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Добірка наукової літератури з теми "Lecture slides"

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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Статті в журналах з теми "Lecture slides"

Lee, Jang Ho. "Temporal Navigation in a Session in a Mobile Distance Learning System." Applied Mechanics and Materials 284-287 (January 2013): 3563–68. http://dx.doi.org/10.4028/www.scientific.net/amm.284-287.3563.

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Typical mobile distance learning system allows students to download and play the video of lecture, which lacks synchronous capability. Although a few synchronous mobile e-learning systems enable students to experience the video and presentation materials of a lecture in real time and real-time interaction with the lecturer, they still have the problem of not allowing students to navigate and re-experience the lecture session including video and slides with annotation. Thus, we present a mobile distance learning system that enables students to join the ongoing lecture, watch video and annotated slides, interacts with the lecturer with text in real-time as well as to store the lecture session on their mobile device and play them later. During the play of a lecture session, a student can navigate the session in terms of time and re-experience the video, slides with annotation, and text-based interaction among the lecturer and students.

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Holmstrom, Steven E. "Effective Slide Presentations." Journal of Veterinary Dentistry 8, no. 2 (June 1991): 7–8. http://dx.doi.org/10.1177/089875649100800204.

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Veterinarians are often called upon to give lectures on a variety of subjects. The preparation of these lectures often includes the use of kodachrome slides to illustrate a subject. Often narrative slides and descriptional slides are necessary to complete an effective lecture. A description of preparing slides is detailed.

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Todorovová, Jiřina. "Public Presentation of Non-European Cultures at the Turn of the 19th and 20th Centuries. Part 2: “From Worlds Afar” – The Lecture Activity of Enrique Stanko Vráz." Annals of the Náprstek Museum 37, no. 2 (September 1, 2016): 3–16. http://dx.doi.org/10.1515/anpm-2017-0009.

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Abstract The way in which the Czech public learned about exotic countries at the end of the 19th and 20th centuries was dependent above all on the ability of travellers to convey their experience in literary form, as travelogue, or to communicate their experiences directly – in lecture form. From the 1890s lectures were accompanied by the projection of slides. One of the best-known travellers, and an excellent lecturer, was Enrique Stanko Vráz (1860–1932). The Náprstek Museum holds an extensive collection of glass slides from his estate. Vráz filled the periods in between his various world travels with intensive lecture activity, and the themes of his lectures grew wider with the increasing number of journeys he undertook. Information gained from Vráz’s lectures had a marked effect on the outlook of broad swathes of the population of the Czech lands on the life and cultures of non-European areas.

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Krygin, Valerii M., and Maksym K. Shylo. "Creating Slides from Video Lecture." Control Systems and Computers, no. 2 (298) (2022): 3–10. http://dx.doi.org/10.15407/csc.2022.02.003.

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Introduction. Video recordings of lectures are no longer a rarity in the conditions of distance learning. Videos may be in an inconvenient format for students or contain different artifacts due to compression, camera quality, and other factors. It is useful to have a presentation of the study material, which contains only the text from the board because such a view of the material is most like the compendium. Purpose. The item of our work is creating an algorithm for obtaining panorama slides without a teacher from video lecture. To develop this algorithm, we use the Boykov-Kolmogorov Max-flow algorithm for obtaining a mask of moving objects. In some video lectures, the camera is moved so that the teacher is in sight, so some of the recordings are not visible. To do this, we make frames stitching to get a panorama. To reduce duplication of slides due to camera shaking, we perform video-stabilization as a preprocessing step, then replace the pixels using the mask. Finally, we create slides by comparing changes in the frames, binarizingand denoising. Methods. We used the Boykov-Kolmogorov Max-flow algorithm, SIFT, Laplace operator and Otsu binarization for developing information technology. Results.As a result, we get panorama slides with the extracted text or drawings from the board, which will help to simplify the creation of e-learning materials for both new and existing lecture recordings. Teachers will also be able to quickly provide lecture material to students even if they teach several complex subjects. Conclusion. We have developed an algorithm and implemented information technology for obtaining slides from video-lecture. Now, a teacher can give students short content of video material. The next steps are automatic detection of the board, division of the board into sections, and recognition of the text and formulas written on the board.

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Lim, J. H. "Effective lecture slides." Journal of the Korean Radiological Society 22, no. 4 (1986): 641. http://dx.doi.org/10.3348/jkrs.1986.22.4.641.

