RIMES: Embedding Interactive Multimedia Exercises in Lecture Videos
•
2 likes•1,037 views
- RIMES: Embedding Interactive Multimedia Exercises in Lecture Videos - Juho Kim, Elena L. Glassman, Andrés Monroy-Hernández, Meredith Ringel Morris - Presented at CHI 2015 - We introduce RIMES, a system that allows teachers to embed interactive multimedia exercises within online lecture videos. Students can record audio, video, and ink-based answers, and teachers can review the responses.
Report
Share
Report
Share
Download to read offline
Recommended
Learnersourcing: Improving Learning with Collective Learner Activity
Slides from my thesis defense: "Learnersourcing: Improving Learning with Collective Learner Activity"
Millions of learners today are watching videos on online platforms, such as Khan Academy, YouTube, Coursera, and edX, to take courses and master new skills. But existing video interfaces are not designed to support learning, with limited interactivity and lack of information about learners' engagement and content. Making these improvements requires deep semantic information about video that even state-of-the-art AI techniques cannot fully extract. I take a data-driven approach to address this challenge, using large-scale learning interaction data to dynamically improve video content and interfaces. Specifically, this thesis introduces learnersourcing, a form of crowdsourcing in which learners collectively contribute novel content for future learners while engaging in a meaningful learning experience themselves. I present learnersourcing applications designed for massive open online course videos and how-to tutorial videos, where learners' collective activities 1) highlight points of confusion or importance in a video, 2) extract a solution structure from a tutorial, and 3) improve the navigation experience for future learners. This thesis demonstrates how learnersourcing can enable more interactive, collaborative, and data-driven learning.
CHI2014 Workshop - Leveraging Video Interaction Data and Content Analysis to ...
Video has emerged as a dominant medium for online
education, as witnessed by millions of students learning
from educational videos on Massive Open Online
Courses (MOOCs), Khan Academy, and YouTube. The
large-scale data collected from students’ interactions
with video provide a unique opportunity to analyze and
improve the video learning experience. We combine
click-level interaction data, such as pausing, resuming,
or navigating between points in the video, and video
content analysis, such as visual, text, and speech, to
analyze peaks in viewership and student activity. Such
analysis can reveal points of interest or confusion in the
video, and suggest production and editing
improvements. Furthermore, we envision novel video
interfaces and learning platforms that automatically
adapt to learners’ collective watching behaviors.
Understanding In-Video Dropouts and Interaction Peaks in Online Lecture Videos
Understanding In-Video Dropouts and Interaction Peaks in Online Lecture Videos
Juho Kim, Philip J. Guo, Daniel T. Seaton, Piotr Mitros, Krzysztof Z. Gajos, Robert C. Miller
Presented at ACM Learning at Scale 2014, March 4-5 2014, Atlanta, GA, USA.
CHI2014 - Crowdsourcing Step-by-Step Information Extraction to Enhance Existi...
The document proposes a method to enhance existing how-to videos by crowdsourcing step-by-step annotations. It presents a multi-stage crowdsourcing workflow to extract timing, labels, and before/after images for steps. An evaluation of the method on 75 videos across domains found 80% accuracy compared to expert annotations. A preliminary user study also found that a step-by-step video player improved task performance, self-efficacy, and design quality compared to a regular player.
Organic Crowdsourcing Systems
Presented at AAAI 2016 Spring Symposium: Intelligent systems for supporting distributed human teamwork. Position paper available at: http://juhokim.com/files/AAAISymposium2016-Organic-Crowdsourcing-Systems.pdf
Pgc session 1.3 oct 2011
This document discusses blended learning and e-environments. It defines blended learning as combining face-to-face learning with online opportunities. It explores how online spaces can support inclusive practices in education. Various learning theories are mentioned, such as cognitive constructivism and social constructionism. The document then discusses how technology could be introduced in teaching practices based on Laurillard's conversational framework. Finally, some examples of good practices using technology at the University of Creative Arts are provided.
EMMA Summer School - E. Bruno, I. Merciai, M. Tizzani - MOOC Production autho...
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Synch AND Swim
The document discusses the value and uses of synchronous learning tools in online education. It defines synchronous communication as occurring in real-time, such as video chats, versus asynchronous which allows delays, like emails. It provides examples of how synchronous tools have been used for small group work, individual meetings, and whole class instruction. The document also addresses tensions between synchronous and asynchronous approaches and how to resolve them, like recording synchronous sessions for later viewing.
