Video annotation tool for learning job interview

Author(s):  
Yoshitomo Yaginuma ◽  
Masako Furukawa ◽  
Tsuneo Yamada
Author(s):  
Artem Chebotko ◽  
Yu Deng ◽  
Shiyong Lu ◽  
Farshad Fotouhi ◽  
Anthony Aristar

The development of the Semantic Web, the next-generation Web, greatly relies on the availability of ontologies and powerful annotation tools. However, there is a lack of ontology-based annotation tools for linguistic multimedia data. Existing tools either lack ontology support or provide limited support for multimedia. To fill the gap, we present an ontology-based linguistic multimedia annotation tool, OntoELAN, which features: (1) the support for OWL ontologies; (2) the management of language profiles, which allow the user to choose a subset of ontological terms for annotation; (3) the management of ontological tiers, which can be annotated with language profile terms and, therefore, corresponding ontological terms; and (4) storing OntoELAN annotation documents in XML format based on multimedia and domain ontologies. To our best knowledge, OntoELAN is the first audio/video annotation tool in the linguistic domain that provides support for ontology-based annotation. It is expected that the availability of such a tool will greatly facilitate the creation of linguistic multimedia repositories as islands of the Semantic Web of language engineering.


Author(s):  
Zenonas Theodosiou ◽  
Anastasis Kounoudes ◽  
Nicolas Tsapatsoulis ◽  
Marios Milis

2018 ◽  
Vol 47 (4) ◽  
pp. 479-499 ◽  
Author(s):  
Jillian Ardley ◽  
Jacqueline Johnson

Video recordings for student teaching field experiences have been utilized with student teachers (also known as teacher candidates) to (a) capture the demonstration of their lesson plans, (b) critique their abilities within the performance, and (c) share and rate experiences for internal and external evaluations by the state and other organizations. Many times, the recording, saving, grading, and sharing process was not efficient. Thus, the feedback cycle from the university supervisor to the teacher candidate was negatively impacted. However, one communication technology tool that has the potential to facilitate the feedback process is video annotation software. This communication technology uses the storage within a remote server, known also as a cloud, to store videos that include typed commentary that is in sync with the portion of the video recorded. A group of university supervisors piloted a video annotation tool during student teaching to rate its effectiveness. Through a survey, the participants addressed how they perceived the implementation of the video annotation tool within the student teaching experience. Results suggest a video annotated technology-based supervision method is feasible and effective if paired with effective training and technical support.


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