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Journal of Interactive Technology and Smart Education Vol 4 Issue 4 November 2007
Volume 4
Issue 4
November 2007
Volume 4 Number 4 November 2007
SPECIAL ISSUE
Papers from the IEEE International Workshop on Multimedia
Technologies for E-Learning (MTEL)
Gerald Friedland, Lars Knipping and Nadine Ludwig
Guest editorial
Gerald Friedland, Lars Knipping and Nadine Ludwig 179
Vector graphics for web lectures: experiences with Adobe
Flash 9 and SVG
Markus Ketterl, Robert Mertens and Oliver Vornberger 182
Authoring multimedia learning material using open standards and
free software
Alberto González Téllez 192
E-learning activity-based material recommendation system
Feng-jung Liu and Bai-jiun Shih 200
Educational presentation systems: a workflow-oriented survey and
technical discussion
Georg Turban 208
www.emeraldinsight.com/itse.htm
Interactive
Technology
and Smart
Education
PROMOTING INNOVATION AND A HUMAN TOUCH
Interactive
Technology
and Smart
Education
ISSN 1741-5659
ITSE_4-4_Cover.qxd 03/08/08 02:53 PM Page 1
contents
Vol 4 No 4 November 2007
Interactive
Technology
and
Smart
Education
PROMOTING INNOVATION AND A HUMAN TOUCH
SPECIAL ISSUE
Papers from the IEEE International Workshop on Multimedia
Technologies for E-Learning (MTEL)
Gerald Friedland, Lars Knipping and Nadine Ludwig
Guest editorial
Gerald Friedland, Lars Knipping and Nadine Ludwig 179
Vector graphics for web lectures: experiences with Adobe Flash 9 and SVG
Markus Ketterl, Robert Mertens and Oliver Vornberger 182
Authoring multimedia learning material using open standards
and free software
Alberto González Téllez 192
E-learning activity-based material recommendation system
Feng-jung Liu and Bai-jiun Shih 200
Educational presentation systems: a workflow-oriented survey and
technical discussion
Georg Turban 208
VOL 4 NO 4 NOVEMBER 2007
177
Professor Alistair Sutcliffe, University of Manchester, UK
Anne Adams, UCL Interaction Centre, UK
Petek Askar, Hacettepe University, Turkey
Ray Barker, British Educational Suppliers Association, UK
Maria Bonito, Technical University of Lisbon, Portugal
Marie-Michèle Boulet, Université Laval, Canada
Sandra Cairncross, Napier University, UK
Gayle J. Calverley, University of Manchester, UK
John M. Carroll, Penn State University, USA
Chaomei Chen, Drexel University, USA
Sara de Freitas, Birkbeck University of London, UK
Alan Dix, Lancaster University, UK
Khalil Drira, LAAS-CNRS, France
Bert Einsiedel, University of Alberta, Canada
Xristine Faulkner, London South Bank University, UK
Terence Fernando, University of Salford, UK
Gerhard Fischer, University of Colorado, CO, USA
Monika Fleischmann, Fraunhofer Institute for Media Communication, Germany
Giancarlo Fortino, University of Calabria, Italy
Gerald Friedland, Freie Universität Berlin, Germany
Bernie Garrett, University of British Columbia, Canada
Lisa Gjedde, Danish University of Education, Denmark
Ugur Halici, Middle East Technical University, Turkey
Lakhmi Jain, University of South Australia, Australia
Joanna Jedrzejowicz, University of Gdansk, Poland
Joaquim A. Jorge, Technical University of Lisbon, Portugal
Athanasios Karoulis, Aristotle University of Thessaloniki, Greece
Lars Knipping, Freie Universität Berlin, Germany
John R. Lee, University of Edinburgh, UK
Paul Leng, Liverpool University, UK
Anthony Lilley, magiclantern, UK
Zhengjie Liu, Dalian Maritime University, China
Nadia Magnenat-Thalmann, University of Geneva, Switzerland
Terry Mayes, Glasgow Caledonian University, UK
Toshio Okamoto, University of Electro-Communications, Japan
Martin Owen, NESTA Futurelab, UK
Vasile Palade, Oxford University, UK
Roy Rada, University of Maryland, MD, USA
Elaine M. Raybourn, Sandia National Laboratories, NM, USA
Rhonda Riachi, Oxford Brookes University (ALT), UK
Kerstin Röse, University of Kaiserslautern, Germany