Recommended
Learnersourcing: Improving Learning with Collective Learner Activity
Slides from my thesis defense: "Learnersourcing: Improving Learning with Collective Learner Activity"
Millions of learners today are watching videos on online platforms, such as Khan Academy, YouTube, Coursera, and edX, to take courses and master new skills. But existing video interfaces are not designed to support learning, with limited interactivity and lack of information about learners' engagement and content. Making these improvements requires deep semantic information about video that even state-of-the-art AI techniques cannot fully extract. I take a data-driven approach to address this challenge, using large-scale learning interaction data to dynamically improve video content and interfaces. Specifically, this thesis introduces learnersourcing, a form of crowdsourcing in which learners collectively contribute novel content for future learners while engaging in a meaningful learning experience themselves. I present learnersourcing applications designed for massive open online course videos and how-to tutorial videos, where learners' collective activities 1) highlight points of confusion or importance in a video, 2) extract a solution structure from a tutorial, and 3) improve the navigation experience for future learners. This thesis demonstrates how learnersourcing can enable more interactive, collaborative, and data-driven learning.
CHI2014 Workshop - Leveraging Video Interaction Data and Content Analysis to ...
Video has emerged as a dominant medium for online
education, as witnessed by millions of students learning
from educational videos on Massive Open Online
Courses (MOOCs), Khan Academy, and YouTube. The
large-scale data collected from students’ interactions
with video provide a unique opportunity to analyze and
improve the video learning experience. We combine
click-level interaction data, such as pausing, resuming,
or navigating between points in the video, and video
content analysis, such as visual, text, and speech, to
analyze peaks in viewership and student activity. Such
analysis can reveal points of interest or confusion in the
video, and suggest production and editing
improvements. Furthermore, we envision novel video
interfaces and learning platforms that automatically
adapt to learners’ collective watching behaviors.
Understanding In-Video Dropouts and Interaction Peaks in Online Lecture Videos
Understanding In-Video Dropouts and Interaction Peaks in Online Lecture Videos
Juho Kim, Philip J. Guo, Daniel T. Seaton, Piotr Mitros, Krzysztof Z. Gajos, Robert C. Miller
Presented at ACM Learning at Scale 2014, March 4-5 2014, Atlanta, GA, USA.
CHI2014 - Crowdsourcing Step-by-Step Information Extraction to Enhance Existi...
The document proposes a method to enhance existing how-to videos by crowdsourcing step-by-step annotations. It presents a multi-stage crowdsourcing workflow to extract timing, labels, and before/after images for steps. An evaluation of the method on 75 videos across domains found 80% accuracy compared to expert annotations. A preliminary user study also found that a step-by-step video player improved task performance, self-efficacy, and design quality compared to a regular player.
Organic Crowdsourcing Systems
Presented at AAAI 2016 Spring Symposium: Intelligent systems for supporting distributed human teamwork. Position paper available at: http://juhokim.com/files/AAAISymposium2016-Organic-Crowdsourcing-Systems.pdf
Pgc session 1.3 oct 2011
This document discusses blended learning and e-environments. It defines blended learning as combining face-to-face learning with online opportunities. It explores how online spaces can support inclusive practices in education. Various learning theories are mentioned, such as cognitive constructivism and social constructionism. The document then discusses how technology could be introduced in teaching practices based on Laurillard's conversational framework. Finally, some examples of good practices using technology at the University of Creative Arts are provided.
EMMA Summer School - E. Bruno, I. Merciai, M. Tizzani - MOOC Production autho...
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Synch AND Swim
The document discusses the value and uses of synchronous learning tools in online education. It defines synchronous communication as occurring in real-time, such as video chats, versus asynchronous which allows delays, like emails. It provides examples of how synchronous tools have been used for small group work, individual meetings, and whole class instruction. The document also addresses tensions between synchronous and asynchronous approaches and how to resolve them, like recording synchronous sessions for later viewing.
The chicken or the Elgg? Developing a socially constructed self-paced learnin...
1. The document discusses developing a socially constructed self-paced online learning environment using the eLGG open source social networking system.
2. A recent study explored learners' preferences for interaction in such an environment and found that informal interactions like blogging were equally or more valuable than formal interactions like online discussions.
3. The conclusions indicate that not all forms of interaction are equally effective, and quality of interaction impacts quality of learning, so the specific context needs consideration when designing online learning environments.
Synchronous and asynchronous video conferencing tools
The document discusses the use of synchronous and asynchronous video conferencing tools to support an online community of inquiry. It presents results from a study examining the use of Google Hangouts, Vialogues discussion forums, and WordPress blogs in an online instructional technology course. Semantic analysis of student contributions found that blogs contained more unique themes than Hangouts or Vialogues. Additionally, student writing in the different formats reflected different aspects of the Community of Inquiry framework, with blogs showing more cognitive presence and Hangouts demonstrating more social presence. The study provides insights into how different technologies can support different elements of online learning communities.
