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Since the introduction of the IP Multimedia Subsystem (IMS) by the Third Generation Partnership Project (3GPP) in 2002, a lot of research has been conducted aimed at designing and implementing IMS capable clients and network elements. Though considerable work has been done in the development of IMS clients, there is no single, free and open source IMS client that provides researchers with all the required functionality needed to test the applications they are developing. For example, several open and closed source SIP/IMS clients are used within the Rhodes University Conver- gence Research Group (RUCRG) to test applications under development, as a result of the fact that the various SIP/IMS clients support different subsets of SIP/IMS features. The lack of a single client and the subsequent use of various clients comes with several problems. Researchers have to know how to deploy, configure, use and at times adapt the various clients to suit their needs. This can be very time consuming and, in fact, contradicts the IMS philosophy (the IMS was proposed to support rapid service creation). This thesis outlines the development of a Java-based, IMS compliant client called RUCRG IMS client, that uses the JAIN SIP Applet Phone (JSAP) as its foundation. JSAP, which originally offered only basic voice calling and instant messaging (IM) capabilities, was modified to be IMS compliant and support video calls, IM and presence using XML Configuration Access Protocol (XCAP).

Affective haptic research is a rapidly growing field. Today, more smart haptic clothes are being studied and implemented which are aimed to effect its users emotionally. However, they have some limitations. This research intends to improve the existing literature and contribute by involving consumers directly in the design of a smart haptic jacket by adding heat, vibration actuators, and by enhancing portability. In this thesis, we are interested in six basic emotions: love, joy, surprise, anger, sadness, and fear. An online survey was designed and conducted on 92 respondents that gave feedback of what it is expected from an affective haptic jacket. The results of this survey assisted in the general design, and the feedback helped to build a prototype. 86% of the respondents expressed interest in the system and are willing to try it when it is ready. A detailed design architecture is provided along with details on the hardware and software used for the implementation. Finally, the prototype was evaluated on 14 participants using the actual prototype haptic jacket based on a QoE comparison between the absence and the presence of haptic actuation. The proposed system showed improvement over a similar system that is designed for the same purpose.

This diploma thesis brings a look at the relatively new technology Microsoft Silverlight, which is a new platform for developing Rich Internet Applications (RIA). It contains features and principles of Silverlight technology in a context of several other technologies. As a part of this work, there is a practical project developed in Microsoft Silverlight 2.0, which is used as a demonstration of described principals and techniques in a theoretical part. The goal of this work is to provide the best possible and complete description of Silverlight's features, advantages, but also limitations. In the thesis there can be also found comparisons with related technology Microsoft Windows Presentation Framework (WPF) and also with other competitors on a RIA market.

The aim of the diploma thesis "The Role of Multimedia in Educational Support Systems" is to analyze the current role of multimedia in information systems and to explore the existent use of multimedia in the educational process at VŠE. By doing so, the reader will be presented with a comprehensive roundup of the current technological tendencies concerning multimedia and their use in the educational environment. Among the topics analyzed within the scope of the technological foundations establishing chapters are the current role of multimedia, data types, transmission channels and the digitizing process. In the subsequent section, multimedia is being perceived as a concrete tool supporting the educational process. Based on the research conducted at VŠE that analyzed the technological, financial and personnel conditions, a concept of multimedia learning model was proposed in the eighth and final chapter. The current state analysis and the proposed multimedia education model at VŠE constitute the author's principal contribution to the educational field and at the same time a starting point for a future melioration of multimedia education deployment at VŠE.

A message can be communicated to other people using a combination of pictures, sounds, and actions. Ensuring that the message is understood as intended often depends on the presentation of these forms of multimedia. In today’s digital world, traditional multimedia artefacts such as paintings, photographs, audiotapes and videocassettes, although still used, are gradually being replaced with a digital equivalent. It is normally easy to duplicate these digital multimedia files, and they are often available within public repositories. Although this has its advantages, security may be a concern, especially for sensitive multimedia data. Information security services such as identification and authentication, authorisation, and confidentiality can be implemented to secure the data at the file level, ensuring that only authorised entities gain access to the entire multimedia file. It may not always be the case however that a message must be conveyed in the same way for every entity (user or program) that makes a request for the multimedia data. Although access control measures can be ensured for the multimedia at the file level, very little work has been done to ensure access control for multimedia at the content level. A number of models will be presented in this dissertation that should ensure logical access control at the content level for the three main types of multimedia, namely images, audio, and video. In all of these models, the multimedia data is securely stored in a repository, while the associated security information is stored in a database. The objects that contain the authorisation information are created through an interface that securely communicates with the database. Requests are made through another secure interface, where only the authorised multimedia data will be assembled according to the requesting entity’s security classification. Certain important side issues concerning the secure multimedia models will also be discussed. This includes security issues surrounding the model components and suspicion i.e. reducing the probability that a requesting entity would come to the conclusion that changes were made to the original multimedia data. / Prof. M.S. Olivier

