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Higher inclusion rate of different media types within technology‐supported learning scenarios is becoming more necessary for higher education, as it seeks to attract more technologically‐minded students and still offer effective learning. An ‘off‐the‐shelf’ model is needed, for making third‐party, non‐text‐based, electronic resources available to academic staff who are building courses, but is shown to still be some way off. Ideally this type of model should allow independent, legal use of such resources by academic staff who rely predominantly on standardised forms of organisational services. When achieved, less‐intensive day‐to‐day support should be required per learning scenario developed so that use of different media types becomes more scaleable than at present. This paper specifically concentrates on aspects related to time‐based media (TBM).

Organization efforts in groups generate interaction and procedural structures, or “rules of behavior”. The type and extent of structuring are affected by preexisting preferences among group members for a desired degree of procedural order, as well as by the communication media available in the meeting environment. Analysis of thirty partially‐distributed groups that met over a series of four sessions was conducted by using two methods. Questionnaires were administered to ascertain perceptions of satisfaction and procedural practices. Content analysis was used to determine actual procedural behavioral patterns. It appears that preferences for procedural order does affect structuring behaviors, but do not affect their satisfaction with the group process. Interestingly, and counter to the expectations elicited from a history of media richness theory and studies, results here indicate that interaction media (video conferencing vs. audio conferencing) have no affect on either members’ perceptions of procedural structuring, their satisfaction, or their actual procedural structuring practices. Implications of these results are discussed.

Social navigation is an emerging trend for navigation in hypermedia. With social navigation, users can be guided through large volumes of learning content by cues which integrate the browsing history of past users. Earlier papers have shown that social navigation is suitable for navigation not only in classic hypermedia but also in time‐based learning media like web lectures by presenting prototype implementations. The purpose of this paper is to report on user experiences with social navigation for web lectures in the classroom.

This paper presents results obtained from a two‐term classroom study with a social navigation interface for web lectures. The study comprises both log file analysis and student questionnaires. The interface used in the study implements a footprint‐based social navigation approach for time‐based continuous media such as web lectures.

The results of the user study show that social navigation cues significantly affect user lecture navigation, causing users to pay more attention to the material previously explored by other users. The users' subjective feedback on the usefulness of the social navigation cues and related navigation components was significantly positive.

Social navigation has primarily been implemented and researched in traditional text‐ and picture‐based hypermedia. This paper presents an actual user study of footprint‐based social navigation for web lectures. The results of this study are relevant to both practitioners who want to use social navigation in web lectures and researchers who want to improve and research navigation approaches for time‐based media.

The purpose of this paper is to present a user interface for web lectures for engaging with other users while working with video based learning content. The application allows its users to ask questions about the content and to get answers from those users that currently online are more familiar with it. The filtering is based on the evaluation of past user interaction data in time‐based media.

The work is implemented as a prototype application in the context of the Opencast Matterhorn project – an open source based project for producing, managing and distributing academic video content. The application compares users viewing behavior and allows communication with others that are good candidates to answer questions.

Different filtering approaches for identifying suitable candidates are being discussed that foster past interactions in time‐based media.

The paper shows that web lectures can benefit from user awareness ideas and presents examples of how learners can benefit from the knowledge of other users who are working with the same video based content.

User awareness has become an important feature in today's Web 2.0 experience. The paper discusses different user awareness models and explains how they can be adapted to time‐based video content. The presented work is available as a plug‐in for the Opencast Matterhorn project.

Lecture recordings can be a powerful addition to traditional lectures and they can even serve as a main content source in a number of didactic scenarios. If users can quickly locate relevant passages in a recording, the recording combines the ease of search that comes with electronic text based media with the authenticity and wealth of information that is delivered in a live lecture. Locating relevant passages in a time based media such as a recorded lecture is, however, not as easy as searching an electronic text document. This article presents the virtPresenter lecture recording system that tackles navigation in web lectures with a hypermedia navigation concept that is improved with interactive content overviews. Apart from navigation in web lectures the article also addresses didactic scenarios for web lectures and issues related to the workflow of recording lectures.

The purpose of this paper is to examine the current state of Linked Data (LD) in archival moving image description, and propose ways in which current metadata records can be enriched and enhanced by interlinking such metadata with relevant information found in other data sets.

Several possible metadata models for moving image production and archiving are considered, including models from records management, digital curation, and the recent BIBFRAME AV Modeling Study. This research also explores how mappings between archival moving image records and relevant external data sources might be drawn, and what gaps exist between current vocabularies and what is needed to record and make accessible the full lifecycle of archiving through production, use, and reuse.

The author notes several major impediments to implementation of LD for archival moving images. The various pieces of information about creators, places, and events found in moving image records are not easily connected to relevant information in other sources because they are often not semantically defined within the record and can be hidden in unstructured fields. Libraries, archives, and museums must work on aligning the various vocabularies and schemas of potential value for archival moving image description to enable interlinking between vocabularies currently in use and those which are used by external data sets. Alignment of vocabularies is often complicated by mismatches in granularity between vocabularies.

The focus is on how these models inform functional requirements for access and other archival activities, and how the field might benefit from having a common metadata model for critical archival descriptive activities.

By having a shared model, archivists may more easily align current vocabularies and develop new vocabularies and schemas to address the needs of moving image data creators and scholars.

Moving image archives, like other cultural institutions with significant heritage holdings, can benefit tremendously from investing in the semantic definition of information found in their information databases. While commercial entities such as search engines and data providers have already embraced the opportunities that semantic search provides for resource discovery, most non-commercial entities are just beginning to do so. Thus, this research addresses the benefits and challenges of enriching and enhancing archival moving image records with semantically defined information via LD.

Proposes to examine the benefits of the Moving Pictures and Sound Cluster.

This short article offers a brief description of the benefits of the Moving Pictures and Sound Cluster.

Finds that the benefits were primarily in the area of sharing understanding of common issues such as copyright and planning for further development beyond the life of the projects.

This article is useful to those wishing to use the Moving Pictures and Sound Cluster.

Agile manufacturing is largely dependent on the capabilities of its people to learn and evolve with change. However, while agile manufacturing uses e‐commerce enabled technology in a decentralized organizational setting, it remains unclear how these individual capabilities should be linked to other organizational resources to create an agile organization. Another important modern management research perspective is the internal resource‐based perspective, resulting in a phenomenon called competence‐based competition with renewed attention for competence management. Competence management comprises the management, building, leveraging and deployment of strategic and operational competencies, the causal relationships and linkages between them, and the way competencies are embedded in organizational and individual resources. In this paper, we explore the relation between agile management and time‐based competence management, and study its adoption in small batch discrete parts manufacturing environments with the help of a coarse fact‐finding survey research.

This paper aims to unfold and emphasise the relevance of sustainability and time as research topics in media and communication research and discusses the relation of both phenomena with a focus on processes of media appropriation and media consumption.

The submission argues theoretically. Firstly, theories on sustainability and media and media and time are presented. Secondly, previous approaches from research on sustainable media use will be discussed. Finally, the authors call for a stronger accentuation of research on digital media, time, and sustainability.

The submission shows that previous research on sustainable media use does sufficiently take individual and social time experience into account. Moreover, research is too much focussed on the individual level. The authors therefore argue for three major conceptual changes in research on digital sustainability: time is a sustainable human resource; a shift of perspective from individual to relations is needed; and consideration of the cultural condition of capitalism is necessary.

This paper includes implications for the future research on digital media, time and sustainability.

According to the authors’ knowledge, this paper is the first one that connects perspectives on time with digital sustainability.