D. Bargeron, J. Grudin, A. Gupta, E. Sanocki, F. Li, S. LeeTiernan, "Asynchronous Collaboration Around Multimedia Applied to On-Demand Education," Proc. of HICSS, 2001.  Home/Search   Document Details and Download   Summary   Related Articles   Check

....sources of text [11, 22] particularly for image databases. Golovchinsky et al. 6] use the text of freeform annotations as a source of query terms. Conversely, we can mine user annotations for indexing terms; as multimedia annotations. are simply meta data associated with multimedia content [1]. A major difference between conventional image annotation and this approach is the purpose of the annotation: collaborative annotations are not intended to describe the images. Although re purposed annotations will generate index terms of lower quality than an expert cataloguer, it may well be ....

Bargeron, D.M., Gupta, A., Grudin, J., Sanocki, E., Li, F.: Asynchronous Collaboration Around Multimedia and its Application to On-Demand Training. Microsoft Research Technical Report 99-66. (1999)

....as a source of query terms. Conversely, it may be possible to mine user annotations as a source of indexing terms where otherwise the images would not have any associated text that could be searched. Multimedia annotations . are simply meta data associated with multimedia content [1]. A major difference between conventional image annotation and this approach is the purpose of the annotation: collaborative annotations are not intended to describe the images but to share 8 information. Although this re purposing of annotations will generate index terms of lower accuracy than ....

Bargeron, D.M., Gupta, A., Grudin, J., Sanocki, E., Li, F.: Asynchronous Collaboration Around Multimedia and its Application to On-Demand Training. Microsoft Research Technical Report 99-66. (1999)

....other systems such as the Classroom 2000 project [1] is only indirectly relevant. Those interested in a more detailed description of multimedia annotations and reviews of the relevant literature can find them in the several cited papers that provide details of studies summarized in this paper [3][4][14] 15] Discussion in the HCI literature has largely centered on enabling end users to tailor their environments [8] 9] 10] 18] But several researchers have found that people do extremely little customization of their applications and systems [16] 17] As a result, providing the ability to ....

....participants viewing time, however all participants reported preferring it to taking notes while the video was playing. In general, the design of the multimedia annotation software evolved to accommodate more flexible construction of task specific user interfaces. More details can be found in [4]. Following this iterative design process we had a robust prototype and considered deployment sites. We settled on two domains. One is the education context covered in the scenario we presented earlier. The other is to support analysis of and dissemination of results from usability studies, which ....

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Bargeron, D., Gupta, A., Grudin, J., Sanocki, E. & Li, F., 2001. Asynchronous collaboration around multimedia and its application to on-demand training. Proc. HICSS-34, CD-ROM, 10 pages.

....a fairly high rate of participation in all three conditions: 50 annotations were added in Text Only, 41 in Audio Only, and 76 in the Text and Audio condition. These differences, and length of time to complete the exercise, were not significantly different across conditions. For more detail see [4]. Participants in the Text and Audio condition used text more than audio for new annotations and replies. They were more likely to use text to reply to text and equally likely to use text in response to an audio annotation. When asked which medium they found easier, 4 out of 6 chose text, ....

....who would otherwise not get too involved. The research that followed was undertaken to see if this observation might be correct. 6. MRAS use in Corporate Training Courses Our next step was to deploy MRAS in multi session corporate training courses. This study is drawn from the account in [4]. To design the new features and interface (Figure 3) we drew on the studies just described, and on our observations of courses and discussions with instructors. 6.1 User and Task Requirements Simplify the annotation user interface: The original interface required too many decisions from users, ....

Bargeron, D., Gupta, A., Grudin, J., Sanocki, E., and Li, F., 2001. Asynchronous collaboration around multimedia and its application to on-demand training. Proc. HICSS-34 Conference, CD-ROM, 10 pages.

....the Bellcore Quilt system, Leland et al. 1988; FXPAL Anchored Conversations, Churchill et al. 2000. It is more challenging to support in context annotation of audio and video than text, but it can be more important because multimedia is more difficult to skim. The MRAS annotation system (Bargeron et al. 2001; Bargeron et al. 1999) described below, allows people to easily create and share notes that are linked to specific points or segments in a multimedia object, such as a videotaped lecture. For distance education courses, especially those in which students view lectures on demand ....

....share questions and comments. Our study is based on annotation technology. 2 The MRAS Annotation System In this section we briefly describe the interface and principal features of the annotation system used in the study. Detailed descriptions of the system architecture and design can be found in (Bargeron et al. 2001; Bargeron et al. 1999) 2.1 System Description Figure 1 shows the MRAS interface prior to our modifications. The video in the upper left of the browser window is displayed with a standard media player. The slides on the right are synchronized with the video. In the lower left is an annotation ....

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Bargeron, D., Gupta, A., Grudin, J., and Sanocki, E., 2001. Asynchronous collaboration around multimedia and its application to on-demand training. To appear in Proc. HICSS-34 Conference.

....documents or web pages. e.g. the Bellcore Quilt system [7] FXPAL Anchored Conversations [4] It is more challenging to support in context annotation of audio and video than text, but it can be more important because multimedia is more difficult to skim. The Microsoft MRAS annotation system [1, 2], described below, allows people to easily create and share notes that are linked to specific points or segments in a multimedia object, such as a videotaped lecture. For distance education courses, especially those in which students view lectures when they choose (asynchronously) two challenges ....

....way to extend the interaction to other class members. Annotation on mu383 edia Another approach to facilitating collaboration around multimedia is annotation, allowing viewers to pause a video at any point and type (or speak) a comment, which is saved and linked to that point in the video [1, 2]. An annotation can then be seen in context by subsequent viewers of the video, like a note written on a text and passed around. With such a system, students can view lectures when convenient, take notes indexed into the content for later review, and share questions and comments. Our study is ....

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Bargeron, D., Gupta, A., Grudin, J., and Sanocki, E., 20,8 Asynchronous collaboration around multimedia and its application to on-demand training. To appear in Proc. HICSS-9 Conference.

....for streaming video content on the web. For example, videos of classroom lectures can be annotated with questions and answers. It allows controlled sharing based on annotation sets and usergroups, it supports text and audio annotations, and it uses email for notification. A recent report [3] discusses its use in two offerings of a course for corporate training and makes feature recommendations. Students liked the freedom of on demand access coupled with the ability to have in context online discussions. Instructors spent less time answering questions than in live teaching, but were ....

Bargeron, D., Gupta, A., Grudin, J., Sanocki, E., and Li, F. (1999). Asynchronous Collaboration Around Multimedia and its Application to On-Demand Training. Microsoft Research Tech Report 99-66.

No context found.

D. Bargeron, J. Grudin, A. Gupta, E. Sanocki, F. Li, S. LeeTiernan, "Asynchronous Collaboration Around Multimedia Applied to On-Demand Education," Proc. of HICSS, 2001.

No context found.

D. Bargeron, A. Gupta, J. Grudin, E. Sanocki, F. Li, "Asynchronous Collaboration Around Multimedia and its Application to On-Demand Training", Proc of the Hawaii International Conference on System Sciences, 2001.

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