Author Archives: jarradr

Video Project extension 2of3: Dynamically updating annotation

Crowd-sourced Annotation: this interface allows users to interactively post and view notes in community video and graphically delineates the more popular or repeated content. This will allow people to more easily “skim” through academic content-based videos to the most pertinent sections. One main finding from the trials I’ve completed is the need for easy “blessing” of videos, so that students who view can assign trust or not.

Video Assignment project extension 1of3: AutoGrader for Videos

Video AutoChecker: this interface uses computer vision algorithms to read the answers provided in the video. Students would need to somehow indicate or signal to the program that they have submitted an answer. For example, a box drawn around particular text (along with annotation provided in the program) could signal the algorithm to look at the contents inside the box.
The computer vision aspects of this project may be too ambitious at this time but similar systems could be developed that require students making videos to signal when they are covering something noteworthy (like an answer to a subsection of the problem).

This post will be further edited as more information is made available, but feedback is welcomed. Advice is specifically requested from students with knowledge in the realm of computer vision. This could be an interesting class project!

Flipping @ Tech

Beginning research has been done to determine the potential impact of asynchronous video on teaching and learning in today’s science, technology, engineering, and mathematics (STEM) face-to-face classroom. The notion of “flipping the classroom” made popular by Salman Khan and described in his recent Ted Talk (http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html) has been in schools of varying levels. Even professors at the Georgia Institute of Technology have replaced some class time with more interactive time by having students watch videos of the instructor (or another credible source) deliver the lecture (Prof Jim Foley taught a section of the HCI course CS 6750 using web-lectures). These videos, it is suggested, are beneficial for several reasons:

1. the students can watch at their own pace and pause/rewind/fast-forward when desired

2. the students can watch in the location/setting that best facilitates their learning

3. the videos can be re-used (sustainability at its finest)

4. portion of the videos can be edited so as to replace particular content without having to re-produce (or redo production) of the entire segment

As we move forward with the Georgia Tech Strategic Plan, it will be interesting to see the extent to which this form of learning is utilized at Tech, very much traditional in its educational mindset.

Flipping @ Tech- extensions of an extension of the idea (metaextended)

The last post referred to the notion of “Flipping the Classroom” by having students watch the lecture portions outside of class and participate in engaging activities during. One modification of this idea involves a reversal of the production-source. Video assignments can be given to students such that they (and not their profs) have the responsibility of creating the educational content. Links to these videos would be the deliverable, instead of the traditional pen and paper, or even the “standard” electronic submission. Three interface options now present themselves as extensions to this idea:

1. AutoGrader for video submissions: In 600 student Physics courses, how can the prof, even with the help of a few TA’s, hope to watch every video?

2. Crowd-sourced Annotator: would there not be value in a tool that allowed people to leave comments and/or notes within the videos, with the most commonly posted content algorithmically “rising to the top”?

3. Variable Playback Speed: ever watch an educational video and want to simply “skip to the good part”? Wouldn’t it be cool to have a speed dial that allowed you to crank up the speed on the boring parts of the problem presentation, while still allowing you to see and hear the content (just sped up a bit)? 

Flipping @ Tech

Beginning research has been done to determine the potential impact of asynchronous video on teaching and learning in today’s science, technology, engineering, and mathematics (STEM) face-to-face classroom. The notion of “flipping the classroom” made popular by Salman Khan and described in his recent Ted Talk (http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html) has been in schools of varying levels. Even professors at the Georgia Institute of Technology have replaced some class time with more interactive time by having students watch videos of the instructor (or another credible source) deliver the lecture (Prof Jim Foley taught a section of the HCI course CS 6750 using web-lectures). These videos, it is suggested, are beneficial for several reasons:

1. the students can watch at their own pace and pause/rewind/fast-forward when desired

2. the students can watch in the location/setting that best facilitates their learning

3. the videos can be re-used (sustainability at its finest)

4. portion of the videos can be edited so as to replace particular content without having to re-produce (or redo production) of the entire segment

As we move forward with the Georgia Tech Strategic Plan, it will be interesting to see the extent to which this form of learning is utilized at Tech, very much traditional in its educational mindset.

VA Tele-health study

This project seeks to integrate various modes of technology into the housing environment for previously homeless veterans. Here’s the Why?, What?, and How? (Much?) as directly stolen from the Pecha-Kucha

Why?

Some Veterans require continued medical (or professional) attention
Costs involved with getting to care providers cause some to forego treatment
Some diagnoses require constant trips to care providers
Homelessness is a traumatic event in itself
Homeless or formerly homeless veterans are plentiful in number but many times don’t qualify for some of the same treatment options
The original Tele-Health system is geared toward medical diagnoses
What?
Modification of the Tele-Health system to accommodate formerly homeless Veterans
Veterans are provided housing with high-speed internet infrastructure
Some counselor check-ins (as well a other resource provisions) are done remotely
True experimental conditions are present (control and experimental groups)
How/How Much?
Proposals submitted to the VA for funding
Homes owned through partnership of GT grad students
Beyond the study, the housing provision is valuable
Connections with local businesses and neighborhood groups will be sought
Conclusion: Homelessness is a growing problem in Atlanta. A programmatic intervention such as this one promises to utilize technology in a manner that will ultimately be beneficial to society.  Studies on Tele-Health could benefit both users, administrators, and communities

GT CamNet

Another project idea is the GT CamNet, a collection of networked camera aimed at reducing the amount of crimes perpetrated on and around campus.

Why GT CamNet?

This project would be beneficial since recent Clery Act notices have raised of the need for security (and awareness) in the area. Recent crimes present even more pertinent information, as Professor Do’s unfortunate incident has shown us that the 5th Street area is not even included in the updates.  The Home Park area is in particular need, and the proximity to the Aware Home could potentially allow for additional resources.

What is GT CamNet?

¨Network of motion-sensitive IP cameras directed to capture images of the sidewalk and street
¨Last x hours of footage would be stored, then discarded if not needed
¨Resolution high enough to recognize personal description/ car tag
¨Cameras located on private residences
¨Data stored on servers (where?)
¨All cameras do not have to function
How would GT CamNet be integrated? How much would it cost?
¨Would require neighborhood support
¨Cameras and network infrastructure could potentially be donated
¨Management could stem from Aware Home (automated?)
¨Homeowners responsible for power to cameras (minimal)
¨Dummy cameras would be installed as a deterrent
¨Upon notice of an incident, footage would be reviewed
Summary: GT CamNet offers a very simple mechanism to affect the lifestyles of all those who live, work, play, and study at Tech.