Description
Case Study For Audiovisual Information Management Training Demands In The New Media Environment: The AVIMAN Learning Portal, The term audiovisual may refer to works with both a sound and a visual component, the production or use of such works, or the equipment used to create and present such works. Slide-tape presentations,[1] films, and television programs are examples of audiovisual presentations.
Case Study For Audiovisual Information Management Training Demands In The New Media Environment: The AVIMAN Learning Portal
Abstract— The current paper deals with state of the art audiovisual content description and management technologies, including the MPEG-7 /MPEG-21 standards, Media Assets Management (MAM) software, automated systems on content segmentation-annotation and tools featuring semantic analysis concepts. The main objective of the work is the creation of an educational Greek portal with information about modern trends in documentation and management of audiovisual content. Thus, a webbased multimedia environment was carefully designed and developed, providing theoretical introduction, multimedia tutorials, interactive examples and additional learning utilities such as frequently asked question lists, glossaries, communication tools and hyperlinks to international bibliographic sources and other external resources. The gradual implementation of the application is thoroughly presented, from the analysis, design and development phases to its final evaluation, through the use of modern methods and techniques. The current work anticipates the establishment of a reading reference in the Greek scientific and industrial community of audiovisual technology. Audiovisual content management; content analysis automation; new media era; media training; learning portal; MPEG-7/-21.
I. INTRODUCTION It is undoubted that the new media environment is rapidly changing. Much research has been conducted for audiovisual compression efficiency improvements during the last decades, resulting in remarkable progress with cutting-edge state of the art solutions. In addition, storage capacity is rapidly increasing with significant cost reduction at the same time, while wide spread of digital audiovisual equipment and related authoring software allowed more and more people to participate in the content production process. As a result, excessive audiovisual content massiveness and heterogeneity has become a reality, so that media technology industry has a new, very demanding challenge to face: efficient content management over multiplatform networked front-end systems [1]-[6]. State of the art audiovisual content description technologies, such as the MPEG-7 and MPEG-21 standards
attempt to provide solutions to the above issues, including transparent multimedia linking mechanisms, intellectual rights management and interoperability features [8]-[14]. Similarly, Media Assets Management (MAM) industry attempts to provide automated content browsing, highlighting, searching and retrieval utilities, incorporating also semantic analysis concepts. Most of the large-scale journalism organizations and media enterprises usually invest on fully-integrated userfriendly MAM software that is available in the market [1]-[4], [12]-[15]. However, there are some disadvantages related to these MAM solutions, such as the closed architectures that limit interoperability, putting restriction in the exploitation level of external content, as well as the rather expensive cost, which practically excludes free-lancers and small companies from this market [1]-[5]. On the other hand, freely available content management systems (CMS), audiovisual feature extraction tools, content description engines and related open source software are currently available as solutions to the stated difficulties. However, these approaches require know-how and in-depth knowledge of various aspects of Information and Communication Technologies (ICT), so that it is difficult to be followed from journalists and other individuals involved in the media industry [1], [2]-[6], [12]-[14]. The current paper focuses on the implementation of an educational portal (in Greek language) with information about modern trends in documentation and management of audiovisual content. A web-based multimedia environment has been carefully designed and developed, providing theoretical introduction, multimedia tutorials, interactive examples and additional learning utilities such as lists of frequently asked question, glossaries, communication tools and hyperlinks to international bibliographic sources and other external resources. The gradual implementation of the application is thoroughly presented, from the analysis of the functionalspecifications and the target-group, the design and development phases to its final evaluation, through the use of modern methods and techniques.
II.
APPLICATION ANALYSIS
A. Application's target and adopted methodology As already stated, the current work focuses in the implementation of a learning portal concerning modern trends of content management in the new media era. Common practices and knowledge of e-learning methodologies [1], [16][20] and multimedia apps authoring were exploited. Thus, a work plan consisting of four successive phases was decided: a) analysis, b) design, c) development and d) evaluation (fig. 1). Time-schedule and the contribution of each phase were also analyzed and decided, as it is again presented in fig. 1.
