This document proposes a method for efficiently distributing animated web presentation slides. The key aspects are:
1) Creating "Web slide media" which are videos of the presentation slides that include chapter markers for slide transitions and animations, allowing synchronization across devices.
2) Optionally creating "Sparse web slide media" which remove some animation frames to reduce file size at the cost of animation quality.
3) The "Silhouette web presentation system" which uses a client-server architecture to synchronize slides and collect audience comments in real-time for distributed, interactive web presentations.
A Tool for Creating, Editing and Tracking Virtual SMIL Presentations.pdfWendy Belieu
This document describes a tool called the PresentationEditor that was developed to enable easy editing, repurposing, and tracking of synchronized multimedia presentations for distance learning. The PresentationEditor allows segments of existing presentations to be cut, copied, pasted, reordered, or moved to create new "virtual" presentations while maintaining synchronization and updating metadata. This facilitates updating and customizing presentations without completely refilming them. The tool was created as part of an ongoing project to automatically synchronize lecture videos with PowerPoint slides and index them.
Microsoft PowerPoint is a widely used application for creating presentations and slides. It allows users to easily add graphics, videos, animation and other elements to make presentations visually appealing and engaging. PowerPoint offers templates, slide layouts, and other features to help users quickly design and organize presentations. Users can also add transitions, comments, and other advanced animation effects between slides.
Visualization tools allow learners to visualize ideas in ways that help interpret and communicate concepts. There are two main uses - interpretive tools help extract meaning from information, while expressive tools help convey meaning. Examples of interpretive tools include programs that enable visualizing science concepts like molecular structures. Expressive tools include drawing programs. Visualizing mathematics with technologies also helps comprehension through manipulatives and graphing calculators. Digital cameras, videos, and phones further aid visualization.
A Web Based Multi-Display Presentation SystemLori Head
This document describes a web-based multi-display presentation system called EPIC that allows users to author and give presentations using multiple displays connected over the Internet. EPIC presentations can be viewed on any computer connected to the Internet without requiring specific control servers. The system is scalable to support an unlimited number of displays and viewers. It synchronizes slides across displays and supports interaction between presenters and remote audiences, making it suitable for integrated use in teleconferencing.
This document provides an overview of a lesson on using presentation software. It describes presentation software and its common features such as templates, slide designs, animations, and transitions. It emphasizes creating effective presentations with minimal words and bullets per slide. The document also covers adding graphics, sounds, videos and publishing presentations online or printing them. It includes examples and case studies to demonstrate presentation skills.
Information and Instructional TechnologiesAlaa Sadik
This document provides an overview of instructional media and technologies that can be used in higher education. It discusses different types of instructional media including images, audio, and multimedia. It also covers commonly used media and technologies in higher education like whiteboards, models, and software applications. The document then discusses utilization of Web 2.0 tools for educational purposes, including wikis, blogs, social bookmarking, and file sharing. It provides examples of how these tools can be used for collaborative learning activities.
This document outlines requirements for an e-education software system. It will allow users to generate multimedia presentations combining video, images, and slides and publish them online. Key requirements include allowing teachers to upload course materials, students to view and download resources, and students to communicate with teachers. The software will import, organize, and synchronize various media files to generate previewable and publishable online courses.
Hi There, This Synopsis report is Implemented by Umang Saxena,Sakshi Sharma and Ronit Shrivastava of IT Branch,SVVV Indore.This will help for those students who wants to make a good and effective report regarding to any topic.
Thank you
Warm regards
A Tool for Creating, Editing and Tracking Virtual SMIL Presentations.pdfWendy Belieu
This document describes a tool called the PresentationEditor that was developed to enable easy editing, repurposing, and tracking of synchronized multimedia presentations for distance learning. The PresentationEditor allows segments of existing presentations to be cut, copied, pasted, reordered, or moved to create new "virtual" presentations while maintaining synchronization and updating metadata. This facilitates updating and customizing presentations without completely refilming them. The tool was created as part of an ongoing project to automatically synchronize lecture videos with PowerPoint slides and index them.
Microsoft PowerPoint is a widely used application for creating presentations and slides. It allows users to easily add graphics, videos, animation and other elements to make presentations visually appealing and engaging. PowerPoint offers templates, slide layouts, and other features to help users quickly design and organize presentations. Users can also add transitions, comments, and other advanced animation effects between slides.
Visualization tools allow learners to visualize ideas in ways that help interpret and communicate concepts. There are two main uses - interpretive tools help extract meaning from information, while expressive tools help convey meaning. Examples of interpretive tools include programs that enable visualizing science concepts like molecular structures. Expressive tools include drawing programs. Visualizing mathematics with technologies also helps comprehension through manipulatives and graphing calculators. Digital cameras, videos, and phones further aid visualization.
A Web Based Multi-Display Presentation SystemLori Head
This document describes a web-based multi-display presentation system called EPIC that allows users to author and give presentations using multiple displays connected over the Internet. EPIC presentations can be viewed on any computer connected to the Internet without requiring specific control servers. The system is scalable to support an unlimited number of displays and viewers. It synchronizes slides across displays and supports interaction between presenters and remote audiences, making it suitable for integrated use in teleconferencing.
This document provides an overview of a lesson on using presentation software. It describes presentation software and its common features such as templates, slide designs, animations, and transitions. It emphasizes creating effective presentations with minimal words and bullets per slide. The document also covers adding graphics, sounds, videos and publishing presentations online or printing them. It includes examples and case studies to demonstrate presentation skills.
Information and Instructional TechnologiesAlaa Sadik
This document provides an overview of instructional media and technologies that can be used in higher education. It discusses different types of instructional media including images, audio, and multimedia. It also covers commonly used media and technologies in higher education like whiteboards, models, and software applications. The document then discusses utilization of Web 2.0 tools for educational purposes, including wikis, blogs, social bookmarking, and file sharing. It provides examples of how these tools can be used for collaborative learning activities.
This document outlines requirements for an e-education software system. It will allow users to generate multimedia presentations combining video, images, and slides and publish them online. Key requirements include allowing teachers to upload course materials, students to view and download resources, and students to communicate with teachers. The software will import, organize, and synchronize various media files to generate previewable and publishable online courses.
Hi There, This Synopsis report is Implemented by Umang Saxena,Sakshi Sharma and Ronit Shrivastava of IT Branch,SVVV Indore.This will help for those students who wants to make a good and effective report regarding to any topic.
Thank you
Warm regards
This document discusses a student project to build an online platform called Webuiltit that allows users to store and showcase their university group project work. It would help document student contributions and roles. The platform focuses on making it easy for students to store project artifacts like images, videos and presentations. Key features would allow users to create profiles, make and join projects, and add/comment on assets. The document outlines user profiles, features, design guidelines and results from usability testing iterations to refine the interface and navigation based on student feedback.
The document provides an overview of key concepts in web engineering and the web engineering process. It discusses that early web development relied on informality, urgency, intuition and art but that as web apps become larger and more complex, some degree of requirements gathering, planning and proven patterns are needed. It defines web engineering as an agile yet disciplined framework for building industry-quality web apps. The core activities of the web engineering process are communication, planning, modeling, construction, deployment and adaptation of the framework based on the specific project.
Presentation Guidelines
CYB 6010 Weeks-6 Presentation Guidelines
Objective
This assignment requires you to create a PowerPoint presentation capturing the highlights of your tool comparison. The instructor and other students will be allowed to ask questions to gain better understanding of the project.