Course Design for Blended Learning
Course Design for Blended Learning
Dr. Rebecca Frost Davis, Program Officer for the Humanities, National Institute for Technology in Liberal Education (NITLE)
Blended learning offers many opportunities for liberal arts colleges to enhance the curriculum, but how can faculty maintain the essential values of liberal education in an educational context combining online and face-to-face interaction? This seminar will examine successful methods and processes for blended learning course design. Examples will include designing online courses from liberal arts values, flipping the classroom, and academic collaboration between campuses. Interactive exercises for course design will help participants leave with a process and next steps for developing blended learning experiences in their own courses.
EDUC5199G Adobe Connect Session 1 (W18)
Slidedeck for Adobe Connect session #1 for EDUC5199G - Teaching and Learning with Mobile Technologies (W18) at UOIT.
Activity 7 Day Three
The document discusses hybrid and online courses, providing pros and cons of each approach. It addresses topics like course structure, collaboration tools, testing considerations, and the process for getting hybrid and online course proposals approved. Faculty are provided guidance on tasks like creating looped assignments, groups, and quizzes as well as amending syllabi to meet distance learning requirements.
Factful: Engaging Taxpayers in the Public Discussion of a Government Budget
- Factful: Engaging Taxpayers in the Public Discussion of a Government Budget
- Juho Kim, Eun-Young Ko, Jonghyuk Jung, Chang Won Lee, Nam Wook Kim, Jihee Kim
- Presented at CHI 2015
- We introduce Factful, a web-based annotative article reading interface for supporting budgetary discussions online. It leverages open government data, adds contextual budget information to the article, and supports fact-checking while reading.
EU-CONEXUS: Technology, Interaction and Community for online teaching and lea...
This presentation was prepared and delivered as part of an EU-CONEXUS training event for staff across many European Universities. This presentation is designed to discuss learning technologies, classroom interaction tools, unbundling the learning management system and how to deliver an engaging online class. More information on the project: https://www.eu-conexus.eu/en/
Learning and teaching Online: Finding the Right Blend
The document discusses using blended learning approaches in residency education programs. It defines blended learning as combining face-to-face and online learning, with the key elements being self-paced learning, live events, support, collaboration, learning materials, and assessment. Examples are provided of how different components of existing residency programs could be adapted to blended models with both synchronous and asynchronous online elements while maintaining the overall time commitment. The presentation explores technology tools that could facilitate various types of learning activities and interactions in a blended format.
Final group presentation
The document summarizes findings from a MOOC course evaluation. It identifies three main issues: outdated/lengthy readings, long videos, and lack of goals for some activities. For readings, the best solution is to update materials to recent articles. For videos, the best solution is to make videos optional and provide information in other formats like text. For goals, the best solution is to include specific goals for learners to work towards for each activity.
Online Collaboration using VoiceThread
Guest lecturer for Dr. Kevin Burden's module, Decoding the Digital Society at the University of Hull. Presentation suggests using VoiceThread as an online tool for collaboration. Case study shows use with a secondary school.
Roundtable: Effective Practices for D2L Admins Discussion
Presentation at 2019 D2L Connection at Normandale CC on April 5, 2019
Roundtable: Effective Practices for D2L Admins Discussion - Dan Semi, D2L
Think digitally
This document discusses how technology can be used to enhance the Common Instructional Framework in classrooms. It describes several free online tools like Wikispaces, Engrade, Join.me, and TypeWith.me that allow for collaboration, direct instruction, modeling, and low-stakes writing. These tools support blended curriculum, problem-based learning, and collaborative work between two early college programs through video conferencing. The purpose is to provide 1:1 technology access without textbooks and utilize online resources to interact, share information, and enhance classroom instruction.
Reconstructing and Customizing the American Language Institute (ALI) Program ...
Reconstructing and Customizing the American Language Institute (ALI) Program ...Educational Technologies
Presentation by:
Jim Valentine, Director, ALI
Tessy Tzoytzoyrakos, Master Lecturer, ALI
Eric Roth, Master Lecturer, ALI
Jim Cunningham, Program Manager, ALIPartnerships in faculty Professional Development
Presented at the 2005 NJEDge.Net Annual Conference by Debbie Kell & Ken Ronkowitz. Traces the development of a collaborative faculty development model (using WebCT training as a focus) that began at NJIT and was adapted to the needs of Mercer County College in New Jersey.
DLA 2010 Who Done It?
This document discusses tools for engaging students in online groups. It describes how blogs, wikis, and VoiceThread can be used to foster collaboration and community. Examples are given of how these tools have been used successfully in nursing courses. Considerations for setting up collaborative projects and assessing student participation are also mentioned.
ICT and personalised learning
The document discusses how information and communication technologies (ICT) can help personalize learning and engage students. It outlines elements of personalization like interactivity, deeper learning, and student voice that are enabled through ICT. The document also addresses hurdles to personalization through ICT like change management issues, cost implications, and shifting school culture to embrace new technologies. It encourages starting small with personalization projects and emphasizes support from digitally native students and staff members.
