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Lectures can be digitally recorded and replayed to provide multimedia revision material for students who attended the class and a substitute learning experience for students unable to attend. Deaf and hard of hearing people can find it difficult to follow speech through hearing alone or to take notes while they are lip‐reading or watching a sign‐language interpreter. Notetakers can only summarise what is being said while qualified sign language interpreters with a good understanding of the relevant higher education subject content are in very scarce supply. Synchronising the speech with text captions can ensure deaf students are not disadvantaged and assist all learners to search for relevant specific parts of the multimedia recording by means of the synchronised text. Real time stenography transcription is not normally available in UK higher education because of the shortage of stenographers wishing to work in universities. Captions are time consuming and expensive to create by hand and while Automatic Speech Recognition can be used to provide real time captioning directly from lecturers’ speech in classrooms it has proved difficult to obtain accuracy comparable to stenography. This paper describes the development of a system that enables editors to correct errors in the captions as they are created by Automatic Speech Recognition.

Publishing has been defined as a way to make information widely available to the public. Our formerly mechanical world required many preliminary actions, such a typesetting and proofing, which became associated with the meaning of publishing. Electronic publishing makes is possible to make anything available to the world instantly with no preliminary preparation. Under these circumstances, materials can be divided between text posted to the Internet and works published with preliminary preparation. The local loop of the telephone line defines the speed of the Internet for most people. The local loop has lacked the speed to make flipping through pages in books or full motion video available over the Internet. Storage systems for electronic documents have defined large‐scale document storage and video storage as too slow, too unreliable, and too expensive to be consistent with the free paradigm of the Internet. The demands for processing power by electronic gaming are opening the way to publish interactive simulations as a means of expression. Increases in speed, capacity, and processing power will add new document types to the meaning of electronic publishing.

Electronic content, today’s principal means for information exchange, is dramatically reshaping how businesses compete and meet their goals and performance objectives. Now that the essential structure of business information technology, the Internet and supporting software tools has been built, the competition for strategic business advantage is shifting to focus on how companies use these tools to enable their people to compete through ready access to relevant and critical knowledge as they need it. E‐Content encompasses the world of electronic office documents, e‐mails, sites on the free web and premium content from subscription and syndicated publishers. It is integrated through a variety of authoring and content sharing tools from search engines and evolving content aggregation systems to newer forms of real time communication and electronic authoring including instant messaging, blogs, and text messaging through cell phones and other portable devices. As the sheer amount of available information and means of use proliferate, the need is growing for companies to include knowledge sharing via electronic content as a key element in their overall strategy. The fundamental strategic issue is empowering the people and decision makers who drive the business with relevant information in real time. E‐content provides the core of the business and competitive advantage lies in the immediacy of access, exchange and providing a meaningful flow of real‐time to the people who make decisions and the people who execute them. This article presents a structured model of the e‐content playing field and demonstrates how the integrated system for creating, delivering, using and sharing e‐content should be factored into strategic considerations for all businesses.

This paper aims to propose a system for the semantic annotation of audio‐visual media objects, which are provided in the documentary domain. It presents the system's architecture, a manual annotation tool, an authoring tool and a search engine for the documentary experts. The paper discusses the merits of a proposed approach of evolving semantic network as the basis for the audio‐visual content description.

The author demonstrates how documentary media can be semantically annotated, and how this information can be used for the retrieval of the documentary media objects. Furthermore, the paper outlines the underlying XML schema‐based content description structures of the proposed system.

Currently, a flexible organization of documentary media content description and the related media data is required. Such an organization requires the adaptable construction in the form of a semantic network. The proposed approach provides semantic structures with the capability to change and grow, allowing an ongoing task‐specific process of inspection and interpretation of source material. The approach also provides technical memory structures (i.e. information nodes), which represent the size, duration, and technical format of the physical audio‐visual material of any media type, such as audio, video and 3D animation.

The proposed approach (architecture) is generic and facilitates the dynamic use of audio‐visual material using links, enabling the connection from multi‐layered information nodes to data on a temporal, spatial and spatial‐temporal level. It enables the semantic connection between information nodes using typed relations, thus structuring the information space on a semantic as well as syntactic level. Since the description of media content holds constant for the associated time interval, the proposed system can handle multiple content descriptions for the same media unit and also handle gaps. The results of this research will be valuable not only for documentary experts but for anyone with a need to manage dynamically audiovisual content in an intelligent way.

