Systems of Engagement and Insight Publications
2016
A Lightweight and Efficient Mechanism for Fixing the Synchronization of Misaligned Subtitle Documents
Rodrigo Laiola Guimaraes, Priscilla Avegliano, Lucas C. Villa Real
Proceedings of the 2016 ACM Symposium on Document Engineering (DocEng '16), pp. 175-184, ACM
Abstract (31% acceptance rate)
Online subtitle databases allow users to easily find subtitle documents in multiple languages for thousands of films and TV series episodes. However, getting the subtitle document that gives satisfactory synchronization on the first attempt is like hitting the jackpot. The truth is that this process often involves a lot of trial- and-error because multiple versions of subtitle documents have distinct synchronization references, given that they are targeted at variations of the same audiovisual content. Building on our previous efforts to address this problem, in this paper we formalize and validate a two-phase subtitle synchronization framework. The benefit over current approaches lays in the usage of audio fingerprint annotations generated from the base audio signal as second-level synchronization anchors. This way, we allow the media player to dynamically fix during playback the most common cases of subtitle synchronization misalignment that compromise users' watching experience. Results from our evaluation process indicate that our framework has minimal impact on existing subtitle documents and formats as well as on the playback performance.
doi
(31% acceptance rate)
Investigating Instructional Pacing Supports for Teaching Students with Intellectual Disability
Rodrigo Laiola Guimaraes, Andrea Britto Mattos, Carlos Henrique Cardonha
Proceedings of the 2016 CHI Conference Extended Abstracts on Human Factors in Computing Systems (CHI EA '16), pp. 2171-2177, ACM
Abstract
In this paper, we consider the use of technological instructional pacing supports to teach students with intellectual disability (ID). Based on a qualitative field study where 11 participants used our mobile-based educational platform, we found that although technology may help the instructor control the pace of the class, it also poses barriers to the development of students' autonomy and self-esteem. Our preliminary results also suggest that the balance between instructor-led and self-paced instruction based on technology is promising and would better fit both instructor's and students' needs. These findings provide insights into challenges and opportunities for the design of educational initiatives targeted at people with ID.
Identifying Challenges and Opportunities in Computer-based Vocational Training for Low-Income Communities of People with Intellectual Disabilities
Vagner Figueredo de Santana, Rodrigo Laiola Guimaraes, Andrea Britto Mattos
Proceedings of the 13th Web for All Conference (W4A '16), pp. 8, ACM, 2016
Abstract
Vocational training of people with disabilities (PwD) can potentially improve social and economic prospects, but at the same time, it can be significantly challenging due to the need for specialized training and technology. Unfortunately, in developing countries this problem is magnified because, in general, low- income groups have limited access to appropriate content and assistive technologies. In this paper, we present initial findings from a qualitative field study of computer-mediated vocational training for low-income students with intellectual disability (ID) in Brazil's largest urban area. The observations took place during 3 computer-based training sessions, which involved 23 students with ID. Based on data gathered from observations and semi- structured interviews with 2 instructors, we describe and discuss strategies they employ to teach heterogeneous groups of students with ID. We also examine some obstacles that our participants usually face during the classes at the computer lab and present suggestions for future initiatives that could better support instructors and students with ID in the learning process.
A Platform to Support Personalized Training of People with Disabilities
C. Cardonha, A. B. Mattos, R. L. Guimaraes
Proceedings of the 13th Web for All Conference (W4A '16), pp. 4, ACM, 2016
Abstract
Digital education has potential to provide different possibilities for personalization and consequently reach a larger and more diverse number of people. Personalization is a key component of solutions addressing important and long-standing pedagogical challenges in education, such as dealing with heterogeneity of learning styles. In particular scenarios where accessibility support is required, personalization depends on the creation of different representations for individual pieces of content. In this light, the main goal of this article is to describe how we addressed the challenges involved in the construction of a platform that satisfies this requirement. We thus present a system that supports the creation, adaptation, and delivery of personalized courses for people with multiple types of disabilities. More specifically, we introduce the technology, describe its main capabilities, and discuss the results of early evaluations by two instructors of an institution that provides vocational training for people with intellectual disabilities. Our initial results show that the tool was favorably assessed by the instructors and can potentially be adopted in this community.