Smartphones wikis and games for education
Jean-Claude Bradley presents on the use of smartphones, wikis and games for educational applications at a Drexel University Faculty Showcase on November 12, 2010.
Using Twitter for Teaching, Learning, and Professional Development
Have you wondered what Twitter is and what if any practical applications there are for teaching and learning? Perhaps you are among the 30% of faculty who now use Twitter in some capacity and you would like to learn some tips and tricks for better utilizing Twitter in education context. During this online session offered 11/30/2012 we introduced the basics of Twitter and explored best practices for using Twitter in teaching, learning and professional development.
Toolkit for Inclusivity in Higher Education
This document provides an overview of universal design in higher education. It begins with an introduction to the presenter and their organizations that focus on accessible technology and universal design. It then outlines a student-centered community model for supporting students with disabilities and notes some stakeholders may not be doing their share. The document discusses approaches like promoting self-determination and universal design. It provides a brief history of responses to human differences and the goal of paradigm shift towards inclusion. Finally, it details the scope, definition, principles, guidelines, practices and processes for applying a universal design framework in higher education.
Blended Course Design Made Easy
Slides presented at our Sloan-C International Conference on Online Learning (November 3-5, 2010) - Post Conference Workshop.
Introduction to online social networks #UOSM2012
Curriculum Innovation module at the University of Southampton run by Lisa Harris, Dave Millard, Thanassis Tiropanis, Franz Huber and Tom Brughmans
Guest Lecture: Restoring Context in Distance Learning with Artificial Intelli...
Presentation given on the February 1st, 2022 at the "Brown Bag" presentation series organised by the Faculty of NYU Educational Communication and Technology which is part of the Steinhardt School of Culture, Education, and Human Development.
https://www.ectstudent.info/news-events/brown-bag-dr-daniele-di-mitri
Presentation Abstract:
The COVID-19 pandemic forced more than 1.6 billion learners out of school, becoming the most challenging disruption ever endured by the global education systems. In many countries, education institutions decided to move their regular activities online, opting for remote teaching as an emergency solution to continue their education. Meanwhile, physical distancing and learning in isolation heavily challenge learners and hinder their study success. There is a compelling need to make education systems more resilient and less vulnerable to future disruptions in such a critical landscape. In particular, we have to reconsider how digital technologies can support online and hybrid teaching. If digital education technologies such as video conferencing tools and learning management systems have improved to make educational resources more available and education more flexible, the modes of interaction they implement remain essentially unnatural for the learner due to a substantial lack of context. Modern sensor-enabled computer systems allow extending the standard human-computer interfaces and facilitate richer multimodal interaction. Furthermore, advances in AI allow interpreting the data collected from multimodal and multi-sensor devices. These insights can be used to support online teaching and learning in isolation with personalised feedback and adaptation through Multimodal Learning Experiences (MLX). This guest lecture elaborates on existing approaches, architectures, and methodologies. I illustrate use cases that employ multimodal learning analytics applications that can shape the online teaching of the future.
More Related Content
What's hot
The chicken or the Elgg? Developing a socially constructed self-paced learnin...
1. The document discusses developing a socially constructed self-paced online learning environment using the eLGG open source social networking system.
2. A recent study explored learners' preferences for interaction in such an environment and found that informal interactions like blogging were equally or more valuable than formal interactions like online discussions.
3. The conclusions indicate that not all forms of interaction are equally effective, and quality of interaction impacts quality of learning, so the specific context needs consideration when designing online learning environments.
Synchronous and asynchronous video conferencing tools
The document discusses the use of synchronous and asynchronous video conferencing tools to support an online community of inquiry. It presents results from a study examining the use of Google Hangouts, Vialogues discussion forums, and WordPress blogs in an online instructional technology course. Semantic analysis of student contributions found that blogs contained more unique themes than Hangouts or Vialogues. Additionally, student writing in the different formats reflected different aspects of the Community of Inquiry framework, with blogs showing more cognitive presence and Hangouts demonstrating more social presence. The study provides insights into how different technologies can support different elements of online learning communities.
Course Design for Blended Learning
Course Design for Blended Learning
Dr. Rebecca Frost Davis, Program Officer for the Humanities, National Institute for Technology in Liberal Education (NITLE)
Blended learning offers many opportunities for liberal arts colleges to enhance the curriculum, but how can faculty maintain the essential values of liberal education in an educational context combining online and face-to-face interaction? This seminar will examine successful methods and processes for blended learning course design. Examples will include designing online courses from liberal arts values, flipping the classroom, and academic collaboration between campuses. Interactive exercises for course design will help participants leave with a process and next steps for developing blended learning experiences in their own courses.