An effort was conducted to involve as much as possible subject-categories that are very likely to be involved in the media assets management industry from many different posts and roles (ICT developers, users, technicians, training staff and educators, employees and higher executives in communication, journalism and media-industry corporations, in general). C. Content analysis and initial application demands One of the most important issues that were considered during the analysis phase was to define the characteristics of the content and the basic specifications of the e-learning multimedia environment. Hence, the previously mentioned people that participated in the analysis phase were asked to answer issues regarding application distribution and content access (Internet VS CD/DVD), information strength and presentation (immediacy-validity, simplicity, interactivity, broad VS special coverage, etc), functional cues and aesthetic concept (colors, multimedia, updating, user-friendly access, user-help, print and e-mail utilities, etc), and others (fig. 3).
Figure 1. Time-schedule of the development phases in the adopted methodology.
B. Target group and users' analysis Target group analysis was concentrated on the demands and the characteristics of the expected users of various kinds (sex, age, education level and profession) using questionnaires (fig. 2).
Figure 3. Importance of content and application characteristics resulted from the application analysis.
It is obvious that besides the significance of the accurate and timely information, most participants were very interested in the implementation of user friendly environments with easy access, uncomplicated browsing and content search, suitable user help and enrichment in video presentations, animation and multimedia elements in general [1]. All these issues were thoroughly considered during design and implementation III. APPLICATION DESING
Figure 2. Population sample that was used during application analysis.
A. Training percpectives and e-learning modules specifications One of the most important issues that influenced the design process is related to the education character of the application under consideration and the learning difficulties of the learning content. Taking advantage of the experience and knowledge from similar projects [16]-[20], the incorporation of "quick intro" multimedia tutorials was decided as very crucial, along with interactive examples and demos, but also supported with extended reading material and external links for content
comprehension. Furthermore, full bibliographical records were included in combination with additional learning tools, such as glossaries, lists of frequently asked questions, communication tools, navigation maps and others. An effort was conducted to balance between the presentation of the necessary scientific knowledge providing theoretical background, and information in the application-level with its techno-economical aspects, which is the outmost target of the project [1], [2]-[4]. In this context, the training environment would be applicable to various user-types with various professional needs, different technological and scientific backgrounds. B. Use-scenarios and application design Following content and users' analysis, the design was focused on the examination and evaluation of various usescenarios, taking also consideration of the previously discussed learning perspectives. Therefore, various alternative content browsing and searching situations were considered, modeled and simulated. The design was developed taking into consideration ten (10) heuristic rules [1], [20]: Match between system and the real world. User control and freedom. Consistency and standards. Error prevention. Recognition rather than recall. Flexibility and efficiency of use. Aesthetic and minimalist design. Help users recognize, diagnose, and recover from errors. Help and documentation. Thematic categories, "navigation screens" and high fidelity prototypes were also designed. Next, full project scheduling was planned, whereas Gantt and Pert diagrams were also drawn. Finally, it was reconfirmed that a web portal solution would be mostly preferable for the needs of the current application, and the name AVIMAN was selected from the acronym "Audio-Visual Information MANagement" [1]. IV. IMPLEMENTATION
CSS were also configured in combination with other tools, while the portal-name AVIMAN was given win combination with the appropriate keywords and the description of the application [1], [21]-[22]. B. Content preparation and assempling Based on the adopted design and the specifications of the learning modules, there is variety of content and content types that is involved in the current project. As examples we may refer to text and generally textual content, presentation slides, tables and statistical graphs, images, photos and graphics, block diagrams and drawings, audio, video and combined multimedia elements with all the necessary processing and presentation treatment in order to become applicable for web publishing. Fig. 1 provides an overview of all the software applications and the content types that were encountered during implementation. It also confirms the importance of a CMS in the current work.
Figure 4. Block diagram of the tools that were used during implementation.
