A Directable and Designable Course Recording System Ming-Hsiang Su, Pao-Ta Yu Journal of Convergence Information Technology, Volume 6, Number 3. March 2011
A Directable and Designable Course Recording System Ming-Hsiang Su, 2 Pao-Ta Yu Dept. of CS&IE, National Chung Cheng University, Chiayi, Taiwan sumh @cs.ccu.edu.tw 2 Dept. of CS&IE, National Chung Cheng University, Chiayi, Taiwan
[email protected] 1
1
doi:10.4156/jcit.vol6.issue3.27
Abstract The Open Course Ware (OCW) project of Massachusetts Institute of Technology (MIT) has opened a new trend for asynchronous learning via the internet in recent years. The MIT OCW project aims to share knowledge and makes the educational materials to be learned via the internet by people all over the world. Some studies start to explore the effectiveness and phenomenon related to the MIT OCW. Nowadays, some other OCWs are constructed to support the excellent idea. Because of the fast improvement on portable vehicles such as smart phones and reading devices, we can imagine that the OCWs will play an essential role in ubiquitously synchronous and asynchronous learning in the future. Although, the idea of the MIT OCW shows promising learning style for learners; however, the quality of these courses is therefore not good enough for learners. This paper aims to provide a system for manufacturing courses with better quality in a more easy and convenient way. The characteristics of the proposed system are directable, designable, passive and user-friendly. Using the proposed system, the teacher can layout the components of a screen with a variety type of media files, such as slide, word processor and video files, before recording and the built layout can be saved and reused for other courses. Meanwhile, with a media server, a recording course can be broadcasted through the internet intermediately to provide the option for synchronous learning. In addition, with two more digital video (DV) cameras, the director can select a better shot on the teacher’s face by activating the hot swapping function and switching the shots smoothly among the DVs. More importantly, the results demonstrate that the quality of recorded courses is satisfactory.
Keywords: Open Course Ware, Directable, Recording Course, E-learning, Learning Material 1. Introduction The Open Course Ware (OCW) project of Massachusetts Institute of Technology (MIT) [1]-[4] has opened a new trend for asynchronous learning via the internet in recent years. The MIT OCW project aims t o shar e k nowledge and makes t he e ducational materials to be le arned by peop le all over the world via in ternet. Edu cators ar ound t he world may s hare t he con tent d esign of t heir courses an d improve them through collaboration [5] . In the world, many other universities, such as University of Tokyo UT OpenCourseWare [6], Tufts OpenCourseWare [7], Utah State University OpenCourseWare [8], and National Tsing Hua University OpenCourseWare [9], began to focus on the promotion of open courses and made the production of various types of digital teaching material available freely with the world via the internet. The MIT OCW publishes and updates courses at a rate of about 200 courses per year to be available on line [4]. From OCW’s extensive, ongoing evaluation process, they have learned that about 16 percent of OCW visitors are educators, 32 percent students, and 49 percent self learners. Some 96 per cent of educators say that OCW has helped them (or will) improve their teaching or their courses. Among all visitors, 98 percent say OCW has a positive impact [4]. The advent of MIT OCW has drawn a vision of one asynchronous e-Learning type that could become popular in the future. Some studies start to explore the effectiveness and phenomenon related to the OCWs [5], [10]-[12]. Instructional videos, one of the multimedia learning materials, are important for facilitating in-depth learning in a student [13]-[14]. With the fast enhancement of technology, the influence of an OCW can be expected to be more and more significant. Recently, a variety of software can be used to create e-Learning materials, such as Adobe Presenter, Adobe Captivate, Articulate Presenter, PowerCam, Camtasia Studio, etc. However, their design procedure is tedious and takes
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A Directable and Designable Course Recording System Ming-Hsiang Su, Pao-Ta Yu Journal of Convergence Information Technology, Volume 6, Number 3. March 2011
