IMMPS: a multimedia presentation design system

Shih, Timothy K.; Davis, R.E.

doi:10.1109/93.591175

Cited by 22 publications

(5 citation statements)

References 10 publications

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“…Whether the intelligent technology has a symbolic representation, it is possible to build autonomic systems, which help or guide students in an online learning session. Research issues of these systems include intelligent tutoring (Shih, 1997), individualized learning (Ha, Bae, Sung-Min, & Park, 2000), behavior analysis, auto-reply to frequently asked questions, and so on. We give some examples of intelligent technologies in distance education.…”

Section: Intelligent Technologiesmentioning

confidence: 99%

See 1 more Smart Citation

A Survey of Distance Education Challenges and Technologies

Shih

Antoni²,

Arndt

et al. 2003

International Journal of Distance Education Technologies

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Distance education, e-learning, and virtual university are similar terms for a trend of modern education. It is an integration of information technologies, computer hardware systems, and communication tools to support educational professionals in remote teaching. This chapter presents an overview of distance education from the perspective of policy, people, and technology. A number of questions frequently asked in distance learning panel discussions are presented, with the suggested answers from the authors. The survey presented in this chapter includes communication, intelligent, and educational technologies of distance education. Readers of this 2 Shih, Hung, Ma, and JinWith the growing popularity of multimedia and Internet technologies, distance education programs have become popular and thus, importance of the related technologies are realized by educational professionals and information technology researchers. However, distance education is not totally new. The use of computer and information technologies in education has a long history. Ever since Thomas Edison predicted that motion pictures would replace textbooks for learning in 1922, the use of video was popular in training. Especially, in the World War II, the U.S. Army used video tapes to train employees. Shortly after WWII, video technology and television were used for training and demonstration. In this period, instruction was broadcasted in a single direction. There is no interaction between audiences and the instructor. However, the advantage is, the number of participants to the program can be larger than the traditional classroom education, especially when satellite communication was integrated with video broadcasting. Efficiency of video training was the first reason for education to use modern technology. The use of computers follows video technology as the second phase of modern education. Computer-based training (CBT) and computer-assisted instruction (CAI) use information technologies and educational theory to develop interactive software. The solution allows students to interact with their instructor (i.e., a computer) in a limited way. Mostly, CBT was limited to drill and practice. However, CBT and CAI were the first attempt to use computers for teaching, which enrich a new instruction delivery style -the automation. In spite of this advantage, CBT and CAI software had a problem in the '70s and the '80s -lack of stability. In that stage, computer hardware, operating systems, and system programs evolved dramatically and quickly. A CBT program is hardly used for several years due to the change of its supporting environments. Stability was a main consideration for computer-based modern education. Since the early '90s, the third period of modern education was stimulated by the invention of multimedia and Internet technologies. Multimedia presentations as CD ROM titles for education, Web-based distance-learning programs, and even online video conferencing based on ISDN, ADSL, and broadband communication channels became popular. With the new mil...

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Section: Intelligent Technologiesmentioning

confidence: 99%

“…IMMPS (Shih, 1997) is an integration of a multimedia presentation design system and a back end intelligent system. The author is able to design rule-based knowledge for each presentation window, with different layout and multimedia references.…”

Section: Intelligent Technologiesmentioning

confidence: 99%

A Survey of Distance Education Challenges and Technologies

Shih

Antoni²,

Arndt

et al. 2003

International Journal of Distance Education Technologies

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show abstract

“…The Amsterdam hypermedia model (Hardman et at., 1994) combines multimedia and timing considerations with the abstract node and link representations of the Dexter hypertext reference model. More recently IMMPS (Shih and Davis, 1997) has provided a development environment for multimedia presentations incorporating AI techniques for specifying knowledge inheritance, and a multimedia database.…”