A. Learning portal setup and initial CMS configuration Based on the current technological trends and the valuable experience and know-how from related distance learning projects [16]-[20], the use of a content management system (CMS) was decided as more appropriate. This decision was further strengthened from the fact that the field of media assets management is rapidly evolves. Hence, the open source Joomla platform was preferred due to its popularity, simplicity and technical support from a rapidly world-wide grown userscommunity and many reading resources [1], [21]-[22]. Initial configurations of the environment and the involved database(s) were next made through the modules MySQL and PhpMyAdmin. Similarly, the involved files HTML, PHP and
C. Evaluation procedures and final implementation updates Inner evaluation and debugging procedures were applied at every development chain, according to the initial design. Both content and application validations were continuously deployed at the end of each phase, while benchmarking comments were regularly documented. In addition, a more objective and reliable assessment was conducted at the end of the project with the use of external evaluators. Specifically, five ICT experts were selected and assigned with the task of usability evaluation of the implemented e-learning environment using heuristic methods. All the evaluators were involved in the ICT industry but with different specialization, profession and ages. Fig. 5 presents the corresponding usability evaluation results. It is obvious that the overall evaluation has gained high scores. Based on the evaluation comments final implementation updates were made. Future improvements were also pointed in the direction of increased multilingualism, but also for the incorporation of additional feed-back paths and user generated content posts capabilities. Fig. 6 provides an overview of the AVIMAN learning portal, after the final implementation updates were conducted.
[3]
[4]
[5]
[6]
[7]
Figure 5. Application evaluation results. [8]
[9]
[10] [11]
[12] [13]
[14] Figure 6. The AVIMAN learning portal.
V. CONLCUSION AND FUTURE DIRECTIONS The current paper focuses on the implementation of an educational portal with information on modern trends in documentation and management of audiovisual content. A web-based multimedia environment has been designed and developed. The current work aims in establishing a reading reference in the Greek scientific and industrial community of audiovisual technology. Nevertheless, multilingualism is constantly being pursued, considering that world-wide there is a lack of such learning environments that are primarily focused on providing application-level training and supporting services on contemporary trends in audiovisual content description, documentation and management. REFERENCES
[1] C. Chiras, Development of a multimedia application on contemporary trends of audiovisual content documentation and management, unpublished diploma thesis (supervisor: C. Dimoulas), Hellenic Open University, School of Applied Arts, 2011 (online: www.aviman.gr). E.Avraam, A.Pomportsis, G.Tsourvakas, Implementation of alternative publishing channels by Greek newspapers, First Monday Journal, Volume 13, number 3, April 2008.
[15]
[16]
[17]
G. Kalliris and C. Dimoulas, Audiovisual Content Management Issues for the New Media Environment, in proceedings of the International Conference on New Media and Information: Convergences and Divergences, Athens 2009. Dimoulas C., Tsourvakas G., Kalliris G., Papakis N., Audiovisual content management for the new media environment and economic aspects, accepted for presentation in the 10th World Media Economics and Management Conference, Thessaloniki, Greece, May 23-27 2012. R. Kotsakis, G. Kalliris, C. Dimoulas, "Investigation of broadcast-audio semantic analysis scenarios employing radio-programme-adaptive pattern classification", Speech Communication, doi:10.1016 /j.specom. 