2015
Toward a platform to support vocational training of people with disabilities
CH Cardonha, Rodrigo Laiola Guimaraes, Andrea Britto Mattos, Julio Nogima, Priscilla Avegliano, Diego Gallo, Ricardo Herrmann, Sergio Borger
IBM Journal of Research and Development 59(6), 7 (November/December 2015), IBM
Abstract
Vocational training can bring significant benefits for people with disabilities (PwD), particularly in terms of self-esteem and autonomy. Nevertheless, only a small fraction of Brazilians with disabilities actually work, due to lack of job qualifications. In this paper, we report on the early progress of an ongoing research agenda that investigates new educational and social engagement technologies to facilitate the qualification and inclusion of PwD in the Brazilian labor market. Based on our experiences working with multiple disability populations in a series of exploratory studies, we discuss relevant aspects to be considered in the design and implementation of a vocational training platform targeted at PwD.
Shared message boards for smart enterprises
Kelly Shigeno, Carlos Cardonha, Nicole Sultanum, Rodrigo L. Guimaraes, Mateus Molinaro, Ricardo Herrmann, Sergio Borger, Fernando Koch
Agent Technology for Intelligent Mobile Services and Smart Societies, pp. 46-55, Springer Berlin Heidelberg, 2015
Abstract
Shared Message Boards foster communication practices within restricted groups that typically do not emerge in traditional social networks. In this article, we describe an experiment in which a Shared Message Board technology was employed to support carpooling activities in a large company in Brazil. Based on the results extracted from the platform and from two user studies, we identified important elements influencing the adoption of this technology as well as other activities where it can be effectively used in order to promote the development of smart enterprises.
Towards an Interactive Web-based Multimedia Playground
Rodrigo Laiola Guimaraes
Adjunct Proceedings of the IEEE International Conference on Multimedia and Expo (ICME '15), 2015
Abstract
In this paper we present an online code playground that pays special attention to the temporal aspect of Web documents. In particular, we consider the scenario in which modifications in a Web-based multimedia document are identified and patched in real-time, with no need to restart an ongoing presentation from the beginning. Our approach is especially useful when authoring complex Web documents containing time-based elements such as CSS3 and SVG animations, HTML5 audio and video.
Exploring the Use of Massive Open Online Courses for Teaching Students with Intellectual Disability
Rodrigo Laiola Guimaraes, Andrea Britto Mattos
Proceedings of the 17th International ACM SIGACCESS Conference on Computers & Accessibility (ASSETS '15), pp. 343-344, ACM, 2015
Abstract
In this paper, we report on a qualitative study that investigates the impact of using a popular Massive Open Online Course (MOOC) to complement the vocational training of students with intellectual disability (ID). We have been investigating this problem for several months in partnership with a Brazilian NGO (Non-Governmental Organization) for people with ID. Our methodology integrates different aspects of human-computer interaction (i.e., requirement gathering sessions and observation of real subjects). Potential users were involved since the beginning of this research, starting with focus groups and interviews with experts, followed by the observation of a traditional vocational training session, and then the assessment of a popular MOOC in the classroom. In this paper, we discuss the process and present our preliminary results, providing some indications on how MOOCs could better support instructors and students with ID.