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Adams, Ramona. "A Comparison of Students’ Attitude and Perception towards Morning or Afternoon Classes in Texila American University, 2021." TEXILA INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH 9, no. 3 (July 30, 2022): 193–201. http://dx.doi.org/10.21522/tijar.2014.09.03.art016.

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This paper reports on the findings from focus groups conducted at Texila American University on the attitudes of its medical students towards morning lectures. Students felt that two things were vital for a good lecture: (1) that the lecturer goes beyond what is written in the lecture notes; (2) that the lecture is interactive, by which students meant that the lecturer asks if students understand concepts and adjust the delivery accordingly, and the lecturer answers the students’ questions. The students in the focus groups also discussed what makes for a bad lecture: (1) lecturers reading straight from slides; (2) lecturers who ‘blame the students’ by saying that students don’t work hard enough and are too lazy to turn up to lectures; and (3) lecturers who cover the material too slowly or too quickly. The most prominent reason given for not attending lectures was the timetabling of lectures in such a way that students had too few classes in one day to make the sojourn to university worthwhile and relating to feelings of tiredness each afternoon. Any university seeking to improve attendance at lectures should perhaps look as much to improving its timetabling practices as it does to improve the practices of its individual lecturers. Keywords: Focus groups, Lectures, Student attitudes.

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Wilkinson, Robert. "Enhancing Lecture Interaction through Live SMS." HERMES - Journal of Language and Communication in Business 23, no. 45 (October 24, 2017): 51. http://dx.doi.org/10.7146/hjlcb.v23i45.97346.

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A consistent challenge with lectures to large audiences is the extent to which the lecturer can develop interaction with the audience. Obtaining answers to the lecturer’s questions or stimulating questions from the audience during the lecture may be hampered by the fact that the lecturer and the audience are not able to hear speakers in the audience clearly. This article reports on an experimental design to test the feasibility of allowing live SMS messaging as a means to stimulate interaction during large lectures. The context concerned lectures on academic writing in bachelor’s programmes in business and economics. Each lecture attracted about 500 students. The students were invited to send text messages to a dedicated phone line connected to a computer, which, at chosen intervals, displayed messages for everyone to see. The set-up allowed the lecturer to switch instantly from slides to the message display. Messages could be easily transferred to an Excel ﬁ le for subsequent processing if necessary. Results showed that students did not use the opportunity as frequently as expected, and most messages were not relevant to the topics of the lectures. In this article, explanations for these outcomes are discussed, and recommendations for further implementation are presented. Using a new technology, even a pervasive one like SMS messaging, in a lecture entails modiﬁcations to the design, delivery and content of the lecture itself.

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Gallagher, Richard. "Preparing effective lecture slides." Journal of Cancer Education 2, no. 3 (1987): 141–44. http://dx.doi.org/10.1080/08858198709527874.

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Che, Xiaoyin, Haojin Yang, and Christoph Meinel. "The Automated Generation and Further Application of Tree-Structure Outline for Lecture Videos with Synchronized Slides." International Journal of Technology and Educational Marketing 4, no. 1 (January 2014): 34–50. http://dx.doi.org/10.4018/ijtem.2014010103.

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In this paper, the authors illustrate their motivation and method in the automated generation of tree-structure outline for lecture videos with supplementary synchronized slides, and then propose a further application, lecture video segmentation by slide-group-change event, based on the outline previously generated. Starting with OCR (Optical Character Recognition) result, with an approximate accuracy of 90%, the authors attempt to reconstruct the text system of each slide into an up-to-3-level content tree, and then explore logical relations between slides in order to set them hierarchical. A final up-to-6-level outline will be achieved after removing all the redundancy. And the hierarchy of the slides, which is saved in the outline, will largely simplify the additional segmentation process. Evaluation result shows that, the final outline generated based on the test dataset retains about only 1/4 of the original texts from all slides and is organized well, with a high accuracy of 85% at slide title level. And the majority of the segments the authors' get are logically reasonable, while the average length of them is about 5~15 minutes.

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Giannini, A. James, Rachel K. Bowman, Juliette N. Giannini, and Jocelyn D. Giannini. "Teaching with Symbols Tangentially Related to Topic: Using a Linked Multimedia Approach to Enhance Learning." Psychological Reports 88, no. 2 (April 2001): 403–9. http://dx.doi.org/10.2466/pr0.2001.88.2.403.

