Browsing by Author "Prié, Yannick"

Now showing 1 - 10 of 10
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    A Framework for Usage-based Document Reengineering
    (ACM New York, NY, USA, 2013-09) Sadallah, Madjid; Encelle, Benoît; Maredj, Azze-Eddine; Prié, Yannick
    This ongoing work investigates usage-based document reengineering as a means to support authors in modifying their documents. Document usages (i.e. usage feedbacks) cover readers' explicit annotations and their reading traces. We first describe a conceptual framework with various levels of assistance for document reengineering: indications on reading, problem detection, reconception suggestions and automatic reconception propositions, taking our example in e-learning document management. We then present a technical framework for usage-based document reengineering and its associated models for documents, annotations and traces representation.
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    CHM: an annotation-and component-based hypervideo model for the Web
    (Springer Verlag, 2012-07-21) Sadallah, Madjid; Aubert, Olivier; Prié, Yannick
    Hypervideos are hypermedia documents that focus on video content. While they have long been deployed using specialized software or even hardware, the Web now offers a ground for them to fit into standardized languages and implementations. However, hypervideo design also currently uses very specific models limited to a single class of documents, or very generic hypermedia models that may not appropriately express their specific features. In this article we describe such features, and we introduce CHM, an annotation-driven and component-based model to conceptualize hypervideos through a high level operational specification. An extensible set of high level components is defined to emphasize the presentation and interaction features modeling, while lower level components offer more flexibility and customization opportunities. Being annotation-based, the model promotes a clear separation between video content/metadata and their various potential presentations. We also describe WebCHM, an implementation of CHM with standard Web technologies that provides a general framework to experiment with hypervideos on the Web. Two examples are provided as well as a preliminary usage study of the model and its implementation to validate our claims and proposals.
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    Component-based hypervideo model: high-level operational specification of hypervideos
    (ACM New York, NY, USA, 2011) Sadallah, Madjid; Aubert, Olivier; Prié, Yannick
    Hypervideo offers enhanced video-centric experiences. Usually defined from a hypermedia perspective, the lack of a dedicated specification hampers hypervideo domain and concepts from being broadly investigated. This article proposes a specialized hypervideo model that addresses hypervideo specificities. Following the principles of component-based modeling and annotation-driven content abstracting, the Component-based Hypervideo Model (CHM) that we propose is a high level representation of hypervideos that intends to provide a general and dedicated hypervideo data model. Considered as a video-centric interactive document, the CHM hypervideo presentation and interaction features are expressed through a high level operational specification. Our annotation-driven approach promotes a clear separation of data from video content and document visualizations. The model serves as a basis for a Web-oriented implementation that provides a declarative syntax and accompanying tools for hypervideo document design in a Web standards-compliant manner.
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    Component-based Hypervideo Model: high-level operational specification of hypervideos
    (CERIST, 2011-06) Sadallah, Madjid; Aubert, Olivier; Prié, Yannick
    Hypervideo offers enhanced video-centric experiences with attractive and powerful features. Usually defined from a hypermedia perspective, the lack for a dedicated specification prevents hypervideo domain and concepts from being broadly investigated. This article proposes a formal hyper¬video model beyond conventional and very general ones. Followingtheprinciples of component-based modeling and annotation-driven content abstracting, CHM – the proposed Component-based Hypervideo Model - is a high level rep-resentation of hypervideos that intends to expose a gen¬eral, easy to use, comprehensive, expressive, intuitive and dedicated hypervideo data model. Considered as a video-¬centric interactive document, the CHM hypervideo presen¬tation and interaction features are emphasized throughhigh level document operational specification. Our annotation¬-driven approach promotes a clear separation of data from video content and document visualizations. The model serves as a basis for a Web-oriented implementation that provides a declarative syntax and accompanying tools for hypervideo documents design in a simple yet powerful and Web standards¬ compliant manner.
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    Hypervideo and Annotations on the Web
    (IEEE Computer Society Washington, DC, USA, 2011-09-08) Sadallah, Madjid; Aubert, Olivier; Prié, Yannick
    Effective video-based Web information system deployment is still challenging, while the recent widespread of multimedia further raises the demand for new online audiovisual document edition and presentation alternatives. Hyper video, a specialization of hypermedia focusing on video, can be used on the Web to provide a basis for video-centric documents and to allow more elaborated practices of online video. In this paper, we propose an annotation-driven model to conceptualize hyper videos, promoting a clear separation between video content/metadata and their various potential presentations. Using the proposed model, features of hyper video are grafted to wider video-based Web documents in a Web standards-compliant manner. The annotation-driven hyper video model and its implementation offer a general framework to experiment with new interaction modalities for video-based knowledge communication on the Web.
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    Leveraging Learners' Activity Logs for Course Reading Analytics Using Session-Based Indicators
    (Inderscience, 2019) Sadallah, Madjid; Encelle, Benoît; Maredj, Azze-Eddine; Prié, Yannick
    A challenge that course authors face when reviewing their contents is to detect how to improve their courses in order to meet the expectations of their learners. In this paper, we propose an analytical approach that exploits learners' logs of reading to provide authors with insightful data about the consumption of their courses. We first model reading activity using the concept of reading-session and propose a new and efficient session identification. We then elaborate a list of indicators computed using learners' reading sessions that allow to represent their behaviour and to infer their needs. We evaluate our proposals with course authors and learners using logs from a major e-learning platform. Interesting results were found. This demonstrates the effectiveness of the approach in identifying aspects and parts of a course that may prevent it from being easily read and understood, and for guiding the authors through the analysis and review tasks.