Joze Rugelj, University of Ljubljana, Slovenia
Eileen Scanlon, Open University, UK
Jane K. Seale, University of Southampton, UK
Helen Sharp, Open University, UK
Vivien Sieber, University of Oxford, UK
David Sloan, University of Dundee, UK
Andy Smith, University of Luton, UK
Paul Strickland, Liverpool John Moores University, UK
Josie Taylor, Open University, UK
Malcolm J. Taylor, Liverpool University, UK
Thierry Villemur, LAAS-CNRS, France
Weigeng Wang, University of Manchester, UK
Founder and Editor-in-Chief
Editorial Advisory Board
Honorary Advisory Editor
Dr Claude Ghaoui
School of Computing & Mathematical Sciences, Liverpool John Moores University, Byrom Street,
Liverpool L3 3AF, UK. Email: c.ghaoui@LJMU.ac.uk
Guest editorial
Guest Editors:
Gerald Friedland
International Computer Science Institute, Berkeley, California, USA
Lars Knipping
Department of Mathematics, Berlin Institute of Technology, Berlin, Germany and
Nadine Ludwig
MuLF – Center for Multimedia in eLearning and eResearch, Berlin Institute of Technology,
Berlin, Germany
Interactive Technology and Smart Education (2007) 179–181
© Emerald Group Publishing Limited
INTRODUCTION
Ever since the advent of automatic computation devices,
efforts have been made to answer the question of how to
properly integrate them and take advantage of their capa-
bilities in education. Educational multimedia systems
promise to make learning easier, more convenient, and thus
more effective. For example, classroom teaching enriched
by vivid presentations promise to improve the motivation
of the learner. Concepts may be given a perceivable exis-
tence in a video show and the observability of important
details can be stressed. Video capturing of lectures has
become common practice to produce distance education
content directly from the classroom. Simulations allow stu-
dents to explore experiments which would be otherwise
impossible to be conducted physically by students.
Today, almost every university claims to have a strate-
gy to utilize the opportunities provided by the Internet
or digital media in order to improve and advance tradi-
tional education. However, the question about how mul-
timedia can really make education more exploratory and
enjoyable is as yet not completely answered. In fact, we
are just beginning to understand the real contribution of
multimedia to education. For example, various web sites
and lecture videos produced as part of the “e-learning
hype” often do not exploit the full potential of multimedia
for teaching. For example, how can we support participant
interaction in classrooms and lecture halls better? What
are the best tools for the development of educational mul-
timedia material? How can we make the production of
educational material easier and existing application more
reusable?
In addition, new technologies and trends – such as
mobile and semantic computing – open up new and
exciting opportunities for teaching with multimedia and
the creation of multimedia learning material. How can
these new trends in multimedia research be used to
improve multimedia education or education in general?
In order to find answers to these and many other ques-
tions, we organized the second IEEE International
Workshop on Multimedia Technologies for E-Learning
(MTEL) in connection with the 9th IEEE International
Symposium on Multimedia. Based on the success of the
first MTEL workshop in 2006, our goal was to attract
researchers and educators from the multimedia commu-
nity as well as researchers from other fields, such as
semantic computing and HCI, who are working on
issues that could help improve multimedia education as
well as teaching and learning in general. Based on dis-
cussion among these experts with different backgrounds,
the workshop’s aimed to identify new trends and high-
light future directions for multimedia-based teaching.