much system resource. In addition, although an OCW provides a convenient way for people to learn materials ubiquitously, the quality of the learning materials cannot be satisfied. How to quickly create high-quality materials and increase the learning effectiveness has become a very important subject [10], [15]. Based on the fast improvement on portable vehicles such as smart phones and reading devices, we can imagine that the idea of the OCWs will play an essential role in ubiquitous learning [16]-[19] v ia internet in the future. Lots of the courses of the MIT OCW provide raw video stream on the internet, so the recording q uality of th ese courses is not good enough f or learners, particu larly f or teenagers. Therefore, it is necessary to h ave an easil y and f riendly u sed syste m to manufacture hi gh q uality courses for the ubiq uitous lea rning in the future. I n add ition, the e-L earning, as we know n, incl udes synchronous and asynchronous learning, so a system with the functions is necessary as well. To t his end, w e addres s a directable and d esignable co urse r ecording syste m, na mely Di rectable Signage System (DSS), which can achieve the goals. The “signage” in the manuscript means that a teacher can br oadcast the teaching situation modularized by several display objects in real time or broadcast by a media server on the internet after the class. There are five modules developed in DSS, inclu ding instruction design, video/text mixing, display, r ecording, and broadcasting and the directable modules. There are four main advantages of the proposed DSS. First, the cour ses recorded through t he DSS d o no t need enor mous p ost-processing. I n addi tion, the recording co urse can be broadcasted on the int ernet intermediately. Seco nd, a variety of media such as slide , word processor and video files can be integrated into a screen. Third, to capture the teacher’s front face in a better view, the DSS allows more than two DVs and the DVs can be swapped smoothly by the hot swapping control function built i n DSS. Fourth, the teacher can layout the desired s creen of a co urse an d, more importantly, the designed layout is reusable for next or another course. The remainder of this paper is organized as follows. A review of the related background techniques and theories is described in Section 2. The implementation and characteristics of DSS are presented in detail in Section 3. Finally, some concluding remarks are drawn in Section 4.
2. Related Work 2.1. The Open Course Ware The concept of MIT Open CourseWare was born from discussions of a study group close to MIT’s Council on Educational Technology. The group was composed of faculty and staff from MIT. In April 2001, MIT announced the plan to make its courseware freely available on the Internet. The project was going to start in fall 2002 with an initial 500 courses [1]. The MIT OCW in cludes material suc h as lec ture notes, co urse ou tlines, r eading li sts and assignments for vi rtually all MI T courses a cross the I nstitute’s enti re curr iculum e.g. in architecture and p lanning, engi neering, h umanities, ar ts, so cial scien ces an d management. Ad ditional i mportant characteristics ar e: the restriction to non-commercial p urposes, the ret ention of MI T int ellectual property ownership of most Open Courseware material and voluntary participation of MIT faculty [10]. Several OCWs initiatives are listed as follows [20]. MIT OpenCourseWare (http://ocw.mit.edu/index.html) University of Tokyo OCW (http://ocw.u-tokyo.ac.jp/english/index.html) Tufts OpenCOurseWare (http://ocw.tufts.edu) National Tsing Hua University of Taiwan OCW (http://moodle.nthu.edu.tw/course/category.php?id=76)
2.2. DirectShow DirectShow is a multimedia framework with application programming i nterfaces (APIs) produced by Microsoft for software developers to perform various operations with media files or streams [21]. DirectShow provides high-qu ality capt ure and play back of multimedia strea ms, and supp orts a wi de variety of multimedia formats, including Advanced Streaming Format (ASF), Motion Picture Experts Group (MPEG), Audio-Video Interleaved (AVI), MPEG Audio Layer-3 (MP3), and WAV sound files.
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The following ta ble b i llustrates the sup portedd f ormats in D DirectShow. Figure F 1 sho ws w the framew work whille usi ng t he DirectShow [21]. The Filter Graph M Manager pack aage is the k ey e co mponennt of DireectShow, w hicch p lays a cenntral rol e of ccontrolling i tss ap plication aand res ponsess f or building and conttrolling th e grraph, a nd distrributing s tate change i nform mation t o t he filters. Th e i m mplementation o f DSS S is based on D DirectShow. T Table 1. Suppoorted Formats in DirectShow w File Typee F File Type
Windoows Media® Auudio (WMA) Advannced System Forrmat (ASF)* Audioo-Video Interleaaved (AVI) WAV AU(Unix Auddio) MIDI
Windows Meedia® Video (W WMV)* Motion Pictture Experts (M MPEG) QuickTime(version 2 and lower) l AIFF SDN N(Sound File)
* Neeed Windows Media® Form mat SDK
Figure 11. The relationnship between DirectShow, application, sooftware and haardware.