Medical schools in the United States have begun the process of changing the teaching methodologies used in the classroom. The traditional, teacher-centered environment is shifting toward a more student-centered, active learning environment. Part of this shift is the integration of online learning to deliver a continuously expanding medical curriculum by moving content learning outside the classroom and creating active learning activities for the classroom. As more medical schools adopt online learning as a supplemental teaching tool, medical education faculty are taking on the role of instructional designers without having any theoretical knowledge on adult learning theory or online learning practices. Schools are developing online learning materials without relying on an instructional design framework to guide the analysis, design, development, implementation, and evaluation of the online curriculum. This can result in developing online materials that do not meet the intended objectives, are designed poorly, or do not incorporate learning principles specific to the way humans use computers to learn. At the Herbert Wertheim College of Medicine, the third year radiology clerkship is a requirement of the curriculum; however, the rotation only lasts two weeks, versus the four to seven weeks provided the other six rotations. Student group sessions led by the radiology clerkship director are limited to four hours in the afternoon, Monday through Friday. This limited time has driven the need to explore alternative solutions for the delivery of the learning material to students. This study seeks to apply an instructional design process, ADDIE, to the development of four e-learning modules for a third year, required, radiology clerkship course using the ADDIE process as a framework and incorporating a rapid prototyping approach. The purpose is to identify how to effectively implement an instructional design methodology, ADDIE, using rapid prototyping when developing supplemental online learning materials for a radiology clerkship course.

Orientadores: Rúbia Barcelos Amaral, Samuel Rocha de Oliveira / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T08:49:27Z (GMT). No. of bitstreams: 1 Barros_AnaPaulaRodriguesMagalhaesde_M.pdf: 4098692 bytes, checksum: 97ae7bead4cb3866a2fc0a36eaf2fdd3 (MD5) Previous issue date: 2013 / Resumo: Atualmente a internet tem se tornado cada vez mais atrativa aos nossos alunos, dentro e fora do ambiente escolar. O número de recursos digitais para o ensino da Matemática vem crescendo. Nesse sentido, ambientes de aprendizagem compostos por software e vídeos, online, podem ser materiais potenciais para o ensino. No entanto, é importante conhecermos tais potencialidades para o processo de aprendizagem dos alunos. Pesquisas apontam dificuldades para o ensino e a aprendizagem do conteúdo de Geometria Espacial e também identificam características fundamentais de software de Geometria Dinâmica para o estudo desse conteúdo. Nessa pesquisa, cuja abordagem foi qualitativa, um ambiente denominado micromundo composto por applets do software GeoGebra e vídeos da coleção M³ foi constituído sob lentes da teoria do Construcionismo e da Teoria Cognitiva de Aprendizagem Multimídia (TCAM) e aplicado em uma escola pública estadual localizada na cidade de Sumaré ¿ SP. Quatro duplas de estudantes do 2º ano do Ensino Médio participaram e foram observadas isoladamente. A investigação aconteceu em torno das contribuições desse micromundo em um estudo de volume de pirâmides. A pergunta que embasou a investigação foi: Como um micromundo composto por recursos do GeoGebra e da coleção M³ pode contribuir no processo de aprendizagem do aluno em um estudo sobre volume de pirâmides? Nessa direção, o objetivo foi analisar as condições criadas pelo micromundo nesse processo mediado por uma professora. Para tanto, observei a interação das duplas no micromundo e investiguei as contribuições das características sustentadas pelo Construcionismo e pela TCAM presentes nele. As dimensões construcionistas corroboraram o engajamento e interesse dos alunos em realizar as tarefas. A organização dos recursos em um ambiente on-line estimulou o interesse dos alunos. Os princípios da TCAM presentes nas multimídias aprimoraram, sobretudo, a ação reflexão dos alunos durante a realização das atividades, O micromundo proporcionou aos alunos a busca de conexões entre as multimídias e, assim, eles tomaram diferentes percursos enquanto buscavam compreender o conteúdo de volume de uma pirâmide. As características de um ambiente exploratório e interativo colaboraram para que os alunos pudessem visualizar e interpretar as figuras geométricas espaciais sob vários ângulos. O micromundo contribuiu para que as ações construcionistas ocorressem a partir da interação dos alunos, fomentando a construção do conhecimento nesse processo. Desta forma, foi possível observar indícios de aprendizagem / Abstract: Nowadays, the internet is becoming more and more attractive to our students, both inside or outside the school environment. Digital resources are growing for mathematical teaching. In this regard, online learning environments composed by software and video can be useful materials. However, it is important to know some potentialities for the students¿ learning. Researches address some difficulties for teaching and learning Euclidean Geometry and they also appoint some fundamental characteristics of one Interactive Geometry software in order to this use. In this qualitative research, an environment called microworld which is composed by applets, a software called GeoGebra and videos of M³ collection was built under the Cognitive Theory of Multimedia Learning (CTML) and it was used in a state public school located in Sumaré-SP. Four couples of second year high students participated in this research and they were observed separately. The investigation occurred around the contributions of this microworld in a study about the volume of a pyramid. The research question was: How a microworld composed by GeoGebra and M³ collection can contribute in the teaching and learning process of the student in a study about the volume of a pyramid? Thus, the objective was to analyze the conditions created by microworld in this process mediated by a teacher. In order to do that, I observed the interaction of the couples in the microworld and I investigated the contributions of the characteristics appointed by the Constructionist theory and TCMA that I could find. The constructionists dimensions confirm the engagement and interest of the students to do the tasks. The resources¿ organization in an online environment stimulated the students. TCAM¿s principles presented by the multimedia improved, above all, the student¿s reflection while they were doing the activities. Microworld provided to the students the opportunity to search for connections between the multimedia and, thereby, they could take different paths while they tried to comprehend the content of the volume of a pyramid. The characteristics of an exploratory and interactive environment collaborate to the visualization and interpretation of the Euclidean geometric illustrations under various lenses. Microworld contributed to the constructionist interactions as they could be made through the students, instigating knowledge construction in this process. Thus, it could be observed some learning signs / Mestrado / Ensino de Ciencias e Matematica / Mestra em Multiunidades em Ensino de Ciências e Matemática

