Lars Knipping

E-Chalk: a lecture recording system using the chalkboard metaphor

This article describes a system that produces web based learning modules as a by‐product of regular classroom teaching. The lecturer uses a pen sensitive display in place of the traditional chalkboard. In addition to drawings, the electronic chalkboard handles a range of multimedia elements from the Internet. The system records all actions and provides both a live transmission and a replay of the lecture from the web. Remote students follow the lecture looking at the dynamic board content and listening to the recorded voice of the instructor. Several use cases of the system as well as a systematic evaluation in two universities are presented.

An application of point pattern matching in astronautics

Abstract We consider a point pattern matching problem occuring in astronautics: Given are pictures from a camera of unknown orientation, showing a section of the starry sky. We want to determine the orientation of the camera by matching the constellations in the pictures with a star catalogue. This problem occurs for satellite attitude determination with star field sensors. We present a new solution, which uses incremental Delaunay triangulation.

Elektronische Kreide: Eine Java-Multimedia-Tafel für den Präsenz- und Fernunterricht

Zusammenfassung. E-Kreide ist ein Multimedia-System für den Präsenz- und Fernunterricht. Unsere elektronische Tafel besteht aus einem berührungsempfindlichen Plasmabildschirm (oder einer Kombination von LCD-Projektor und berührungsempfindlicher Projektionswand) und in Java geschriebener Software, die das Gesamtsystem steuert. Dabei kann auf den Bildschirm auf zwei verschiedene Arten geschrieben werden: Man führt einen Stift entweder direkt über das Display oder über ein Digitalisiertablett. Farbe und Breite der an der Tafel angezeigten Linienzüge können komfortabel geändert werden. Bilder können in das Tafelbild eingebaut, mathematische Ausdrücke ausgewertet und Java-Applets aus dem Internet (unverändert) interaktiv genutzt werden. Der Lehrende kann dann wie mit einer herkömmlichen Kreidetafel arbeiten, hat aber zusätzlich volle Kontrolle über interaktive Software.Das Tafelbild wird über das Internet übertragen. Ein Netzteilnehmer kann die Webseite des Kurses aufrufen und erhält ohne zusätzliche Software, nur mit Hilfe eines Internet-Browsers, das Tafelbild in Echtzeit. Unser Java-System überträgt neben dem Tafelbild noch zwei weitere Datenströme: Audio und Video (das Gesicht des Dozenten oder eine Ansicht des Hörsaals). Die Kurse werden archiviert und können später bei Bedarf aufgerufen werden. Studenten haben die Möglichkeit live oder zeitversetzt, zu Hause oder unterwegs (mit Laptop und Mobilkommunikation) an einem Kurs teilzunehmen. Es ist sogar möglich, ein Java-fähiges Handy für den Empfang des Tonsignals zu verwenden.Die erste Version einer Handschrifterkennung wurde bereits implementiert. Damit kann der Dozent arithmetische Formeln schreiben, die von einem Computer-Algebra-System, wie z.B. Mathematica, gelöst werden. Wenn alle Module der Handschrifterkennung fertig sind, wird es möglich sein, Programme per Hand zu codieren, die dann sofort lauffähig sind.Abstract. E-Chalk is a multimedia system for teaching in a classroom and through the Internet. Our electronic blackboard consists of a contact sensitive plasma screen (or a combination of an LCD projector and a contact sensitive projection screen) and software written in Java to control the whole system. The user can write on the screen directly, using a plastic pen, or using a CAD tablet. The color and width of the lines can be changed through a menu. The user can position pictures on the blackboard, can evaluate arithmetical expressions automatically, or can use interactive Java Applets from the Internet. The teacher has all the functionality of the classical blackboard, and the added functionality of interactive software.The contents of the blackboard are transmitted through the Internet. A remote viewer can start a course just by clicking on a link to the web page of the course. No plug-ins have to be loaded: a conventional browser is all the software needs on the side of the remote viewer. Our Java system transmits three types of data streams: the blackboard image, audio, and video (the face of the teacher or a view of the classroom). The courses are stored on a server and can be viewed on demand. Students can hear and see a lecture live or with a time delay, at home or on the move (with a laptop and mobile communication). It is even possible to use a Java enabled cellular telephone to hear a class.The first version of the handwriting recognition module is now in place. The teacher can write arithmetical formulas on the electronic blackboard, which are evaluated automatically by a computer algebra system. Once all handwriting recognition modules are ready, it will be possible to index courses using handwritten annotations or to write computer code that can immediately run.