Instructions for Assignment
1. The presentation will be graded on both presentation skills and content.
a. When preparing for the presentation, the following questions should be considered:
i. Did you demonstrate preparation for the talk; in other words, did you practice it or is the first time in front of the class?
ii. Is there an introduction that explains what and why you’re speaking instead of diving right in to the technical material and security recommendations?
iii. Are the main points are clear? (See content notes below for recommended main points.)
iv. Does the presentation include organized concluding remarks?
v. Is the presentation no less than 15 minutes and not more than 20 minutes?
vi. Does the presentation include graphics to illustrate points as opposed to all text?
b. When composing the content, the following questions should be considered:
i. Product Background
ii. Pros and Cons of each product
iii. Side by Side comparison
iv. Recommendation
c. PowerPoint Requirements
i. Easy to follow and understand
ii. Ratio of words to background (Essentially, not too many words on a slide. Highlight the essentials)
iii. Graphics – Charts, Graphs, Illustrations, etc.
iv. Other – media – Audio, Video, etc.
v. Safe – Assignment comparison will be done
An Empirical Study of Web Interface Design on Small Display Devices
Mei Kang QIU Kang ZHANG Maolin HUANG
Department of Computer Science Department of Computer Science Department of Computer Systems
University of Texas at Dallas University of Texas at Dallas University of Technology, Sydney
Richardson, Texas Richardson, Texas PO Box 123 Broadway
75083-0688 USA 75083-0688 USA NSW 2007 Australia
[email protected][email protected][email protected]
Abstract
This paper reports an empirical study that explores the
problem of finding a highly-efficient, user-friendly interface
design method on small display devices. We compared
three models using our PDA interface simulator:
presentation optimization method, semantic conversion
method, and zooming method. A controlled experiment has
been carried out to identify the pros and cons of each
method. The results show that of the three interface
methods, the zooming method is slightly better than the
semantic conversion method, while they both outperform
the optimizing presentation method.
1. Introduction
With the rapid advance of the Internet technology, an
increasing number of people use wireless devices such as
Web-enabled cell phones and PDAs (Personal Digital
Assistants) to go online. There are significant differences
between a desktop computer screen and a small display.
First, a small display device has a limited number of input
facilit.
The document describes a new interactive tutorial framework called DTorial that is designed for blind users of web applications. DTorial embeds tutorial content directly into web applications to provide context and allow users to easily apply lessons without switching windows. It was developed through interviews with visually impaired users and an iterative design/evaluation process with 17 users. DTorial aims to reduce barriers for blind users in learning new web applications by addressing limitations of traditional tutorials through embedded, dynamic, and audio-based content and by mitigating issues with screen readers and dynamic web applications.
The document describes a new interactive tutorial framework called DTorial that is designed for blind users of web applications. DTorial embeds tutorial content directly into web applications to provide context and allow users to easily apply lessons without switching windows. It was developed through interviews with visually impaired users and an iterative design/evaluation process with 17 users. DTorial aims to reduce barriers for blind users in learning new web applications by addressing limitations of traditional tutorials through embedded, dynamic, and audio-based content and by mitigating issues with screen readers and AJAX applications.
This document describes a web-based tool that allows semantic browsing of video collections using multimedia ontologies. The tool allows users to browse video collections based on concepts, concept relations, and concept clouds. It uses a rich internet application interface for fast responsiveness. The tool accesses videos and related content from sources like YouTube, Flickr, and Twitter through the ontologies. It provides a graphical interface to explore concept relationships and directly access related video clips.
Video Data Visualization System : Semantic Classification and Personalization ijcga
We present in this paper an intelligent video data visualization tool, based on semantic classification, for
retrieving and exploring a large scale corpus of videos. Our work is based on semantic classification
resulting from semantic analysis of video. The obtained classes will be projected in the visualization space.
The graph is represented by nodes and edges, the nodes are the keyframes of video documents and the
edges are the relation between documents and the classes of documents. Finally, we construct the user’s
profile, based on the interaction with the system, to render the system more adequate to its preferences.
Video Data Visualization System : Semantic Classification and Personalization ijcga
We present in this paper an intelligent video data visualization tool, based on semantic classification, for retrieving and exploring a large scale corpus of videos. Our work is based on semantic classification resulting from semantic analysis of video. The obtained classes will be projected in the visualization space. The graph is represented by nodes and edges, the nodes are the keyframes of video documents and the
edges are the relation between documents and the classes of documents. Finally, we construct the user’s profile, based on the interaction with the system, to render the system more adequate to its preferences.
A Multimedia Visualization Tool For Solving Mechanics Dynamics ProblemLeonard Goudy
This document describes a multimedia visualization tool developed to help students learn mechanics dynamics problems involving projectile motion. The tool uses multimedia elements like text, graphics, audio and animation to present problem steps and solutions in an interactive virtual environment. A study found the tool effectively promoted learning by enabling visualization and interactivity. It allowed students to solve problems quickly by exploring on their own pace. The tool aims to complement traditional teaching through interactive virtual experiments.
This document describes a project called VISION that aims to develop engineering solutions to help the visually impaired. It includes the following key points:
1. The project was developed by a team of students and a professor, with the goal of providing both tools to directly help those with visual impairments in their daily lives as well as resources to help them learn and educate themselves.
2. The team created a suite of applications called VISION that includes an e-learning system using speech recognition to provide educational materials, as well as other indigenous tools such as a Braille keyboard attachment.
3. The system is designed to be low-cost and user-friendly while addressing a wide range of needs for the visually impaired
This document summarizes the services of Youlect, which allows users to record presentations, lectures, and meetings and publish them online for interactive viewing. Key features include recording both the speaker's video and presentation slides in sync, adding navigation text to allow browsing slides, and publishing recordings on websites and mobile apps for on-demand viewing. Youlect can capture both offline presentations recorded via PowerPoint plugin and online web meetings. The company aims to make distant learning more effective by addressing issues like audiences losing interest or being unable to navigate long videos.
Tutorial on "Video Summarization and Re-use Technologies and Tools", delivered at IEEE ICME 2020. These slides correspond to the first part of the tutorial, presented by Vasileios Mezaris and Evlampios Apostolidis. This part deals with automatic video summarization, and includes a presentation of the video summarization problem definition and a literature overview; an in-depth discussion on a few unsupervised GAN-based methods; and a discussion on video summarization datasets, evaluation protocols and results, and future directions.
The document describes the development of a web application for an online newspaper. It discusses the objectives, which are to provide daily news, breaking news, and make information easily accessible to people. It also covers the technologies used like PHP, MySQL, CSS, and the development models of waterfall and prototyping. Data gathering and analysis are explained as important parts of the initial analysis phase of the project.
Interactive E-Lecture Using Video Annotation in Learning GroupsIJERA Editor
Now day‘s users are interested in distance learning as there is rapid growth in digital data due to day today
development in information as well as computer technology. Also its applications or usage have tremendous
response in market. Peoples are attracted towards interactivity in each thing, we found that for e-learning is a
very interactive way to learn and understand things. Currently, YouTube is the global way of video sharing. It is
having certain limitations such as, it having inactivity in online learning. In online study students expecting
some extra guidelines from given resources. In this project we developed video annotation system for foster
active learning. In this project, we achieved active participation of students. There is certain kind of technologies
that extracts some important keywords from textual information. MOOC‘s model is another technology to solve
interaction problem of users in active learning. It also has limitations that it suffered from the problem of
gamification. Our system is interactive as it provides real-time annotations to the video. In our system user can
give their active participation as they have direct interaction to our system. As part of our contribution in this
project we did SVM analysis to provide recommended videos for end users. SVM is Support Vector Machine
algorithm; it classifies the things according to user interest. So, in our system user can search for video and they
get recommended video list for their study.
The document describes a lecture presentation system called Classroom Presenter that uses a Tablet PC as the presentation device. Key features of the system include the ability for instructors to write directly on slides, have multiple views including a separate view for notes, and support for navigation between slides and a digital whiteboard. An evaluation found that instructors made extensive use of inking on slides and found the system improved interactivity over traditional computer-based presentations. The system has been deployed across multiple universities.
The document describes a look-based media player that uses face detection and hand gesture recognition to control playback. The player pauses when the user's face is not detected looking at the screen and allows control of functions like volume and playback position using hand gestures detected by the webcam. The system is implemented using Haar cascade classifiers for face detection and aims to provide a more seamless media viewing experience by avoiding missed content when the user looks away. An evaluation found existing eye-tracking systems lacked accuracy, while the proposed combined use of face detection and hand gestures could more accurately control media playback.
RealShow: A New Way for Producing and Communicating Virtual Conference Presen...Alaa Sadik
RealShow is software that allows presenters to create virtual conference presentations by recording narration and slides. It was developed based on principles from cognitive load theory and multimedia design. The software captures a presenter's PowerPoint slides, drawings, writings, and video to create a self-running presentation. This allows virtual presenters to apply best practices for multimedia learning and receive feedback by publishing their presentations online. The software aims to provide an accessible option for individual presenters to create effective virtual presentations.