Ingeniero Civil en Computación / Desde sus inicios en el cine el material audiovisual sólo se ha masificado y multiplicado. Luego del cine, la aparición de la televisión hace que el consumo este tipo de contenido sea aún más accesible que en épocas anteriores y con las primeras cámaras de video caseras el producir contenido audiovisual se vuelve de a poco más y más común. Gracias a los dispositivos móviles, cámaras de video y cámaras fotográficas cualquier persona puede generar contenido audiovisual. Además a lo anterior se le suman las producciones oficiales de videos musicales, películas, series de televisión, etc. por lo que la cantidad de contenido es enorme y poder identificarlo se vuelve un problema. Hoy en día gran parte de este contenido se encuentra sin etiquetar, es decir no contiene información asociada que lo identifique, haciendo difícil su búsqueda y reconocimiento. La búsqueda de videos cuando estos no se encuentran etiquetados requiere el uso de técnicas como la búsqueda por similitud. Esta búsqueda utiliza descriptores para encontrar videos. Los descriptores son vectores que contienen información del contenido del video, estos describen ciertas características del contenido como puede ser la distribución de colores, intensidad de luz, la ubicación y dirección de los bordes contenidos dentro de una imágen, etc. De esta forma la búsqueda por similitud se basa en comparar videos usando descriptores para establecer relaciones de semejanza entre videos. De acuerdo a estas relaciones de semejanza es posible encontrar videos que son similares entre sí. Actualmente existen soluciones disponibles capaces de realizar la búsqueda por similitud para archivos de video en un mismo computador, sin embargo esta solución no es de fácil acceso para las personas. En esta memoria se propone e implementa un sistema de búsqueda de videos que utiliza dispositivos móviles Android para grabar un video y calcular sus descrip- tores respectivos, para luego enviar los descriptores a un servidor para realizar una búsqueda por similitud haciendo uso de las herramientas existentes. Se evaluó la eficiencia del sistema propuesto comparando su tiempo de respuesta y uso de la red de datos con una implementa- ción alternativa del sistema, que envía videos completos al servidor para ser procesados. Por otro lado se evaluó la eficacia del sistema implementando tres tipos de descriptores de video distintos, y midiendo el porcentaje de respuestas correctas obtenido al usar cada uno. Los resultados obtenidos indican que los dispositivos móviles son capaces de realizar la extracción de descriptores eficientemente. El sistema propuesto es más eficiente que la al- ternativa de enviar videos completos al servidor, con respecto a este sistema alternativo se redujo el tiempo de respuesta del sistema en 30%, mientras que la cantidad de datos enviada al servidor pasó de más de 6 Megabytes a aproximadamente 20 Kilobytes. Con respecto a la eficacia del sistema, dos de los descriptores implementados mostraron resultados apenas mejores que el azar, mientras que el restante obtuvo una precisión cercana al 50%.