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Depending on the frequency and type of usage of a media type, segmenting can differ between classes, and is essentially very subjective. Below are a few guidelines that were used to segment the two example classes.
Should the instructor make extensive use of the board, it makes sense to categorize slides by the content written on the board, and/or perhaps the location of the board, if there are several boards. For the example of W4111-8 (Database Systems), board topics were separated by content as well as location. This made sense, as the instructor erased one of the four boards rather frequently, so that the board slides could be separated while retaining their meaning. Should the instructor use one particular board throughout the entire lecture while erasing only parts and replacing those parts, it would make more sense to separate on such smaller changes.
This media type seems to appear very rarely in the context of CVN classes, and its main purpose is to serve as a memory key frame, i.e. a slide that sticks out and is remembered as such. In this case, slides should be segmented by merely placing all consecutively appearing slides into a separate topic, as it is not clear how to decide whether non-consecutive slides fall into the same topic. For example, a question from the class near the beginning of lecture may very well re-appear in the middle of the lecture, yet without recognizing and understanding the speech, we cannot decide how to place the slides. However, if this does not prove difficult, then Class slides can certainly be placed into topics by different means.
Few instructors make extensive use of the computer - it merely serves as a resource for examples or the like. Yet the same rules apply as in "Usage of the Board". Should the instructor be using PowerPoint slides, then most likely the presentation is divided into topics that can help in segmenting the slide data. Should there be a large quantity of slides from web pages, the segmentation may follow the URL of the web page. However, from most CVN courses we tend to see few computer slides, and if they appear, then usually only in small quantities here and there, as for example in W4111-8. Here, computer slides were segmented by merely placing all consecutively appearing slides into a different topic.
Depending on the instructor, Podium slides are either used rarely or extensively. Instructors that tend to take notes on the board or sheets of paper appear less frequently in Podium slides. In this case, Podium slides show up in the beginning of class, when assignments are announced, and general questions are discussed, and at the end of a class when class is dismissed. Once a discussion starts, we can again expect slides from the category Podium, and should the camera follow the speakers during the discussion, we may see a lot of interaction between Class and Podium slides. As for segmentation of this type of Podium slides, the same rules apply as in "Slides from the Class": they should be segmented by merely placing all consecutively appearing slides into one topic. Again, if the differentiation between Podium slides does not prove difficult, then they can certainly be placed into topics by different means. It may happen that a professor presents most of the class without taking notes. In this case, either good judgment or good speech recognition and analysis is necessary to segment the slides. Alternatively, the segmentation may have to be done while watching the entire class video. By convention, the title slide (title.jpg or 0.jpg) is a Podium slide, as Podium slides tend to appear in the beginning of the class, during which the class name is announced.
Using sheets of paper tends to be the alternative to using the board. Thus, segmentation of this media type is similar to the segmentation of the board. Should the instructor use very few sheets of paper, i.e. write less and talk more, as in the case of w4118-8, slides from each sheet can be considered one topic. If many sheets are used, slides from several sheets can be combined into one topic. Instructors may also place titles on sheets that are used to introduce a new topic, in which case segmentation can follow the convention laid down on paper.
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