This document summarizes a presentation by Kristen Sosulski on teaching data visualization. It discusses her background and experience teaching courses on data visualization to MBA and analytics students. It outlines challenges in teaching students to design visualizations that provide insights rather than just being visually appealing. The presentation covers using software like Tableau to incorporate annotation, animation, and interactivity into visualizations. It also provides techniques for effectively presenting visualizations, including identifying key takeaways, putting findings in context, and presenting key numbers. Students practice these skills through individual and group projects involving live and video presentations with feedback.
This document is a portfolio created by Amy Killilea for a course on technology in education. It showcases various projects using different technologies, including a wiki about emerging technologies, a blog with course reflections, a Glog about an experiment, an Inspiration graphic organizer comparing bacteria and viruses, spreadsheets and forms in Google Docs, an interactive Jeopardy-style PowerPoint game, a movie demonstrating an elementary science lesson, a website about marine biology created in Weebly, and a web quest. The portfolio demonstrates how these technologies can be integrated into the classroom to enhance learning.
Three Parts Of Essay - Clip Art Library. Online assignment writing service.Sarah Pollard
The document provides instructions for requesting writing assistance from HelpWriting.net in 5 steps:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, and deadline.
3. Choose a writer based on their bid, qualifications, and reviews. Place a deposit to start.
4. Review the paper and authorize full payment if satisfied, or request revisions for free.
5. Know that revisions are allowed to ensure satisfaction, and plagiarized work will be refunded.
Essay On My First Day At College In English With Quotations - YouTubeSarah Pollard
The document provides instructions for using the HelpWriting.net service to have papers written. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Receive the paper and ensure it meets expectations before authorizing payment. 5) Request revisions until satisfied, with a refund option for plagiarism. The service aims to provide original, high-quality content through a bidding system and revision process.
More Related Content
Similar to An Efficient Method For Distributing Animated Slides Of Web Presentations
This document discusses a student project to build an online platform called Webuiltit that allows users to store and showcase their university group project work. It would help document student contributions and roles. The platform focuses on making it easy for students to store project artifacts like images, videos and presentations. Key features would allow users to create profiles, make and join projects, and add/comment on assets. The document outlines user profiles, features, design guidelines and results from usability testing iterations to refine the interface and navigation based on student feedback.
The document provides an overview of key concepts in web engineering and the web engineering process. It discusses that early web development relied on informality, urgency, intuition and art but that as web apps become larger and more complex, some degree of requirements gathering, planning and proven patterns are needed. It defines web engineering as an agile yet disciplined framework for building industry-quality web apps. The core activities of the web engineering process are communication, planning, modeling, construction, deployment and adaptation of the framework based on the specific project.
Presentation Guidelines
CYB 6010 Weeks-6 Presentation Guidelines
Objective
This assignment requires you to create a PowerPoint presentation capturing the highlights of your tool comparison. The instructor and other students will be allowed to ask questions to gain better understanding of the project.
Instructions for Assignment
1. The presentation will be graded on both presentation skills and content.
a. When preparing for the presentation, the following questions should be considered:
i. Did you demonstrate preparation for the talk; in other words, did you practice it or is the first time in front of the class?
ii. Is there an introduction that explains what and why you’re speaking instead of diving right in to the technical material and security recommendations?
iii. Are the main points are clear? (See content notes below for recommended main points.)
iv. Does the presentation include organized concluding remarks?
v. Is the presentation no less than 15 minutes and not more than 20 minutes?
vi. Does the presentation include graphics to illustrate points as opposed to all text?
b. When composing the content, the following questions should be considered:
i. Product Background
ii. Pros and Cons of each product
iii. Side by Side comparison
iv. Recommendation
c. PowerPoint Requirements
i. Easy to follow and understand
ii. Ratio of words to background (Essentially, not too many words on a slide. Highlight the essentials)
iii. Graphics – Charts, Graphs, Illustrations, etc.
iv. Other – media – Audio, Video, etc.
v. Safe – Assignment comparison will be done
An Empirical Study of Web Interface Design on Small Display Devices
Mei Kang QIU Kang ZHANG Maolin HUANG
Department of Computer Science Department of Computer Science Department of Computer Systems
University of Texas at Dallas University of Texas at Dallas University of Technology, Sydney
Richardson, Texas Richardson, Texas PO Box 123 Broadway
75083-0688 USA 75083-0688 USA NSW 2007 Australia
[email protected][email protected][email protected]
Abstract
This paper reports an empirical study that explores the
problem of finding a highly-efficient, user-friendly interface
design method on small display devices. We compared
three models using our PDA interface simulator:
presentation optimization method, semantic conversion
method, and zooming method. A controlled experiment has
been carried out to identify the pros and cons of each
method. The results show that of the three interface
methods, the zooming method is slightly better than the
semantic conversion method, while they both outperform
the optimizing presentation method.
1. Introduction
With the rapid advance of the Internet technology, an
increasing number of people use wireless devices such as
Web-enabled cell phones and PDAs (Personal Digital
Assistants) to go online. There are significant differences
between a desktop computer screen and a small display.
First, a small display device has a limited number of input
facilit.
The document describes a new interactive tutorial framework called DTorial that is designed for blind users of web applications. DTorial embeds tutorial content directly into web applications to provide context and allow users to easily apply lessons without switching windows. It was developed through interviews with visually impaired users and an iterative design/evaluation process with 17 users. DTorial aims to reduce barriers for blind users in learning new web applications by addressing limitations of traditional tutorials through embedded, dynamic, and audio-based content and by mitigating issues with screen readers and dynamic web applications.
The document describes a new interactive tutorial framework called DTorial that is designed for blind users of web applications. DTorial embeds tutorial content directly into web applications to provide context and allow users to easily apply lessons without switching windows. It was developed through interviews with visually impaired users and an iterative design/evaluation process with 17 users. DTorial aims to reduce barriers for blind users in learning new web applications by addressing limitations of traditional tutorials through embedded, dynamic, and audio-based content and by mitigating issues with screen readers and AJAX applications.
This document describes a web-based tool that allows semantic browsing of video collections using multimedia ontologies. The tool allows users to browse video collections based on concepts, concept relations, and concept clouds. It uses a rich internet application interface for fast responsiveness. The tool accesses videos and related content from sources like YouTube, Flickr, and Twitter through the ontologies. It provides a graphical interface to explore concept relationships and directly access related video clips.
Video Data Visualization System : Semantic Classification and Personalization ijcga
We present in this paper an intelligent video data visualization tool, based on semantic classification, for
retrieving and exploring a large scale corpus of videos. Our work is based on semantic classification
resulting from semantic analysis of video. The obtained classes will be projected in the visualization space.
The graph is represented by nodes and edges, the nodes are the keyframes of video documents and the
edges are the relation between documents and the classes of documents. Finally, we construct the user’s
profile, based on the interaction with the system, to render the system more adequate to its preferences.
Video Data Visualization System : Semantic Classification and Personalization ijcga
We present in this paper an intelligent video data visualization tool, based on semantic classification, for retrieving and exploring a large scale corpus of videos. Our work is based on semantic classification resulting from semantic analysis of video. The obtained classes will be projected in the visualization space. The graph is represented by nodes and edges, the nodes are the keyframes of video documents and the
edges are the relation between documents and the classes of documents. Finally, we construct the user’s profile, based on the interaction with the system, to render the system more adequate to its preferences.
A Multimedia Visualization Tool For Solving Mechanics Dynamics ProblemLeonard Goudy
This document describes a multimedia visualization tool developed to help students learn mechanics dynamics problems involving projectile motion. The tool uses multimedia elements like text, graphics, audio and animation to present problem steps and solutions in an interactive virtual environment. A study found the tool effectively promoted learning by enabling visualization and interactivity. It allowed students to solve problems quickly by exploring on their own pace. The tool aims to complement traditional teaching through interactive virtual experiments.
This document describes a project called VISION that aims to develop engineering solutions to help the visually impaired. It includes the following key points:
1. The project was developed by a team of students and a professor, with the goal of providing both tools to directly help those with visual impairments in their daily lives as well as resources to help them learn and educate themselves.