VOL 4 NO 4 NOVEMBER 2007 179
180 INTERACTIVE TECHNOLOGY AND SMART EDUCATION
The following special issue of Interactive Technology
Smart Education presents four papers that have been
carefully selected by the program committee for publica-
tion in this journal. They have been extended by the
authors according to reviewers suggestions. We hope that
these articles are able to inspire even more creativity in
the overlap between human-centered and technology-
centered research. The following paragraphs provide a
short overview of the selected articles.
Vector Graphics for Web Lectures: Experiences with Adobe
Flash 9 and SVG, presents experiences made during the
development and every day use of two versions of the lec-
ture recording system virtPresenter. The first of these
versions is based on SVG while the second one is based on
Adobe Flex2 (Flash 9) technology. The authors point out
the advantages vector graphics can bring for web lectures
and briefly present a hypermedia navigation interface for
web lectures that is based on SVG. Also, they compare
the formats Flash and SVG and conclude with describing
changes in workflows for administrators and users that
have become possible with Flash.
Authoring Multimedia Learning Material using Open
Standards and Free Software deals with avoiding drawbacks
like license cost and software company dependencies at
distributing interactive multimedia learning materials.
The authors propose using open data standards and free
software as an alternative without these inconveniences.
But available authoring tools are commonly less produc-
tive. The proposal is based on SMIL as composition lan-
guage particularly the reuse and customization of SMIL
templates used by INRIA on their technical presenta-
tions. The authors also propose a set of free tools to pro-
duce presentation content and design focusing on
RealPlayer as delivery client.
E-Learning Activity-based Material Recommendation
System an application to utilize the techniques of LDAP
and JAXB to reduce the load of search engines and the
complexity of content parsing is described. Additionally,
through analyzing the logs of learners’ learning behav-
iors, the likely keywords and the association among the
learning course contents will be conducted or figured
out. In conclusion, the integration of metadata of the
learning materials in different platforms and mainte-
nance in the LDAP server specified.
Finally, Educational Presentation Systems: a workflow-
oriented survey and technical discussion presents an overview of
processes before, during and after an educational presenta-
tion. The different processes are presented in form of a
workflow. The workflow is also used in order to present,
analyze and discuss different systems including their
individual tools covering the different phases of the
workflow. After this overview of systems, the different
approaches are discussed in respect to the workflow. This
discussion provides specific technical details and differ-
ences of the focused systems.
ACKNOWLEDGEMENTS
The Guest Editors wish to thank Claude Ghaoui, ITSE
Editor-in-Chief, and then dedicated reviewers for their
detailed and thoughtful work. They were:
Abdallah Al-Zoubi, Princess Sumaya University for
Technology, Jordan
Michael E. Auer, Carinthia Tech Institute, Austria
Helmar Burkhart, University of Basel, Switzerland
Paul Dickson, University of Massachusetts, USA
Berna Erol, Ricoh California Research Center, USA
Rosta Farzan, University of Pittsburgh, USA
Claude Ghaoui, Liverpool John Moores University, UK
Wolfgang Hürst, University of Freiburg, Germany
Sabina Jeschke, University of Stuttgart, Germany
Ulrich Kortenkamp, Paedagogische Hochschule
Gmuend, Germany
Ying Li, IBM T.J. Watson Research Center, USA
Marcus Liwicki, University of Bern, Switzerland
Robert Mertens, University of Osnabrück, Germany
Jean-Claude Moissinac, ENST Paris, France
Thomas Richter, University of Stuttgart, Germany
Anna Marina Scapolla, University of Genova, Italy
Georg Turban, Darmstadt Institute of Technology,
Germany
Nick Weaver, ICSI Berkeley, USA
Debora Weber-Wulff, FHTW Berlin, Germany
Marc Wilke, University of Stuttgart, Germany
Peter Ziewer, Munich Institute of Technology, Germany
We would like to thank all authors for their quick
revision and extension of the articles presented herein.
Their commitment made it, again, possible to release this
special issue so quickly after the workshop.
