An OMNeT++ Framework to Evaluate Video Transmission in Mobile Wireless Multimedia Sensor Networks

The development and evaluation of new algorithms and protocols for Wireless Multimedia Sensor Networks (WMSNs) are usually supported by means of a discrete event network simulator, where OMNeT++ is one of the most important ones. However, experiments involving multimedia transmission, video flows with different characteristics, genres, group of pictures lengths, and coding techniques must be evaluated based also on Quality of Experience (QoE) metrics to reflect the user's perception. Such experiments require the evaluation of video-related information, i.e., frame type, received/lost, delay, jitter, decoding errors, as well as inter and intra-frame dependency of received/distorted videos. However, existing OMNeT++ frameworks for WMSNs do not support video transmissions with QoE-awareness, neither a large set of mobility traces to enable evaluations under different multimedia/mobile situations. In this paper, we propose a Mobile MultiMedia Wireless Sensor Network OMNeT++ framework (M3WSN) to support transmission, control and evaluation of real video sequences in mobile WMSNs.

Opportunistic Routing for Multi-flow Video Dissemination over Flying Ad-Hoc Networks

A reliable and robust routing service for Flying Ad-Hoc Networks (FANETs) must be able to adapt to topology changes. User experience on watching live video sequences must also be satisfactory even in scenarios with buffer overflow and high packet loss ratio. In this paper, we introduce a Cross-layer Link quality and Geographical-aware beaconless opportunistic routing protocol (XLinGO). It enhances the transmission of simultaneous multiple video flows over FANETs by creating and keeping reliable persistent multi-hop routes. XLinGO considers a set of cross-layer and human-related information for routing decisions, as performance metrics and Quality of Experience (QoE). Performance evaluation shows that XLinGO achieves multimedia dissemination with QoE support and robustness in a multi-hop, multi-flow, and mobile network environments.

Individual Video Training iVT and Annotating Academic Videos AAV: two complementing technologies

Individual Video Training iVT and Annotating Academic Videos AAV: two complementing technologies 1. Recording communication skills training sessions and reviewing them by oneself, with peers, and with tutors has become standard in medical education. Increasing numbers of students paired with restrictions of financial and human resources create a big obstacle to this important teaching method. 2. Everybody who wants to increase efficiency and effectiveness of communication training can get new ideas from our technical solution. 3. Our goal was to increase the effectiveness of communication skills training by supporting self, peer and tutor assessment over the Internet. Two technologies of SWITCH, the national foundation to support IT solutions for Swiss universities, came handy for our project. The first is the authentication and authorization infrastructure providing all Swiss students with a nationwide single login. The second is SWITCHcast which allows automated recording, upload and publication of videos in the Internet. Students start the recording system by entering their single login. This automatically links the video with their password. Within a few hours, they find their video password protected on the Internet. They now can give access to peers and tutors. Additionally, an annotation interface was developed. This software has free text as well as checklist annotations capabilities. Tutors as well as students can create checklists. Tutor’s checklists are not editable by students. Annotations are linked to tracks. Tracks can be private or public. Public means visible to all who have access to the video. Annotation data can be exported for statistical evaluation. 4. The system was well received by students and tutors. Big numbers of videos were processed simultaneously without any problems. 5. iVT http://www.switch.ch/aaa/projects/detail/UNIBE.7 AAV http://www.switch.ch/aaa/projects/detail/ETHZ.9

Individual Video Training iVT - Development of a National Infrastructure for Video-Supported Learning

Introduction: Video‐Supported Learning is particularly effective when it comes to skills and behaviors. Video registration of patient‐physician interviews, class room instruction or practical skills allow it to learners themselves, their peers, and their tutors to assess the quality of the learner's performance, to give specific feedback, and to make suggestions for improvement. Methods: In Switzerland, four pedagogical universities and two medical faculties joined to initiate the development of a national infrastructure for Video Supported Learning. The goal was to have a system that is simple to use, has most steps automated, provides the videos over the Internet, and has a sophisticated access control. Together with SWITCH, the national IT‐Support‐Organisation for Swiss Universities, the program iVT (Individual Video Training) was developed by integrating two preexisting technologies. The first technology is SWITCHcast, a podcast system. With SWITCHcast, videos are automatically uploaded to a server as soon as the registration is over. There the videos are processed and converted to different formats. The second technology is the national Single Logon System AAI (Authentification and Authorization Infrastructure) that enables iVT to link each video with the corresponding learner. The learner starts the registration with his Single Logon. Thus, the video can unambiguously be assigned. Via his institution's Learning Management System (LMS), the learner can access his video and give access to his video to peers and tutors. Results: iVT is now used at all involved institutions. The system works flawlessly. In Bern, we use iVT for the communications skills training in the forth and sixth year. Since students meet with patient actors alone, iVT is also used to certify attendance. Students are encouraged to watch the videos of the interview and the feedback of the patient actor. The offer to discuss a video with a tutor was not used by the students. Discussion: We plan to expand the use of iVT by making peer assessment compulsory. To support this, annotation capabilities are currently added to iVT. We also want to use iVT in training of practical skills, again for self as well as for peer assessment.  At present, we use iVT for quality control of patient actor's performance.

Estimating Perceived Video Quality from Objective Parameters in Video over IP Services

In Video over IP services, perceived video quality heavily depends on parameters such as video coding and network Quality of Service. This paper proposes a model for the estimation of perceived video quality in video streaming and broadcasting services that combines the aforementioned parameters with other that depend mainly on the information contents of the video sequences. These fitting parameters are derived from the Spatial and Temporal Information contents of the sequences. This model does not require reference to the original video sequence so it can be used for online, real-time monitoring of perceived video quality in Video over IP services. Furthermore, this paper proposes a measurement workbench designed to acquire both training data for model fitting and test data for model validation. Preliminary results show good correlation between measured and predicted values.

Perceived Video Quality Estimation from Spatial and Temporal Information Contents and Network Performance Parameters in IPTV

The paper proposes a model for estimation of perceived video quality in IPTV, taking as input both video coding and network Quality of Service parameters. It includes some fitting parameters that depend mainly on the information contents of the video sequences. A method to derive them from the Spatial and Temporal Information contents of the sequences is proposed. The model may be used for near real-time monitoring of IPTV video quality.