EDUC5199G Adobe Connect Session 1 (W18)
Slidedeck for Adobe Connect session #1 for EDUC5199G - Teaching and Learning with Mobile Technologies (W18) at UOIT.
Activity 7 Day Three
The document discusses hybrid and online courses, providing pros and cons of each approach. It addresses topics like course structure, collaboration tools, testing considerations, and the process for getting hybrid and online course proposals approved. Faculty are provided guidance on tasks like creating looped assignments, groups, and quizzes as well as amending syllabi to meet distance learning requirements.
Factful: Engaging Taxpayers in the Public Discussion of a Government Budget
- Factful: Engaging Taxpayers in the Public Discussion of a Government Budget
- Juho Kim, Eun-Young Ko, Jonghyuk Jung, Chang Won Lee, Nam Wook Kim, Jihee Kim
- Presented at CHI 2015
- We introduce Factful, a web-based annotative article reading interface for supporting budgetary discussions online. It leverages open government data, adds contextual budget information to the article, and supports fact-checking while reading.
EU-CONEXUS: Technology, Interaction and Community for online teaching and lea...
This presentation was prepared and delivered as part of an EU-CONEXUS training event for staff across many European Universities. This presentation is designed to discuss learning technologies, classroom interaction tools, unbundling the learning management system and how to deliver an engaging online class. More information on the project: https://www.eu-conexus.eu/en/
Learning and teaching Online: Finding the Right Blend
The document discusses using blended learning approaches in residency education programs. It defines blended learning as combining face-to-face and online learning, with the key elements being self-paced learning, live events, support, collaboration, learning materials, and assessment. Examples are provided of how different components of existing residency programs could be adapted to blended models with both synchronous and asynchronous online elements while maintaining the overall time commitment. The presentation explores technology tools that could facilitate various types of learning activities and interactions in a blended format.
Final group presentation
The document summarizes findings from a MOOC course evaluation. It identifies three main issues: outdated/lengthy readings, long videos, and lack of goals for some activities. For readings, the best solution is to update materials to recent articles. For videos, the best solution is to make videos optional and provide information in other formats like text. For goals, the best solution is to include specific goals for learners to work towards for each activity.
Online Collaboration using VoiceThread
Guest lecturer for Dr. Kevin Burden's module, Decoding the Digital Society at the University of Hull. Presentation suggests using VoiceThread as an online tool for collaboration. Case study shows use with a secondary school.
Roundtable: Effective Practices for D2L Admins Discussion
Presentation at 2019 D2L Connection at Normandale CC on April 5, 2019
Roundtable: Effective Practices for D2L Admins Discussion - Dan Semi, D2L
Think digitally
This document discusses how technology can be used to enhance the Common Instructional Framework in classrooms. It describes several free online tools like Wikispaces, Engrade, Join.me, and TypeWith.me that allow for collaboration, direct instruction, modeling, and low-stakes writing. These tools support blended curriculum, problem-based learning, and collaborative work between two early college programs through video conferencing. The purpose is to provide 1:1 technology access without textbooks and utilize online resources to interact, share information, and enhance classroom instruction.
Reconstructing and Customizing the American Language Institute (ALI) Program ...
Reconstructing and Customizing the American Language Institute (ALI) Program ...Educational Technologies
Presentation by:
Jim Valentine, Director, ALI
Tessy Tzoytzoyrakos, Master Lecturer, ALI
Eric Roth, Master Lecturer, ALI
Jim Cunningham, Program Manager, ALIPartnerships in faculty Professional Development
Presented at the 2005 NJEDge.Net Annual Conference by Debbie Kell & Ken Ronkowitz. Traces the development of a collaborative faculty development model (using WebCT training as a focus) that began at NJIT and was adapted to the needs of Mercer County College in New Jersey.
DLA 2010 Who Done It?
This document discusses tools for engaging students in online groups. It describes how blogs, wikis, and VoiceThread can be used to foster collaboration and community. Examples are given of how these tools have been used successfully in nursing courses. Considerations for setting up collaborative projects and assessing student participation are also mentioned.
ICT and personalised learning
The document discusses how information and communication technologies (ICT) can help personalize learning and engage students. It outlines elements of personalization like interactivity, deeper learning, and student voice that are enabled through ICT. The document also addresses hurdles to personalization through ICT like change management issues, cost implications, and shifting school culture to embrace new technologies. It encourages starting small with personalization projects and emphasizes support from digitally native students and staff members.
Smartphones wikis and games for education
Jean-Claude Bradley presents on the use of smartphones, wikis and games for educational applications at a Drexel University Faculty Showcase on November 12, 2010.