REFERENCE
Friedland, G., Knipping, L., and Ludwig N. (2007), “Second
IEEE International Workshop in Multimedia Technologies
for E-Learning”, Proceedings of the 9th IEEE International
Symposium on Multimedia, IEEE Computer Society, Taichung,
Taiwan, pp. 343–95.
ABOUT THE GUEST EDITORS
Dr Gerald Friedland is currently a researcher at the
International Computer Science Institute in Berkeley,
California. Prior to that, he was a member of the multi-
media group of the computer science department of Freie
Universität Berlin. His work concentrates on intelligent
multimedia technology with a focus on methods that
help people to easily create, edit, and navigate content,
aiming at creating solutions that “do what the user
means”. He is program co-chair of the 10th IEEE
Guest editorial
Guest editorial
VOL 4 NO 4 NOVEMBER 2007 181
Symposium on Multimedia and the Second IEEE
International Conference on Semantic Computing. In
addition to the second IEEE International Workshop on
Multimedia Technologies for E-learning, he also co-
chaired the first ACM Workshop on Educational
Multimedia and Multimedia Education. He has received
several international research and industry awards.
Among them is the European Academic Software Award
in 2002, for the creation of the E-Chalk system in coop-
eration with Lars Knipping. He is also member of the
editorial advisory board of ITSE.
Dr Lars Knipping is a researcher at the mathematics
department at Technische Universität Berlin. He belongs
to the board of editors of ITSE and the editorial team of
iJET (International Journal of Emerging Technologies in
Learning). Before joining Technische Universität he
worked as a scientific consultant in a research project for
a state-funded TV broadcaster, the “Sender Freies Berlin”,
followed by positions as researcher and instructor at the
multimedia group at the computer science department of
Freie Universität Berlin and as lecturer in International
Media and Computing at the FHTW Berlin. Dr. Knipping
received his Ph.D. degree for his work on the E-Chalk
system and holds M.Sc. degrees in both mathematics and
computer science.
Nadine Ludwig graduated from Technische Universität
Ilmenau with a degree in Computer Science in 2005. In
her thesis she described the integration of remote labora-
tories in Learning Content Management Systems via
SCORM. Since May 2006 Ms Ludwig has been a part of
the MuLF Center at Technische Universität Berlin as a
research associate. Currently she is working on her
PhD-thesis in the field of Semantics and Modularization
of Learning Objects in Cooperative Knowledge Spaces.
Vector graphics for web lectures:
experiences with Adobe Flash 9 and SVG
Markus Ketterl
Virtual Teaching Support Center, University of Osnabrück, Osnabrück, Germany
Email: mketterl@uni-osnabrueck.de
Robert Mertens
Fraunhofer IAIS, Schloß Birlinghoven, Sankt Augustin, Germany
Email: robert.mertens@iais.fraunhofer.de and
Oliver Vornberger
Department of Computer Science, University of Osnabrück, Osnabrück, Germany
Email: oliver@uni-osnabrueck.de
Abstract
Purpose – The purpose of this paper is to is to describe vector graphics for web lectures, focusing on the experiences
with Adobe Flash 9 and SVG.
Design/methodology/approach – The paper presents experiences made during the development and everyday use
of two versions of the lecture-recording system virtPresenter. The first of these versions is based on SVG, while the
second is based on Adobe Flex2 (Flash 9) technology. The paper points out the advantages vector graphics can bring
for web lectures and briefly presents a hypermedia navigation interface for web lectures that is based on SVG. The
paper also compares the formats Flash and SVG and concludes with describing changes in workflows for administra-
tors and users that have become possible with Flash.
Findings – Vector graphics are an ideal content format for slide-based lecture recordings. File sizes can be kept small
and graphics can be displayed in superior quality. Information about text and slide objects is stored symbolically,
which allows texts to be searched and objects on slides to be used interactively, for example, for navigation purposes.
The use of vector graphics for web lectures is, however, a trend that has begun only recently. A major reason for this
is that multiple media formats have to be combined in order to replay video and slides.