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40 undergraduate students, none of whom were history or literature majors, attended a lecture on Medieval literature. For half the students the lecture was supplemented by two sets of slides. One set summarized course content while the second set contained slides of paintings or other forms of visual art which were only tangentially related to the topic. For the other half of the student-group, the lecture was supplemented by course content slides only. Students viewing symbolic slides had significantly higher test scores on a written 20-question multiple-choice test given immediately after the lecture.

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Дисертації з теми "Lecture slides"

Tung, Qiyam Junn. "Who Moved My Slide? Recognizing Entities In A Lecture Video And Its Applications." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/347183.

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Lecture videos have proliferated in recent years thanks to the increasing bandwidths of Internet connections and availability of video cameras. Despite the massive volume of videos available, there are very few systems that parse useful information from them. Extracting meaningful data can help with searching and indexing of lecture videos as well as improve understanding and usability for the viewers. While video tags and user preferences are good indicators for relevant videos, it is completely dependent on human-generated data. Furthermore, many lecture videos are technical by nature and sparse video tags are too coarse-grained to relate parts of a video by a specific topic. While extracting the text from the presentation slide will ameliorate this issue, a lecture video still contains significantly more information than what is just available on the presentation slides. That is, the actions and words of the speaker contribute to a richer and more nuanced understanding of the lecture material. The goal of the Semantically Linked Instructional Content (SLIC) project is to relate videos using more specific and relevant features such as slide text and other entities. In this work, we will present the algorithms used to recognize the entities of the lecture. Specifically, the entities in lecture videos are the laser and pointing hand gestures and the location of the slide and its text and images in the video. Our algorithms work under the assumption that the slide location (homography) is known for each frame and extend the knowledge of the scene. Specifically, gestures inform when and where on a slide notable events occur. We will also show how recognition of these entities can help with understanding lectures better and energy-savings on mobile devices. We conducted a user study that shows that magnifying text based on laser gestures on a slide helps direct a viewer's attention to the relevant text. We also performed empirical measurements on real cellphones to confirm that selectively dimming less relevant regions of the video frame would reduce energy consumption significantly.

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白恒瑞. "Detection and Classification of Special Effects within Lecture Slides." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/44511683691012853949.

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Atapattu, Mudiyanselage Thushari Dilhani Atapattu. "A computational model for task-adapted knowledge organisation: improving learning through concept maps extracted from lecture slides." Thesis, 2015. http://hdl.handle.net/2440/95127.

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This thesis presents a framework for automatically generating concept maps from lecture slides. A concept map is recognised as a valuable educational visualisation tool, which assists students in organising, sharing and representing knowledge. Expert maps (also known as expert concept maps) are prepared by domain experts with the intention to serve as scaffolding to facilitate learning. Automated concept map generation provides an alternative solution to the labour-intensive and time-consuming process of manually constructing expert maps. Therefore, the main objective of this thesis is to develop techniques to extract maps from lecture slides, ensuring that auto-generated concept maps may be utilised as a positive alternative to expert maps. This process is known as concept map mining (CMM). The particular interest of this thesis is on CMM from lecture slides, due to their wide usage within the teaching context and the poor support of sequentially-structured lecture slides in aiding learners in identifying relationships between information. In general, semantically and syntactically missing and ambiguous text in lecture slides make it undesirable for adopting previously developed algorithms for CMM. Within this thesis, a set of Natural Language Processing (NLP) algorithms are developed to support concept-relation-concept triple extraction to form concept maps. To support knowledge extraction and to overcome the noise associated with text, this work utilises contextual features specific to lecture slides. The natural layout of the lecture slides is incorporated to organise the extracted triples in a hierarchy. Structural (e.g. co-occurrence, term frequency) and graph-based features (e.g. degree of centrality) are utilised to rank the triples according to their importance within the domain. A series of evaluation studies in this thesis identify promising results, with several case studies demonstrating a strong positive correlation between auto-generated concept maps and human generated maps. These results indicate that this research provides an effective and efficient alternative to expert maps. Auto-generated concept maps can be utilised to provide scaffolding in the problem solving context, in particular supporting students who are lacking the required skills. Even though this application has been studied previously, these studies do not specifically focus on the relevance of information to learning. To fill this gap, this thesis investigates an approach to provide more relevant concept maps to a given problem. In pursuit of this goal, a framework capable of automatically extracting concept maps according to the given problems (named task-adapted concept maps) is developed, utilising auto-generated concept maps from lecture slides as domain knowledge. In order to investigate the effect of task-adapted concept maps as scaffolding for learning, an evaluation study was undertaken, with students in the task-adapted concept map scaffolding group demonstrated statistically significant learning gain compared to the students who received lecture slides or full concept maps as scaffolding.
Thesis (Ph.D.) -- University of Adelaide, School of Computer Science, 2015

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Ou, Hsien-Tang, and 歐献堂. "Automatic slide transition detection in lecture videos." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/5569qr.