2012.01.004 (in press), 2012. Dimoulas C., Kalliris G., Avdelidis K., Papanikolaou G., Spatial Audio Content Management within the MPEG-7 standard of Ambisonic Localization and Visualization Descriptions, Proceedings of the 126th AES Convention, paper no. 7692, Munich, May 7- 10, 2009. C. Vegiris, C. Dimoulas, and G. Papanikolaou, Audio content annotation, description and management using joint audio detection, segmentation and classification techniques, Proceedings of the 126th AES convention, Munich (paper no. 7661), 2009. F. Pereira and P. Salembier (Eds.), "Special issue on MPEG-7," Signal Processing: Image Communication, vol. 16, no. 1-2, pp. 1-293, Sept. 2000. Shih-Fu Chang, Puri A, Sikora T., Hongjiang Zhang (Eds), Special issue on MPEG-7, IEEE Transactions on Circuits and Systems for video Technology, vol. 11, no 6, pp. 685-772, June 2001. Burnett I., Pereira F., Van de Walle R., Koenen R., The MPEG-21 Book, John Wiley & Sons, Ltd, ISBN: 978-0-470-01011-2, 2006. Burnett I., Van de Walle R., Hill K., Bormans J., Pereira F., MPEG-21: goals and achievements, IEEE Multimedia, vol. 10, no. 4, pp. 60-70, 2003. Drury G. and Burnett I., MPEG-21 in backpack journalism scenario, IEEE Multimedia, vol. 12 no. 4, pp. 24-32, 2005. Karpouzis K., Maglogiannis I., Papaioannou E., Vergados D., Rouskas A., MPEG-21 digital items to support integration of heterogeneous multimedia content, Computer Communications, vol. 30, no. 3, pp. 592607, 2007. Anagnostopoulos C., Vlachogiannis E., Psoroulas I., Gavalas D., Tsekouras G., Konstantas G., Intelligent content personalization in Internet TV using MPEG-21, International Journal of Internet Protocol Technology (IJIPT), vol. 3, no. 3, pp. 159-169, 2008. Tscheligi Manfred, Obrist Marianna and Lugmayr Arthur (Eds.), Changing Television Environments, Proceedings of the 6th European Conference EuroITV 2008, ISBN: 978-3-540-69477-9, 2008. Papanikolaou G., Kalliris G., Dimoulas C., Pastiadis C., Galatsopoulou F., Deployment of Internet Resources for Digital Audio Learning Courses, in Audio engineering society preprint, proceedings of the 108th AES Convention, paper no. 5121, February 2000. Sevastiadis C., Rizakos C. Kalliris G., Dimoulas C., Papanikolaou G., Development of a distance learning environment, with a media on demand server and dynamic web pages. Application for digital audio Internetthcourses, in Audio engineering society preprint, proceedings of the 110 AES Convention, paper no. 5348, May 2001. A.Veglis, E.Avraam, Using the Web in supplementary teacher education, Proceedings of the conference EUROCON 2001. A.Veglis, Design of a Web Based Interactive Computer Lab Course, proceedings of the 10th Mediterranean Electrotechnical Conference Melecon 2000. Kostaras ?, Xenos ?, Assessing educational web-site usability using heuristic evaluation rules, Hellenic Open University, 2007 (last visited: 02-03-2012, online: http://quality.eap.gr/Publications/XM/Conferences English/C45 - Assessing Educational Web-site Usability.pdf). Allan Walker, Joomla! 1.5 Multimedia, ISBN 978-1-847197-70-2, Packt Publishing, Birmingham, B27 6PA, UK, 2010. R. Shreves, Joomla! Bible, ISBN 978-0-470-50957-9, Wiley Publishing, Inc., 10475 Crosspoint Boulevard Indianapolis, Indiana, USA, 2010.
[18] [19]
[20]
[21] [22]
[2]
doc_666682633.docx
Case Study For Audiovisual Information Management Training Demands In The New Media Environment: The AVIMAN Learning Portal, The term audiovisual may refer to works with both a sound and a visual component, the production or use of such works, or the equipment used to create and present such works. Slide-tape presentations,[1] films, and television programs are examples of audiovisual presentations.
Case Study For Audiovisual Information Management Training Demands In The New Media Environment: The AVIMAN Learning Portal
Abstract— The current paper deals with state of the art audiovisual content description and management technologies, including the MPEG-7 /MPEG-21 standards, Media Assets Management (MAM) software, automated systems on content segmentation-annotation and tools featuring semantic analysis concepts. The main objective of the work is the creation of an educational Greek portal with information about modern trends in documentation and management of audiovisual content. Thus, a webbased multimedia environment was carefully designed and developed, providing theoretical introduction, multimedia tutorials, interactive examples and additional learning utilities such as frequently asked question lists, glossaries, communication tools and hyperlinks to international bibliographic sources and other external resources. The gradual implementation of the application is thoroughly presented, from the analysis, design and development phases to its final evaluation, through the use of modern methods and techniques. The current work anticipates the establishment of a reading reference in the Greek scientific and industrial community of audiovisual technology. Audiovisual content management; content analysis automation; new media era; media training; learning portal; MPEG-7/-21.
