Distributed digital post-production

It is now possible to use powerful general purpose computer architectures to support post-production of both video and multimedia projects. By devising a suitable portable software architecture and using high-speed networking in an appropriate manner, a system has been constructed where editors are no longer tied to a specific location. New types of production, such as multi-threaded interactive video, are supported. Editors may also work remotely where very high speed network connection is not currently provided. An object-oriented database is used for the comprehensive cataloging of material and to support automatic audio/video object migration and replication. Copyright © 1997 by the Society of Motion Picture and Television Engineers, Inc.

An investigation of assessment policy and practices in terms of broad social and educational purposes

Based upon relevant literature, this study investigated the assessment policy and practices for the BSc (Hons) Computing Science programme at the University of Greenwich (UOG), contextualising these in terms of broad social and educational purposes. It discusses Assessment, and then proceeds to give a critical evaluation of the assessment policy and practices at the UOG. Although this is one case study, because any of the features of the programme are generic to other programmes and institutions, it is of wider value and has further implications. The study was concluded in the summer of 2002. It concludes that overall, the programme's assessment policy and practices are well considered in terms of broad social and educational purposes, although it identifies and outlines several possible improvements, as well as raising some major issues still to be addressed which go beyond assessment practices.

An information system to exploit the use of metadata within film and television production

The television and film industries are used to working on large projects. These projects use media and documents of various types, ranging from actual film and videotape to items such as PERT charts for project planning. Some items, such as scripts, evolve over a period and go through many versions. It is often necessary to attach information to these “objects” in order to manage, track, and retrieve them. On large productions there may be hundreds of personnel who need access to this material and who in their turn generate new items which form some part of the final production. The requirements for this industry in terms of an information system may be generalized and a distributed software architecture built, primarily using the internet, to serve the needs of these projects. This architecture must enable potentially very large collections of objects to be managed in a secure environment with distributed responsibilities held by many working on the production. Copyright © 2005 by the Society of Motion Picture and Television Engineers, Inc.

Where is the "e" in eLearning?

In this paper, we consider what is meant by elearning and contrast the delivery of material with the actual learning process using an analogy derived from Searle. A case study describes an attempt to use a groupware system in a knowledge management course that met with mixed results. The reasons for these are explored with issues regarding extrinsic and intrinsic motivation and scaffolding being considered in the elearning context

A sound and complete reified temporal logic

There are mainly two known approaches to the representation of temporal information in Computer Science: modal logic approaches (including tense logics and hybrid temporal logics) and predicate logic approaches (including temporal argument methods and reified temporal logics). On one hand, while tense logics, hybrid temporal logics and temporal argument methods enjoy formal theoretical foundations, their expressiveness has been criticised as not power enough for representing general temporal knowledge; on the other hand, although current reified temporal logics provide greater expressive power, most of them lack of complete and sound axiomatic theories. In this paper, we propose a new reified temporal logic with a clear syntax and semantics in terms of a sound and complete axiomatic formalism which retains all the expressive power of the approach of temporal reification.

Is "e-skilling" deskilling?

This paper takes forward the discussion for the development of a Framework for e-Learning. It briefly describes how the discussion has progressed from the suggested development of a Framework and the findings of a study investigating the use of Blended Learning, to the application of PESTE factors from Sociology and the proposal of new PESTE factors for educational software and e-Learning, asking if the current use of Computer-Mediated Communication (CMC) is leading to the deskilling of professions, by the provision of direct, front-line service applications and the implications for e-Learning.

A framework for state-based time-series analysis and prediction

Time-series analysis and prediction play an important role in state-based systems that involve dealing with varying situations in terms of states of the world evolving with time. Generally speaking, the world in the discourse persists in a given state until something occurs to it into another state. This paper introduces a framework for prediction and analysis based on time-series of states. It takes a time theory that addresses both points and intervals as primitive time elements as the temporal basis. A state of the world under consideration is defined as a set of time-varying propositions with Boolean truth-values that are dependent on time, including properties, facts, actions, events and processes, etc. A time-series of states is then formalized as a list of states that are temporally ordered one after another. The framework supports explicit expression of both absolute and relative temporal knowledge. A formal schema for expressing general time-series of states to be incomplete in various ways, while the concept of complete time-series of states is also formally defined. As applications of the formalism in time-series analysis and prediction, we present two illustrating examples.

Is "e-skilling e-nabling" or deskilling?

This paper takes forward the discussion for the development of a Framework for e-Learning. It briefly describes how the discussion has progressed from the suggested development of a Framework and the findings of a study investigating the use of Blended Learning, to the application of PESTE factors from Sociology and the proposal of new PESTE factors for educational software and e-Learning, asking if the current use of Computer-Mediated Communication (CMC) is leading to the deskilling of professions, by the provision of direct, front-line service applications and the implications for e-Learning.

The impact on students of coursework assessment deadlines and penalties

The use by students of an e-learning system that enhances traditional learning in a large university computing school where there are clear assessment deadlines and severe penalties for late submission of coursework is examined to assess the impact of changes to the deadline model on the way students use the system and on the results they achieve. It is demonstrated that the grade a student achieves is partly dependent on the time before the deadline when the work is completed - in general, students who submit earlier gain higher grades. Possible reasons for this are explored. Analysis of the data from a range of different implementations of deadline policies is presented. Suggestions are made on how to minimise any possible negative impact of the assessment policy on the student's overall learning.

Effective e-moderation in e-courses

E-learning promises people the ability to learn at a time and place to suit their needs. However, we frequently assume they can automatically adapt to an online environment. This is not the case. They need focussed support on their journey of development from e-user to e-learner. However, many fail to complete this journey. It is essential we identify how best to support them if we are to fully realise the potential of e-learning. This paper builds on previous research and presents an e-moderation activity model for tutor-led courses.

Redefining knowledge in an information world – a polemic

This paper looks at knowledge and information as different forms of the same ideas or "memes". Very different, for knowledge is live, and information is dead. Knowledge is personal, difficult to acquire; information is plentiful, a commodity. Dawkins coined the term meme to refer to a "unit of cultural transmission". I distinguish between forms of the meme that are live knowledge – the internal idea, or imago, and the external transient representation of it, the ephemeron – and those which are permanent information (artefact and permaphemeron). It is a mistake to talk of a "content-free" learning experience, as though content were "just information". Content is knowledge. The point of education is not just to regenerate live knowledge from one generation to the next, it is to extend and add to it through knowledge creation. And knowledge creativity does not operate in a knowledge vacuum. You need ideas to breed ideas.

Temporal pattern recognition in video clips detection

Temporal representation and reasoning plays an important role in Data Mining and Knowledge Discovery, particularly, in mining and recognizing patterns with rich temporal information. Based on a formal characterization of time-series and state-sequences, this paper presents the computational technique and algorithm for matching state-based temporal patterns. As a case study of real-life applications, zone-defense pattern recognition in basketball games is specially examined as an illustrating example. Experimental results demonstrate that it provides a formal and comprehensive temporal ontology for research and applications in video events detection.

Tambalacoque. For a formal account of the gist of a scholarly argument

Argumentation as reflected in a short communication from the published literature of botany and zoology is discussed. Trying to capture the logic structure of the argument, however imperfectly, is relevant to information science and depends on a particular goal: namely, to potentially benefit the task of sketching the relationship between bibliographic entries in a better manner than is possible with present-day bibliometric or scientometric practice. This imposes tight limits on the depth of analysis of the text.