2. The team created a suite of applications called VISION that includes an e-learning system using speech recognition to provide educational materials, as well as other indigenous tools such as a Braille keyboard attachment.
3. The system is designed to be low-cost and user-friendly while addressing a wide range of needs for the visually impaired
This document summarizes the services of Youlect, which allows users to record presentations, lectures, and meetings and publish them online for interactive viewing. Key features include recording both the speaker's video and presentation slides in sync, adding navigation text to allow browsing slides, and publishing recordings on websites and mobile apps for on-demand viewing. Youlect can capture both offline presentations recorded via PowerPoint plugin and online web meetings. The company aims to make distant learning more effective by addressing issues like audiences losing interest or being unable to navigate long videos.
Tutorial on "Video Summarization and Re-use Technologies and Tools", delivered at IEEE ICME 2020. These slides correspond to the first part of the tutorial, presented by Vasileios Mezaris and Evlampios Apostolidis. This part deals with automatic video summarization, and includes a presentation of the video summarization problem definition and a literature overview; an in-depth discussion on a few unsupervised GAN-based methods; and a discussion on video summarization datasets, evaluation protocols and results, and future directions.
The document describes the development of a web application for an online newspaper. It discusses the objectives, which are to provide daily news, breaking news, and make information easily accessible to people. It also covers the technologies used like PHP, MySQL, CSS, and the development models of waterfall and prototyping. Data gathering and analysis are explained as important parts of the initial analysis phase of the project.
Interactive E-Lecture Using Video Annotation in Learning GroupsIJERA Editor
Now day‘s users are interested in distance learning as there is rapid growth in digital data due to day today
development in information as well as computer technology. Also its applications or usage have tremendous
response in market. Peoples are attracted towards interactivity in each thing, we found that for e-learning is a
very interactive way to learn and understand things. Currently, YouTube is the global way of video sharing. It is
having certain limitations such as, it having inactivity in online learning. In online study students expecting
some extra guidelines from given resources. In this project we developed video annotation system for foster
active learning. In this project, we achieved active participation of students. There is certain kind of technologies
that extracts some important keywords from textual information. MOOC‘s model is another technology to solve
interaction problem of users in active learning. It also has limitations that it suffered from the problem of
gamification. Our system is interactive as it provides real-time annotations to the video. In our system user can
give their active participation as they have direct interaction to our system. As part of our contribution in this
project we did SVM analysis to provide recommended videos for end users. SVM is Support Vector Machine
algorithm; it classifies the things according to user interest. So, in our system user can search for video and they
get recommended video list for their study.
The document describes a lecture presentation system called Classroom Presenter that uses a Tablet PC as the presentation device. Key features of the system include the ability for instructors to write directly on slides, have multiple views including a separate view for notes, and support for navigation between slides and a digital whiteboard. An evaluation found that instructors made extensive use of inking on slides and found the system improved interactivity over traditional computer-based presentations. The system has been deployed across multiple universities.
The document describes a look-based media player that uses face detection and hand gesture recognition to control playback. The player pauses when the user's face is not detected looking at the screen and allows control of functions like volume and playback position using hand gestures detected by the webcam. The system is implemented using Haar cascade classifiers for face detection and aims to provide a more seamless media viewing experience by avoiding missed content when the user looks away. An evaluation found existing eye-tracking systems lacked accuracy, while the proposed combined use of face detection and hand gestures could more accurately control media playback.
RealShow: A New Way for Producing and Communicating Virtual Conference Presen...Alaa Sadik
RealShow is software that allows presenters to create virtual conference presentations by recording narration and slides. It was developed based on principles from cognitive load theory and multimedia design. The software captures a presenter's PowerPoint slides, drawings, writings, and video to create a self-running presentation. This allows virtual presenters to apply best practices for multimedia learning and receive feedback by publishing their presentations online. The software aims to provide an accessible option for individual presenters to create effective virtual presentations.
This document summarizes a presentation by Kristen Sosulski on teaching data visualization. It discusses her background and experience teaching courses on data visualization to MBA and analytics students. It outlines challenges in teaching students to design visualizations that provide insights rather than just being visually appealing. The presentation covers using software like Tableau to incorporate annotation, animation, and interactivity into visualizations. It also provides techniques for effectively presenting visualizations, including identifying key takeaways, putting findings in context, and presenting key numbers. Students practice these skills through individual and group projects involving live and video presentations with feedback.
This document is a portfolio created by Amy Killilea for a course on technology in education. It showcases various projects using different technologies, including a wiki about emerging technologies, a blog with course reflections, a Glog about an experiment, an Inspiration graphic organizer comparing bacteria and viruses, spreadsheets and forms in Google Docs, an interactive Jeopardy-style PowerPoint game, a movie demonstrating an elementary science lesson, a website about marine biology created in Weebly, and a web quest. The portfolio demonstrates how these technologies can be integrated into the classroom to enhance learning.
Similar to An Efficient Method For Distributing Animated Slides Of Web Presentations (20)
Three Parts Of Essay - Clip Art Library. Online assignment writing service.Sarah Pollard
The document provides instructions for requesting writing assistance from HelpWriting.net in 5 steps:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, and deadline.
3. Choose a writer based on their bid, qualifications, and reviews. Place a deposit to start.
4. Review the paper and authorize full payment if satisfied, or request revisions for free.
5. Know that revisions are allowed to ensure satisfaction, and plagiarized work will be refunded.
Essay On My First Day At College In English With Quotations - YouTubeSarah Pollard
The document provides instructions for using the HelpWriting.net service to have papers written. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Receive the paper and ensure it meets expectations before authorizing payment. 5) Request revisions until satisfied, with a refund option for plagiarism. The service aims to provide original, high-quality content through a bidding system and revision process.
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An Efficient Method For Distributing Animated Slides Of Web Presentations
1. An Efficient Method for Distributing Animated
Slides of Web Presentations
Yusuke Niwa, Shun Shiramatsu, Tadachika Ozono, Toramatsu Shintani
Department of Computer Science and Engineering,
Graduate School of Engineering, Nagoya Institute of Technology Gokiso-cho,
Showa-ku, Nagoya, Aichi, 466-8555 Japan
Abstract—Attention control of audience is required for suc-
cessful presentations, therefore giving a presentation with im-
mediate reaction, called reactive presentation, to unexpected
changes in the context given by the audience is important.
Examples of functions for the reactive presentation are shape
animation effects on slides and slide transition effects.
Understanding the functions that realize the reactive pre-
sentation on the Web can be useful. In this work, we present
an effective method for synchronizing shape animation effects
on the Web, such as moving the objects and changing the
size and color of the shape objects. The main idea is to make
a video of animated slides, called Web Slide Media, including
the page information of slides as movie chapter information for
synchronization. Moreover, we explain a method to reduce the
file size of the Web slide media by removing all shape animation
effects and slide transition effects from a Web slide media item,
called Sparse Web Slide Media.
We demonstrate that the performance of the system is enough
for practical use and the file size of the Sparse Web Slide Media
is smaller than the file size of the Web Slide Media.
Keywords—Collaborative tools; communication aids; informa-
tion sharing; Web services
I. INTRODUCTION
Presenters require instant manipulation of their presentation
material to deal with unexpected contexts, such as the state of
their audience, unexpected questions, and the knowledge of
the audience. Attention controls that use animations and other
effects are effective for dealing with the unexpected contexts.
The conventional PowerPoint software, however, does not
support instant manipulation of slide objects (i.e., objects on
a slide) in the presentation mode. We implemented methods
for controlling the attention of the audience members and for
adding visual information to the presentation in PowerPoint
in our prior research [1], [2]. We implemented a system
that provides for the manipulation of slide objects so that
users give a reactive presentation. The reactive presentation
refers to giving a presentation with immediate reaction to
unexpected changes in the context given by the audience.
Although the methods for controlling the attention of the
audience members were based on functions for manipulating
objects on slides in real time during a presentation, the methods
did not support giving a remote presentation. In this paper,
we describe a reactive presentation system that synchronizes
the slides between the presenter and the audience on the Web
independently of the distance between them.
Fig. 1: Web Presentation.