Using Twitter for Teaching, Learning, and Professional Development
Have you wondered what Twitter is and what if any practical applications there are for teaching and learning? Perhaps you are among the 30% of faculty who now use Twitter in some capacity and you would like to learn some tips and tricks for better utilizing Twitter in education context. During this online session offered 11/30/2012 we introduced the basics of Twitter and explored best practices for using Twitter in teaching, learning and professional development.
Toolkit for Inclusivity in Higher Education
This document provides an overview of universal design in higher education. It begins with an introduction to the presenter and their organizations that focus on accessible technology and universal design. It then outlines a student-centered community model for supporting students with disabilities and notes some stakeholders may not be doing their share. The document discusses approaches like promoting self-determination and universal design. It provides a brief history of responses to human differences and the goal of paradigm shift towards inclusion. Finally, it details the scope, definition, principles, guidelines, practices and processes for applying a universal design framework in higher education.
Blended Course Design Made Easy
Slides presented at our Sloan-C International Conference on Online Learning (November 3-5, 2010) - Post Conference Workshop.
What's hot (20)
The chicken or the Elgg? Developing a socially constructed self-paced learnin...
The chicken or the Elgg? Developing a socially constructed self-paced learnin...
Synchronous and asynchronous video conferencing tools
Synchronous and asynchronous video conferencing tools
Factful: Engaging Taxpayers in the Public Discussion of a Government Budget
Factful: Engaging Taxpayers in the Public Discussion of a Government Budget
EU-CONEXUS: Technology, Interaction and Community for online teaching and lea...
EU-CONEXUS: Technology, Interaction and Community for online teaching and lea...
Learning and teaching Online: Finding the Right Blend
Learning and teaching Online: Finding the Right Blend
Roundtable: Effective Practices for D2L Admins Discussion
Roundtable: Effective Practices for D2L Admins Discussion
Reconstructing and Customizing the American Language Institute (ALI) Program ...
Reconstructing and Customizing the American Language Institute (ALI) Program ...
Using Twitter for Teaching, Learning, and Professional Development
Using Twitter for Teaching, Learning, and Professional Development
Similar to RIMES: Embedding Interactive Multimedia Exercises in Lecture Videos
Introduction to online social networks #UOSM2012
Curriculum Innovation module at the University of Southampton run by Lisa Harris, Dave Millard, Thanassis Tiropanis, Franz Huber and Tom Brughmans
Guest Lecture: Restoring Context in Distance Learning with Artificial Intelli...
Presentation given on the February 1st, 2022 at the "Brown Bag" presentation series organised by the Faculty of NYU Educational Communication and Technology which is part of the Steinhardt School of Culture, Education, and Human Development.
https://www.ectstudent.info/news-events/brown-bag-dr-daniele-di-mitri
Presentation Abstract:
The COVID-19 pandemic forced more than 1.6 billion learners out of school, becoming the most challenging disruption ever endured by the global education systems. In many countries, education institutions decided to move their regular activities online, opting for remote teaching as an emergency solution to continue their education. Meanwhile, physical distancing and learning in isolation heavily challenge learners and hinder their study success. There is a compelling need to make education systems more resilient and less vulnerable to future disruptions in such a critical landscape. In particular, we have to reconsider how digital technologies can support online and hybrid teaching. If digital education technologies such as video conferencing tools and learning management systems have improved to make educational resources more available and education more flexible, the modes of interaction they implement remain essentially unnatural for the learner due to a substantial lack of context. Modern sensor-enabled computer systems allow extending the standard human-computer interfaces and facilitate richer multimodal interaction. Furthermore, advances in AI allow interpreting the data collected from multimodal and multi-sensor devices. These insights can be used to support online teaching and learning in isolation with personalised feedback and adaptation through Multimodal Learning Experiences (MLX). This guest lecture elaborates on existing approaches, architectures, and methodologies. I illustrate use cases that employ multimodal learning analytics applications that can shape the online teaching of the future.
Robyn 520 3
The document summarizes research on the use of multimedia in learning. It examines the impact of multimedia on learning, how its use impacts learning, and how its design impacts learning. Research results are mixed, with some studies supporting multimedia's benefits and others finding little impact. Effective teacher instruction and sound pedagogy, along with principles for designing multimedia like the multimedia and modality principles, seem most important for enhancing learning rather than multimedia alone. Further research is still needed to fully understand multimedia's role and potential benefits.
JiTT Workshop - Jeff Loats @ LMU
This document summarizes a workshop on Just in Time Teaching (JiTT) techniques. [1] The workshop discusses setting clear purposes for JiTT, generating high-level questions to stimulate discussion, using online tools to manage student responses, and addressing potential barriers to implementation related to techniques and technology. Sample questions are provided and feedback shows JiTT helps student preparation, engagement, and learning. A phased plan is outlined to introduce JiTT into one course initially before expanding.