2.3.. Synchronous and Asyn nchronous e--Learning S Synchronous e-Learning, ccommonly suupported by m media such ass video confe rencing and cchat, has the po tentia l t o s upport e-learners i n th e d eveloppment o f l earrning co mmuunities. L earnners and teachers expperience syncchronous e-Leearning as more social annd avoid frusttration by askking and answering quuestions in reeal time. A Asynchronous s e -Learning is a studentt-centered t e aching m ethod t hat us es on line le arnning resoources t o fa c ilitate i nform mation s harinng o utside th e co nstraintss of time an d pl ace a monng a netw work of p eopple [ 22]. As yynchronous llearning is b ased on constructivist t hheory, a studdentcenttered ap proaach t hat em pphasizes t he importance of pe er-to-ppeer in teracttions [2 3]. T This apprroach combinnes self-studyy with asynchhronous interractions to prromote learninng, and it cann be usedd to facilitaate lea rning in t raditionnal o n-camppus ed ucatio n, di stance education, and conttinuing e ducaation. T his c ombined n et work of learnners an d th e electronic n etwork in w hich h theyy communicaate are referreed to as an asyynchronous l earning netw work [22]. T on line llearning res ources used t o support asy nchronoous l earning include e m The mail, elecctronic m ailinng li sts, threeaded co nfereencing syste ms, m on line ddiscussion bo ards, wi kis, and bloggs. Course management syystems such aas Blackboarrd, WebCT, M Moodle, and Sakai, S have been b developed t o su ppport on line interaction, aallowing use rs r t o org aniz e d iscussionss, post and r eply e to messages, aand u pload and acc ess multimediaa [24 ]. Theese as ynchroonous f orms of com mmunication aare so metimees supp lemennted wi th sy nnchronous co m mponents, i nncluding t ext and
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voicce ch at, tele pphone co nve rsations, vid eoconferenciing, an d evenn m eetings iin vi rtual spaaces suchh as Second L Life, where ddiscussions caan be facilitatted among grroups of studeents [24].
3. S System Arcchitecture oof DSS T DSS aims to enhance the convenieence and quallity of a courrse recording system. We will The introoduce t he deesign prin ciplles o f th e DS SS in d etail iin th is sec tio n. Fig ure 2 ddemonstrates the fram mework of t hhe DSS . T he design p rinciiples o f DSS are grounde d on the resuults of [25]-[ 27], and the a uthors’’ ex perimentaal ex periencees. These dessign prin ciplees are descriibed b elow [ 225][27]]. The syystem is passivve. We wouldd like the speakker to behave nnormally durinng the talk, thhus we doo not impose aany restrictionss on him or heer. The only deevice the speaaker needs to wear w is a w wireless clip-onn microphone.. The syystem has no ppre- or post-prroduction. Forr instance, we do not requiree the speaker tto give uus their slides//transparenciess for pre-proceessing. After tthe presentatioon, no postproduuction such as slide integratiion is needed. The lecture iss immediately available for oondemannd viewing. The sy system capturres synchronizzed high resoolution visuall aids. Such ssynchronizatiion is donne on-the-fly during the leecture. Both tthe live and thhe on-deman d viewer cann watchh them synchronously withh the audio/vvideo stream oof the lecturee. The syystem allows tthe remote clieents to view thhe lecture at thheir own pace.. Students cann view tthe lecture at home h or in anyy place. T DSS all o ws teachers uusing multim The media materiaals to construct teaching s ituations as they t needd and recordiing the cours es as synchroonous and asyynchronous l earning mateerials via inte rnet. Thee architecture and five moddules of DSS S are introduc ed in the folllowing. A shown in Figure 2, w e s eparate thee fra mework into local annd n etwork a rreas. In t he loocal As areaa, si gnals f ro m te acher’s notebook (o r de sktop) a nd n th e DVs are a grab bed aand in tegratedd in the director’s n ootebook (o r desktop), d a ndd th e sign alss can be t rannsformed t o tthe p rojectorss or monnitors in the llocal area, or to the media server in thee network areea.
Figure 22. Architecturee of the DSS
3.1.. Situationall Design Mod dule T situationall design moduule of DSS is uused for teacheers to arrange a teaching situuation, in whiich a The variety of multim media formats aare supported. The variety oof multimediaa formats and tthe correspondding funcctions are desccribed in Tablee 2.
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A Directable and D Designable Coursee Recording Systeem Ming--Hsiang Su, Pao-T Ta Yu Volume 6, Numbeer 3. March 2011 Journal of Conveergence Informatiion Technology, V
Multimedia type
Table 22. The functionn description oof multimedia formats Icoon F Function description
T Text Box Card
This cardd is used to inpuut words on edit area. It can bee used as notes.
