Curricula and Resources for
Courses about Multimedia
8th ACM Int’l Conf. on Multimedia
Panel 1
PLEASE fill in the SURVEY
while waiting for panel to start
(describe planned or hoped for
course if you don’t have one)
Curricula and Resources for
Courses about Multimedia
8th ACM Int’l Conf. on Multimedia
Panel 1
Marina del Rey, CA
Oct. 30 – Nov. 4, 2000
Edward Fox, Wolfgang Effelsberg,
Nicolas Georganas, Rachelle Heller,
Ralf Steinmetz
Panel
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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
Thesis
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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
Opening
Comments
Edward Fox, Moderator
[email protected]
http://fox.cs.vt.edu
http://www.cstc.org
http://purl.org/net/JERIC/
Background
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Computer Science Teaching Center (CSTC)
Curriculum Resources in Interactive
Multimedia (CRIM)
ACM Journal of Educational Resources in
Computing (JERIC)
Multimedia in Multimedia
Dagstuhl Workshop – June 11-16, 2000
CC-2001 (ACM / IEEE curriculum effort)
For You to Do!
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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)
Highlights of
Multimedia in Multimedia
Dagstuhl Workshop – June 11-16, 2000
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Learning about multimedia
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Multimedia in learning
Attendees included those
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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)
Attendees included those
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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 department’s “soft” courses: on
software engineering, HCI, and multimedia – and is
the only one admitting re-using an idea of another
Thesis
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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
Curriculum and Resources
for Courses on Multimedia
Wolfgang Effelsberg
University of Mannheim
November 2000
Curriculum
Multimedia: The integrated
generation, manipulation,
presentation, storage and communication of discrete and continuous
media
graphics/
image proc.
computer
networks
multimedia
systems
databases
file systems
operating
systems
Related Fields
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Networking, communications
Image processing
Algorithms
Information retrieval
Operating systems
Graphics
Data structures
Distributed systems
Important Field?
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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?
Thesis
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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
Multimedia Courses Surveyed
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Columbia
Concordia
Cornell
Florida Atlantic U.
Harvard
Northwestern
Purdue
Rutgers
SUNY
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Temple U.
University of:
 CA Berkeley
 Illinois
 MD
 NC
 Texas
Vanderbilt
Virginia Tech
Existence Proof
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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: ?
Thesis
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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
CC-2001 Background
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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.
CC-2001: Knowledge Area & Pedagogy Focus Groups 1
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0.
1.
2.
3.
4.
5.
6.
7.
[AL] Algorithms and Complexity
[AR] Architecture
[CN] Computational Science
[DS] Discrete Structures
[GR] Graphics and Visualization
[HC] Human - Computer Interaction *
[IM] Information Management
[IS] Intelligent Systems
CC-2001: Knowledge Area & Pedagogy Focus Groups 2
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8. [NC] Net-centric Computing
9. [OS] Operating Systems
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10. [PF] Programming Fundamentals
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Using modern APIs
11. [PL] Programming Languages
12. [SE] Software Engineering
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Scheduling and dispatch, device mgmnt, real-time
systems, scripting
projects
13. [SP] Social, Ethical and Professional Issues
Survey Topics
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Video
Compression
Media streaming
Overview
Media servers
Audio
Authoring
Multimedia tools
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Protocols
Hypertext/hypermedia
Video conferencing
Coding/representation
Multimedia OS
Synchronization
Media
Collaboration/confer.
IM13. Multimedia information and systems - Topics
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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
Curriculum for CS Students
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Core
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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)
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Human computer interface (e.g., gesture
recognition)
Document description languages (e.g., XML, SMIL)
Authoring systems
Content development, screen design
Multimedia Communications
(Graduate Course)
Nicolas D. Georganas
School Of Information Technology
and Engineering
University of Ottawa- Canada
Course contents
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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
Multimedia Tools used in teaching
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Powerpoint slides
Video clips and animations
Real Video of prototypes developed
IS THE STUDENT LEARNING IMPROVED
BY THE USE OF MULTIMEDIA TOOLS?
Thesis
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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
Why should we?
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How can we teach if we don’t do it?
Won’t our results be better if we actually
try out our ideas and improve them so
they meet our needs better?
Won’t we be the ones with the newest
equipment, software, and tools?
Are not most of us motivated to do this?
Multimedia Resources (Active Elements)
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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 don’t have the skill to do
it right
Problem 2: Re-use is difficult
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Resources developed elsewhere are hard to
find
Pedagogical goals, instructional designs vary
widely
User interfaces vary widely
Thesis
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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
Remember Digital Libraries!
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JCDL’2001 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, …
Curriculum Resources in
Interactive Multimedia
(CRIM)
Journal of
Educational Resources in
Computing
(JERIC)
Presented By:
Dr. Rachelle Heller
Introduction
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What is CRIM
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Digital library of reviewed resources for
teaching computer science.
What is JERIC
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An ACM Journal
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Electronic publication providing access to
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High quality, archival resources
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Scholarly articles, multimedia and
visualization resources, laboratory
materials
JERIC - First “Issue” 2001
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June 2000 Dagstuhl conference, Multimedia
on Multimedia.
Topics
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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/
The JERIC Process
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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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