I. INTRODUCTION It is undoubted that the new media environment is rapidly changing. Much research has been conducted for audiovisual compression efficiency improvements during the last decades, resulting in remarkable progress with cutting-edge state of the art solutions. In addition, storage capacity is rapidly increasing with significant cost reduction at the same time, while wide spread of digital audiovisual equipment and related authoring software allowed more and more people to participate in the content production process. As a result, excessive audiovisual content massiveness and heterogeneity has become a reality, so that media technology industry has a new, very demanding challenge to face: efficient content management over multiplatform networked front-end systems [1]-[6]. State of the art audiovisual content description technologies, such as the MPEG-7 and MPEG-21 standards
attempt to provide solutions to the above issues, including transparent multimedia linking mechanisms, intellectual rights management and interoperability features [8]-[14]. Similarly, Media Assets Management (MAM) industry attempts to provide automated content browsing, highlighting, searching and retrieval utilities, incorporating also semantic analysis concepts. Most of the large-scale journalism organizations and media enterprises usually invest on fully-integrated userfriendly MAM software that is available in the market [1]-[4], [12]-[15]. However, there are some disadvantages related to these MAM solutions, such as the closed architectures that limit interoperability, putting restriction in the exploitation level of external content, as well as the rather expensive cost, which practically excludes free-lancers and small companies from this market [1]-[5]. On the other hand, freely available content management systems (CMS), audiovisual feature extraction tools, content description engines and related open source software are currently available as solutions to the stated difficulties. However, these approaches require know-how and in-depth knowledge of various aspects of Information and Communication Technologies (ICT), so that it is difficult to be followed from journalists and other individuals involved in the media industry [1], [2]-[6], [12]-[14]. The current paper focuses on the implementation of an educational portal (in Greek language) with information about modern trends in documentation and management of audiovisual content. A web-based multimedia environment has been carefully designed and developed, providing theoretical introduction, multimedia tutorials, interactive examples and additional learning utilities such as lists of frequently asked question, glossaries, communication tools and hyperlinks to international bibliographic sources and other external resources. The gradual implementation of the application is thoroughly presented, from the analysis of the functionalspecifications and the target-group, the design and development phases to its final evaluation, through the use of modern methods and techniques.
II.
APPLICATION ANALYSIS
A. Application's target and adopted methodology As already stated, the current work focuses in the implementation of a learning portal concerning modern trends of content management in the new media era. Common practices and knowledge of e-learning methodologies [1], [16][20] and multimedia apps authoring were exploited. Thus, a work plan consisting of four successive phases was decided: a) analysis, b) design, c) development and d) evaluation (fig. 1). Time-schedule and the contribution of each phase were also analyzed and decided, as it is again presented in fig. 1.
An effort was conducted to involve as much as possible subject-categories that are very likely to be involved in the media assets management industry from many different posts and roles (ICT developers, users, technicians, training staff and educators, employees and higher executives in communication, journalism and media-industry corporations, in general). C. Content analysis and initial application demands One of the most important issues that were considered during the analysis phase was to define the characteristics of the content and the basic specifications of the e-learning multimedia environment. Hence, the previously mentioned people that participated in the analysis phase were asked to answer issues regarding application distribution and content access (Internet VS CD/DVD), information strength and presentation (immediacy-validity, simplicity, interactivity, broad VS special coverage, etc), functional cues and aesthetic concept (colors, multimedia, updating, user-friendly access, user-help, print and e-mail utilities, etc), and others (fig. 3).
Figure 1. Time-schedule of the development phases in the adopted methodology.
B. Target group and users' analysis Target group analysis was concentrated on the demands and the characteristics of the expected users of various kinds (sex, age, education level and profession) using questionnaires (fig. 2).
Figure 3. Importance of content and application characteristics resulted from the application analysis.
It is obvious that besides the significance of the accurate and timely information, most participants were very interested in the implementation of user friendly environments with easy access, uncomplicated browsing and content search, suitable user help and enrichment in video presentations, animation and multimedia elements in general [1]. All these issues were thoroughly considered during design and implementation III. APPLICATION DESING
Figure 2. Population sample that was used during application analysis.
