Computational media aesthetics: Finding meaning beautiful

Innovative media management, annotation, delivery, and navigation services will enrich online shopping, help-desk services, and anytime-anywhere training over wireless devices. However, the semantic gap between the rich meaning that users want when they query and browse media and the shallowness of the content descriptions that one can actually compute is weakening today's automatic content-annotation systems. To address such problems, an approach that markedly departs from existing methods based on detecting and annotating low-level audio-visual features is advocated.

Incorporating domain knowledge with video and voice data analysis in news broadcasts

This paper addresses the area of video annotation, indexing and retrieval, and shows how a set of tools can be employed, along with domain knowledge, to detect narrative structure in broadcast news. The initial structure is detected using low-level audio visual processing in conjunction with domain knowledge. Higher level processing may then utilize the initial structure detected to direct processing to improve and extend the initial classification.

The structure detected breaks a news broadcast into segments, each of which contains a single topic of discussion. Further the segments are labeled as a) anchor person or reporter, b) footage with a voice over or c) sound bite. This labeling may be used to provide a summary, for example by presenting a thumbnail for each reporter present in a section of the video. The inclusion of domain knowledge in computation allows more directed application of high level processing, giving much greater efficiency of effort expended. This allows valid deductions to be made about structure and semantics of the contents of a news video stream, as demonstrated by our experiments on CNN news broadcasts.

Media independent knowledge indexing and retrieval

Composing a multimedia presentation may require creation or generation of suitable images and video segments, as well as animation, sound, or special effects. Obtaining images or video sequences can be prohibitively expensive when costs of travel to location, equipment, staff, etc, are considered. Those problems can be alleviated with the use of pictorial and video digital libraries, such libraries require methods for comprehensive indexing and annotation of stored items and efficient retrieval tools.

We propose a system based on user oriented perceptions as they influence query formation in image and video retrieval. We present a method based on user dependent conceptual structures for creating and maintaining indexes to images and video sequences.

Open scholarship : research and publication

Introduction: Sue Owen, Associate University Librarian, Deakin University Library.

Presentations:
Using Creative Commons licences to provide open access in the education and research sectors / Professor Anne Fitzgerald ;
Elsevier and open access / Macy Lee and David Tempest ;
Electronic rights  in academic publishing; a researcher's perspective / Professor Christoph Antons.

Panel discussion, Question and answer.

Includes audio/visual recording of whole Symposium

Web 2.0 : an argument against convergence

Web 2.0 has been a dominant concept in recent discussion and development of Internet applications, businesses and uses. Dating from 2004, the term Web 2.0 is variously understood as new forms of website development and delivery technology, changing uses of the Internet to emphasise sociability over consumption, new understandings of the possible financial exploitation of the web, and more broadly, a new way of thinking about the Internet as a whole. However, Web 2.0 is, conceptually, both more and less than these various understandings and we can only grasp why it has become such a key term in contemporary usage by appreciating two key discursive foundations for this term. Firstly, much Web 2.0 thinking is a re-expression of long-held ideas about the Internet and the web. Secondly, at the particular time when Web 2.0 was made popular, net technology policy makers and financial analysts were primarily enthused by the possibilities of broadband networks for improved and more profitable versions of the well-established businesses of telephony and audio-visual entertainment, and had to some extent consigned novel, web-based services to a lesser role, following the dot.com crash. Thus, as I argue in this paper, Web 2.0 can be understood as a key intervention, from within the dot.com / new media business sector, recovering from the crash, that re-asserts the equal legitimacy of the use of networked computing, over high-speed lines, for computing-oriented activities, and not just video on demand and voice over IP. In short, in the first years of this century, discussions about the future of the Internet had become dominated by arguments for increased broadband access, substantially concerned with providing more traditional video and voice services in new ways. The World Wide Web was seen as relatively unimportant for this purpose, even though it was part of the so-called 'triple play' of voice and data services. At this time, first in the hands of Tim O'Reilly and then from others who took up his position, Web 2.0 became a catchy simple term under which to mount a campaign for the renaissance of the World Wide Web as a quite distinct, yet equally important, form of media and communications. So, Web 2.0 provides evidence that, while there is a convergence of all forms of media and communications towards similar data traffic over the Internet, there remain diverging views over the nature, control and use of the Internet, views that express the degree to which corporate players imagine themselves to be 'media', 'telephony' or 'computing' in primary orientation.

Locating learning: making connections between virtual and physical spaces with mobile touch-screen devices

This paper is concerned with the potential of mobile touch-screen devices and emerging socio-technological practices to support pedagogies of place that provide a means for young people to reflect critically on the social construction of place and to take actions that speak of and to their own locatedness. Drawing on de Certeau’s (1984) concept of space as a practiced place and Massey’s (2005) perspective of spatiality and interrelatedness, we examine two school-based examples of learning activities that bring together the virtual and physical as in experiences and representations of place. The first example is an Australian local history unit, where lower secondary school students participated in a series of field trips, planned and conducted under the guidance of an indigenous elder. They used Smartphones and iPads to capture and create personalised audio-visual records of their knowledge of place that were then used to create geo-location games. In the second example, upper primary school students worked with local authorities and environmental educators to select sites for two environmental monitoring posts, which were then installed and provided a locus for the students’ school-based environmental science learning as well as a vehicle for community engagement. Drawing on interview, video and photographic data, this paper examines the way mobile technologies were deployed for student knowledge production, engagement with place, reconstruction of place and engagement with community.