Originality/value – The paper offers in insight into vector graphics as an ideal content format for slide-based lecture
recordings.
Keywords: Lectures, Worldwide web, Graphical user interfaces, Presentation graphics, Multimedia, Teaching aids
Paper type: Research paper
Interactive Technology and Smart Education (2007) 182–191
© Emerald Group Publishing Limited
1. INTRODUCTION
Vector based graphics formats offer a number of possi-
bilities for the realization of web lecture interfaces for
slide based talks. One major advantage is that they
support capturing contents in a symbolic manner which
is a requirement for searching text in a recording (Lauer
and Ottmann, 2002). They also offer superior picture
182 INTERACTIVE TECHNOLOGY AND SMART EDUCATION
Ketterl, Mertens and Vornberger: Vector graphics for web lectures
VOL 4 NO 4 NOVEMBER 2007 183
quality. Last but not least, vector based graphics formats
enable developers to realize a high degree of interactivity
that can be used for implementing advanced navigation
concepts as described in (Mertens et al. 2006d). They also
can be used to tackle a number of layout problems as fur-
ther described in (Mertens et al. 2006b).
Vector graphics are, however, not very common in web
lectures. This article presents the authors’ experience
with two different vector graphics formats: (scalable
vector graphics SVG ) and Adobe’s new Flex 2 (Flash 9
based) technology for content presentation and control in
the web lecture system virtPresenter.
The SVG based version of the lecture recording system
has been used at the University of Osnabrück and at the
University of Applied Sciences Osnabrück since summer
2003. During this time, users with different backgrounds,
knowledge and expectations experienced the system in
every day use. The Adobe Flex 2 based counterpart has been
introduced in February 2007 after a seven month develop-
ment and testing period. This new version is, apart from
small changes concerning further system requirements and
improvements, in productive use since March 2007.
The article is organized as follows: Section 2 points out
the advantages vector graphics can bring for web lectures
and briefly presents a hypermedia navigation interface for
web lectures that is based on SVG. Section 3 describes
experiences with this SVG based interface and points out
difficulties that arose during the use of this interface in a
number of university courses. Section 4 compares Flash
and SVG with respect to their use in lecture recording.
Section 5 introduces the Flash based successor of the
SVG based interface. Section 6 describes changes in work-
flows for administrators and users that have become possi-
ble with Flash. Section 7 briefly summarizes the work pre-
sented in this article and refers to future projects and ideas.
2. ADVANTAGES OF VECTOR
GRAPHICS IN WEB LECTURES
The advantages of using vector graphics for content rep-
resentation in web lectures can be summarized in a couple
of words: vector graphics store content in a symbolic way,
vector graphics can be enlarged without loss of quality
and many vector graphics formats allow for interactive on-
the-fly manipulation of contents. The aim of this section
is to show why these properties of vector graphics are use-
ful by showing how each of them improves web lectures.
2.1 Symbolic Representation of
Contents and Interactivity
The original virtPresenter user interface shown in
Figure 1 was developed to implement a hypermedia
navigation concept for lecture recordings (Mertens,
2007). Hypermedia navigation consists of the five ele-
ments full text search, bookmarks, backtracking, struc-
tural elements and footprints (Bieber, 2000).