Process modeling is a complex organizational task that requires many iterations and communication between the business analysts and the domain specialists. The challenge of process modeling is exacerbated, when the process of modeling has to be performed in a cross‐organizational, distributed environment. This paper aims to suggest a three‐dimensional (3D) environment for collaborative process modeling, using virtual world technology.

The paper suggests a new collaborative process modeling approach based on virtual world technology. It describes the design of an innovative prototype collaborative process modeling approach, implemented as a 3D Business Process Modeling Notation (BPMN) modeling environment in Second Life. We use a case study to evaluate the suggested approach.

Based on a case study application, the paper shows that our approach increases user empowerment and adds significantly to the collaboration and consensual development of process models even when the relevant stakeholders are geographically dispersed.

The paper presents design work and a case study. More research is needed to more thoroughly evaluate the presented approach in a variety of real‐life process modeling settings.

The research outcomes as design artifacts are directly available and applicable by business process management professionals and can be used by business, system and process analysts in real‐world practice.

This research is the first reported attempt to develop a process modeling approach on the basis of virtual world technology. It describes a novel and innovative 3D BPMN modeling environment in Second Life.

The present research aims to examine selfie-marketing from a consumer behavior perspective. Creating and sharing selfies are gaining popularity among millennials. The authors seek to understand how this popularity relates to classic research on narcissism and self-concept and to determine the effectiveness of selfie-marketing in visual user-generated content.

A mixed methods approach is used across two studies. Study 1’s qualitative exploration uses the grounded theory method by analyzing semi-structured interviews with millennials. The findings produce three research propositions. These propositions are further developed into testable hypotheses in Study 2’s quantitative investigation, featuring analysis of the variance of online survey data collected from millennials.

The findings suggest that narcissism positively relates to millennials’ attitudes toward and intent to participate in selfie-marketing on visual content-sharing apps. Results also demonstrate that millennials seek to use selfies to present their self-concepts differently in various visual content-sharing environments.

The present research is among the first to focus on the importance of self-presentation and narcissism in regard to consumers’ attitudes and behavioral responses toward selfie-marketing. For marketers, this underscores the importance of understanding the unique nature of user-generated visual content on social media.

In spring 2020, educators throughout the world abruptly shifted to emergency remote teaching in response to an emerging pandemic. The instructors of a graduate-level synchronous online geometry and measurement course for practicing school teachers redesigned their summative assessments. Their goals were to reduce outside-of-class work and to model the integration of content, pedagogy and technology. This paper aims to describe the development of a digital interactive notebook (dINB) assignment using online presentation software, dynamic geometry tools and mathematical learning trajectories. Broader implications for dINBs as assessments in effective distance learning are presented.

The qualitative analysis in this study consists of a sequence of first-cycle coding of mid-semester surveys and second-cycle thematic categorizations of mid-semester surveys and end-of-course reflections. Descriptive categorization counts along with select quotations from open-ended participant responses provided a window on evolving participant experiences with the dINB across the course.

Modifications to the dINB design based on teacher mid-semester feedback created a flexible assessment tool aligned with the technological pedagogical content knowledge (TPACK) framework. The teachers also constructed their own visions for adapting the dINB for student-centered instructional technology integration in their own virtual classrooms.

The development of the dINB enriched the TPACK understandings of the instructors in this study. It also positioned teachers to facilitate innovative synchronous and blended learning in their own school communities. Further analysis of dINB artifacts in future studies will test the hypothesis that practicing teachers’ experiences as learners increased their TPACK knowledge.

The purpose of this paper is to address the major findings of published research on the factors influencing students’ knowledge building in an online collaborative environment.

The Preferred Reporting Items for Systematic Reviews and Meta-Analyses was used to review and synthesize existing empirical studies on knowledge building in a collaborative learning context. In total, 24 studies were identified from major electronic bibliographic databases. The research was conducted between 2017 and 2019. Results of these studies were analyzed to determine potential factors that may influence the knowledge-building process among students.

Factors related to interaction and participation, task, student and support were found to be the major factors driving students’ knowledge building in the online collaborative learning environment. The association between these factors and certain collaborative tasks was mapped.

Findings from this review can help decision makers of higher education in both developing and developed countries to take the necessary steps in order to promote effective knowledge-building practices in online collaborative learning. It may also help educational policy makers to understand the particulars of collaborative knowledge-building practices, so to increase organizational overall effectiveness and performance.