W Word File Card
This cardd is used to loadd a Word docum ment. The types of Word 2003 and Worrd 2007 are suppported. This cardd is used to loadd a PowerPoint file. The types of PowerPoint 2003 andd PowerPoint 20007 are supportted. This car is used to play an animation fiile for increasinng the richness oof the coursse content. The SWF file is suppported.
P PowerPoint File Card F Flash File Card M Multimedia Playyer C Card
This car is used to play motion picturess. This car is used to incluude resources onn the internet foor providing students with more learnning materials. This car is used to grab the signal of a D DV or a compuuter.
Innternet Browserr Card D DV Card
This car is used to chooose images to plaay in sequence.
S Sideshow Card
This car is used to displlay Marquee.
M Marquee Card
This car is used to displlay the current ttime.
C Clock Card
T place that these multim The media cards doccked is called the tool palettte, and the le fft and right places undeer the tool p alette ar e ca llled “ Teachingg s ituation thhumbnail” an d “ Teaching situation lay oout”, resppectively. Teacchers can layoout the componnents and the correspondingg attribute diallog boxes direectly in thhe Teaching ssituation layouut area. Figuree 3 ill ustrates the usage of PPT card whiich includes thhree stepps: Step 1) Pr eess t he PPT ccard i n the tooolbar. Step 2 ) Drag and d rrop t he P PT ccard on Teachhing situaation layout arrea. Step 3) L Load the PowerPoint file froom the hard drrive. Teachers can use the ccards to ddesign vari ouus teach ing siituations. Fig uure 4 illustraates t wo diffeerent t eachingg si tuations. One situaation uses a P owerPoint filee as the main screen and thee other uses thhe recording course c as the m main screeen. Then we ccan activate thhe process of teeaching situatiion in the Dispplay module.
The area of teaching situation thumbnail
The area of teacching T situation layoutt
Figu ure 3. Steps too the multimeddia format opeerations
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Figuree 4. The designn of two different teaching situations
3.2.. Display Moodule T d isplay m The module contr ols t he mappinng bet ween t hhe l ayout co nnstructed i n t hhe situ ated d eesign moddule and the sscreen of the recording f ille. I n ot her w words, o ne off the i mportannt f eatures of this moddule is to keepp the consistennce between thhe constructed layout and thee real situationn while recordding. The coordinates aand sizes o f thhe co mponentts on the scre en of t he reall situation muust b e transform med from m t hose co mpponents on thhe lay out. Le t xd and yd denote d t he X -axis and Y- aaxis valu e off th e com mponent on thee display screeen, respectivelly; Wd and Hdd are the widthh and height oof a componennt on the ddisplay screenn, respectivelyy. Let xl and yyl represent thhe X-axis and Y-axis value of the componnent in t hhe s ituation l aayout area, resspectively; W Wl and Hl ar e the w idth andd hei ght of a component i n th e situaation layout arrea, respectiveely. Rx and Ry R denote the rratio of displaay resolution (1024*768) ( too the situaation la yout aarea 57 6*4322) in X-axis aand Y-axi s, rrespectively. T The coordi naate t ransformaation betw ween the compponents on thee display screeen and the situation layout iss defined as foollows. xd = xl * Rx yd = yl * Ry Wd = Wl * Rx Hd = Hl * Ry B Based o n the above tr ansfformation, w e can k eep thhe r elative l oocations o f c oomponents o f the recoording screen as they have oon the layout. In the situatioonal design m module, we ediit the attributees of all iincluded compponents and ddo not realize the real situattion until the display moduule. Therefore,, th e objeects on t he te aaching situa tioon lay out muust b e visualizzed, m eaning that t he ob jeccts we see o n th e teacching situa tionn layout ar e close c t o the reeal r ecording screen. Ther eefore, y ou cann ro ughly seee th e pressentation of obbjects as you eedit them. T There ar e threee f unction buuttons ava ilablle on the t ooll pal ette, as i lllustrated in F Figure 5. The left button de notes thhe play functioon, the middlee button is ressponsible for the t stop functtion, and the rright button stan ds forr th e ou tput bbutton and is rresponsible f oor sett ing t he displaying i nstrument n su chh as projector or TV foor showing. A After clicking tthe play buttonn, we can see the t resulting sscreen as show wn in Figuure 6; meanwhhile, the DSS will auto mattically sav e t hhe cu rrent sett iings t o a proj ect f ile. On cee we stopp th e p laying,, th e DSS w will release t hhe resources occupied o b y the layout foor decreasing the utiliization of meemory. In a dddition, f rom Figure 6, w e can fin d t hhe result ing screen s of DSS is satissfactory for learning.
