New FMO Type to Flag ROI in H264/AVC

This paper presents a new type of Flexible Macroblock Ordering (FMO) type for the H.264 Advanced Video Coding (AVC) standard, which can more efficiently flag the position and shape of regions of interest (ROIs) in each frame. In H.264/AVC, 7 types of FMO have been defined, all of which are designed for error resilience. Most previous work related to ROI processing has adopted Type-2 (foreground & background), or Type-6 (explicit), to flag the position and shape of the ROI. However, only rectangular shapes are allowed in Type-2 and for non-rectangular shapes, the non-ROI macroblocks may be wrongly flagged as being within the ROI, which could seriously affect subsequent processing of the ROI. In Type-6, each macroblock in a frame uses fixed-length bits to indicate to its slice group. In general, each ROI is assigned to one slice group identity. Although this FMO type can more accurately flag the position and shape of the ROI, it incurs a significant bitrate overhead. The proposed new FMO type uses the smallest rectangle that covers the ROI to indicate its position and a spiral binary mask is employed within the rectangle to indicate the shape of the ROI. This technique can accurately flag the ROI and provide significantly savings in the bitrate overhead. Compared with Type-6, an 80% to 90% reduction in the bitrate overhead can be obtained while achieving the same accuracy.

An experiment in group learning technology: evaluating critical thinking in face-to-face and computer-supported seminars

Can learning quality be maintained in the face of increasing class size by the use of Computer Supported Co-operative Learning (CSCL) technologies? In particular, can Computer-Mediated Communication promote critical thinking in addition to surface information transfer? We compared face-to-face seminars with asynchronous computer conferencing in the same Information Management class. From Garrison's theory of critical thinking and Henri's critical reasoning skills, we developed two ways of evaluating critical thinking: a student questionnaire and a content analysis technique. We found evidence for critical thinking in both situations, with some subtle differences in learning style. This paper provides an overview of this work.

A content analysis method to measure critical thinking in face-to-face and computer supported group learning

This paper gives a detailed account of the content analysis method developed at Queen's University Belfast to measure critical thinking during group learning, as used in our controlled comparisons between learning in face-to-face and computer conference seminars. From Garrison's 5 stages of critical thinking, and Henri's cognitive skills needed in CMC, we have developed two research instruments: a student questionnaire and this content analysis method. The content analysis relies on identifying, within transcripts, examples of indicators of obviously critical and obviously uncritical thinking, from which several critical thinking ratios can be calculated.