Full text search is realized by searching the text of the
slides in the slide overview. Search results are highlight-
ed by an animation that grows and shrinks them repeat-
edly. Both the ability to search in the slides directly and
to animate search results is based on the properties of
SVG (symbolic representation and manipulation on the
fly). Bookmarks are realized as a functionality that
allows for selecting arbitrary passages and storing them
for later viewing or exchanging them with other
students. Backtracking is implemented by storing the
play position whenever the user navigates to another
play position. Thus each navigation action can be
undone. In order to facilitate orientation at the stored
play positions, replay begins at their time index minus
three seconds. Structural elements are realized in two
ways the simple one of which are next/previous buttons
that allow navigating to the next or previous slide or
animation step. A more sophisticate realization of struc-
tural elements is the interactive slide overview imple-
mented in virtPresenter (Mertens et al., 2006c). In the
overview, those parts of a slide that had been animated
during the original presentation when the lecture was
recorded can be clicked on with the mouse. The record-
ing then starts replay at the time index when the respec-
tive animation takes place during the lecture. To realize
these features, the slide documents are analyzed and
script code containing the respective time indices is
added automatically to the animated elements of a slide
(Mertens et al., 2007). The implementation of this step
was relatively easy due to the symbolic representation of
the slide elements in SVG. Footprints serve the purpose
of showing users which parts of a hyperdocument they
have already visited. In classic hypertext, this is done by
colouring visited and non-visited links differently.
Since web lectures are time based media, another
approach had to be found. In virtPresenter, coloured
parts of the timeline indicate that the corresponding
passages of the recording have already been watched by
the user. Multiple visits are indicated by deeper shad-
ings. The footprints are stored symbolically as pairs of
start and end time indices. They are drawn on the fly
when a lecture is watched. This has been realized by
the use of animated SVG rectangles. The different colour
shadings are created by overlapping semitransparent
rectangles.
This brief description shows that the properties of
SVG as a vector graphics format have been crucial for the
realization of the virtPresenter user interface. Especially
the implementation of footprints, bookmarks and full
text search has been facilitated immensely by SVG as a
vector graphics format.
184 INTERACTIVE TECHNOLOGY AND SMART EDUCATION
Ketterl, Mertens and Vornberger: Vector graphics for web lectures
2.2 Superior Picture Quality
Good picture quality of lecture slides is important even
for standard usage scenarios (Ziewer and Seidl, 2002).
However, it becomes even more important, when the lec-
ture slides are shown on a large screen as in the scenario
depicted schematically in Figure 2.
In this scenario, the lecture is replaced by a cinema-
like session in which the recording of the lecturer and the
slides are presented to the audience on two large screens.
This scenario has been carried out successfully at the
University of Osnabrück a number of times (Mertens
et al., 2005). Since the slides are shown on a large screen,
bad picture quality becomes even more obvious than dur-
ing replay on a standard computer display. At the
University of Osnabrück, the slides used had been in
SVG and had thus been presented in the same quality as
in the original lecture.
3. LESSONS LEARNED
The SVG-based version of the viewer interface was first
developed in 2003 and improved in various steps. The
main focus of the development was to implement the
hypermedia navigation concept for lecture recordings
described in section 2 and in more detail in (Mertens
et al., 2004).
At the time when development of the SVG based ver-
sion began, SVG seemed to be a promising choice for a
content format to be used in lecture recordings. SVG is
an XML based vector graphics format and was expected
to grow in importance. We had expected that SVG ren-
derers supporting the required subset of the SVG stan-
dard would soon become available on more platforms
than Windows and that their performance would increase
in order to rival that of Macromedia Flash (now Adobe
Flash). Things have, however, developed in a different
direction.
While all the features described in (Mertens et al.,
2004) could be realized with a combination of JavaScript,
SVG and Real Video, the technology used lead to a num-
ber of problems in every-day use. Loading and rendering
speed has shown to be a major problem when combining
SVG and Real technology. Table 1 compares slide load-
ing times of the SVG and the Flash based implementa-
tion (further described in sections 4 and 5). It also shows
loading times for an optimized version of the SVG slides
in which background graphics in the slides (logos) had
been deleted to speed up rendering. The testing environ-
ment was a Windows XP system with an AMD Athlon
64 based processor with 2,01 GHz and 1 GB RAM. The
tests were made locally on that system without internet
connection interferences. This test indicates the elapsed
time till a slide object is loaded and fully available in the
main application.
As some interactivity and animation features of SVG
that are only supported in the Adobe SVG Viewer (ASV)
had been used in the interface, replay was only possible
with the ASV for Microsoft’s Internet Explorer (IE). This
viewer plug-in does, however, exhibit low rendering
speeds and support will be discontinued in January 2008.