This paper is organized as follows. In Section II, we
describe features of the Web presentation support. In Section
III, we describe a Web slide media item that is shown on a Web
browser. In Section IV, we describe the system architecture of
the Web presentation support systems and essential require-
ments for reactive presentations. In Section V, we describe
the implementation of the system. In Section VI, we describe
experimental results for evaluating communication traffic. In
Section VII, we discuss the reason for traffic is increasing in
the experiment and the ease of configuring the system settings.
We conclude this paper in Section VIII.
II. WEB PRESENTATION SUPPORT
Collaborative presentation support enables us to have a
close conversation between a presenter and audience members.
Figure 1 shows that a presenter synchronizes the shown slide
with the audience members and collects comments from audi-
ence members during a presentation. The audience members
usually ask questions after the presentation, however, they may
want to interrupt the presentation to ask questions.
Web presentation has been widely studied recently. The
Web media slides and Silhouette Web Presentation system are
useful for supporting presentations on the Web. HTML5 is
used for Web presentation [3], [4]. There is a JavaScript library
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2. for publishing multimedia Web contents using HTML5 [5].
Some studies on E-learning have used PowerPoint [6], [7].
In Figure 1, a presenter reuses his/her presentation file
for knowledge sharing. Such service allows users to share
presentations, documents, videos, and webinars. The service’s
goal is to share knowledge online.
The number of Web services to share presentation slides is
increasing rapidly. For example, Office 3651
is a cloud service
provided by Microsoft. iCloud2
is a cloud service provided by
Apple. These cloud services provide, respectively, an Office
PowerPoint and a Keynote3
on the Web and allow a user to
edit a presentation and save the presentation on the cloud.
Of course, a user begins a presentation slide show on a Web
browser. SlideShare4
is a Web service to share slides.
Presentation applications such as PowerPoint and Keynote
provide an abundance of wonderful animations and effects for
presentations. However, adding and editing these animations
and effects, such as the movements and changing the sizes and
colors of the slide objects, are possible only if the applications
enable an editing mode. Nevertheless, the slide show mode is
better for maintaining the attention of the audience members at
the time of the presentation because there is no salient cueing,
with the exception of the slide objects, in the slide show mode.
The problem is that existing presentation applications (e.g.,
PowerPoint and Keynote) do not support editing slide objects
in the presentation mode. We cannot apply new animations
and effects to slide objects when we need to immediately
get the attention of the audience members in the presentation
mode. For presentation applications, we apply an abundance of
animations and effects to objects on slides. It is also beneficial
for us to use the rich number of animations and effects in
unexpected situations during presentations.
We assume that presenters and audience members should
not be specialists of ICT technologies. We design a new
presentation support system under the following constraints:
1) the presentation slide should be composed by using ex-
isting presentation software, 2) audience members only use
Web browsers during presentations, and 3) presentation slides
should be shared and reusable on the Web.
A. Reactive Presentation
Although studies on presentation support systems have
been conducted for some time, studies about reactive presenta-
tion have never been conducted in this previous research. Our
focus is to develop a presentation support system that enables
us to react to unexpected context changes. We developed a new
approach to properly react to requests of audience members
during presentations.
We propose a system for manipulating objects on slides in
real time during a presentation to give a reactive presentation.
Manipulating slide objects, such as moving, zooming, and
adding some effects, the presenter guides and maintains the
attention of the audience members and communicates infor-
mation in visuospatial terms by applying the animations and
effects of slide objects reactively.
1http://office.microsoft.com/en-us/home-and-student/
2https://www.icloud.com/
3http://www.apple.com/iwork-for-icloud/
4http://www.slideshare.net/
The presenter controls the attention of the audience mem-
bers by adding animations and effects to deal with a certain
context and reflecting on something in the presentation. When
the audience members ask the presenter to explain the topic
based on some unexpected conditions that are difficult to
prepare for beforehand, the presenter only explains them by
speaking or pointing them out.
1) Attention Control: Attention control in presentation is
used to guide and maintain the attention of the audience
members to crucial parts of slides, and it is effective for dealing
with the changing context in a presentation. Attention guiding
by means of cueing reduces the extraneous cognitive load of
the audience [8].
2) Animations for Attention Control: Focusing on exoge-
nous attention [9] by using animations and effects is useful
for properly guiding the attention of the audience members.
Visually guiding and maintaining their attention by using
animations and effects reduces their cognitive load [10].
Animations and effects effectively communicate non-verbal
information to the audience [11] by expressing various move-
ments, colors, and features for slide objects.
3) Slide Object Manipulation for Instant Attention Control:
It is necessary for reactive presentation to allow users to
manipulate slide objects in real time in a slide show. A user
should be able to manipulate slide objects during a slide
show without changing into the edit mode to avoid losing the
attention of the audience members. A person’s eye direction
and attention are almost entirely consistent [12], [13].
III. WEB SLIDE MEDIA
There are two requirements for inspecting a presentation
file on the Web: The file allows users to skip slides and
to play animations on slides. To cover the requirements, a
presentation file should be Web-friendly content. We solve a
visual appearance problem using HTML5 specifications that
is supported by many modern Web browsers. To prevent the
broken appearance of slides, we convert the presentation file
to a video file. Converting to a video file uses PowerPoint
functions.
A Web slide media item consists of an original presentation
video and chapter information generated by our system. An
HTML5-supported Web browser plays a Web slide media with-
out browser plugins. A Web slide media item expresses anima-
tions and stops the playback with its own chapter information
when the playback position reaches each of slide transition
ends and animation ends. To solve an operability problem of
an animated slide, playback animations, and previewing any
slides randomly, we add chapter information to the animated
slide.
A. Chapter Information
In this research, we focus on users creating a presentation
file with PowerPoint. PowerPoint also has a video output
function, but the output file has no chapter information. The
presentation software Keynote has a function to save a pre-
sentation file as a video file. The function also adds chapter
information to the output video file. To add chapter information
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3. Fig. 2: Chapter Information.
to a video file, a player system detects slide transition and
animation ends using the chapter informations.
Chapter information chaps consists of tuples of a times-
tamp, a slide number, and an animation number. The chaps
consists of multiple pieces of chapter information, chapi,
where i indicates the chapter number. chapi consists of the
tuple (t, s, a), where t is the start time of an animation, s is
the slide number at t and a is the animation number.
Using chapter information, a slide transition on a Web slide
media item plays the video from a start time t. Figure 2 shows
a relationship between slides of a presentation file and a time
sequence of Web slide media. In Figure 2, the upper rectangles
are three slides. Every slide has a slide transition, and Slide 2
has an anmation. The bottom indicates the time series of a Web
slide media item. Where the time of the head of the video is
zero, the span from 0 to t1 indicates Slide 1 on the video
timeline. The span from t1 to t2 is a slide transition from
Slide 1 to Slide 2. The span from t2 to t4 represents Slide2.
The span from t2 to t3 represents prior to the beginning of an
animation, and the span from t3 to t4 is the animation. The
span from t4 to t5 is a slide transition from Slide 2 to Slide 3,
and the span from t5 to t6 represents Slide 3. It is possible to
control slide playback on the video sequence by the beginning
and end times of a slide, an animation, and a slide transition.
In this case, to preview Slide 2 is an alternative on playback
from t1 through t2 on the video sequence.
B. Sparse Web Slide Media
In comparison to the original video, generally, the size of
the Web slide media tends to become larger. The file size of a
Web slide media item created from a rich presentation file is
larger than one without animations. The fidelity of animations
of a Web slide media item and the file size have a trade-
off relationship. In this research, our system enables users to
adjust the priority of the relationship. To reduce the file size,
users may adjust the resolution of a Web slide media item
and the frame rates to lower. Also, removing video frames
of slide transitions and animations produces smaller file size.
We called this type of Web slide media Sparse Web Slide
Media. Specifically, a sparse Web slide media item consists of
frames at t1, ..., t6 of the Web slide media. In cases when it is
necessary to preview a presentation file or reduce a file size,
sparse Web slide media is a useful way.
