Multimedia Annotations for Practical Collaborative Reasoning

University education requires students to be trained both at university and at external internship centres. Because of Covid-19, the availability of multimedia resources and examples of practical contexts has become vital. Multimedia annotation can help students reflect on the professional world, collaborating and interacting with colleagues online. This study aims to encourage collaborative practical thinking by using new video annotation technologies. 274 students participated in an experiment of task design focusing on the analysis of a technology-based, award-winning educational innovation project. With mixed research design, qualitative and quantitative data exported from the video annotation platform used was collected and analysed. The results show differences in the quality and quantity of the answers: in the tasks with broad Folksonomy they are more numerous but more dispersed in their analysis, and vice versa. The quality of the answers given with narrow Folksonomy is also higher in both texts and videos modes. Producing multimedia annotations is a practical way to encourage students to practise reflective reasoning about the professional reality.

Enhancing Second Language Incidental Vocabulary Learning Through Technology

The emergence of digital learning environments has resulted in remarkable interest to researchers and professionals in pursuit of finding effective second language learning and teaching methodologies with the help of technology. Hence, this study intended to investigate whether different multimedia annotation modalities (i.e., L1 definition, L2 definition + audio, L2 definition + image) have different effects on enhancing L2 incidental vocabulary learning. Language learning and technology have received particular attention for quite some time now, yet, a critical review of earlier research led to the identification of a research gap as there was no previous research on settings where participants’ first language was Albanian. The nature and focus of research questions required the use of a quantitative deductive approach. More specifically, the study employed a quantitative quasi-experimental design with the utilization of a pre-test and an immediate post-test. Fifteen-year-old pupils at a secondary school read a second language text under different annotation conditions. Independent and paired samples t-tests were utilized in analyzing data collected through an immediate word recognition test. The findings yielded evidence that L1 definition and L2 definition + image is more effective in enhancing L2 incidental vocabulary learning compared to non-multimedia reading environment and L2 definition + audio, therefore providing positive pedagogical implications for the application of technology in developing second language incidental vocabulary learning. Received: 8 March 2021 / Accepted: 26 May 2021 / Published: 8 July 2021

Evaluación de satisfacción a los estudiantes sobre el uso del software Microsoft Teams

El uso de las Tecnologías de la información y la comunicación ha permitido introducir mejoras en la forma como se desarrollan los procesos de enseñanza y aprendizaje, así como los procesos propios a la gestión y administración de las actividades académicas. Sin embargo, el índice de adopción de estas herramientas es reducido en cobertura y en profundidad. No obstante, para el uso de la herramienta Teams hay que detallar las ventajas y desventajas encontradas y finalizar con conclusiones en base a las experiencias personales. Palabras Clave: software, Microsoft Teams, herramienta, ventajas, experiencia. Referencias [1]C. E. F. Pabón, «MÁS ALLÁ DE ZOOM, GOOGLE MEET, TEAMS…,» Slidesgo, vol. 1, nº 1, p. 12, 2020. [2]F. García, A. Correl, V. Abella y M. Grande, «La evaluación online en la educación superior en tiempos de la COVID-19,» EDUCATION IN THE KNOWLEDGE SOCIETY (EKS), vol. 21, nº 1, pp. 1-12, 2020. [3]G. Jose, C. Alfredo, G. Victor y GrandeMario, «Education in the Knowledge Society,» Ediciones Universal Salamanca, vol. 1, nº 12, p. 26, 14 05 2020. [4]E. Dans, «Educacion online: Plataformas educativas y el dilema de la apertura,» Universidad y Sociedad del Conocimiento, vol. 6, nº 1, p. 10, 02 03 2009. [5]A. Mauricio, A. Roberto, V. Edgar y F. Karen, «Convergencia de procesos de docencia universitaria: El uso de la aplicacion Teams de Microsoft,» ResearchGate, vol. 1, nº 1, p. 9, 21 11 2019. [6]B. Jose, L. Lina, H. Maria y J. Eusebio, «Utilización del alfa de Cronbach para validar la confiabilidad,» Engineering and Technology, vol. 11, nº 1, p. 9, 16 08 2013. [7]J.-J. a. C.-R. D. a. D. P. Monedero-Moya, «Usabilidad y satisfacción en herramientas de anotaciones multimedia para MOOC = Usability and Satisfaction in Multimedia Annotation Tools for MOOCs,» e-Lis, vol. 22, nº 44, p. 62, 2018. [8]I. Ros Martínez de Lahidalga, «Moodle, la plataforma para la enseñanza y organización escolar,» Ikastorratza, e- Revista de Didáctica, vol. 2, nº 50, p. 12, 2008. [9]D. Marlene, «Herramientas para la producción de materiales didácticos para las modalidades de enseñanza semipresencial y a distancia,» ACIMED, vol. 16, nº 2, p. 5, 2007. [10]C. Barbara, «Diseño y validación de un instrumento,» Universitat Illes Balears, vol. 4, nº 50, p. 415, 10 2006.