Educational multimedia systems: the past, the present, and a glimpse into the future

The progress in multimedia capture, analysis, and delivery, combined with the rapid adoption of broadband communication, have resulted in educational multimedia systems that have advanced traditional forms of teaching and learning. In addition, new trends in multimedia technology, such as multimedia on handheld devices or advanced approaches for the automatic analysis of multimodal signals, offer novel and exciting opportunities for teaching and learning. However, the question about how multimedia can really make education more exploratory and enjoyable is as yet unanswered, and we are just beginning to understand the real contribution of multimedia to education.This concept note provides a motivation for the ACM Workshop on Educational Multimedia and Multimedia Education. Based on a brief overview of the history of educational multimedia systems and a rough analysis of the current situation, we venture a glimpse into the future and argue that educational multimedia is a vivid and relevant area for research

WEB BASED LECTURES PRODUCED BY AI SUPPORTED CLASSROOM TEACHING

This article presents a system that maps classroom lectures directly into web based education lessons. In the classroom, the lecturer writes on a wide, pen sensitive display. The system tracks all actions and makes it possible for the lecture to be replayed from the web any time. The remote viewer can follow the progress of the lecture: Audio, the creation of the board content, and an optional video image of the instructor is transmitted. In addition to usual drawing functionality the board can handle a range of multimedia elements from the Internet. The board can integrate different kinds of modules, invoked by board drawings. One of these modules is described here: A computer algebra system that evaluates mathematical expressions or plots functions is placed at the lecturers disposal by a handwriting recognition.

Recognizing and simulating sketched logic circuits

This paper presents a system for recognizing sketched logic circuits in real-time and graphically simulating them afterwords. It has been developed for use in university and school education. Circuit gate symbols are recognized using a multilayer perceptron network. The simulation is fully controlled by hand-drawings, and the inputs to circuits can be defined by writing numbers next to them. In addition to the simulation of simple circuits, recursive circuits can also be handled by the system. Furthermore, clock elements can be added for the purpose of synchronization, and circuits can be stored to be reused as sub-circuits, allowing the user to build arbitrary complex configurations. The usability of the system has been tested in a small video-taped laboratory test.

Web Based Education as a Result of AI Supported Classroom Teaching

This paper presents a system that maps classroom lectures directly into web based education lessons. In the classroom, the lecturer writes on a wide, pen sensitive display. The system tracks all actions and makes it possible for the lecture to be replayed from the web any time. The remote viewer can follow the progress of the lecture: Audio, the creation of the board content, and an optional video image of the instructor is transmitted. In addition to usual drawing functionality the board can handle a range of multimedia elements from the Internet. The board can integrate all kinds of modules, invoked by board drawings. One of these modules is described here: A computer algebra system that evaluates mathematical expressions or plots functions is placed at the lecturers disposal by a handwriting recognition.

FU-Fighters 2001 (Global Vision)

Our F180 team, the FU-Fighters, participated for the third time at the RoboCup competition. This year we used a heterogeneous team, consisting of improved differential drive robots and new omnidirectional robots. We designed new electronics and added prediction and path planning to the behavior control. Our team won fourth place in the SmallSize league competition.

Multimedia Education in Computer Science: A Little Bit of Everything Is Not Enough

Media Impact usually focuses on the practical impact of multimedia research on IT business. Yet given the pervasiveness of multimedia technology in our everyday life, a thorough reflection on the impact of multimedia progress on education and, in particular, multimedia education is overdue. Multimedia teachers at the 2007 ACM Multimedia conference engaged in a panel discussion on the current state and future of multimedia education. In this issues,Wolfgang Hurst of Utrecht University and his colleagues Gerald Friedland of the International Computer Science Institute, Berkeley, and Lars Knipping of Berlin University of Technology use this panel as an opportunity to argue the need for a dedicated multimedia curriculum in computer science education.

Ende der Kreidezeit? Die Zukunft des Mathematikunterrichts

Die Kreidetafel ist im Mathematikunterricht und bei vielen anderen Fachern seit Jahrhunderten unubertroffen. Man kann auf schwarzem oder grunem Hintergrund mit einem Kreidestuck malen, wobei der Kontrast so stark ist, das auch in grosen Horsalen die Schrift noch aus zehn oder mehr Metern Entfernung gut lesbar ist. Schreibtafeln aus Kunststoff, auf die mit Filzstiften geschrieben wird, bieten dagegen keinen guten Kontrast und sind schon in einem mittelgrosen Raum schlecht lesbar.