Curricula and Resources for Courses about Multimedia 8th ACM Intl Conf' on Multimedia Panel 1 PLEASE

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Curricula and Resources forCourses about
Multimedia 8th ACM Intl Conf. on
MultimediaPanel 1 PLEASE fill in the
SURVEYwhile waiting for panel to start(describe
planned or hoped for course if you dont have one)
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Curricula and Resources forCourses about
Multimedia 8th ACM Intl Conf. on
MultimediaPanel 1 Marina del Rey, CAOct. 30
Nov. 4, 2000Edward Fox, Wolfgang
Effelsberg,Nicolas Georganas, Rachelle
Heller,Ralf Steinmetz
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Panel

• Will address Why as per Alan Kay
• Will try to address conflicting views
• Will involve audience PLEASE!
• Will draw on survey please fill in, use for
  straw polls, and turn in, or use IE
• http//intercom.virginia.edu/ SurveySuite/Surveys/
  MMcurricula

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Thesis

• Interactive multimedia (IM) is an important field
• There should be courses on IM
• IM courses should cover topics in CC-2001
• IM should be a showcase field to demonstrate how
  IM supports learning
• We can accomplish all this through sharing
  educational resources

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OpeningComments

• Edward Fox, Moderator
• fox_at_vt.edu
• http//fox.cs.vt.edu
• http//www.cstc.org
• http//purl.org/net/JERIC/

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Background

• Computer Science Teaching Center (CSTC)
• Curriculum Resources in Interactive Multimedia
  (CRIM)
• ACM Journal of Educational Resources in Computing
  (JERIC)
• Multimedia in MultimediaDagstuhl Workshop June
  11-16, 2000
• CC-2001 (ACM / IEEE curriculum effort)

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For You to Do!

• Go to www.cstc.org and give a password to be
  recorded as a user. Then login and sign up as
  reviewer.
• If you have something suitable, contribute to
  CSTC and JERIC!
• If you are interested in multimedia curricula
  please contact Shelly or Ed about CRIM
  (http//ei.cs.vt.edu/crim)

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Highlights ofMultimedia in MultimediaDagstuhl
Workshop June 11-16, 2000

• Learning about multimedia
• Multimedia in learning

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TeleXXX
Course Builder
Broker/Recommender
Services Learning
Eval Log Analysis
Ontologies
Mappings Sibyls, Paths
Archives DOs Metadata
Modules
Lectures
Syllabi
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Attendees included those

• Who use MACS (not Macs) for tele-teaching
• Serving 90,000 thru distance education in Norway
• Who spends more time with tools (MISA, )
  designing courses than most do teaching
• Who proved that doctors need cases
• Who explained the importance of focus
• Who explained the process of the learning process
• With digital lecture hall appliances (vs.
  applications)

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Attendees included those

• With the most complex course structure model
• Whose interface has faces around a table, and the
  student appears in front
• Whose learning environment is constructive
• Whose learning objects aim for a long life
• Whose company has ½ million learning objects
• Who is a linguist with the best signs and
  TeamWave
• Who teaches her departments soft courses on
  software engineering, HCI, and multimedia and
  is the only one admitting re-using an idea of
  another

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Thesis

• Interactive multimedia (IM) is an important field
• There should be courses on IM
• IM courses should cover topics in CC-2001
• IM should be a showcase field to demonstrate how
  IM supports learning
• We can accomplish all this through sharing
  educational resources

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Curriculum and Resourcesfor Courses on Multimedia
Wolfgang Effelsberg University of
Mannheim November 2000
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Curriculum

• Multimedia The integrated generation,
  manipulation, presentation, storage and
  communi-cation of discrete and continuous media

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Related Fields

• Networking, communications
• Image processing
• Algorithms
• Information retrieval
• Operating systems
• Graphics
• Data structures
• Distributed systems

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Important Field?

• Is there something in the intersection not
  covered by the surrounding fields?
• Will other fields really ever get to cover
  multimedia in their courses?
• Will they understand it? Do it justice?
• Is not learning an integrative field more
  important in the modern world than specialties?
• Is not there large need in industry for
  multimedia workers?

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Thesis

• Interactive multimedia (IM) is an important field
• There should be courses on IM
• IM courses should cover topics in CC-2001
• IM should be a showcase field to demonstrate how
  IM supports learning
• We can accomplish all this through sharing
  educational resources

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Multimedia Courses Surveyed

• Temple U.
• University of
• CA Berkeley
• Illinois
• MD
• NC
• Texas
• Vanderbilt
• Virginia Tech

• Columbia
• Concordia
• Cornell
• Florida Atlantic U.
• Harvard
• Northwestern
• Purdue
• Rutgers
• SUNY

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Existence Proof

• There are courses at each of our institutions
• There are courses at scores of other locations
• There are some sequences and even programs
• Count from the survey shows ?

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Thesis

• Interactive multimedia (IM) is an important field
• There should be courses on IM
• IM courses should cover topics in CC-2001
• IM should be a showcase field to demonstrate how
  IM supports learning
• We can accomplish all this through sharing
  educational resources

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CC-2001 Background

• Computing Curricula 1991 Report of the
  ACM/IEEE-CS Joint Curriculum Task Force
• The Joint IEEE Computer Society/ACM Task Force on
  the "Year 2001 Model Curricula for Computing"
  (CC-2001) was formed to review the 1991 curricula
  and develop a revised and enhanced version for
  the Year 2001 that addresses developments in
  computing technologies in the past decade and
  will sustain through the next decade.

