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