7 Tips for Re-engaging Student Attention
Do you sense bewilderment or boredom in your ESL classroom? Two very different teacher perspectives are presented. Gain strategies for conducting lessons that guarantee active involvement, that keep students on their toes and that most importantly, produce a communicative learning environment.
The Best of Both Worlds
This document discusses integrating technology into traditional classrooms. It provides examples of how Denise Maduli-Williams uses technology before, during, and after class, such as having students set up online accounts and complete surveys before class. During class, Williams uses tools like Kahoot, Newsela, and social media for activities. After class, students continue the conversation online through blogs, forums, and social media. The document emphasizes that technology allows for more in-depth sharing and continued conversations between students and teachers.
Assignment9 capstone s_seale
This document provides a 3-part lesson on digital citizenship. Students will first research an assigned topic related to digital citizenship such as cyberbullying or internet safety. They will then discuss their topic in an online forum, responding to other students. Finally, students will work in groups to create an online poster about their topic to teach their peers. The goal is for students to understand what it means to be a responsible digital citizen.
Call presentation april 2010
The document provides information about a group project done by 14 students for a course on Language Learning and Language Use. The project involved using various web-based modalities like blogs, Ustream, and Skype for language teaching. It discusses the theories, objectives, content and activities for using these tools. The summary highlights the key modalities used, the objectives of facilitating experiential learning and greater interaction, and that it was done in partial fulfillment of course requirements.
technology user instruction
Sildes for LS 408 User Instruction class at GSLIS at Simmons College, Spring 2008, Instructor: Piroli.
Colorado College Mobile Management Lesson
This lesson was introduced as the Methods and Practice of Managing Mobile devices in the classroom. It was taught at the Colorado College in the summer of 2013.
Corporate E-Learning for Millennials : Facts Vs Hype
Webinar on Corporate E-Learning for Millennials-Facts Vs Hype
This webinar presentation focuses on understanding the various drivers of learning styles of millennials and the gaps that exist in the learning e-design and pedagogy for this generation of corporate learners.
Social Networking Tools - Principles and Practice
Social networking tools and principles for teaching were discussed. Key points included:
- Social networking sites allow users to create profiles, connect socially, and post public comments. This user-generated content has implications for education.
- Web 2.0 technologies support collaborative and student-centered learning through tools that actively engage users in content construction.
- Effective use of social networking in teaching follows pedagogical principles and includes induction, serious use of tools, and having backups for technology failures.
- Common social networking tools discussed were blogs for reflection and interaction, wikis for collaboration, and podcasts for distributing authentic audio/video content.
SITE Interactive kenyote 2021
I was invited to deliver a keynote at the SITE Interactive online conference 2021 Keynote on “Restoring Context in Online Teaching with Artificial Intelligence and Multimodal Learning Experiences”. The keynote paper to be published in the proceedings of the conference on the Learning & Technology Library
Abstract: The COVID-19 pandemic forced more than 1.6 billion learners out of school, becoming the most challenging disruption ever endured by the global education systems. In many countries, education institutions decided to move their regular activities online, opting for remote teaching as an emergency solution to continue their education. Meanwhile, physical distancing and learning in isolation are heavily challenging learners and hindering their study success. There is a compelling need to make education systems more resilient and less vulnerable to future disruptions in such a critical landscape. In particular, we have to reconsider how digital technologies can support online and hybrid teaching. In recent years, video conferencing tools and learning management systems have improved to make educational resources more available and education more flexible. However, the modes of interaction they implement remain essentially unnatural for the learner due to a substantial lack of context. Modern sensor-enabled computer systems allow extending the standard human-computer interface for multimodal communication. The advances in Artificial Intelligence allow interpreting the data collected from multimodal and multi-sensor devices. These insights can be used to support online teaching and learning in isolation with personalised feedback and adaptation through Multimodal Learning Experiences (MLX). In this keynote paper, I analyse the benefits and caveats of MLX and Multimodal Learning Analytics (MMLA) for online teaching. I describe three existing MLX systems to illustrate the possible ways of how these technologies can support online teaching.
Teacher-Scholar Forum - Just in Time Teaching - feb 2013 - jeff loats
The document describes Just in Time Teaching (JiTT), a 21st century teaching technique where students complete online pre-class assignments and the instructor modifies lessons based on students' responses. JiTT aims to increase student preparation, communication between students and instructors, student ownership of learning, and a collaborative learning community. Research shows JiTT improves student learning outcomes, class engagement, and effective use of study time compared to traditional lecturing.
Authentic learning project
This document describes an assignment where students live tweet their reactions to watching the movie "Gladiator" in class. Students create separate Twitter accounts for school and use a common hashtag to follow and respond to each other's tweets during the movie without interrupting the film. The teacher may also tweet prompts to focus tweets on specific aspects of the movie. After viewing, students write a short review of the film comparing it to their history lessons on Ancient Rome. The goal is for students to authentically communicate their real-time perspective, practice online discussions, and evaluate what they see in the movie.