A. Training percpectives and e-learning modules specifications One of the most important issues that influenced the design process is related to the education character of the application under consideration and the learning difficulties of the learning content. Taking advantage of the experience and knowledge from similar projects [16]-[20], the incorporation of "quick intro" multimedia tutorials was decided as very crucial, along with interactive examples and demos, but also supported with extended reading material and external links for content
comprehension. Furthermore, full bibliographical records were included in combination with additional learning tools, such as glossaries, lists of frequently asked questions, communication tools, navigation maps and others. An effort was conducted to balance between the presentation of the necessary scientific knowledge providing theoretical background, and information in the application-level with its techno-economical aspects, which is the outmost target of the project [1], [2]-[4]. In this context, the training environment would be applicable to various user-types with various professional needs, different technological and scientific backgrounds. B. Use-scenarios and application design Following content and users' analysis, the design was focused on the examination and evaluation of various usescenarios, taking also consideration of the previously discussed learning perspectives. Therefore, various alternative content browsing and searching situations were considered, modeled and simulated. The design was developed taking into consideration ten (10) heuristic rules [1], [20]: Match between system and the real world. User control and freedom. Consistency and standards. Error prevention. Recognition rather than recall. Flexibility and efficiency of use. Aesthetic and minimalist design. Help users recognize, diagnose, and recover from errors. Help and documentation. Thematic categories, "navigation screens" and high fidelity prototypes were also designed. Next, full project scheduling was planned, whereas Gantt and Pert diagrams were also drawn. Finally, it was reconfirmed that a web portal solution would be mostly preferable for the needs of the current application, and the name AVIMAN was selected from the acronym "Audio-Visual Information MANagement" [1]. IV. IMPLEMENTATION
CSS were also configured in combination with other tools, while the portal-name AVIMAN was given win combination with the appropriate keywords and the description of the application [1], [21]-[22]. B. Content preparation and assempling Based on the adopted design and the specifications of the learning modules, there is variety of content and content types that is involved in the current project. As examples we may refer to text and generally textual content, presentation slides, tables and statistical graphs, images, photos and graphics, block diagrams and drawings, audio, video and combined multimedia elements with all the necessary processing and presentation treatment in order to become applicable for web publishing. Fig. 1 provides an overview of all the software applications and the content types that were encountered during implementation. It also confirms the importance of a CMS in the current work.
Figure 4. Block diagram of the tools that were used during implementation.
A. Learning portal setup and initial CMS configuration Based on the current technological trends and the valuable experience and know-how from related distance learning projects [16]-[20], the use of a content management system (CMS) was decided as more appropriate. This decision was further strengthened from the fact that the field of media assets management is rapidly evolves. Hence, the open source Joomla platform was preferred due to its popularity, simplicity and technical support from a rapidly world-wide grown userscommunity and many reading resources [1], [21]-[22]. Initial configurations of the environment and the involved database(s) were next made through the modules MySQL and PhpMyAdmin. Similarly, the involved files HTML, PHP and
C. Evaluation procedures and final implementation updates Inner evaluation and debugging procedures were applied at every development chain, according to the initial design. Both content and application validations were continuously deployed at the end of each phase, while benchmarking comments were regularly documented. In addition, a more objective and reliable assessment was conducted at the end of the project with the use of external evaluators. Specifically, five ICT experts were selected and assigned with the task of usability evaluation of the implemented e-learning environment using heuristic methods. All the evaluators were involved in the ICT industry but with different specialization, profession and ages. Fig. 5 presents the corresponding usability evaluation results. It is obvious that the overall evaluation has gained high scores. Based on the evaluation comments final implementation updates were made. Future improvements were also pointed in the direction of increased multilingualism, but also for the incorporation of additional feed-back paths and user generated content posts capabilities. Fig. 6 provides an overview of the AVIMAN learning portal, after the final implementation updates were conducted.
[3]
[4]
[5]
[6]
[7]
Figure 5. Application evaluation results. [8]
[9]
[10] [11]
[12] [13]
[14] Figure 6. The AVIMAN learning portal.
V. CONLCUSION AND FUTURE DIRECTIONS The current paper focuses on the implementation of an educational portal with information on modern trends in documentation and management of audiovisual content. A web-based multimedia environment has been designed and developed. The current work aims in establishing a reading reference in the Greek scientific and industrial community of audiovisual technology. Nevertheless, multilingualism is constantly being pursued, considering that world-wide there is a lack of such learning environments that are primarily focused on providing application-level training and supporting services on contemporary trends in audiovisual content description, documentation and management. REFERENCES
[1] C. Chiras, Development of a multimedia application on contemporary trends of audiovisual content documentation and management, unpublished diploma thesis (supervisor: C. Dimoulas), Hellenic Open University, School of Applied Arts, 2011 (online: www.aviman.gr). E.Avraam, A.Pomportsis, G.Tsourvakas, Implementation of alternative publishing channels by Greek newspapers, First Monday Journal, Volume 13, number 3, April 2008.
