Search results for "videoconferencing"

Towards a Novel Approach to Multimedia Data Mixed Fragmentation

2009

International audience; Distributed multimedia applications have emerged at an increasing rate during the last decade in several domains (video conferencing, e-health, virtual meeting rooms, etc). This has created several new challenging problems related to the data integration and fragmentation, user-oriented and adaptive interfaces, real time and network performances, etc. In this paper, we focus on the problem of data(base) fragmentation in a multimedia context. We recall in this respect that data fragmentation consists of reducing irrelevant data accesses by grouping data frequently accessed together in dedicated segments. We mainly address the issue of query and predicate implication r…

Using Video Conferencing and Video Recordings for Upper Secondary Distance Teaching: Teachers' View Points

2016

In Finland the “Isoverstas” (formely ISOverkosto) network of schools coordinates the development of upper secondary distance learning services. The community actually is quite extensive with 65 member schools. In this paper we introduce the results related using synchronous and asynchronous online video resources for distance teaching. The topic is approached broadly at the level of schools and different support services as well as the pedagogical practices of individual teachers. The research data consists of wiki stories written by teachers, the interviews of selected teachers, and an online survey. Data-based content analysis was chosen as the main analysis method with the aim of highlig…

Talking heads? : integration of desktop conferencing into a language classroom

1999

Videoconferencing in ESP Classes : Learner-Centred Approach

2016

The integration of videoconferencing (VC) into ESP education provides an opportunity for the combination of collaborative learning, autonomous learning and cross-cultural communication via social media and ICT implementation. Videoconferencing encourages students to take responsibility for their own learning in order to achieve a successful outcome of the whole session and enables them to apply varied project-based concepts. Instructors usually remain in the background during the lesson but take an active role in the preparation. The focus is on student– student interaction both in the VC classroom and in social media activities. The authors describe their first-hand experience as teachers …