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碩士
國立交通大學
資訊學院資訊學程
105
In this era, network is wildly used, network bandwidth is improved, many information are shared, such as articles, pictures and video clips via internet; schools or teachers also share lecture video on internet, in order to let student review what they taught easily and for distance education as well. Usually, it takes 1 hour for recording a lesson, when students intent to review a typical fragment or want to find specific resource of the lesson in the video, they are forced to look over entire video. In this way, students spend more time and possibly miss up the content they need. Therefore, this thesis is going to probe how to capture specific content in the video and use it as the basis for the video segments. The teaching environment in nowadays, teachers like to use slide in the class, it makes the lesson more vivid and clear. We can define the slide region in the video, and capture it, then detect the transition of the slide to be the basis for the video segments. Then students can review the lesson and also find the necessary fragment immediately. There are two research topics in the thesis: (1) slide region location. (2) slide transition detection.

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Книги з теми "Lecture slides"

Rosenberg, Duska. Artificial intelligence: CS490, I, II, III, lecture slides. Uxbridge: Brunel University, 1990.

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National Trust. Lecture Slide Library. Lecture slide resource catalogue. London: National Trust, 1996.

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M, Orchard David, and American Association of Petroleum Geologists., eds. Figuratively speaking in the computer age: Techniques for preparing and delivering presentations. Tulsa, Okla: American Association of Petroleum Geologists, 2000.

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College, Kalamazoo. The A.M. Todd Rare Book Room of Kalamazoo College Library is pleased to present a lecture and slide presentation at 8:00 p.m., Monday April 10, 1995 ... Selling Italy's first books, the marketing strategies of Sweynheym and Pannartz, by David S. Zeidberg, Head, Department of Special Collections, University Research Library, University of California, Los Angeles: Best sellers illuminated, the subject and decoration of Italian books, 1470-1550, a companion exhibition, will be on view ... [Kalamazoo, Mich: The College], 1995.

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Carle, Eric. Have you seen my cat? New York: Simon Spotlight, 2012.

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Carle, Eric. Have you seen my cat? London: Hodder and Stoughton, 1988.

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Carle, Eric. Have you seen my cat? New York: Philomel Books, 1988.

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Carle, Eric. Have you seen my cat?: By Eric Carle. New York, N.Y: Scholastic Inc., 1991.

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Carle, Eric. Have you seen my cat? New York: Little Simon, 2009.

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Carle, Eric. Have you seen my cat? Natick, MA: Picture Book Studio, 1987.

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Частини книг з теми "Lecture slides"

Kim, Seongchan, Wonchul Jung, Keejun Han, Jae-Gil Lee, and Mun Y. Yi. "Quality-Based Automatic Classification for Presentation Slides." In Lecture Notes in Computer Science, 638–43. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06028-6_69.

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Che, Xiaoyin, Haojin Yang, and Christoph Meinel. "Adaptive E-Lecture Video Outline Extraction Based on Slides Analysis." In Advances in Web-Based Learning -- ICWL 2015, 59–68. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25515-6_6.

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Marami, Bahram, Marcel Prastawa, Monica Chan, Michael Donovan, Gerardo Fernandez, and Jack Zeineh. "Ensemble Network for Region Identification in Breast Histopathology Slides." In Lecture Notes in Computer Science, 861–68. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93000-8_98.

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Wölfel, Matthias. "Towards the Automatic Generation of Pedagogical Conversational Agents from Lecture Slides." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 216–29. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82565-2_18.

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Liu, Ziyuan, and Hady W. Lauw. "Towards Aligning Slides and Video Snippets: Mitigating Sequence and Content Mismatches." In Lecture Notes in Computer Science, 533–39. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11644-5_45.

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Wang, Yuanyuan, Kota Tomoyasu, and Kazutoshi Sumiya. "iPoster: A Collaborative Browsing Platform for Presentation Slides Based on Semantic Structure." In Lecture Notes in Computer Science, 29–42. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-55285-4_3.