IV. SYSTEM ARCHITECTURE AND REQUIREMENTS
We describe the design of our collaborative Web presenta-
tion support system, called “Silhouette Web Presentation Sys-
tem.” The slides for the Silhouette Web Presentation System
are called “Web media slides.” Web media slides contain the
image contents. In this section, we show our three design goals.
Then we explain the three functions that we implemented to
achieve a collaborative Web presentation.
A. Design Goals
1) Comment Aggregation: Collecting a comment in real
time for a presentation and making a relation between the
comment and a shown slide in the presentation prevents this
information from becoming disorganized. All comments on
a slide should be stored in it automatically to avoid losing
valuable opinions.
2) Reactive Presentation: Both presenters and audience
members require attention control functions to communicate
with each other. It is difficult for audience members to tell the
presenter slides they want to watch, because they do not have
a proper way to indicate the slides in their mind.
3) Easy to Use: It is not necessary for a presenter to upload
a presentation file. Audience members only access a Silhouette
audience system on the Web browser and log in with a specific
token without downloading the presentation file. A presenter
uses an existing presentation software. An audience system is
executable for many environments.
B. Functions
1) Automatic Comment Crawler: This function collects
comments from the Web and saves the comments into the
current slide. The audience members make comments anytime
by using Twitter, email, and so forth. The collected comments
are displayed on the left side of the presenter’s screen. These
comments are saved into the shown slide at that time in the
presentation. This function provides the audience members
with the ability to ask questions and make comments during
the presentation and provides the presenter with the ability to
log the comments after the presentation.
2) Slide Synchronization: This function is to synchronize
shown slides between a presenter and audience members. A
tablet device in the proposed system has two modes: One is a
free mode, and the other is a viewer mode. A displayed slide
on a device that is set to the viewer mode is synchronized with
that on the presenter’s device. A device that is set to the free
mode is not synchronized. A user using the device can change
the displayed slide. Then, the same slide is displayed on the
presenter’s device and the viewer mode devices anytime. The
presenter’s device sends synchronous messages to the other
devices via a Silhouette hall. The devices that received the
synchronous messages redraw their displayed slide based on
these messages.
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4. Fig. 3: System Architecture of the Silhouette Web Presentation
System.
3) Web Presentation Snippet: To share a presentation slide
file, the system has a feature to make a Web snippet and append
it to existing Web pages. It is important to note that existing
animation effects in the slides are also useful to control the
attention of audience members. The slides are converted to
Web slide media by the add-in of PowerPoint, WW Media, we
developed. A Web slide media item expresses shape animations
and slide transitions of the presentation slide file.
C. Architecture
We developed a reactive presentation system called the
Silhouette Web Presenter System. An outline of our current
system’s architecture is shown in Figure 3. The system consists
of three parts: a Silhouette presenter, a Silhouette audience, and
a Silhouette hall. A presenter uses the system, and the slides are
synchronized to audience members. Additionally, the presenter
can reuse the presentation as a Web snippet and append it
to any existing Web pages. Web slide media in Figure 3 are
HTML5 contents generated from presentation slides, which are
used for Web presentations.
V. IMPLEMENTATION
In this section, we describe the implementation of the
Silhouette Web Presenter System. The Silhouette Web Presen-
ter System consists of three subsystems: a server-side system
and two client-side systems. The server-side system, called a
Silhouette hall, relays control messages and presentation slides.
The first client-side system, called a Silhouette presenter, is
used by a presenter. The second client-side system, called a
Silhouette audience, is used by an audience member of the
presenter.
We given an overview of usage of the Silhouette Web
Presenter System. The system identifies a synchronization
group by a specific synchronization token. The presenter opens
a presentation file in PowerPoint and starts the Silhouette pre-
senter. The audience members start each Silhouette audience
in their Web browsers. The presenter and audience members
set the same synchronization token to their system.
Fig. 4: Distributing Web Slide Media and Synchronizing
Current Slide.
Fig. 5: System Diagram of the Silhouette Presenter.
A. Silhouette Hall
A Silhouette hall provides two services. The first is a file
storage service over HTTP. The second is a synchronization
message relay service over WebSocket. We implemented a
Silhouette hall in Node.js5
.
Figure 4 shows sequences of distributing a Web slide
media item and synchronizing the current shown slide. First, a
Silhouette presenter system converts the presentation file into
a Web slide media item before the begining of a slide show on
PowerPoint, and uploads the Web slide media to the Silhouette
hall. The Silhouette hall responds to uploading the animated
slide. The Silhouette presenter broadcasts a synchronization
message to Silhouette audiences via the Silhouette hall.
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5. Fig. 6: Silhouette Presenter UI.
B. Silhouette Presenter
The Silhouette presenter is based on Microsoft PowerPoint
2013. We developed the system on .NET Framework 4.0 with
Visual Studio 2013 C#. As for controlling PowerPoint, we
use PowerPoint Object Library6
. We describe the structure and
functions of our system in this subsection.
Figure 5 shows a system diagram. The system is roughly
divided into three parts. The first is the sensor part that detects
the user inputs using a mouse or a keyboard. The second is the
software part that processes some of the information obtained
from the sensor part. The third is the screen part that reflects
the results of the processing from the software part. The
software part has six components. These components are for
dispatching events, manipulating the slide objects, collecting
the comments of the audience members, and managing the syn-
chronization messages, the main controller, and PowerPoint.
The screen part has two layers. The foreground layer displays
the control menu of the system, and the background layer
displays the PowerPoint slide show.
The Comment Collector is launched on a presenter’s
netbook device and collects comments about a presentation.
The Comment Collector has three main submodules: a tweet
collector for collecting tweets form Twitter, an email collector
for collecting emails using IMAP, and a Web-form comment
collector for collecting messages posted from a Web form.
The Message Manager sends and receives messages via
WebSocket. When the presenter changes a shown slide in the
slide show, the message manager creates a change message
containing the slide index and sends it to the Silhouette
hall. The Silhouette hall relays the messages to all the other
Silhouette audiences, that is, Web browsers.
Figure 6 shows a Silhouette presenter’s UI. The bottom-left
icons are four function buttons. The top button, whose icon
looks like a pen, is a pen function button. Push the button to
draw freehand lines via the PowerPoint function. The second,
whose icon looks like an arrowhead, is a direct mode function
button. Push the button to through the user’s mouse events to
PowerPoint directly. The third button, whose icon looks like a
balloon, is a comment function button. Push the button to show
5http://nodejs.org/
6http://msdn.microsoft.com/en-us/library/office/ee861525.aspx
Fig. 7: Synchronization of animted slide with Silhouette Pre-
senter in Silhouette Audience.
or hide the collected comments. The bottom button whose icon
looks like a screen, is a quit function button. Push the button to
quit the Silhouette presenter. The bottom-right button, whose
icon looks like a wrench, is a setting function button. Push the
button to show a setting dialog for the Silhouette presenter. The
user can changes the server address and the synchronization
token in the dialog.
C. Silhouette Audience
We implemented a system called Silhouette audience that
plays Web slide media. Silhouette audience can play Web
slide media in a Web browser that supports HTML5. Figure
7 shows the user interface of Silhouette audience. The screen
of Silhouette audience shows a presentation slide generated
from a Web slide media item. To show the previous or next
slide of the presentation, the user clicks the left-arrow button
or right-arrow button, respectively. A slider between the left-
arrow button and right-arrow button indicates the current slide
position. The user changes the current shown slide by sliding
a circle handle on the slider. The four colored buttons, blue,
red, green, and yellow placed on the left beside the right-arrow
button are used by a questionnaire feature of the Silhouette
presenter. A switch placed on the right beside the left-arrow
button indicates synchronization mode, whether the shown
slide is synchronized with the Silhouette presenter or not.
D. Web Slide Media Maker Add-in for Presentation Software
In this section, we describe a system that builds a Web
slide media item from a presentation file. The system targets
a PowerPoint presentation file (PPTX) as the presentation file.
The system is developed as a PowerPoint add-in. The develop-
ing environments are .NET Framework 4.07
and PowerPoint
Object Library (PPOL)8
15.0. PPOL provides PowerPoint
automation functions. Ffmpeg9
is a multimedia file converter.
Figure 3 shows the system architecture of the add-in. The
add-in builds a Web slide media item from a PPTX file. We
describe the process of making a Web slide media item.