[15]
[16]
[17]
G. Kalliris and C. Dimoulas, Audiovisual Content Management Issues for the New Media Environment, in proceedings of the International Conference on New Media and Information: Convergences and Divergences, Athens 2009. Dimoulas C., Tsourvakas G., Kalliris G., Papakis N., Audiovisual content management for the new media environment and economic aspects, accepted for presentation in the 10th World Media Economics and Management Conference, Thessaloniki, Greece, May 23-27 2012. R. Kotsakis, G. Kalliris, C. Dimoulas, "Investigation of broadcast-audio semantic analysis scenarios employing radio-programme-adaptive pattern classification", Speech Communication, doi:10.1016 /j.specom. 2012.01.004 (in press), 2012. Dimoulas C., Kalliris G., Avdelidis K., Papanikolaou G., Spatial Audio Content Management within the MPEG-7 standard of Ambisonic Localization and Visualization Descriptions, Proceedings of the 126th AES Convention, paper no. 7692, Munich, May 7- 10, 2009. C. Vegiris, C. Dimoulas, and G. Papanikolaou, Audio content annotation, description and management using joint audio detection, segmentation and classification techniques, Proceedings of the 126th AES convention, Munich (paper no. 7661), 2009. F. Pereira and P. Salembier (Eds.), "Special issue on MPEG-7," Signal Processing: Image Communication, vol. 16, no. 1-2, pp. 1-293, Sept. 2000. Shih-Fu Chang, Puri A, Sikora T., Hongjiang Zhang (Eds), Special issue on MPEG-7, IEEE Transactions on Circuits and Systems for video Technology, vol. 11, no 6, pp. 685-772, June 2001. Burnett I., Pereira F., Van de Walle R., Koenen R., The MPEG-21 Book, John Wiley & Sons, Ltd, ISBN: 978-0-470-01011-2, 2006. Burnett I., Van de Walle R., Hill K., Bormans J., Pereira F., MPEG-21: goals and achievements, IEEE Multimedia, vol. 10, no. 4, pp. 60-70, 2003. Drury G. and Burnett I., MPEG-21 in backpack journalism scenario, IEEE Multimedia, vol. 12 no. 4, pp. 24-32, 2005. Karpouzis K., Maglogiannis I., Papaioannou E., Vergados D., Rouskas A., MPEG-21 digital items to support integration of heterogeneous multimedia content, Computer Communications, vol. 30, no. 3, pp. 592607, 2007. Anagnostopoulos C., Vlachogiannis E., Psoroulas I., Gavalas D., Tsekouras G., Konstantas G., Intelligent content personalization in Internet TV using MPEG-21, International Journal of Internet Protocol Technology (IJIPT), vol. 3, no. 3, pp. 159-169, 2008. Tscheligi Manfred, Obrist Marianna and Lugmayr Arthur (Eds.), Changing Television Environments, Proceedings of the 6th European Conference EuroITV 2008, ISBN: 978-3-540-69477-9, 2008. Papanikolaou G., Kalliris G., Dimoulas C., Pastiadis C., Galatsopoulou F., Deployment of Internet Resources for Digital Audio Learning Courses, in Audio engineering society preprint, proceedings of the 108th AES Convention, paper no. 5121, February 2000. Sevastiadis C., Rizakos C. Kalliris G., Dimoulas C., Papanikolaou G., Development of a distance learning environment, with a media on demand server and dynamic web pages. Application for digital audio Internetthcourses, in Audio engineering society preprint, proceedings of the 110 AES Convention, paper no. 5348, May 2001. A.Veglis, E.Avraam, Using the Web in supplementary teacher education, Proceedings of the conference EUROCON 2001. A.Veglis, Design of a Web Based Interactive Computer Lab Course, proceedings of the 10th Mediterranean Electrotechnical Conference Melecon 2000. Kostaras ?, Xenos ?, Assessing educational web-site usability using heuristic evaluation rules, Hellenic Open University, 2007 (last visited: 02-03-2012, online: http://quality.eap.gr/Publications/XM/Conferences English/C45 - Assessing Educational Web-site Usability.pdf). Allan Walker, Joomla! 1.5 Multimedia, ISBN 978-1-847197-70-2, Packt Publishing, Birmingham, B27 6PA, UK, 2010. R. Shreves, Joomla! Bible, ISBN 978-0-470-50957-9, Wiley Publishing, Inc., 10475 Crosspoint Boulevard Indianapolis, Indiana, USA, 2010.
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[20]
[21] [22]
[2]
doc_666682633.docx