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CC-2001 Knowledge Area Pedagogy Focus Groups 1

• 0. AL Algorithms and Complexity
• 1. AR Architecture
• 2. CN Computational Science
• 3. DS Discrete Structures
• 4. GR Graphics and Visualization
• 5. HC Human - Computer Interaction
• 6. IM Information Management
• 7. IS Intelligent Systems

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CC-2001 Knowledge Area Pedagogy Focus Groups 2

• 8. NC Net-centric Computing
• 9. OS Operating Systems
• Scheduling and dispatch, device mgmnt, real-time
  systems, scripting
• 10. PF Programming Fundamentals
• Using modern APIs
• 11. PL Programming Languages
• 12. SE Software Engineering
• projects
• 13. SP Social, Ethical and Professional Issues

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Survey Topics

• Video
• Compression
• Media streaming
• Overview
• Media servers
• Audio
• Authoring
• Multimedia tools

• Protocols
• Hypertext/hypermedia
• Video conferencing
• Coding/representation
• Multimedia OS
• Synchronization
• Media
• Collaboration/confer.

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IM13. Multimedia information and systems - Topics

• Devices, device drivers, control signals and
  protocols, DSPs
• Applications, media editors, authoring systems,
  and authoring
• Streams/structures, spaces/domains, capture/
  represent/transform, compression/coding
• Content based information analysis, indexing, and
  retrieval of audio, images, and video
• Presentation, rendering, synchronization,
  multi-modal integration/interfaces
• Real-time delivery, quality of service,
  audio/video conferencing, video-on-demand

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Curriculum for CS Students

• Core
• Image, video, audio processing compression
• MM communication (QoS, multicast)
• Video servers, MM database systems
• Content analysis, indexing and retrieval
• Applications (video conferencing, teleteaching,
  Web streaming, MM archives ...)
• Borderline (nice to have)
• Human computer interface (e.g., gesture
  recognition)
• Document description languages (e.g., XML, SMIL)
• Authoring systems
• Content development, screen design

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Multimedia Communications (Graduate Course)

• Nicolas D. Georganas
• School Of Information Technology and Engineering
• University of Ottawa- Canada

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Course contents

• Introduction, Applications and MM Standards
• Networking Technologies for Multimedia
• Image, Video and Audio Compression
• Multimedia Synchronization
• Multimedia and the Internet
• Quality of Service and Resource Management
• Scheduling Issues for Real-time MM Transport
• Multimedia Conferencing
• Multimedia to the Home
• Satellites and Multimedia
• Collaborative Virtual Environments other
  Multimedia Applications

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Multimedia Tools used in teaching

• Powerpoint slides
• Video clips and animations
• Real Video of prototypes developed
• IS THE STUDENT LEARNING IMPROVED BY THE USE OF
  MULTIMEDIA TOOLS?

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Thesis

• Interactive multimedia (IM) is an important field
• There should be courses on IM
• IM courses should cover topics in CC2001
• IM should be a showcase field to demonstrate how
  IM supports learning
• We can accomplish all this through sharing
  educational resources

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Why should we?

• How can we teach if we dont do it?
• Wont our results be better if we actually try
  out our ideas and improve them so they meet our
  needs better?
• Wont we be the ones with the newest equipment,
  software, and tools?
• Are not most of us motivated to do this?

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Multimedia Resources (Active Elements)

• Java applets, video clips, animations ...
• Development is a huge effort (200 hours of
  development for one hour of learning)
• Should be done jointly by the MM community

• Problem 1 We dont have the skill to do it right
• Problem 2 Re-use is difficult
• Resources developed elsewhere are hard to find
• Pedagogical goals, instructional designs vary
  widely
• User interfaces vary widely

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Thesis

• Interactive multimedia (IM) is an important field
• There should be courses on IM
• IM courses should cover topics in CC2001
• IM should be a showcase field to demonstrate how
  IM supports learning
• We can accomplish all this through sharing
  educational resources

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Remember Digital Libraries!

• JCDL2001 June 24-28 Roanoke VA
• National Science (and mathematics, engineering,
  and technology education) Digital Library open
  Oct. 2002
• Other fields already mobilized biology, earth
  sciences, engineering, mathematics,

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Curriculum Resources in Interactive Multimedia
(CRIM)Journal ofEducational Resources in
Computing(JERIC)

• Presented By
• Dr. Rachelle Heller

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Introduction

• What is CRIM
• Digital library of reviewed resources for
  teaching computer science.
• What is JERIC
• An ACM Journal
• Electronic publication providing access to
• High quality, archival resources
• Scholarly articles, multimedia and visualization
  resources, laboratory materials

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JERIC - First Issue 2001

• June 2000 Dagstuhl conference, Multimedia on
  Multimedia.
• Topics
• Meta-models, metadata concerns and frameworks
• Tools necessary for sharing resources
• Specific applications, applets
• Editors - Boots Cassel and Ed Fox
• Guest Editor - Shelly Heller
• http//purl.org/net/JERIC/

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The JERIC Process

• Electronic submissions
• Submissions other than papers use CRIM interface
• Style guidelines follow ACM Journals
• Editorial board and peer review
• Effectiveness
• Accuracy
• Reusability
• Clarity
• Originality

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Accessing CRIM

• User Accounts
• Creating an Account
• Logging In
• Volunteer to be a Reviewer
• Browsing and searching
• Submitting
• Privileges
• Reviewer
• Editor
• www.cstc.org

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User Accounts - Creating an Account (1)
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User Accounts - Creating an Account (2)
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User Accounts - Creating an Account (3)
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User Accounts - Logging In
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User Accounts Volunteer to be Reviewer
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Browsing (1)
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Browsing (2)
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Searching
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Submitting a Resource (1)
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Submitting a Resource (2)
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Submitting a Resource (3)
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Submitting a Resource (4)
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Submitting a Resource (5)
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Submitting a Resource (6)
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Reviewer Privileges (1)
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Reviewer Privileges (2)
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Reviewer Privileges (3)