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    Modèles et Outils Documentaires pour les Hypervidéos sur le Web
    (Université Abderrahmane Mira de Béjaia, 2011-11-16) Sadallah, Madjid; Prié, Yannick
    Avec l’émergence de nouvelles formes de présentation et de représentation des documents audiovisuels, l’hypervidéo - une technologie attractive axée sur l’hypermédia à forte composante vidéo - introduit de nouvelles pratiques d’accès et de partage de la connaissance des documents audiovisuels complexes. Son objectif est d’instaurer une culture audiovisuelle axée sur une lecture active et des expériences utilisateurs inouïes avec des paradigmes de présentation nouveaux et des alternatives d’interactions encore plus élaborées. Généralement définis par des représentations hypermédia conventionnelles, les concepts et pratiques utilisés jusque là sont trop généraux pour couvrir tout ce qui caractérise les hypervidéos, ce qui les empêche d’être mieux étudiées et plus répandues. Le besoin d’un fondement théorique a motivé la proposition de CHM - Component-based Hypervideo Model -, un modèle de données qui considère les hypervidéos au delà de ceux de l’hypermédia et du multimédia trop généraux et peu expressifs. Il suit les principes de la modélisation à base de composants et la description à base d’annotations. Le modèle proposé sert comme base théorique pour une implémentation qui cible la vidéo sur le Web, présentée comme preuve des principes avancés et ayant comme perspective d’avancer des éléments de réponse pour une meilleure prise en charge et une exploitation optimale de la vidéo sur le Web.
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    Modèles et Outils documentaries pour les hypervidéos sur le web
    (CERIST, 2012) Sadallah, Madjid; Maredj, Azze-Eddine; Aubert, Olivier; Prié, Yannick
    Avec l'émergence de nouvelles formes de présentation et de représentation des documents audiovisuels, l'hypervidéo - une technologie attractive axée sur l'hypermédia à forte composante vidéo - introduit de nouvelles formes de diffusion de documents audiovisuels à structures complexes. Son objectif est de permettre des expériences utilisateurs inouïes avec des paradigmes de présentation nouveaux et des alternatives d'interactions encore plus élaborées. Généralement considérées via des modèles hypermédias, les concepts et les représentations associés aux hypervidéos restent encore trop généraux pour couvrir toutes leurs caractéristiques, les empêchant d'être mieux étudiées et plus répandues. Le besoin d'un fondement théorique spécifique aux hypervidéos a motivé la proposition du modèle CHM - Component-based Hypervideo Model -, élaboré suivant les principes de la modélisation base de composants et la description à base d'annotations. Cette nouvelle base théorique sert comme fondement pour une implémentation des hypervidéos ayant pour cible la vidéo sur le Web, présentée comme preuve des principes avancés et ayant en perspective de proposer une meilleure prise en charge et une exploitation optimale de la vidéo sur le Web. ---- Defined as a specialization of hypermedia focusing on interactive video, hypervideo is an attractive technology that promises non-conventional and powerful features. It aims to bring more powerful capabilities for video-centric documents and to offer novel user experiences with more elaborated practices and advanced interaction alternatives. Usually considered from a conventional hypermedia perspective, the underlying concepts and representations are too general to qualify hypervideos, preventing this kind of documents from being broadly investigated. The need for theoretical foundations for hypervideos motivates the present work. With the aim to provide a formal data model that considers hypervideo beyond the very general and conventional hypermedia ones, CHM - Component-based Hypervideo Model - is an attempt to theorize hypervidéos using a component-based modeling and an annotation-driven document description. The proposed model serves as a basis for a Web-oriented implementation used as a proof of principles and a means to provide a basis for more elaborated practices of online video implementation since the features of hypervideo are grafted to wider video-based Web documents in a simple yet powerful and Web standards-compliant manner
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    Towards Reading Session-based indicators in Educational Reading
    (CERIST, 2015-06) Sadallah, Madjid; Encelle, Benoît; Maredj, Azze-Eddine; Prié, Yannick
    It is a challenging task to identify eLearning courses parts that have to be revised to best suit learners’ requirements. Reading being one of the most salient learning activities, one way of doing so is to study how learners consume courses. We intend to support course authors (e.g. teachers) during courses revision by providing them with reading indicators. We use the concept of reading session to denote a learner’s active reading period, and we provide several associated reading indicators. In our server-side approach, reading sessions and indicators are calculated using web server logs. We evaluate the relevance of our proposals using logs from a major French eLearning platform. Results are promising: calculated reading sessions are theoretically more precise than other best applicable approaches, and course authors consider suggested indicators to be appropriate to courses revision. Using reading sessions and associated indicators could facilitate authors’ work of course reengineering.
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    Towards reading session-based indicators in educational reading analytics
    (Springer, 2015-09) Sadallah, Madjid; Encelle, Benoît; Maredj, Azze-Eddine; Prié, Yannick
    It is a challenging task to identify eLearning courses parts that have to be revised to best suit learners' requirements. Reading being one of the most salient learning activities, one way of doing so is to study how learners consume courses. We intend to support course authors (e.g. teachers) during courses revision by providing them with reading indicators. We use the concept of reading session to denote a learner's active reading period, and we provide several associated reading indicators. In our server-side approach, reading sessions and indicators are calculated using web server logs. We evaluate the relevance of our proposals using logs from a major French eLearning platform. Results are promising: calculated reading sessions are theoretically more precise than other best applicable approaches, and course authors consider suggested indicators to be appropriate to courses revision. Using reading sessions and associated indicators could facilitate authors' work of course reengineering.