Video Based Hypermedia for Communicating Mathematics

1. Video Based Hypermedia for Communicating Mathematics Tom Apostol, Teresa Chambel, José F. Rodrigues, and Lara Santos CalTech - California Institute of Technology, USA University of Lisbon and CMAF, Portugal www.di.fc.ul.pt/~tc

2. Table of Contents • Introduction • The Use of Video in Mathematics • What is Video Based Hypermedia ? • Learning with Video Based Hypermedia • Hypervideo Technologies • Case Studies • Conclusions

3. 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 campaigns • Websites, conferences, exhibits, competitions, videos

4. 2. The Use of Video in Mathematics • Why • To 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, ... • Who • School, University or General public • What • Geometry, topology, visualization of classical ideas • History of math, topics in high school math, • Applications in real world

5. 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

6. 2. The Use of Video in Mathematics • However • Learning requires more flexible mechanisms • to manipulate multiple resources of the media at hand

7. 3. What is Video Based Hypermedia ? Spatio-temporal link from Video to Video Navigation History

8. 3. What is Video Based Hypermedia ? Spatio-temporal link from Video to Text

9. 3. What is Video Based Hypermedia ? Text centered and Video centered pages Different Video Indexes

10. 3. What is Video Based Hypermedia ? Exercises: Index, video and text

11. 4. Learning with Video Based Hypermedia • Modes of Cognition Don Norman • Both essential, • Require different technological support • Experiential Cognition • Leads to a state in which we percieve and react to events efficiently and effortlessly • Its enjoyement is also its danger • Reflective Cognition • Is that of comparison and contrast, of thought and decision making. • Requires some structure and organization

12. 4. Learning with Video Based Hypermedia Different media and the way they are used and integrated, can support different modes of cognition

13. 4. Learning with Video Based Hypermedia • 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 • To support reflection: • Compositional representation • Time to reflect • Examples • Text, Television, Communication tools, Web

14. 4. Learning with Video Based Hypermedia • Television and video, when properly constructed, • can be apowerful 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

15. 5. Hypervideo Technologies • Effective reflection requires structure and organization • The main issue in Hypermedia • Hypermedia • Powerful way to structure and interact with information • Truly hypermedia? Illustration versus participate in links • Video • Rich, Interesting , more complex Hypervideo A more powerful model : Spatial and temporal dimensions Trulyintegrate different media New concepts of navigation

16. 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.

17. 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

18. 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

19. 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

20. 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

21. Acknowledgements • Prof. Nuno Guimarães • Prof. Konrad Poltier • Maria Haydée Morales • YOU for listening