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Signolle, Nicolas, Benoît Plancoulaine, Paulette Herlin, and Marinette Revenu. "Texture-Based Multiscale Segmentation: Application to Stromal Compartment Characterization on Ovarian Carcinoma Virtual Slides." In Lecture Notes in Computer Science, 173–82. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-69905-7_20.

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Shen, Yiqing, Yulin Luo, Dinggang Shen, and Jing Ke. "RandStainNA: Learning Stain-Agnostic Features from Histology Slides by Bridging Stain Augmentation and Normalization." In Lecture Notes in Computer Science, 212–21. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-16434-7_21.

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Miyaji, Isao. "Change of Attitude in Class for Creating Slides to Present Product." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 173–81. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28883-3_22.

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Bonnetain, Xavier, María Naya-Plasencia, and André Schrottenloher. "On Quantum Slide Attacks." In Lecture Notes in Computer Science, 492–519. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38471-5_20.

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Тези доповідей конференцій з теми "Lecture slides"

Miranda, Joao, Joao Paulo Neto, and Alan W. Black. "Improving ASR by integrating lecture audio and slides." In ICASSP 2013 - 2013 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP). IEEE, 2013. http://dx.doi.org/10.1109/icassp.2013.6639249.

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Che, Xiaoyin, Haojin Yang, and Christoph Meinel. "Lecture video segmentation by automatically analyzing the synchronized slides." In the 21st ACM international conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2502081.2508115.

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Wang Xiangyu, Subramanian Ramanathan, and Mohan Kankanhalli. "A robust framework for aligning lecture slides with video." In 2009 16th IEEE International Conference on Image Processing ICIP 2009. IEEE, 2009. http://dx.doi.org/10.1109/icip.2009.5413480.

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Yaginuma, Yoshitomo, Motofumi T. Suzuki, and Haruo Kodama. "Browsing and Retrieval Tool of Slides and Related Lecture Movies." In 2012 IEEE 7th International Conference on Wireless, Mobile and Ubiquitous Technology in Education (WMUTE). IEEE, 2012. http://dx.doi.org/10.1109/wmute.2012.44.

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Yamauchi, Kosuke, and Tomoyoshi Akiba. "Incorporating text information on presentation slides for spoken lecture retrieval." In 2015 2nd International Conference on Advanced Informatics: Concepts, Theory and Applications (ICAICTA). IEEE, 2015. http://dx.doi.org/10.1109/icaicta.2015.7335384.

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Che, Xiaoyin, Haojin Yang, and Christoph Meinel. "Tree-structure outline generation for lecture videos with synchronized slides." In 2013 Second International Conference on e-Learning and e-Technologies in Education (ICEEE). IEEE, 2013. http://dx.doi.org/10.1109/icelete.2013.6644353.

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Yamazaki, Hiroki, Koji Iwano, Koichi Shinoda, Sadaoki Furui, and Haruo Yokota. "Dynamic language model adaptation using presentation slides for lecture speech recognition." In Interspeech 2007. ISCA: ISCA, 2007. http://dx.doi.org/10.21437/interspeech.2007-265.

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Schroth, G., N. M. Cheung, E. Steinbach, and B. Girod. "Synchronization of presentation slides and lecture videos using bit rate sequences." In 2011 18th IEEE International Conference on Image Processing (ICIP 2011). IEEE, 2011. http://dx.doi.org/10.1109/icip.2011.6116711.

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Wang, Feng, Chong-Wah Ngo, and Ting-Chuen Pong. "Synchronization of lecture videos and electronic slides by video text analysis." In the eleventh ACM international conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/957013.957080.

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Kongcharoen, Chaknarin. "To Investigate an Instant Translation for Assisting Students' Understandings of Lecture Slides." In 2019 Twelfth International Conference on Ubi-Media Computing (Ubi-Media). IEEE, 2019. http://dx.doi.org/10.1109/ubi-media.2019.00072.

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Professor Tamsin Ford CBE – ‘Supporting children’s mental health as schools re-open’. ACAMH, July 2020. http://dx.doi.org/10.13056/acamh.12491.

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Slides and transcript available. This was a live webinar recorded on Wednesday 8 July 2020 for ACAMH West Midlands Branch. ACAMH members can now receive a CPD certificate for watching this recorded lecture. Simply email membership@acamh.org with the day and time you watch it, so we can check the analytics, and we'll email you your certificate.

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