7https://msdn.microsoft.com/en-us/library/vstudio/w0x726c2(v=vs.100).aspx
8https://msdn.microsoft.com/en-us/library/bb772069.aspx
9https://www.ffmpeg.org/
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6. Fig. 8: Add-In Process and Data Flow of Making Web Slide
Media
E. Making Web Slide Media
In this section, we describe an add-in process flow of
making a Web slide media item. Figure 8 shows the process
flow. Users input a pptx file into the add-in and get output as
Web slide media wwm. A rectangle is a process. A corner-
rounded rectangle is data. An arrow is a data flow. The data
that points to a process is an input of the process. The data
that is pointed to by a process is an output of the process. A
process that has multiple inputs may start when all input data
gets to be available. A blue-colored, corner-rounded rectangle
is intermediate data. We describe file formats of intermediate
files generated by making a Web slide media item. pptx(1) and
pptx(2) are PowerPoint presentation files. mp4(1), mp4(1a),
mp4(2), mp4(2v), mp4(3), and mp4(4) are mp4 files. wav is
an audio format wave file. times is time series. chap is chapter
informations. We describe a process flow in the figure.
The process “guide” has an input as a pptx file and
an output as a pptx file. The process inserts a sound-effect
animation before each slide transition and animation activated
by user-click events on the input pptx file and outputs a
pptx file as pptx(2). Inserting sound-effect animations uses
PowerPoint functions via PPOL.
The process “sound” has an input as a pptx file and an
output as a pptx file. The process decompresses the input
pptx file using an archiver software 7za10
. Next, the process
modifies an XML file that contains animation information to
append sound effect control information into the sound-effect
that is inserted by the process guide. Finally, the process
compresses the modified files and outputs a pptx file as
pptx(3).
The process “pptx → mp4” has an input as a pptx file and
10http://www.7-zip.org/
an output as an mp4 file. The process converts the input pptx
file to a mp4 file using PowerPoint functions via PPOL.
The process “mp4 → wav” has an input as an mp4 file
and an output as a wave file. The process extracts an audio
stream from the input file using ffmpeg functions and outputs
a wave file. The ffmpeg executing command line is below.
A string “path/to/a.mp4” is the input file name, and a string
“path/to/b.wav” is the output file name. The command line
means that it converts the input file to the output file where the
output audio encoding is PCM little endian 16-bit encoded, the
sampling rates is 44,100Hz, and the number of audio channels
is 2.
ffmpeg -i "path/to/a.mp4" -f wav -acodec
pcm_s16le -ar 44100 -ac 2 "path/to/b.wav"
The process “extract video” has an input as an mp4 file,
and an output as an mp4 file. The process extracts a video
stream from the input file using ffmpeg functions and outputs
an mp4 file that has only a video stream and no audio
stream. The ffmpeg executing command line is below. A
string “path/to/a.mp4” is the input file name, and a string
“path/to/b.mp4” is the output file name.
ffmpeg -i "path/to/a.mp4" -f mp4 -vcodec copy
-an "path/to/b.mp4"
The process “analyze” has an input as a wave file and an
output as a time series. The process analyzes audio wave forms
from the input file and gets times when the wave forms rise
up.
The process “make chap” has four inputs, a pptx file, an
mp4 file, a wav file, and a time series < t0, t1, ..., tn >, and
outputs chapter information. The process gets an animation
information array < a0, a1, ..., an > from the input pptx file.
Next, the process gets a video duration Tv and an audio
duration Ta from the input mp4 file and the input wav
file, respectively. Then, the process converts the time series
< t0, t1, ..., tn > into an adjusted time series < t′
0, t′
1, ..., t′
n >
using the equation below. Finally, the process merges the an-
imation information array < a0, a1, ..., an > and the adjusted
time series < t′
0, t′
1, ..., t′
n > by n into chapter information.
t′
i =
Tv
Ta
ti
The process “extract audio” has an input as an mp4 file and
an output as an mp4 file. The process extracts an audio stream
from the input file using ffmpeg and outputs an mp4 file that
has only an audio stream. The ffmpeg executing command line
is below. A string “path/to/a.mp4” is the input file name, and
a string “path/to/b.mp4” is the output file name.
ffmpeg -i "path/to/a.mp4" -f mp4 -vn -acodec
copy "path/to/b.mp4"
The process “combine” has two inputs as mp4 files and
an output as an mp4 file. The process combines the two mp4
files into an mp4 file using ffmpeg. One of the input mp4
files has only an audio stream, and the other has only a video
stream. The ffmpeg executing command line is below. A string
“path/to/a.mp4” is the input file name that has only a video
stream, a string “path/to/b.mp4” is the input file name that
has only an audio stream, and a string “path/to/c.mp4” is the
output file name.
ffmpeg -i "path/to/a.mp4" -i "path/to/b.mp4"
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7. Fig. 9: Add-In Process and Data Flow of Making Sparse Web
Slide Media
-f mp4 -vcodec copy -acodec copy "path/to/c.mp4"
The process “add chap” has two inputs, an mp4 file and
chapter information, and an output as mp4 file. The process
appends the chapter information to the mp4 file using MP4Box
and outputs an mp4 file. The MP4Box executing command line
is below. A string “path/to/a.mp4” is the input mp4 file name,
and a string “path/to/b.txt” is the chapter information file name.
MP4Box "path/to/a.mp4" -chap "path/to/b.txt"
The process “force key” has two inputs, an mp4 file and
chapter information and an output as an mp4 file. The process
converts the input mp4 file with key frames that are pointed out
by times included in the chapter information using ffmpeg and
outputs an mp4 file. The ffmpeg executing command line is
below. A string “path/to/a.mp4” is the input mp4 file name, and
a string <times> is an array of a timestamp of the key frames.
A timestamp of the key frames is formed by “0:00:00.000.”
ffmpeg -i "path/to/a.mp4" -force_key_frames
<times> -f mp4 -vcodec libx264 -r 30
-coder 1 -pix_fmt yuv420p -acodec
libvo_aacenc -ar 44100 -ac 2 "path/to/b.mp4"
F. Making Sparse Web Slide Media
In this section, we describe an add-in process flow of
making sparse Web slide media. Figure 9 shows the flow. The
process outputs a sparse animated slide using the intermediate
files mp4(2v) and chap gotten from making the Web slide
media. pngs is a set of multiple png files. mp4(5) and mp4(6)
are mp4 files. wave is an audio wave file. chap2 is chapter
information. We describe processes and data flows in the
figure.
The process “extract pngs” has two inputs, an mp4 file
and chapter information, and outputs as multiple png files. The
process extracts png files that are pointed out by the chapter
information from the input mp4 file using ffmpeg. The ffmpeg
executing command line is below. A string “path/to/a.mp4”
is the input mp4 file name, a string <time> is an extracting
timestamp, and a string “path/to/b.png” is the output png file
name. The timestamp of the extracting frames is formed by
“0:00:00.000.”
ffmpeg -i "path/to/a.mp4" -ss <time>
-vframes 1 -f image2 -c:v png "path/to/b.png"
The process “combine pngs” has inputs as png files and
an outputs as an mp4 file. The process combines the input
png files into an mp4 file using ffmpeg. The ffmpeg exe-
cuting command line is below. A string “path/to/a%03d.png”
is the input png file name, and a string “path/to/b.png” is
the output mp4 file name. The “path/to/a%03d.png” contains
a file name pattern. The pattern accepts “path/to/a000.png,”
“path/to/a001.png,” “path/to/a002.png,” and so on.
ffmpeg -f image2 -framerate 5 -start_number 0
-i "path/to/a%03d.png" -f mp4 "path/to/b.mp4"
The process “make chap2” has an input as chapter infor-
mation for a Web slide media item and an output as chapter
information for a sparse Web slide media item.
VI. EVALUATION
We have conducted an experiment to show that the Web
presentation system proposed in section V synchronizes the
slides at the same time for practical use. We measured the
change in processing time and the data traffic in relation to
the increase in the number of clients.
We evaluated a comparison of the file size of an original
presentation file, a Web media slide file converted from the
presentation file, a sparse Web media slide file generated from
the Web media slide file, and an mp4 video file generated by
the PowerPoint function.