This fact is especially problematic when many slides have
to be shown at once as it is the case for overviews. Also
switching from one slide to another happens with a
noticeable delay. The Real video player buffers data when
users navigate in the video. This buffering also slows
down the interfaces responding times noticeably.
Another problem with SVG was that the plug-in
required only exists for Microsoft’s Internet Explorer.
Even though Adobe had implemented plug-in-versions
for other browsers, only the one for IE supports the subset
of the SVG specification required for the implementa-
tion. This fact rules out platform independence for the
Figure 1 VirtPresenter 1.0 user interface
Ketterl, Mertens and Vornberger: Vector graphics for web lectures
VOL 4 NO 4 NOVEMBER 2007 185
interface. Last but not least, the fact that plug-ins are
required for both Real Video and SVG poses an obstacle
for first time users of the interface.
The use of the SVG-based interface has been evaluated
in a number of courses. In these evaluations, the above
mentioned points have shown to have a considerable neg-
ative impact on user acceptance. In 2006, three courses
have been evaluated with a questionnaire developed for
the evaluation of e-Learning at the University of
Osnabrück. For abbreviation purposes, these courses are
referred to in the paper as courses A, B and C. Table 2
summarizes relevant details on the courses.
Figure 3 shows how the students judged download
times of the recordings. No actual download was offered.
The term “download times” does thus refer to loading
and rendering times of the viewer interface. By and large
the numbers in the figure do not seem too critical at first
sight. In practice, however, the interface loads consider-
ably longer than other material found on the course web
site. Also, the results show that while the loading times
have been acceptable for most students, they have not
been acceptable for all students.
Figure 4 shows how many students reported problems
using virtPresenter. The problem descriptions were
entered as free text answers in the questionnaires. In
course A, no student reported a problem. This might be
due to the fact that students were given very detailed
instructions. Having a non-technical background, the
students have very likely followed these instructions
closely. The questionnaires have also shown that all stu-
dents in course A used IE. In the other courses, the ques-
tionnaires have shown that some students did not use IE
(even though they had been instructed that using another
web browser would cause problems with the interface). In
contrast to course A, course B and C had been attended
by a number of students with technical backgrounds. The
questionnaires lead to the assumptions that some of these
students, being used to solve problems by trial and error,
have tried to use the interface with other browsers than
IE unregarding the information that it would not work
on these browsers. Seemingly unaware of the fact that the
interface was not supported under these settings, the stu-
dents reported the system behaviour as faults. From one
problem description it even became clear, that the stu-
dent had not installed any SVG viewer.
In order to counter the above described effects, a num-
ber of improvements had been devised for the SVG based
version of the interface. For example, a nearly equivalent
solution with QuickTime video instead of Real video that
also works with SVG for the slide representation and a
Flash 6 based thumbnail overview component for faster
slide loading and interface responding. This approach of
mixing technology did not solve the problems either. The
reason was that the users had to install another plug-in,
QuickTime instead of Real as well as the Flash plug-in.
