DynamicSlide: Reference-based Interaction Techniques for Slide-based Lecture Videos Hyeungshik Jung, KAIST Hijung Valentina Shin, Adobe Research Juho Kim, KAIST
MOOC and video 2 https://www.class-central.com/report/moocs-stats-and-trends-2017/
Slides are widely used in lecture videos 3
Decomposing Slide-based Video Frame Audio 4
Decomposing Slide-based Video Slide Audio 5
Decomposing Slide-based Video Slide Audio 6
Decomposing Slide-based Video timeframe “Hash function” “Hash function” Slide “Takes any string as input” Image1 “Fixed-size output (we’ll use 256 bits)” Image1 Audio 7
Decomposing Slide-based Video timeframe “Hash function” “Hash function” Frame “Takes any string as input” Image1 “Fixed-size output (we’ll use 256 bits)” Image1 Audio 8
Object-oriented tools for both learners & instructors For Learners (Player) For Instructors (Lightweight editor) 9
Object-oriented tools for both learners & instructors For Learners (Player) For Instructors (Lightweight editor) 10
Link between slide and narration 11
Link between slide and narration visual information hierarchy 12
Link between slide and narration auditory visual detailed explanation information hierarchy 13
Link between slide and narration How can we find leverage links between slides and narration for watching video? 14
Interaction techniques powered by links between slides and narration 1. Automatic Highlighting 2. Item-based Navigation 3. In-video Bookmarking 15
Interaction techniques powered by links between slides and narration 1. Automatic Highlighting 2. Item-based Navigation 3. In-video bookmarking 16
Computational Pipeline 17
Computational Pipeline Pixel difference Text difference 18
Computational Pipeline Heuristic 19
Computational Pipeline 20
Computational Pipeline 21
Computational Pipeline 22
User Study (n=12) Baseline DynamicSlide 1. Navigation -> Searching relevant part of the question 2. Cognitive load -> NASA-TLX 23
User Study (n=12) Navigation task Cognitive Load 24
Discussion ● How to robustly find link between slides and narrations? ● Do links commonly exist in lecture videos? ● The effect of finding and leveraging wrong link 25
Object-oriented tools for both learners & instructors For Students (Player) For Instructors (Lightweight editor) 26
Lifespan of a lecture t 27
Lifespan of a lecture ● Update the content of slide ● Try different versions of explanation t 28
Lifespan of a lecture ● Update the content of slide ● Try different versions of explanation t ● Hard to update the published video 29
Lifespan of a lecture ● Update the content of slide ● Try different versions of explanation t ● Hard to update the published video How can we build a tool to help instructors directly update their video without having to patch and re-publish? 30
Formative study Interviews with 7 Instructors who made lecture video (Professors + Part time) 3 Video editors (Content team at the university) 31
Formative study 1. Instructors want to edit the videos before and after publications Interviews with 2. Editing cost is prohibitive 3. Editing often involves substituting the original 7 Instructors who made lecture video (slide) contents (Professor + Part time) 3 Video editors (Content team at the university) 32
Formative study 1. Instructors want to edit the videos before and after publications Interviews with 2. Editing cost is prohibitive 3. Editing often involves substituting the original 7 Instructors who made lecture video (slide) contents (Professor + Part time) 3 Video editors Before ● (Content team at the university) Add supplementary content ● Highlight the text ● Cut part with mistakes After ● Fix typo ● Fix figure 33
Formative study 1. Instructors want to edit the videos before and after publications Interviews with 2. Editing cost is prohibitive 3. Editing often involves substituting the original 7 Instructors who made lecture video (slide) contents (Professor + Part time) 3 Video editors Before ● (Content team at the university) Add supplementary content ● Highlight the text ● Cut part with mistakes After ● Fix typo ● Fix figure 34
Formative study 1. Instructors want to edit the videos before and after publications Interviews with 2. Editing cost is prohibitive 3. Editing often involves substituting the original 7 Instructors who made lecture video (slide) contents (Professor + Part time) 3 Video editors (Content team at the university) 35
Formative study 1. Instructors want to edit the videos before and after publications Interviews with 2. Editing cost is prohibitive 3. Editing often involves substituting the original 7 Instructors who made lecture video (slide) contents (Professor + Part time) Changing text (ABC -> CBA) 3 Video editors (Content team at the university) ABC 36
Formative study 1. Instructors want to edit the videos before and after publications Interviews with 2. Editing cost is prohibitive 3. Editing often involves substituting the original 7 Instructors who made lecture video (slide) contents (Professor + Part time) Changing text (ABC -> CBA) 3 Video editors (Content team at the university) cba ABC Create patch 37
Formative study 1. Instructors want to edit the videos before and after publications Interviews with 2. Editing cost is prohibitive 3. Editing often involves substituting the original 7 Instructors who made lecture video (slide) contents (Professor + Part time) Changing text (ABC -> CBA) 3 Video editors (Content team at the university) CBA ABC Create patch 38
Formative study 1. Instructors want to edit the videos before and after publications Interviews with 2. Editing cost is prohibitive 3. Editing often involves substituting the original 7 Instructors who made lecture video (slide) contents (Professor + Part time) Changing text (ABC -> CBA) 3 Video editors (Content team at the university) ABC CBA Overwrite + Adjust timing 39
Design Goals 1. Provide an intuitive interface for instructors to directly edit their lecture videos 2. Enable users to update elements of the lecture slide within the video 3. Facilitate synchronization of visual and audio events in the video 40
DynamicLecture 41
DynamicLecture 42
DynamicLecture 43
DynamicLecture 44
DynamicLecture 45
DynamicLecture 46
DynamicLecture 47
Evaluation 1. Instructors review their lecture videos, then list up improvement items 2. Inststructors fix their video using the system 48
Result 1. Instructors review their lecture videos, then list up improvement items 2. Inststructors fix their video using the system 49
Conclusion For Students (Player) 1. Parsing videos into objects can improve the way we interact, consume, & create lecture videos. 2. We need to explore novel object-based video interaction techniques. For Instructors ( e.g., participatory video improvement by learners) (Lightweight editor) 50
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