A. Evaluation of Data Traffic
We evaluated the number of audience members within the
range of 1 to 7, where the step of increase was at the rate of 1.
We changed the slides 200 times and measured the time from
when the Silhouette hall receive a change message from the
presenter to when the Silhouette server received the message
from the server. For experimental purposes, a Silhouette au-
dience sent a response message after the Silhouette audience
received a change message and also sent a finish message after
the image was loaded by the audience.
The relevant specifications of the computer system used
in the experiment are outlined below. The presenter system
was performed on a MacBook Pro (Late 2013) that had an
Intel Core i7 2.3-GHz CPU and a 16.0-GB DDR3 memory.
The operating system running on the machine was Windows 7
Professional Service Pack 1. The server system was performed
on an iMac (Mid 2010) that had an Intel Core i3 3.2-GHz CPU
and an 8.0-GB DDR3 memory. The operating system running
on the machine was OS X 10.9.2. The client system was an
iPad Air. The operating system running on the iPad Air was
iOS 7.0.4, and the Web browser was Safari. These machines
were connected to a local network via an 802.11n wireless
LAN adapter.
Figures 10 and 11 show the data traffic, where the number
of audience members is seven, captured on the server by using
Wireshark11
. The horizontal axis shows the time series, while
the vertical axis shows the total traffic data quantity at the time.
Figure 11 shows the data traffic where 85 < t < 130 from
Figure 10. The blue graph (HTTP) indicates the data traffic of
Web media slides over HTTP. The red graph (WS) indicates
the data traffic of synchronization messages over WebSocket.
The total size of the data traffic is 32.7 MB.
11http://www.wireshark.org/
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8. Fig. 10: Time Series of Data Traffic.
Fig. 11: Time Series of Data Traffic (85 < t < 130).
B. Evaluation of Making Web Slide Media
Table I shows the comparison of file size of Web slide
media. pptx indicates the original presentation file. file1 has no
animations and no slide transitions. file2 has animations and
slide transitions. file3 has slide transitions but no animations.
file1, file2, and file3 have the same images, shapes, and text.
file3 is equal to file2, which excludes all animations. file1
is equal to file3, which excludes all slide transitions. We
compared four types of videos: an original mp4 file (mp4),
a Web slide media file (wwm), a sparse Web slide media file
(wwm2) and a Web slide media file that excluded all slide
transitions.
The mp4 video file was generated by PowerPoint with
the parameter of a video frame resolution of 720 pixels.
wwm, wwm2, and wwm3 were generated by the add-in with
parmeters of a video frame resolution of 720 pixels and a
video frame rate of 10 frames per second. Generally, slide
transitions increase the file size of a wwm. Therefore, we also
TABLE I: Comparision of File Size
Type mp4 wwm wwm2 wwm3 pptx
file1 1,618 2,260 928 2,260 4,693
file2 44,866 10,443 3,235 5,689 4,729
file3 43,788 8,303 1,743 2,260 4,724
TABLE II: Comparision of Rate of Change of File Size
Type mp4 wwm wwm2 wwm3
file1 34.5% 48.2% 19.8% 48.2%
file2 948.7% 220.8% 68.4% 120.3%
file3 926.9% 175.8% 36.9% 47.8%
made a Web slide media file that exlucded all slide transitions
of wwm3. It seems that slide transitions significantly increase
the file size of a wwm, and excluding slide transitions helps
to reduce the file size. In Table I, slide transitions of file3 are
disabled because the wwm file size of file3 is equal to that of
file1. Table II shows the rate of change of file size between
an original presentation file and a Web slide media file. Table
III shows the conversion times of making a Web slide media
file from an original presentation file. Note that, in Table III,
the times of wwm2 are the making times of a sparse Web
slide media file from a Web slide media file. Therefore, the
actual making time of a sparse Web slide media is the wwm2
time added to the wwm time. And the wwm2 making time is
smaller than the one that, excluded slide transitions.
VII. DISCUSSION
A Silhouette audience sends a request to the Silhouette hall
to download an image file each time the audience receives a
notification of a slide change. The data traffic after 125 seconds
is very low (less than 9.805 KBytes/sec) because the Web
browser uses an HTTP If-None-Match header and an HTTP If-
Modified-Since header. Moreover, the Silhouette hall reduces
the data traffic by HTTP 304 response code if the requested
image file is not changed. In Figure 11, the pulses between
40 seconds and 50 seconds occurred when the Silhouette
audiences logged in. The Silhouette presenter sent the Web
media slides sequentially because the pulses between about
88 seconds and 93 seconds continuously occurred. The pulses
between 93 seconds and the end occurred when the Silhouette
presenter sent synchronization messages to the Silhouette hall.
Our system is easy to configure for presenters and audience
members to synchronize a current slide with a few settings. The
following three operations are needed for the synchronization
of slides. First, a presenter launches a Silhouette presenter
system. Second, the presenter sets a Silhouette hall URL and
a specified synchronization token. Third, an audience member
accesses the Silhouette audience in a Web browser and logs in
with the same token. After the set up, the presenter opens
a presentation file and begins the presentation as usual in
a PowerPoint slide show. After that, the synchronization of
shown slides starts.
The ease of operation is implemented by the following
procedures. The Silhouette presenter monitors whether a pre-
sentation slide show begins or not. The Silhouette presenter
converts the slides to images and sends them to the Silhouette
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9. TABLE III: Comparision of Making Times
Type mp4 wwm wwm2 wwm3
file1 2.3 45.4 10.6 46.6
file2 64.9 215.3 178.4 163.6
file3 26.3 103.9 36.4 45.2
hall when the presentation slide show begins. The displayed
slide on the screen of an audience member is synchronized
with the presenter. Moreover, a Silhouette audience is exe-
cutable in a Web browser supporting HTML5. Since the system
does not require special plug-ins due to the use of HTML5, it
is easy to introduce and use.
Furthermore, the rich shape animations and effects of the
existing presentation software, PowerPoint, are used without
special settings. All users use their own PowerPoint program
with the Silhouette presenter system. When users begin the
slide show mode with their PowerPoint, the Silhouette pre-
senter system automatically connects to the Silhouette hall
system and the server system and uploads the slide images
of the current slide. The audience members browse the slides
by using their Web browsers.
Generating HTML snippets enables users to reuse the slides
and share them on their Web pages. Users share reusable and
re-editable presentation slides for the Web using SlideStack,
which was developed in our laboratory. One of the key points
of SlideStack is that users control its quality and controllability.
When users want to share high-quality slides, they obtain Web
slide media, which are animated and controllable Web slides.
Web slide media is a new presentation slide format based on
MPEG-4 with chapter information. The chapter information
contains timing information of the beginning and end of slide
transitions and shape animations. Users only need to install the
add-on for creating Web slide media and to push the button
of the add-on. Then the add-on system generates and upload
a special movie containing control information from a current
slide.
Existing methods of converting a presentation file into a
set of image files, a PDF file, or an HTML file enable a
program code to manipulate a shown slide and play back
animations. The files, however, have appearance problems
regarding animation effects. PowerPoint has a function to
output a presentation file as a video file, but the video file
has no chapter information. Thus, a video player makes a
user seek the slide that the user wants until the slide is
shown. We implemented a function that converts a presentation
file to a video file and has chapter information. The chapter
information indicates when a slide transition effect or a shape
animation effect begins in the time sequence of the video.
Generally, the Web slide media file size is larger than the
original presentation file or the video file. To reduce the file
size, we also implemented a function that removes all shape
animation effects and slide transition effects from the Web
slide media.
VIII. CONCLUSION
We implemented a PowerPoint add-in that builds a Web
slide media file from a PowerPoint presentation file. The Web
slide media has chapter information. We also implemented a
video player that can stop the video playback using the chapter
information when an animation effect reaches the end. The
video player can run in Web browsers that support HTML5.
The Web slide media file size is larger than the original
presentation file or the video file. To reduce the file size, we
also implemented a function that removes all shape animation
effects and slide transition effects from the Web slide media.
We called the reduced video sparse Web slide media. We
evaluated the file sizes of Web slide media files and sparse
Web slide media files. The evaluations show that the file sizes
are effective for practical use.
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