Using commutative replicated data type for collaborative video annotation

Author(s):  
Hafed Zarzour ◽  
Mokhtar Sellami
Author(s):  
Craig D. Howard

Collaborative video annotation (CVA) combines media affordances to support critical thinking. A discourse analysis of preservice teachers' annotations in the process of a video-mediated observation of expert teaching revealed that critical judgements co-occurred with higher order thinking (HOT); however, criticism correlated less often with HOT than positive judgements of expert teacher practices. One hundred forty-one learners' small group discussions in CVA showed HOT annotations devoid of all judgment were the most frequent, and of HOT annotations that did contain criticism, applications of knowledge co-occurred most often with critical judgments, while analysis co-occurred most often with positive judgements, and intellectual modesty with mixed criticism. Results suggest that designs aimed at supporting critical thinking might benefit from expanded explanations of the purpose of observations and scaffolds to support the withholding of criticism.


Author(s):  
Mihail Costea ◽  
Radu-Ioan Ciobanu ◽  
Radu-Corneliu Marin ◽  
Ciprian Dobre ◽  
Constandinos X. Mavromoustakis ◽  
...  

Opportunistic network applications are usually assumed to work only with unordered immutable messages, like photos, videos or music files, while applications that depend on ordered or mutable messages, like chat or shared contents editing applications, are ignored. In this chapter, we examine how causal and total ordering can be achieved in an opportunistic network. By leveraging on existing dissemination algorithms, we investigate if causal order can be efficiently achieved in terms of hit rate and latency compared to not using any order. Afterwards, we propose a Commutative Replicated Data Type algorithm based on Logoot that uses the nature of opportunistic networks to its advantage. Finally, we present the results of the experiments for the new algorithm by using an opportunistic network emulator, mobility traces and chat traces.


2010 ◽  
pp. 101-117
Author(s):  
Cristian Hofmann ◽  
Uwe Boettcher ◽  
Dieter W. Fellner

Author(s):  
Reinhard Bauer ◽  
Gerhilde Meissl-Egghart ◽  
Frank Vohle ◽  
Petra Szucsich

The concept of Social Video Learning (SVL) marks the shift from a passive-receptive to an active-productive or active-constructive exploration of video material in learning groups and emphasizes the sharing of experiences and knowledge in a situational context. The objective of this chapter is to give a brief overview of this phenomenon within an EU-funded project. It is the intention of the authors to, on the one hand, provide some initial orientation and deeper insight into the complex subject matter of collaborative video annotation exemplified by SVL. On the other hand, based on quantitative and qualitative data from two case studies, they try to explore its potential for teacher education.


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