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Figu ure 5. Three ffunction buttonns on the tool palette
module Figu ure 6. The resuulting screen iin the display m
3.3.. Video Mixiing Module T vi deo mixing m odule controls t he mixing o f thhe capt ured signals The s f rom tthe D Vs and the noteebook (V GA) into a scr eenn. We use th e W indows M Media E ncoderr 9 S DK [2 8]] t o capture t hhese signnals simultaneoously. When w we capture thee VGA signal (1024 * 768) to the object region we asssign. Onee ess ential prooblem ar ises when w direct lyy in tegrating tthese s ignals ttogether. T haat i s, the resu lting l screeen will becom me vague. Altthough, the “ppostview” techhnique includeed in SDK [2 8] can be us eed to solvve t his pr oblem m but a notherr pr oblem ariises. Beca use the post view technique di splays the st rream afterr i t has b een encoded s o tthe CPU utili zzation b ecom mes ve ry high. Th erefore, a bl end methood is adoppted to take thhe advantage of o postview tecchnique and too solve the higgh CPU utilizaation. In the blend methhod, the r esollution of th e captured s ignnal from a P C o r notebookk is processe d by t he po stvview methhod and is set to 1024 * 7688 and that of thhe other signaals is set as usuual. Then the sscreen is clearr and the C CPU utilizatioon is reduced. In DSS, the laayout area is ddivided into tw wo regions forr different signnals: one is fo r the teaacher to d isplaay th e cont ennt he uses an d the o ther is for t he direc ttor to control and updaate the compoonents he arrannges. This straategy makes a teacher focuss on his teachhing and a direector focuus on directing the wh ole situation. s N o extra b urden will be ad ded to th e teac hher f or creatinng a teacching situationn. All the teachher has to do iss teaching thatt he has done as usual.
3.4.. Recording//Broadcastin ng Module T recording//broadcasting module proviides previewinng the incomiing screen andd the way thatt the The recoording course is broadcast oor not, as show wn in F igure 77. The recording/broadcastiing module offfers two broadcasting types, real- tiime an d o n-ddemand. Wh enn using the r eeal-time broa ddcasting, a m media servver is set to r eeceive the liv e strea m comiing f rom the D DSS, and th enn b roadcasts tthe s tream onn th e interrnet intermediiately. In the on-demand o brooadcasting moode, the stream m is sent to thee media serverr and is sttored in it. Thee stream is brooadcasted onlyy when a user makes a demaand to the webb server. Studdents
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can watch the lecttures at his/heer own place inn the above tw wo situations. If I the director decided to reccord a le cture wit houtt broad castingg, the f ile w illl be recorded and s aved i n the loca l s yystem, p articullarly wheen the recordedd file needs poost-produce.
Figure 7. Diagram foor video previeew and optionns about recordding and broaddcasting
3.5.. Directable Module T di rectablee m odule is used The u f or a d irrector t o ch annge th e scenee in a ver y shhort ti me wit hout h stoppping the recorrding as we caan see on the TV T programs. The functionn is implementted in the “Uppdate” button, as the poppup menu show wn in Figure 88. The update mechanism alllows the direcctor to changee the com mponent that hhe wants to uppdate and, impportantly, withhout stopping the recordingg process. Thaat is, the function is hoot-swapping. T The updating process can be b finished in 3 seconds. Foor example, iff we wannt to switch tw wo different D V streams, wee can use the Update functiion to achievee the g oal. If thhere are multiple DVss on the interaactive situationn, the di rectorr can use one DV to capturre the teacher,, th e otheers to captu re the stu dents. When th e teacher asks a student ques tiions, t he direcctor ju st nee ds d to presss th e Up date button to chhange th e sho t of a nother D DV to the st udent u in a ve ry r sh ort ti me and withhout stop the rrecording. Whhen the teacheer needs to usee another teacching situationn, the director just needd to press the ““Page Down” button to switch to anotherr teaching situaation.
