Proceedings of the international workshop on Educational multimedia and multimedia education
Notice bibliographique
Résumé
Advances in multimedia capture, analysis and delivery, combined with the rapid adoption of broadband communication, have resulted in multimedia systems that have advanced traditional forms of education. Research in these areas has achieved impressive results in the last few years and many actual working systems and commercial products are now routinely used by a growing number of people. However, the various web sites and lecture videos produced as part of the e-learning hype generally do not exploit the full potential of multimedia. question of how multimedia can really make learning more exploratory and enjoyable is as yet unanswered, and we are just beginning to understand the real contribution of multimedia to education. In addition, new trends in multimedia technology - such as multimedia on handheld devices or advanced approaches for the automatic analysis of multimodal signals -- offer novel and exciting opportunities for teaching and learning. The growing pervasiveness of multimedia on computing devices also increases the relevance of knowledge about multimedia for computer scientists and software engineers. significance of multimedia for the future of computing, however, is generally not reflected in current curricula. For example, few universities offer dedicated courses, and multimedia is often only taught as part of other courses such as computer vision or machine learning. In addition, multimedia is a very active and rapidly changing field. New and emerging technologies may not only influence how we teach but also have an impact on what we teach. Against this background, we organized the ACM Workshop on Educational Multimedia and Multimedia Education (EMME) 2007. goal of the workshop is to identify current and evolving trends, specify open problems, and discover challenges and prospects for new research in the broad topic of multimedia-based education. By bringing together researchers working on educational multimedia with multimedia educators, we want to establish an open discussion of these issues and create a reference for future research in this area. The call for papers attracted 25 submissions from Asia, the Middle East, Canada, Europe, Australia, and the United States. program committee accepted 14 papers -- 9 full papers for oral presentation and 5 poster presentations -- resulting in an acceptance rate of 36% for oral presentations and 56% overall. submissions truly reflect the diversity of the research currently done in the field. In addition to the presentations on current trends in educational multimedia, we are happy to welcome Susanne Boll, Ramesh Jain, Max Muhlhauser, and Timothy K. Shih, who will discuss teaching multimedia in the workshop's closing panel on The Future of Educational Multimedia.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».