Table 1 Slide loading with SVG and Flash
Technology SVG SVG optimized Flash
average slide 164* 120* 67
loading time (ms)
430** 243** 81
average slide
loading time
1 video (ms) (Real video) (Real video) (Flash video)
average slide
size (KB) 54 25 28
13 different converted PowerPoint slides System: Windows XP
AMD Athlon 64 Processor;
*outlier here: 520, 635 2,01 GHz, 1GB Ram
**outlier here: 7300, 6349, 2280, 4300
Figure 2 Lecture slides on large screens
[...]... systems and provides a common vocabulary for communicating between different persons such as users and developers and eases the classification and understanding of presentation systems for both INTERACTIVE TECHNOLOGY AND SMART EDUCATION Turban: Educational presentation systems The workflow, systems and table including their description are used for a discussion that involves different systems and stages... Java applet technology We have observed that students like multimedia material as a complementary resource on presential classes and Figure 6 Realplayer launced from the applet located in PoliformaT 198 INTERACTIVE TECHNOLOGY AND SMART EDUCATION Téllez: Authoring multimedia learning material using open standards and free software as self learning material it is much more helpful than static and silent... TECHNOLOGY AND SMART EDUCATION Liu and Shih: E-learning activity-based material computers can replace human labor to efficiently process the tedious algorithm, but maintain high-level humanistic and professional analysis Teachers can apply it on the teaching websites, and let the system compile thematic materials for them, saving time of copying and pasting, coding, and rewriting It is customizable and interactive. .. Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), Auckland, New Zealand, December 2002, Vol 2, pp.749-58 191 Interactive Technology and Smart Education (2007) 192–199 © Emerald Group Publishing Limited Authoring multimedia learning material using open standards and free software Alberto González Téllez Departamento de Informática de Sistemas y... December 2006, pp 933-7 Mertens, R., Ketterl, M and Vornberger, O, (2007), “The virtPresenter lecture recording system: automated production of web lectures with interactive content overviews”, International Journal of Interactive Technology and Smart Education (ITSE), Vol 4 No 1, pp 55-66 Mertens, R., Brusilovsky, P., Ishchenko, S and Vornberger, O (2006d), “Time and structure based navigation in web lectures:... prospect, do not lose a feasible method either INTERACTIVE TECHNOLOGY AND SMART EDUCATION Liu and Shih: E-learning activity-based material 3 SYSTEM DESIGN The system is divided into 4 parts: collecting indexing data, inquiring services, association rule and collaborative filtering As shown in Figure 1, it explains the relation between users and the system and the processing flow of usage data In the... started from other INTERACTIVE TECHNOLOGY AND SMART EDUCATION Ketterl, Mertens and Vornberger: Vector graphics for web lectures programmes A Problem with Adobe Presenter is constituted by the fact that this component exports only Flash 6 slides in the current version The communication between old Flash objects and new Flash 9 objects is not ideal at the moment Difficult is for example the handling of different... the common standard, users still have to visit individual platforms to gain INTERACTIVE TECHNOLOGY AND SMART EDUCATION Liu and Shih: E-learning activity-based material appropriate course materials contents It is comparatively inconvenient 2 High redundancy of learning material Due to difficulty of resource-sharing, it is hard for instructors to figure out the redundancy of course materials and therefore... use Adobe’s expensive Flash Media Server 2 solution in our production environment INTERACTIVE TECHNOLOGY AND SMART EDUCATION Ketterl, Mertens and Vornberger: Vector graphics for web lectures 6 BEHIND THE SCENES: ADMINISTRATION AND WORKFLOWS Lecture recording with virtPresenter makes use of a fully automated recording and an extended production chain described in (Ketterl et al., 2007a) While this process... voice, and the delivery of recorded content to Java aware web clients Common presentations authored with office suites tools are intended to be used locally in the computer were they are stored Web format is supported as an export option but usually the format obtained is not well INTERACTIVE TECHNOLOGY AND SMART EDUCATION Téllez: Authoring multimedia learning material using open standards and free . multimedia-based teaching. VOL 4 NO 4 NOVEMBER 2007 179 180 INTERACTIVE TECHNOLOGY AND SMART EDUCATION The following special issue of Interactive Technology Smart Education presents four papers that have been carefully. Smart Education PROMOTING INNOVATION AND A HUMAN TOUCH Interactive Technology and Smart Education ISSN 1741-5659 ITSE_4-4_Cover.qxd 03/08/08 02:53 PM Page 1 contents Vol 4 No 4 November 2007 Interactive Technology and Smart Education PROMOTING. lectures and it has shown that this tech- nology can be used to improve usability and ease the administrative workload. 190 INTERACTIVE TECHNOLOGY AND SMART EDUCATION Ketterl, Mertens and Vornberger:
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