Fiigure 8. The U Update button on the compoonent
4. C Conclusionss and Futurre Work T stud y ai m This ms t o present a directa ble and d esignabble sy stem forr reco rding c oourses wi th b eetter quallity with somee software techhniques. The ccharacteristics of the DSS arre summarizedd as follows. 1 The DSS is designable. T 1) The DSS proviides the teacheer to layout theeir won teachiing situation. T This featuure m akes thee teach er sa vee l ots of po stt-processing t ime i on reprodduction of re ccording f iles. The systtem does not rrequire compllicated post-prrocessing reprroduction of reecording filess because teacchers
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can design the desired layout before recording. Importantly, the designed layout is reusable for other courses or people. 2) The DSS is directable. Here the DSS is called to be “directable” because we can switch the DVs in a very short time as t hat we can see on TV programs. This is quite an important character of DSS. Generally, if we want to record two different scenes of the classroom, we have to stop the on-going recording process and move the DV to the o ther scene. Then restart the recording process. The above mentioned process is a little time-consuming and inconvenient. Alternatively, we can also put two DVs in the two different corners of the classroom, and then re-edited two recorded files to be one. The DSS provides a more convenient solution for the above situation. The system allows a director to switch the shots between two DVs without the stopping recording process and to update any object included in the presentation screen in a very short time. 3) The D SS is user-friendly. T eachers d o not need much ad ditional l earning the u sage o f DSS because the operation of DSS is similar to PowerPoint. In other words, teachers can arrange their own teaching context and teaching material page by page as they have done on the PowerPoint. 4) The DSS can be passive. Teachers need to only focus on teaching without distraction in recording if there is one director to handle the recording of the teaching process. 5) Th e prod uct of DSS is high-definition. The OC Ws draw the visi on o f an as ynchronous learning in the f uture. The refore, m ore hig h-definition co urses wi ll be n eeded. Based o n th e aforementioned blend method, the DSS generates courses with better quality. DSS can give a directable design approach to catch all teaching situations around the classroom. Hence, the video caught by DSS in the classroom can reveal the details of teacher’s eye contact and body language, the teaching material displayed by computer or notebook, and students’ interaction. Those phenomena can form an appropriate situated learning [29]. The situated learning was proposed by Prof. Brown, Collins and Duguid in 1989 to facilitate the learning experience of real classroom [29]. Therefore, after we upload these videos into LMS, students can immerse the real learning experience in their classroom. Although the DSS allows a teacher to teach and record course at the same time, the teacher will be distracted by taking video, updating display objects and directing lecture by him/herself. The best way to improve this limitation is to hire an extra person as a director to share this duty. If the budget is not a concerned issue, of course, this limitation can be neglected. Currently, course management is built on the learning management system (LMS) and students can watch the course videos on the LMS. If we take the lecture video by DSS, we can guarantee that the quality for reading is good enough to let students learn anywhere and anytime from LMS. In t he f uture, w e wil l ad d a ca mpus co urse management sy stem to systematically manage t he recording courses and run d ifferent broadcast programs at different times. In addition, we will include the relevan t SCO RM pr inciples to manage cou rse materials t o achiev e the goal o f sharing teaching materials.
5. References [1] Richards, P. MIT to make nearly all course materials available free on the World Wide Web. [Online] Available: http://web.mit.edu/newsoffice/nr/2001/ocw.html, 2001. [2] Carson, S. E . and Margulies, A. H., “ MIT Ope nCourseWare Program E valuation Findings Report”, Massachusetts Institute of Technology, 2004. [3] Abelson, H. “The Creation o f OpenCourseWare at MIT”, Jou rnal o f Science Education a nd Technology, vol. 17, no. 2, pp. 164-174, 2008. [4] Lerman, S. R. , Mi yagawa, S., & Ma rgulies, A. H., “ OpenCourseWare: Bu ilding a Cu lture of Sharing”, In T. Ii yoshi, M. S . V. Kum ar & J . S. Brown (E ds.), O pening up Edu cation: The Collective Advancement of E ducation th rough Open Technology, O pen Con tent, and Open Knowledge (pp. 213-228). Cambridge, Massachusettes: London, England: The MIT Press, 2008. [5] Freschi, S., & Calvo, R., “Sharing open courseware content through learning objects standards”, In L . Markau skaite, P. Goo dyear & P. Rei mann (E ds.), 2 3rd Annual Co nference o f the Australasian Society for Computers in Le arning in Tertiary Education: Who’s Learning? Whose Technology? Sydney: Sydney University Press, 2006.
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A Directable and Designable Course Recording System Ming-Hsiang Su, Pao-Ta Yu Journal of Convergence Information Technology, Volume 6, Number 3. March 2011
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