From The Science Media Network

Overview:

• http://www.hpi.uni-potsdam.de/meinel/tele-task-symposium.html
• http://www.hpi.uni-potsdam.de/meinel/tele_task_symposium/tagesordnung.html

Contents 1 "Metadatentechnologie zur Analyse von audiovisuellen Daten" (Metadata technologies for analysis of audiovisual data). 2 "Langzeitverfügbarkeit digitaler Daten in Gedächtnisarchiven: Das Beispiel der Nationalbibliothek" (Long-term availability of digital data in archives: The example of the national library). 3 "Erstellen von Lerninhalten zum Visuellem Lernen" (Production of learning content for visual learning). 4 "Semantisch unterstützte Suche und Navigation in audiovisuellen Datenbeständen" (Semantic support for searching and navigation in audio-visual data).

[edit] 1 "Metadatentechnologie zur Analyse von audiovisuellen Daten" (Metadata technologies for analysis of audiovisual data).

Dipl.-Ing. (FH) Christian Dittmar, Leiter der Forschungsgruppe Semantische Metadatensysteme am Fraunhofer IDMT, gave a nice demo of the "Frauhofer Transcription Toolbox". The tool box reads a piece of music, and extracts various elements of song, such as the melody, drum track, base, harmony. The toolbox plays back the extracted elements (on their own, or together). The Fraunhofer analysis tools allow evaluation of song characteristics (such as beats, harmonies, etc), and hence it's possible to say which pieces of music are similar. Technologies are used in MAGIX music finder.

[edit] 2 "Langzeitverfügbarkeit digitaler Daten in Gedächtnisarchiven: Das Beispiel der Nationalbibliothek" (Long-term availability of digital data in archives: The example of the national library).

Reinhard Altenhöner, Abteilungsleiter Informationstechnik der Deutsche Nationalbibliothek. Again, some very nice examples here for the way the Nationalbibliothek is trying to retrieve legacy data. A cautionary tale for everybody working in institutional video processing! http://www.d-nb.de

[edit] 3 "Erstellen von Lerninhalten zum Visuellem Lernen" (Production of learning content for visual learning).

Dr. Serge Linckels, Lehrer am Lycée Technique d'Esch/Alzette; Dozent an der Universität Luxemburg. Nice presentation with visual stimuli. How do you communicate with your students? Serge made the point that when he says to us "X > Y and Z < Y: which one is smallest?" we'll figure this out pretty quickly. But think about school students - they may not have been listening, they'll ask some further questions, etc. He makes the point that putting in a visual stimulus can help: The question without visual stimuli:

X > Y and Z < Y

and the question with visual stimulus:

X > Y and  Z < Y

All students have now grown up with TV, computers, and internet. They have no reservations about using these. It's us (the teachers) who have reservations. Let's not laugh about YouTube: YouTube is simply part of our society: 100 mill views per day, 10 hours of video uploaded per minute. Online video databases include teachertube (filter on youtube), video-maths (french website). Serge's new project http://teachingkids.eu/. Serge's website http://www.linckels.lu

[edit] 4 "Semantisch unterstützte Suche und Navigation in audiovisuellen Datenbeständen" (Semantic support for searching and navigation in audio-visual data).

Dr. Harald Sack, Gastwissenschaftler am Hasso-Plattner-Institut für Softwaresystemtechnik (HPI) an der Universität Potsdam. Examples for audio indexing http://labs.google.com/gaudi http://www.yovisto.com .

• Before the WWW, computer centric phase of internet. Needed to connect to computer to get to the data.
• WWW allows document-centred communication.
• Semantic web promises data-centric communication

Semantic technologies: Sindice, SWSE, Linking open data, theseus.