Media as Levers
The document discusses using media as levers to optimize CALL (computer-assisted language learning) tasks. It proposes developing a pattern language for describing CALL task design that incorporates media leverage. Examples are provided of how incorporating audio files or varying task sequences can increase learner motivation by foregrounding different cognitive processes. The goal is to design tasks that place learners in an executive role using media levers below their conscious awareness to optimize involvement.
NSF SoCS 2011
Invited talk at NSF Workshop on Social-Computational Systems (SoCS) on Mike Pazzani‘s Computational Models and Techniques panel with Tuomas Sandholm, Lise Getoor, and Tina Eliassi.
http://cognitivecomputing.wordpress.com/2011/06/10/socs-computational-models-and-techniques-a-case-study/
Cets 2015 glenn path to mastery serious games
The document discusses how failure is viewed differently in Silicon Valley compared to Europe. In Silicon Valley, failure is seen as a normal part of innovating and entrepreneurs are encouraged to "fail fast and fail often." Failure is more of a badge of honor and learning experience. In contrast, failure carries a much greater stigma in Europe where bankruptcy can be more punitive and seen as a personal tragedy. This difference in culture influences the level of risk-taking and entrepreneurship.
August 18, 2015 Presentation
The document discusses how failure is viewed differently in Silicon Valley versus Europe. In Silicon Valley, failure is seen as a normal part of innovating and entrepreneurs are encouraged to "fail fast and fail often." Failure is more of a badge of honor and learning experience. In contrast, failure carries a much greater stigma in Europe where bankruptcy is more punitive and failure is seen as a personal tragedy. The freedom to fail without stigma in the U.S. helps fuel more risk-taking and entrepreneurship.
Presentation11 091715
The document discusses how failure is viewed differently in Silicon Valley versus Europe. In Silicon Valley, failure is seen as a normal part of innovating and entrepreneurs are encouraged to "fail fast and fail often." Failure is more of a badge of honor and learning experience. In contrast, failure carries a much greater stigma in Europe where bankruptcy is more punitive and failure is seen as a personal tragedy. The freedom to fail without stigma in the U.S. helps fuel more risk-taking and entrepreneurship.
Similar to RIMES: Embedding Interactive Multimedia Exercises in Lecture Videos (20)
Guest Lecture: Restoring Context in Distance Learning with Artificial Intelli...
Guest Lecture: Restoring Context in Distance Learning with Artificial Intelli...
Corporate E-Learning for Millennials : Facts Vs Hype
Corporate E-Learning for Millennials : Facts Vs Hype
Teacher-Scholar Forum - Just in Time Teaching - feb 2013 - jeff loats
Teacher-Scholar Forum - Just in Time Teaching - feb 2013 - jeff loats
Recently uploaded
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Recently uploaded (20)
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
RIMES: Embedding Interactive Multimedia Exercises in Lecture Videos
- 1. Juho Kim (Microsoft Research, MIT CSAIL) Elena L. Glassman (Microsoft Research, MIT CSAIL) Andrés Monroy-Hernández (Microsoft Research) Meredith Ringel Morris (Microsoft Research) RIMES: Rich Interactive Multimedia Exercise System
- 5. ??? zzz
- 6. Affordance for video interfaces
- 7. Limited to simple inputs Technical expertise needed
- 8. Interactive activities inside classrooms
- 9. RIMES Rich Interactive Multimedia Exercise System
- 10. RIMES Rich Interactive Multimedia Exercise System Look over the following sentences. Then, record yourself as you identify the subject
- 11. RIMES Rich Interactive Multimedia Exercise System 1. Author
- 12. RIMES Rich Interactive Multimedia Exercise System 1. Author 2. Record
- 24. 7 5 4 3 4 0 2 4 6 8 Math English Science Social Science Technology Count 4 4 4 9 8 8 8 0 2 4 6 8 10 6th 7th 8th 9th 10th 11th 12th Count Subjects taught Grades taught
- 33. “I’ll definitely include this in my curriculum.” • 10: every video • 6: no more than once a week • 3: no more than once a month
- 35. Flipped classrooms Make-up classes Online courses
- 36. Longer-term, live deployment Social interactions Reviewing multimedia responses at scale
- 37. • Next generation video learning no more a passive & isolated experience • Power of multimedia physical demonstration, language learning • Learnersourced explanations helping future learners, multiple learning paths
- 38. Juho Kim (Microsoft Research, MIT CSAIL) Elena L. Glassman (Microsoft Research, MIT CSAIL) Andrés Monroy-Hernández (Microsoft Research) Meredith Ringel Morris (Microsoft Research) RIMES: Rich Interactive Multimedia Exercise System