical distribution OK
    x Files have no accompanying description or metadata. Lots of work to manually add it in a non automated way.
    At first glance it may not seem like a big issue, but let’s see why metadata is important
  • Recording is affordable and simple
    - reviewing missed or complicated subjects
    - distance learning
    Issues may prevent its intended usage
    x Big files -> compressions solutions, high speed networks or physical distribution OK
    x Files have no accompanying description or metadata. Lots of work to manually add it in a non automated way.
    At first glance it may not seem like a big issue, but let’s see why metadata is important
  • My proposal has three points
    a. Create a lecture analysis system
    - Using a modular approach and complex algorithms and heuristics gathers metadata with no required user interaction
    b. Graphical tool to visualize and validate this information
    c. Use metadata to enrich contents
    I would like to describe 4 analysis modules
  • My proposal has three points
    a. Create a lecture analysis system
    - Using a modular approach and complex algorithms and heuristics gathers metadata with no required user interaction
    b. Graphical tool to visualize and validate this information
    c. Use metadata to enrich contents
    I would like to describe 4 analysis modules



































































  • Image quality and preparation varies
    Can be recorded unattended
    Can be post-processed with other tools

    Recorded lecture as a video media is typically viewed with a traditional
  • Image quality and preparation varies
    Can be recorded unattended
    Can be post-processed with other tools

    Recorded lecture as a video media is typically viewed with a traditional
  • Image quality and preparation varies
    Can be recorded unattended
    Can be post-processed with other tools

    Recorded lecture as a video media is typically viewed with a traditional
  • Image quality and preparation varies
    Can be recorded unattended
    Can be post-processed with other tools

    Recorded lecture as a video media is typically viewed with a traditional












  • Image quality and preparation varies
    Can be recorded unattended
    Can be post-processed with other tools

    Recorded lecture as a video media is typically viewed with a traditional
  • Image quality and preparation varies
    Can be recorded unattended
    Can be post-processed with other tools

    Recorded lecture as a video media is typically viewed with a traditional





















  • My proposal has three points
    a. Create a lecture analysis system
    - Using a modular approach and complex algorithms and heuristics gathers metadata with no required user interaction
    b. Graphical tool to visualize and validate this information
    c. Use metadata to enrich contents
    I would like to describe 4 analysis modules
  • My proposal has three points
    a. Create a lecture analysis system
    - Using a modular approach and complex algorithms and heuristics gathers metadata with no required user interaction
    b. Graphical tool to visualize and validate this information
    c. Use metadata to enrich contents
    I would like to describe 4 analysis modules
  • My proposal has three points
    a. Create a lecture analysis system
    - Using a modular approach and complex algorithms and heuristics gathers metadata with no required user interaction
    b. Graphical tool to visualize and validate this information
    c. Use metadata to enrich contents
    I would like to describe 4 analysis modules
  • My proposal has three points
    a. Create a lecture analysis system
    - Using a modular approach and complex algorithms and heuristics gathers metadata with no required user interaction
    b. Graphical tool to visualize and validate this information
    c. Use metadata to enrich contents
    I would like to describe 4 analysis modules
  • My proposal has three points
    a. Create a lecture analysis system
    - Using a modular approach and complex algorithms and heuristics gathers metadata with no required user interaction
    b. Graphical tool to visualize and validate this information
    c. Use metadata to enrich contents
    I would like to describe 4 analysis modules
  • My proposal has three points
    a. Create a lecture analysis system
    - Using a modular approach and complex algorithms and heuristics gathers metadata with no required user interaction
    b. Graphical tool to visualize and validate this information
    c. Use metadata to enrich contents
    I would like to describe 4 analysis modules
  • My proposal has three points
    a. Create a lecture analysis system
    - Using a modular approach and complex algorithms and heuristics gathers metadata with no required user interaction
    b. Graphical tool to visualize and validate this information
    c. Use metadata to enrich contents
    I would like to describe 4 analysis modules
  • My proposal has three points
    a. Create a lecture analysis system
    - Using a modular approach and complex algorithms and heuristics gathers metadata with no required user interaction
    b. Graphical tool to visualize and validate this information
    c. Use metadata to enrich contents
    I would like to describe 4 analysis modules
  • My proposal has three points
    a. Create a lecture analysis system
    - Using a modular approach and complex algorithms and heuristics gathers metadata with no required user interaction
    b. Graphical tool to visualize and validate this information
    c. Use metadata to enrich contents
    I would like to describe 4 analysis modules
  • My proposal has three points
    a. Create a lecture analysis system
    - Using a modular approach and complex algorithms and heuristics gathers metadata with no required user interaction
    b. Graphical tool to visualize and validate this information
    c. Use metadata to enrich contents
    I would like to describe 4 analysis modules
  • My proposal has three points
    a. Create a lecture analysis system
    - Using a modular approach and complex algorithms and heuristics gathers metadata with no required user interaction
    b. Graphical tool to visualize and validate this information
    c. Use metadata to enrich contents
    I would like to describe 4 analysis modules
  • My proposal has three points
    a. Create a lecture analysis system
    - Using a modular approach and complex algorithms and heuristics gathers metadata with no required user interaction
    b. Graphical tool to visualize and validate this information
    c. Use metadata to enrich contents
    I would like to describe 4 analysis modules
  • My proposal has three points
    a. Create a lecture analysis system
    - Using a modular approach and complex algorithms and heuristics gathers metadata with no required user interaction
    b. Graphical tool to visualize and validate this information
    c. Use metadata to enrich contents
    I would like to describe 4 analysis modules
  • My proposal has three points
    a. Create a lecture analysis system
    - Using a modular approach and complex algorithms and heuristics gathers metadata with no required user interaction
    b. Graphical tool to visualize and validate this information
    c. Use metadata to enrich contents
    I would like to describe 4 analysis modules
  • My proposal has three points
    a. Create a lecture analysis system
    - Using a modular approach and complex algorithms and heuristics gathers metadata with no required user interaction
    b. Graphical tool to visualize and validate this information
    c. Use metadata to enrich contents
    I would like to describe 4 analysis modules
  • My proposal has three points
    a. Create a lecture analysis system
    - Using a modular approach and complex algorithms and heuristics gathers metadata with no required user interaction
    b. Graphical tool to visualize and validate this information
    c. Use metadata to enrich contents
    I would like to describe 4 analysis modules
  • My proposal has three points
    a. Create a lecture analysis system
    - Using a modular approach and complex algorithms and heuristics gathers metadata with no required user interaction
    b. Graphical tool to visualize and validate this information
    c. Use metadata to enrich contents
    I would like to describe 4 analysis modules
  • My proposal has three points
    a. Create a lecture analysis system
    - Using a modular approach and complex algorithms and heuristics gathers metadata with no required user interaction
    b. Graphical tool to visualize and validate this information
    c. Use metadata to enrich contents
    I would like to describe 4 analysis modules
  • My proposal has three points
    a. Create a lecture analysis system
    - Using a modular approach and complex algorithms and heuristics gathers metadata with no required user interaction
    b. Graphical tool to visualize and validate this information
    c. Use metadata to enrich contents
    I would like to describe 4 analysis modules
  • My proposal has three points
    a. Create a lecture analysis system
    - Using a modular approach and complex algorithms and heuristics gathers metadata with no required user interaction
    b. Graphical tool to visualize and validate this information
    c. Use metadata to enrich contents
    I would like to describe 4 analysis modules








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