Dynamic Adjustment of Subtitles Using Audio Fingerprints
Lucas C. Villa Real, Rodrigo Laiola Guimaraes, Priscilla Avegliano
Proceedings of the 23rd ACM international conference on Multimedia (MM '15), pp. 975-978, ACM, 2015
Abstract (35% acceptance rate)
Anyone who ever downloaded subtitle files from the Internet has faced problems synchronizing them with the associated media files. Even with the efforts of communities on reviewing user-contributed subtitles and with mechanisms in movie players to automate the discovery of subtitles for a given media, users still face lip synchronization issues. In this work we conduct a study on several subtitle files associated with popular movies and TV series and analyze their differences. Based on that, we propose a two-phase subtitle synchronization method that annotates subtitles with audio fingerprints, which serve as synchronization anchors to the media player. Preliminary results obtained with our prototype suggest that our technique is effective and has minimal impact on the extension of subtitle formats and on media playback performance.
doi
(35% acceptance rate)
2014
Synchronizing Web Documents with Style
Rodrigo Laiola Guimaraes, Dick Bulterman, Pablo Cesar, Jack Jansen
Proceedings of the 20th Brazilian Symposium on Multimedia and the Web (WebMedia '14), pp. 151-158, ACM, 2014
Abstract (31% acceptance rate)
In this paper we report on our efforts to define a set of document extensions to Cascading Style Sheets (CSS) that allow for structured timing and synchronization of elements within a Web page. Our work considers the scenario in which the temporal structure can be decoupled from the content of the Web page in a similar way that CSS does with the layout, colors and fonts. Based on the SMIL (Synchronized Multimedia Integration Language) temporal model we propose CSS document extensions and discuss the design and implementation of a proof of concept that realizes our contributions. As HTML5 seems to move away from technologies like Flash and XML (eXtensible Markup Language), we believe our approach provides a flexible declarative solution to specify rich media experiences that is more aligned with current Web practices.
doi
(31% acceptance rate)
Design and Evaluation of an Easy-to-Use Web Playground
Rodrigo Laiola Guimaraes, Mateus Molinaro Motta
Adjunct Proceedings of the 20th Brazilian Symposium on Multimedia and the Web (WebMedia '14), 2014
Abstract
Learning about Web Design can be difficult and time consuming, yet students often do not learn from their errors and struggle to understand some differences between document structure, styling, scripting and temporal synchronization. In this paper we present Ambulant Sketchbook, an easy-to-use Web playground designed to enable students to understand and learn from their errors. In particular, this application simplifies the process of learning how to write and debug Web documents by exploring aspects of immediate feedback, coding assistance, direct manipulation and playback control. We have deployed and used Ambulant Sketchbook in a course of Web Design Foundations over a 2-week span. Based on the positive feedback from a group of post-secondary students, we expect the functionalities and experiences discussed in this work can yield significant insights to be considered in the design of next generation authoring tools and in the process of teaching Web Media related disciplines.
Socially-Aware Multimedia Authoring
Rodrigo Laiola Guimaraes
Ph.D. Thesis, pp. 147, VU Amsterdam, 2014
Abstract
Creating compelling multimedia productions is a non-trivial problem. This is true for both professional and personal content. For professional content, extensive production support is typically available during creation. Content assets are well structured, content fragments are professionally produced with high quality, and production assets are often highly annotated (within the scope of the production model). For personal content, nearly none of these conditions exist: content is a collection of assets that are structured only by linear recording time, of mediocre technical quality (on an absolute scale), and with only basic automatic annotations. These conditions limit the options open to casual authors and to viewers of rich multimedia content in creating and receiving focused, highly personal media presentations. The problem is compounded when authors want to integrate community media assets: media fragments donated from a potentially wide and anonymous recording community. In this thesis we reflect on the traditional multimedia authoring workflow and we argue that a fresh new look is required. Our experimental methodology aims at meeting the requirements needed for social communities that are not addressed by traditional authoring and sharing applications. We focus on the particular task of supporting socially-aware multimedia authoring, in which the relationships within particular social groups can be exploited to create highly personal media experiences. Our framework is centered on empowering users in telling stories and commenting on personal media artifacts, considering the long-term social context of the user. The work has been evaluated through a number of prototype tools that allow users to explore, create, enrich and share rich multimedia artifacts. Results from our evaluation process provide useful insights into how a socially-aware multimedia authoring and sharing system should be designed and architected, for helping users in recalling personal memories and in nurturing their close circle relationships.
