Towards an adaptive multimedia learning environment

2010 Second International Conferences on Advances in Multimedia, 2010

Requirements have been captured for a multimedia presentation learning system that adapts content through interactive interventions between the student and tutor [5]. With the addition of contextual supplementary learning materials selected by a tutor responding to a series of email questions, supplementary video segments that personalise learning are added. A prototype has been developed using HTML, Flash and XML. Evaluation in this paper shows that adaptation was achieved but with some drawbacks. An analysis model at semantic and data level, needed to process an adaptive multimedia presentation system) in real-time is described, raising several research questions. Our results show that the addition of context-based rules to process and recommend descriptions of segmented multimedia components according to a bounded ontology can potentially produce dynamic adaptation of learning material in real-time. A new demonstrator application is under development.

Using the Internet to enhance e-learning has become a trend in modern higher education institutes. E-learning platforms are increasingly becoming a significant part of the strategy for delivering online and flexible e-learning. The advance of the multimedia learning depends mainly on the development of the information technology. Recently, technological capabilities of the multimedia are in the exact meaning of the express incredible.Therefor, this paper will propose a new approach of Interactive Multimedia for Effictive e-learning for Media Programming, that is combines pedagogical strategies with the external and internal factors of e-learning environments for using interactive media. The main aim of this paper is to critically evaluate the framework to assess the effectiveness of programming existing fused media in e-learning environments and to investigate the impact of pedagogical for design and deliver a fused media that can be used by creative media designers and producers for learning techical skills.

In this paper, we describe the development of a personalised multimedia/hypermedia learning environment that utilises multimedia presentation techniques in its interface while still providing Internet connectivity for management and delivery purposes. The structure of the domain is based on concepts that can be presented in a variety of ways; multimedia players display the content on the client comp uter. Tools are provided in the interface to allow students to search for concepts and create personalised views of the materials. Link annotations driven by an overlay student model are supported in all components of the system. The system supports the WWW as its addressing space but uses the local client areas to store media items expensive in terms of delivery time. Learning objects that provide frameworks for tasks and other summative assessment activities are stored on a server and delivered when required.

2009 11th IEEE International Symposium on Multimedia, 2009

Adaptive Hypermedia bring a major benefit of traditional face to face teaching to electronic media in that they allow to custom tailor the way in which one media object is delivered to different users. While the creation of Adaptive Hypermedia is a highly labor intensive process for text based media, creating adaptive multimedia documents poses nearly insurmountable obstacles. This is mainly due to the fact that creating and editing multimedia documents requires considerably more effort then the creation of text based documents. However, recently more and more universities have begun to make video lectures publicly available. Community efforts like the Opencast project aim at standardizing video lecture formats, making re-use of content from different institutions possible. Involving end users can decrease per capita workload by involving learners in media creation. This paper describes a basic technology framework that empowers end users to create adaptive multimedia documents by merging parts from different sources.

2008

2009 First International Conference on Advances in Multimedia, 2009

Investigations into the requirements for a practical adaptive multimedia presentation system have led the writers to propose the use of a video segmentation process that provides contextual supplementary updates produced by users. Supplements consisting of tailored segments are dynamically inserted into previously stored material in response to questions from users. A proposal for the use of this technique is presented in the context of personalisation within a Virtual Learning Environment. During the investigation, a brief survey of advanced adaptive approaches revealed that adaptation may be enhanced by use of manually generated metadata, automated or semi-automated use of metadata by stored context dependent ontology hierarchies that describe the semantics of the learning domain.

International Journal of Information and Education Technology, 2014

We present a new interactive multimedia system for blended learning called PowerChalk. The goal of PowerChalk is to provide a robust, reliable, usable and sustainable multimedia technology to any intelligent environment focused on blended learning. The software architecture allows adapting the system to any hardware configuration and supports collaboration, communication, creativity and learning. In this sense, PowerChalk resolves many limitations of current e-learning systems, improves human-computer interaction for the management of different kinds of hardware and data and allows to implement different configurations for intelligent environments. Index Terms-Multimedia technologies, blended learning, intelligent environments, pen-based user interfaces, modular programming.

This paper provides in one review article current trend in providing technologies that are capable of self-adapting in response to changing environments. There is need for, an efficient and satisfactory structured, computer based learning system which will be adapted to the user's needs. An adaptive hypermedia system is enumerated which offers pedagogical features of activeparticipation of student in learning and thereby reducing the problem of searching through the potentially large amounts of material that are irrelevant to users' needs. Its merits, demerits, its various models and implementations in classroom and distance learning environments are discussed.

Proceedings of the First International Conference on Computer Supported Education, 2009

In recent years, information and communication technology and multimedia technology have increasingly altered the landscape of the educational field particularly in higher education. In that, e-learning in its broad sense makes use of network and computing resources for bringing general education to the potential benefits of distant education and face to face classroom education. The amount of multimedia support facilitated by the e-learning systems has given significant consideration in order to make distance education as effective as classroom education and make the blended leaning experience more effective. While the technology is moving toward a multimedia rich learning management system, its practical deployments is still far away, due to many unsolved technical and pedagogical problems. In this paper we discuss the design and implementation of a prototype system umeLMS which features an integrated framework that interacts with a rich set of hypermedia contents and provides ubiquitous access. The main focus of this design is threefold: first input integration by which multimedia can be incorporated into the LMS in various ways. Second, content Integration by which different forms of hypermedia is linked to the course contents. Third, access integration by which a wide array of mobile devices are supported for multimedia content browsing which creates a real u-learning environment by enabling active participation in the learning/teaching process.