By Gareth J. F. Jones (auth.), Andreas Nürnberger, Marcin Detyniecki (eds.)
This ebook is a longer choice of contributions that wereoriginally subm- ted to the first foreign Workshop on Adaptive Multimedia Retrieval (AMR 2003), which used to be geared up as a part of the twenty sixth German convention on Arti?cial Intelligence (KI 2003),and held in the course of September 15–18,2003at the college of Hamburg, Germany. influenced through the general good fortune of the workshop – as published via the stimulating surroundings in the course of the workshop and the variety of very and energetic contributors – we ?nally made up our minds to edit a booklet in line with revised papers that have been at first submitted to the workshop. additionally, we invited a few extra introductory contributions with the intention to have the capacity to supply a conclusive booklet on present subject matters within the sector of adaptive multimedia retrieval platforms. we are hoping that we have been capable of prepare a stimulating selection of articles for the reader. we adore to thank the organizationcommittee of the twenty sixth German convention on Arti?cial Intelligence (KI 2003) for delivering the surroundings and the admin- trative aid in figuring out this workshop as a part of their software. particularly, we love to thank Christopher Habel for selling the workshop as a part of the convention software and Andreas Gun ¨ ther for his type aid through the association process.
Read Online or Download Adaptive Multimedia Retrieval: First International Workshop, AMR 2003, Hamburg, Germany, September 15-16, 2003, Revised Selected and Invited Papers PDF
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Extra resources for Adaptive Multimedia Retrieval: First International Workshop, AMR 2003, Hamburg, Germany, September 15-16, 2003, Revised Selected and Invited Papers
Example text
It is based on the assumption that a teacher who is creating a personalised teaching system may wish to exploit existing learning objects. We also assume that the teacher may regularly add new learning objects or remove existing ones. We have two main concerns that drive the design of our user models. Firstly, of course, the user model should be available to applications which need to customise their actions. So, for example, we would like to deliver additional direction and guidance to students who are progressing poorly.
Indeed, as can be seen from a comparison of term-document Fig. 3. A comparison of vector space models in LSI-based methods matrices for CL-LSI and Multimedia-LSI methods shown in Figures 3(b) and 3(c), one can easily replace the part that corresponds to the other language keyword information with multimedia feature data extracted from images, videos, etc. Thus, instead of retrieving documents in a language different from that of a query, it should be possible to find multimedia “documents” whose visual content corresponds to that of a query specified by keywords, and vice versa.
4 Extended Description of Metasaur The interface provides an interactive visualisation to an ontology as an aid to the user who is either creating metadata by hand or verifying and enhancing metadata that has been automatically created. There are existing systems that allow instructors to add metadata to learning objects [23] as well as standards for metadata about Learning Objects [5]. These systems employ an extensive description of the domain that is usually defined by the course instructors.