Improving communication when seeking informed consent: a randomised controlled study of a computer-based method for providing information to prospective clinical trial participants

OBJECTIVE: To assess the efficacy, with respect to participant understanding of information, of a computer-based approach to communication about complex, technical issues that commonly arise when seeking informed consent for clinical research trials. DESIGN, SETTING AND PARTICIPANTS: An open, randomised controlled study of 60 patients with diabetes mellitus, aged 27-70 years, recruited between August 2006 and October 2007 from the Department of Diabetes and Endocrinology at the Alfred Hospital and Baker IDI Heart and Diabetes Institute, Melbourne. INTERVENTION: Participants were asked to read information about a mock study via a computer-based presentation (n = 30) or a conventional paper-based information statement (n = 30). The computer-based presentation contained visual aids, including diagrams, video, hyperlinks and quiz pages. MAIN OUTCOME MEASURES: Understanding of information as assessed by quantitative and qualitative means. RESULTS: Assessment scores used to measure level of understanding were significantly higher in the group that completed the computer-based task than the group that completed the paper-based task (82% v 73%; P = 0.005). More participants in the group that completed the computer-based task expressed interest in taking part in the mock study (23 v 17 participants; P = 0.01). Most participants from both groups preferred the idea of a computer-based presentation to the paper-based statement (21 in the computer-based task group, 18 in the paper-based task group). CONCLUSIONS: A computer-based method of providing information may help overcome existing deficiencies in communication about clinical research, and may reduce costs and improve efficiency in recruiting participants for clinical trials.

Piloting the feasibility of head-mounted video technology to augment student feedback during simulated clinical decision-making: an observational design pilot study

BACKGROUND: Clinical decision-making is a complex activity that is critical to patient safety. Simulation, augmented by feedback, affords learners the opportunity to learn critical clinical decision-making skills. More detailed feedback following simulation exercises has the potential to further enhance student learning, particularly in relation to developing improved clinical decision-making skills. OBJECTIVE: To investigate the feasibility of head-mounted video camera recordings, to augment feedback, following acute patient deterioration simulations. DESIGN: Pilot study using an observational design. METHODS: Ten final-year nursing students participated in three simulation exercises, each focussed on detection and management of patient deterioration. Two observers collected behavioural data using an adapted version of Gaba's Clinical Simulation Tool, to provide verbal feedback to each participant, following each simulation exercise. Participants wore a head-mounted video camera during the second simulation exercise only. Video recordings were replayed to participants to augment feedback, following the second simulation exercise. Data were collected on: participant performance (observed and perceived); participant perceptions of feedback methods; and head-mounted video camera recording feasibility and capability for detailed audio-visual feedback. RESULTS: Management of patient deterioration improved for six participants (60%). Increased perceptions of confidence (70%) and competence (80%), were reported by the majority of participants. Few participants (20%) agreed that the video recording specifically enhanced their learning. The visual field of the head-mounted video camera was not always synchronised with the participant's field of vision, thus affecting the usefulness of some recordings. CONCLUSION: The usefulness of the video recordings, to enhance verbal feedback to participants on detection and management of simulated patient deterioration, was inconclusive. Modification of the video camera glasses, to improve visual-field synchronisation with participants' actual visual field, is recommended to further explore this technology for enhancing student performance.

Exploring the role of personality and resilience in the stress response: a comparison of military and civilian samples

In the context of emergency services and first responders (i.e. military), the ability to select personnel who have the innate ability to work well in highly charged environments would be advantageous. While there have been some efforts to explore the relationship between personality traits and physiological reactivity in the context of the emergency services, differences in stress responses between civilians and military personnel have not yet been investigated. Therefore the aim of the current study was to examine the relationship between personality, resilience and physiological stress responses. Fifteen civilians and 16 military personnel completed online personality (IPIP) and resilience (CD-RISC) inventories prior to commencing the experimental component of the study. The Mannheim Multi-component Stress Test (MMST) which utilises cognitive, audio, visual and motivational components was employed to elicit an acute stress response. Measures of correct responses and reaction time were sampled during the MMST. Prior to and following exposure to the MMST, positive and negative affect were measured (PANAS), and heart rate was sampled continuously across the study period. Results indicated that Military participants rated significantly lower than civilians on neuroticism; however there were no differences between groups for resilience or any of the other personality traits. Military participants displayed less emotional reactivity and less negative affect following the MMST testing period, and appeared to perform better on the MMST when compared to the civilian sample. However, there was no significant difference in heart rate measures between groups. Collectively, these results provide support for the broaden and buildhypothesis and the transactional stress theory. The results also build on previous empirical stress literature and support the effectiveness of the MMST in laboratory induced stress. Suggestions for future research in the area of resiliency and stress will be discussed. From an applied context, further research in this area may assist in military recruitment processes to place individuals in roles to which they are most suited within the Defence Force.