Section: Name Photomentioning

confidence: 99%

Design Support for Hypermedia Documents

Apperley

Hunt

1998

Designing Effective and Usable Multimedia Systems

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The nonlinear nature of hypermedia documents makes them notoriously difficult to describe. Consequently design prior to implementation is a challenging task. This paper examines design issues specific to hypermedia, and describes the development of HANDlE, a notation for the description of the structural organisation of hypermedia documents. HANDlE is based on a directed graph approach, but it incorporates a range of abstractions which provide significant simplification, and which allow the underlying structure of a document to remain clearly visible. The evaluation of a prototype design environment based on HANDlE is described, and range of refmements for the future are proposed. Because of their inherent nonlinearity, hypermedia documents are very difficult to describe; in fact, their best description is usually their implementation. As a consequence, attempting to carry out comprehensive organisational and structural design prior to implementation is a challenging task. The majority of hypermedia design aids available are either (i) style guides, relating to appearance and frarne-toframe relationships, providing little to support the overall design of the document or system, or (ii) are inextricably tied into a particular formal design methodology. The development and extraordinarily rapid penetration of the World-Wide Web has highlighted the need for tools to assist with WWW site design and maintenance, where the bulk ofthe issues involved are generic to hypermedia. This need is further exacerbated by the fact that many of those engaged in the design cf hypermedia systems and WWW sites have little or no formal background in software systems design (Pohl and Purgathofer, 1994). This paper examines the critical problems of hypermedia design which set it apart from more conventional software development, and reviews a range of current design tools. From this base, a graphical notation for the description of hypermedia systems is then developed, aimed specifically at supporting the hypermedia design process rather than prescribing a formal design methodology. The prototype implementation of this notation within a hypermedia design environment (HANDlE) is described. Some preliminary feedback from designers who have evaluated the system is also discussed. HYPERMEDIA DESIGN ISSUESDesigning hypermedia documents is a complex activity. Nanard and Nanard (1995) identifY the need for formal tools to reduce the cognitive load on the document designer, and to reduce the level of complexity in the design process. One approach is to provide the user with abstract semantic types which can be used to describe a complex real-world situation in a relatively simple fashion. For example, EntityRelationship (ER) modelling is used in traditional software design with the provision of abstract types in the form of entities and relationships at the simplest level, followed by more complex semantic constructs such as aggregation and specialisation at higher levels (Chen, 1976). Another approach to reducing complexity is to allo...

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“…With the development of high-speed networking and computer technologies, multimedia information systems like the distributed multimedia presentation (Shih and Davis, 1997;Moreno and Mayer, 1999;Liew et al, 1999;Bertino et al, 2000;Palacharla et al, 1997;Carneiro et al, 1999) are becoming more accessible to a variety of audiences. The distributed multimedia presentation is concerning with viewing a presentation via the network.…”

Section: Introductionmentioning

confidence: 99%

“…Some or all the media objects in the presentation could be somewhere in the network instead of the local site. Issues for the distributed multimedia presentation include: the overall design of the system (Shih and Davis, 1997;Moreno and Mayer, 1999;Liew et al, 1999;Bertino et al, 2000), the scheduling (retrieving) of the objects and resource management under the network environment (Palacharla et al, 1997;Carneiro et al, 1999;Hwang and Prabhakaran, 2000), the mechanisms for dealing with the temporal relationship (synchronization) of objects in the presentation (Jeong et al, 1997;Cruz and Mahalley, 1999;Song et al, 1999;De Lima et al, 1999), the supporting of the user interactions (Bertino et al, 2000;Yoon and Berra, 1998;Jeng et al, 1999), etc.…”

Section: Introductionmentioning

confidence: 99%

Design and implementation of the just-in-time retrieving policy for schedule-based distributed multimedia presentations

Yang

2004

Journal of Systems and Software

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IMMPS: a multimedia presentation design system

Cited by 22 publications

References 10 publications

A Survey of Distance Education Challenges and Technologies

A Survey of Distance Education Challenges and Technologies

Design Support for Hypermedia Documents

Design and implementation of the just-in-time retrieving policy for schedule-based distributed multimedia presentations

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