Video Based Hypermedia for Communicating Mathematics
Tom Apostol, Teresa Chambel, José F. Rodrigues, and Lara Santos
CalTech - California Institute of Technology, USAUniversity of Lisbon and CMAF, Portugal
www.di.fc.ul.pt/~tc
1. Introduction
2. The Use of Video in Mathematics
3. What is Video Based Hypermedia ?
4. Learning with Video Based Hypermedia
5. Hypervideo Technologies
6. Case Studies
7. Conclusions
Table of Contents
1. Introduction
Mathematics is important !
But, people often find it unengaging and frightening
Raise public understanding and appreciation for math
Important challenge and concern in recent years
Through
Associations, programs and campaignsWebsites, conferences, exhibits, competitions, videos
2. The Use of Video in Mathematics
WhyTo show students that learning math can be
exciting and intellectually rewarding, understandable, exciting, worthwhile
To provide an entertaining and informative look into current research
To initiate discussions, stimulate further research, ...
WhoSchool, University or General public
WhatGeometry, topology, visualization of classical ideasHistory of math, topics in high school math, Applications in real world
2. The Use of Video in Mathematics
Main Benefits
Video treats math in ways not possible in text and chalkboard
Live action, music, special effects, computer animation
Stimulates Interaction with teachers and colleagues
Possible to transmit large amount of info in a short time
Video can be complemented with other materials
2. The Use of Video in Mathematics
However
Learning requires more flexible mechanisms
to manipulate multiple resources of the media at hand
3. What is Video Based Hypermedia ?
Spatio-temporal link from Video to Video
Navigation History
3. What is Video Based Hypermedia ?
Spatio-temporal link from Video to Text
3. What is Video Based Hypermedia ?
Different Video Indexes
Text centered and Video centered pages
3. What is Video Based Hypermedia ?
Exercises: Index, video and text
4. Learning with Video Based Hypermedia
Experiential CognitionLeads to a state in which we percieve and react to events efficiently and effortlesslyIts enjoyement is also its danger
Reflective CognitionIs that of comparison and contrast, of thought and decision making.Requires some structure and organization
Modes of Cognition Don Norman Both essential, Require different technological support
4. Learning with Video Based Hypermedia
Different media
and the way they are used and integrated,
can support different modes of cognition
4. Learning with Video Based Hypermedia
To support reflection:
• Compositional representation
• Time to reflect
Examples
Text, Television, Communication tools, Web
Different media can transmit the same information
… but, the medium is not a neutral carrier
Each technological medium has affordances
… that make it easier to do some things better than others
4. Learning with Video Based Hypermedia
Television and video, when properly constructed,
can be a powerful tool for reflection
If the user can :
• select what is to be seen,
• control the pace of the material,• it is easy to go back and forth, stop, make annotations, • compare and relate to other materials;
Integration with video• Allowing “natural” experiential cognitive attitude
• Inducing and supporting reflection processes
5. Hypervideo Technologies
Effective reflection requires structure and organizationThe main issue in Hypermedia
Hypermedia
Powerful way to structure and interact with informationTruly hypermedia? Illustration versus participate in links
VideoRich, Interesting , more complex
HypervideoA more powerful model : Spatial and temporal dimensions
Truly integrate different media
New concepts of navigation
5. Hypervideo Technologies
We developed / are developing:
• HTIMEL: model and tools for hypervideo support on the Web
• New forms of integration and navigation of video in hypermedia, with a special emphasis on learning support.
• Video annotation tools
• Course material, following these concepts and using these tools.
Using video processing techniques (CutViewer…) …
Related Work
A review …
SMIL is one of the most relevant for Web environments.
6. Case Studies
The Story of π
• Part of a series of modules
• To introduce basic concepts in high school Grab attention, and motivate to learn more
• Historical documents and applications to real world
• Live action, music, special effects, computer animation
• Videotape (≈30 min) + Workbook
6. Case Studies
Touching Soap Films
• Educational film about Minimal Surfaces
• Kalle, the main actor, explores the palace of soap films
• For pupils and popular scientifically interested people
• Computer animations
• Video + Website
7. Conclusions
Visual representations
Essential aid to communicate math concepts
Increase efficacy of the math message
Improve learning processes
Effective reflection and learning
Require more flexible mechanisms to manipulate the multiple resources of different media
7. Conclusions
Hypervideo provides
mechanisms to structure, navigate and interact
with rich media information spaces
open and flexible integration of multiple media,
adaptable to learning styles and situations
Acknowledgements
Prof. Nuno Guimarães
Prof. Konrad Poltier
Maria Haydée Morales
YOU for listening