Locating learning: making connections between virtual and physical spaces with mobile touch-screen devices

This paper is concerned with the potential of mobile touch-screen devices and emerging socio-technological practices to support pedagogies of place that provide a means for young people to reflect critically on the social construction of place and to take actions that speak of and to their own locatedness. Drawing on de Certeau's (1984) concept of space as a practiced place and Massey's (2005) perspective of spatiality and interrelatedness, we examine two school-based examples of learning activities that bring together the virtual and physical as in experiences and representations of place. The first example is an Australian local history unit, where lower secondary school students participated in a series of field trips, planned and conducted under the guidance of an indigenous elder. They used Smartphones and iPads to capture and create personalised audio-visual records of their knowledge of place that were then used to create geo-location games. In the second example, upper primary school students worked with local authorities and environmental educators to select sites for two environmental monitoring posts, which were then installed and provided a locus for the students' school-based environmental science learning as well as a vehicle for community engagement. Drawing on interview, video and photographic data, this paper examines the way mobile technologies were deployed for student knowledge production, engagement with place, reconstruction of place and engagement with community.

Kerry Freedman's Teaching visual culture : curriculum, aesthetics and the social life of Art

Teaching Visual Culture: Curriculum, Aesthetics and the Social Life of Art, Kerry Freedman (2003) New York: Teachers College Press & Reston: National Art Education Association, xiv + 187 pp., ISBN 0-8077-4372-0 (hbk £29.95)

This critical review has two principal goals. First of all, it will briefly summarize how Kerry Freedman’s ambitious eight-chapter monograph initially sets in train a number of key themes, all of which are aimed at enlarging if not transforming visual arts practice. Secondly, it will critically disclose a small set of pivotal assumptions which call any uncritical support for visual culture as the panacea for arts education into question. More particularly, we shall conclude, the logical underpinnings of Teaching Visual Culture are open to serious doubt in at least two respects.

ipreps on ipads : exploring the visual/audio nexus of techno-literacy learners in an Australian classroom

This presentation reports on findings from a qualitative study on the use of iPads to support the literacy learning of a group of children who had just commenced their formal schooling in a regional Australian preparatory classroom. Specifically it looks at the affordances the iPad offered to enhance the oral-aural-visual communication of children not yet fluent in print based literacies. The children were interviewed about their techno-literacy learning and observed as they engaged with applications (apps). The researchers were able to video them as they demonstrated high levels of interest, energised learning and a range of independently acquired techno- literacy skills.
There is as yet little research on the use of portable personal computing devices such as the iPad in early years’ classrooms. The children in this study are shown as capable and articulate regarding their iPad use. Beyond the traditionally conceived struggle with passive print decoding when using iPads they become active creators of sophisticated multimodal artefacts that they consider worthy of acclaim, “I’m really proud of myself.” Findings from this study suggest the visual/listening nexus of popular apps potentially challenges print based literacy education approaches and existing paradigms of research and teaching/learning practice in Australian early years’ literacy education.

Teaching about the Holocaust : essays by college and university teachers

This collection of fourteen essays by renowned scholars in the field of Holocaust studies seeks to reflect on the experience of teaching and researching this complicated and emotional topic. Contained within are the pioneering stories of those presently engaged in the work of Holocaust education. Separately, they represent a variety of disciplines and orientations. Collectively, they give evidence of the strong commitment to continue this important work, and the moral and ethical demands such teaching, writing, and research place upon all who engage in it. Different perspectives from historical, philosophical, and religious frameworks come together to create a unique contribution to the literature on the Holocaust. Educators discuss what they teach, their methodologies and theoretical orientations and reflect on their own journeys that brought them to this field. The unique nature of these stories bring needed background to the field of Holocaust studies and also serve to inspire others to enlarge their thinking and understanding of previous work on this topic. The stories of these committed Holocaust educators will serve to inspire a new generation of thinkers, writers, and activists to engage in such work. In reading their stories, their collective commitment to make a difference today and tomorrow shines through. This volume will be a valuable resource for courses in the Holocaust, contemporary post-Holocaust realities, as well as courses in genocide. Scholars and anyone with an interest in enriching their understanding of the Holocaust will find much within to inspire them and provoke new ideas.

How the concept of agency aids in teaching about sustainability

Sustainability education is becoming an integral part of education for all students.The paper revisits startling results from large scale international studies that show the dissonance between young people’s sustainability knowledge and the resistance of young people to put into practice. The reluctance to enact sustainability knowledge necessitates a review of current teaching practices as these raise important issues about current models of education and how sustainability is captured within education. Education about sustainability seeks to future proof our society through the teaching and learning of actions that ensure our collective long term future. For this reason teaching about sustainability incorporates a focus on social responsibility as well as individual responsibility.