Knowledge Organization Systems for the Representation of Multimedia Resources on the Web: A Comparative Analysis

The lack of standardization in the production, organization and dissemination of information in documentation centers and institutions alike, as a result from the digitization of collections and their availability on the internet has called for integration efforts. The sheer availability of multimedia content has fostered the development of many distinct and, most of the time, independent metadata standards for its description. This study aims at presenting and comparing the existing standards of metadata, vocabularies and ontologies for multimedia annotation and also tries to offer a synthetic overview of its main strengths and weaknesses, aiding efforts for semantic integration and enhancing the findability of available multimedia resources on the web. We also aim at unveiling the characteristics that could, should and are perhaps not being highlighted in the characterization of multimedia resources.

Effect of Computer Multimedia Assisted Word Annotation on Incidental Vocabulary Acquisition of English Reading

This paper aims at researching the effect of computer multimedia assisted word annotation on incidental vocabulary acquisition of English reading of Chinese students. An empirical research experiment is designed based on the ideas of word annotation, incidental vocabulary acquisition, multimedia annotation, and so on. Through analyzing, three main problems are put forward in this paper. In the empirical experiment, two variables of different annotation modes and subjects’ English levels are designed and immediate test and delayed test are adopted. By selecting suitable test subjects, test materials and test tool, an empirical research has been conducted and the corresponding conclusions have been drawn. The re-search takes the effect of individual English level differences on incidental vocabulary acquisition of English reading and the experimental result play a positive role in the selection of suitable computer assisted annotation modes for students of different English levels.

Multi-label Classification: a survey

Wide use of internet generates huge data which needs proper organization leading to text categorization. Earlier it was found that a document describes one category. Soon it was realized that it can describe multiple categories simultaneously. This scenario reveals the use of multi-label classification, a supervised learning approach, which assigns a predefined set of labels to an object by looking at its characteristics. Earlier used in text categorization, but soon it became the choice of researchers for wide applications like marketing, multimedia annotation, bioinformatics. Two most common approaches for multi-label classification are transformation which takes the benefit of existing single label classifiers preceded by converting multi-label data to single label, or an adaptation which designs classifiers which handle multi-label data directly. Another popular approach is ensemble of multiple classifiers taking votes of all. Other approaches are also available namely algorithm independent and algorithm dependent approach. Based on results produced, suitable metric is used for example or label wise evaluation which depends on whether prediction is binary or ranking. Every approach offers benefits and issues like loss of label dependency in transformation, complexity in case of adaptation, improvement in results using ensemble which should be considered during design of underlying application.

Joint Concept Correlation and Feature-Concept Relevance Learning for Multilabel Classification

In recent years, multilabel classification has attracted significant attention in multimedia annotation. However, most of the multilabel classification methods focus only on the inherent correlations existing among multiple labels and concepts and ignore the relevance between features and the target concepts. To obtain more robust multilabel classification results, we propose a new multilabel classification method aiming to capture the correlations among multiple concepts by leveraging hypergraph that is proved to be beneficial for relational learning. Moreover, we consider mining feature-concept relevance, which is often overlooked by many multilabel learning algorithms. To better show the feature-concept relevance, we impose a sparsity constraint on the proposed method. We compare the proposed method with several other multilabel classification methods and evaluate the classification performance by mean average precision on several data sets. The experimental results show that the proposed method outperforms the state-of-the-art methods.