Papers by Patrick Holroyd
Why Recording Lectures Requires a New Approach
It is now commonplace for Universities to record lectures with video cameras. Indeed there are se... more It is now commonplace for Universities to record lectures with video cameras. Indeed there are several off-the-shelf systems, which Universities can purchase to provide this type of functionality, e.g. Echo360, Panopto etc. There are also several distribution outlets available, such as iTunesU and YouTube EDU, which Universities can use to distribute this recorded media to students. However, the capture of standard lecture material with these systems can only provide partial support to learning. Material recorded in this way can be engaging for students who attended the original lecture, but has less efficacy for students who are seeing the material for the first time. To be truly effective learning mechanisms in their own right, these new recording systems need to address two key issues. Firstly, current lecture material is overwhelmingly designed for the live lecture theatre audience. Consideration is rarely given to how these materials will support learning when viewed as stand-alone learning resources. Secondly, as lecture theatres are rarely designed for video capture, the off-the-shelf recording systems are often severely limited by the environment, equipment and resources available. Lighting and camera position are key considerations that have a big impact on the quality of the captured material, but are generally restricted by the environment required for the live audience. This paper reviews these two key issues and presents both a framework for the production of teaching material targeted at video capture, and the bespoke recording system developed for online learning in the School of Informatics at the University of Sussex. Additionally the paper covers analysis of download rates, qualitative staff and student feedback and lecture attendance and shows that using this framework has a significant effect on the student interaction with recorded material. Other types of online support such as providing copies of lecture slides are also discussed and a tangible improvement in engagement over these techniques is shown.
EUROGRAPHCIS 2015 - Education Track, May 2015
This paper borrows from the fields of classic animation and 3D animation and adapts the fundament... more This paper borrows from the fields of classic animation and 3D animation and adapts the fundamental principles of these subjects to a lecturing context. An analogy is drawn between an animator and a lecturer due to their shared objective: to communicate in an engaging way. If the fundamental principles of animation are read under the point of view of how they communicate a message, it is not difficult to see that they summarise some of the key concepts in the fields of education and educational psychology. Once adapted the principles can be used as a guideline by novice and experienced lecturers to increase students’ engagement both in traditional lectures and in e-learning environments. The principles have been applied successfully in teaching the Programming for 3D module and a number of modules at University of Sussex obtaining good feedback from students.
The effects of video lecture delivery formats on student engagement
Video lectures are the main teaching tool used in e-learning platforms. Different video lecture d... more Video lectures are the main teaching tool used in e-learning platforms. Different video lecture delivery formats are used to disseminate course content among students. However, there are a limited number of studies that investigate if and how different video lecture delivery formats affect the way a viewer feels engaged with the video content. This paper presents results from a pilot study aimed at further investigating this area of research. During the experiment participants were exposed to five lecture delivery formats: a one-to-one tutoring session, SussexDL a novel video delivery format being developed at the University of Sussex, and three other video lecture delivery formats commonly used in e-learning platforms. Participants were asked to rate the level of engagement they felt with each format. The results suggest that there is a link between the video lecture delivery format and the engagement felt with the video content.
Why Is My Home Not Smart?
Lecture Notes in Computer Science, 2010
... 265268 (2006) 11. Helal, S., Mann, W., El-Zabadani, H., King, J., Kaddoura, Y., Jansen, E.: ... more ... 265268 (2006) 11. Helal, S., Mann, W., El-Zabadani, H., King, J., Kaddoura, Y., Jansen, E.: The Gator Tech Smart House: a programmable pervasive space. Computer 38, 5060 (2005) 12. ... Eye phone. The Economist. The Economist Newspaper Limited, London (2007) 20. ...
Reconfigurable Multimedia Environment
Journal of Emerging Technologies in Web Intelligence, 2011
Real-time compositing framework for interactive stereo fMRI displays
ACM SIGGRAPH 2010 Posters on - SIGGRAPH '10, 2010
Abstract This research concentrates on providing high fidelity animation, only achievable with of... more Abstract This research concentrates on providing high fidelity animation, only achievable with offline rendering solutions, for interactive fMRI-based experiments. Virtual characters are well established within the film, game and research worlds, yet much remains to be ...
Symposium on Mobile Graphics and Interactive Applications - SIGGRAPH Asia 2015, Nov 2015
Professional video recording is a complex process which often requires expensive cameras and larg... more Professional video recording is a complex process which often requires expensive cameras and large amounts of ancillary equipment. With the advancement of mobile technologies, cameras on mobile devices have improved to the point where the quality of their output is sometimes comparable to that obtained from a professional video camera and are often used in professional productions. However, tools that allow professional users to access the information they need to control the technical quality of their filming and make an informed decision about what they are recording are missing on mobile platforms. In this paper we present MAVIS (Mobile Acquisition and VISualization) a tool for professional filming on a mobile platform. MAVIS allows users to access information such as colour vectorscope, waveform monitor, false colouring, focus peaking and all other information that is needed to produce high quality professional videos. This is achieved by exploiting the capabilities of modern mobile GPUs though the use of a number of vertex and fragment shaders. Evaluation with professionals in the film industry shows that the app and its functionalities are well received and that the output and usability of the application align with professional standards.
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Papers by Patrick Holroyd