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2008 Steg

Pablo Moreno Ger
Pablo Moreno Ger

The document discusses integrating digital storytelling and educational gaming platforms by facilitating the creation and maintenance of collaboratively annotated multimedia metadata. It aims to allow instructors to create low-cost educational adventure games using tools like MIST (for multimedia management and story creation) and e-Adventure (for game authoring). Key challenges are maintaining metadata across different specifications for multimedia, education, and mobility contexts in a way that supports collaborative tagging by users. Future work includes completing the integration of MIST and e-Adventure, enabling two-way interoperability of metadata, developing story-driven games collaboratively, and ensuring interoperability of mobile versions.

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Making sense of collaboratively annotated multimedia metadata for (mobile) digital story-telling and educational gaming First International Workshop on Story-Telling and Educational Games (STEG 2008) Maastricht, The Netherlands September 16th 2008 Pablo Moreno Ger , Marc Spaniol, Enrique L坦pez Ma単as Niels Drobek, Baltasar Fern叩ndez-Manj坦n Universidad Complutense RWTH - Aachen Max Planck Institute
Motivation Educational gaming could use some Attractive narratives Good stories interweaving content and interest Well-structured and correctly paced narratives for learning situations Story-telling could use some Visual support (eye-candy) Interactivity Actually, these are not new ideas Games tell stories Interactive stories are games
Education 2.0 New media offers the consumers the opportunity of contributing their own content The Internet is going 2.0 Education is going 2.0 Even videogames are going 2.0 (MMOs, Spore) Web 2.0 brought forth the prosumer Producer + consumer Learning 2.0 is introducing the teaner Teacher + learner
But Can teaners really produce high-quality educational content? Instructor guidance Peer-correction and improvement Is 2.0 educational gaming even possible?
The objectives: Use together digital story-telling and educational gaming platforms Provide a collaborative authoring process for story-driven educational gaming Facilitate the creation and maintenance of metadata annotations
MIST: Media Integrated Story-Telling Support of an international community of researchers in order to preserve the Afghan cultural heritage by: - Exchange of multimedia artifacts - MPEG-7 based semantic multimedia annotations - Re-contextualization multimedia contents via non-linear stories
MIST Multimedia Management Creation and management: Media collections Metadata Media variations Collaborative indexing based on: Free text annotations ( la Flickr) Semantic MPEG-7 basetypes Agent Event Concept Object Place Time State
MIST Story Creation Illustration of episodic knowledge Modeling of non-linear stories based on Movement Oriented Design (MOD) Decomposition of stories according to a problem hierarchy Recall of semantic high-quality metadata on multimedia artifacts
MIST Story Consumption Non-linear access sequences in multimedia stories, i.e. success vs. failure depending on access sequence Context information via multimedia annotations
<e-Adventure> Instructor-oriented authoring tool for the creation of low-cost educational adventure games for online education http://e-adventure.e-ucm.es
<e-Adventure> Instructor-oriented authoring tool for the creation of low-cost educational adventure games for online education Why adventure games? Biased for content instead of action Narrative and puzzles drive the game They promote significant learning skills Problem solving Action planning Exploration Situated reasoning Discovey-based learning
<e-Adventure> Instructor-oriented authoring tool for the creation of low-cost educational adventure games for online education
<e-Adventure> Instructor-oriented authoring tool for the creation of low-cost educational adventure games for online education Games as Learning Objects <e-Adventure> exports the games as standards-compliant Learning Objects IMS Content Packaging + IEEE LOM Metadata
The best of both worlds Game document <e-Adventure> game MIST XML-binding MIST story Edit Refine Adaptation process
The advantages MIST interactive stories can be enriched and executed in a visually appealing environment <e-Adventure> games can get better story-lines written in MIST 2.0 (1.5?) creation of educational games
Case-study: Cultural Heritage Tasks in the Bamiyan Valley Documentation of consolidation measures at Bamiyan cliffsite Help local workers understand the task and the procedures involved Gather annotated media and transmit it through story-driven educational games
The Bamiyan e-Adventure
But Are we really using everything that MIST and <eAdventure> have to offer? ?
In MIST MIST offers a very powerful metadata management system Huge media repository MPEG-7 metadata annotated collaboratively Metadata for each individual media resource Different categories (location, coordinates, current state, historical interest) Secured database with access control
In <e-Adventure> Games can be exported as standards-compliant Learning Objects Packaged according to the IMS Content Packaging specification Annotated with IEEE Learning Object Metadata
Open questions Which metadata standards should we use? MPEG7 IEEE LOM Dublin-Core On which level should we maintain metadata? Game/story Individual resource How can we maintain the metadata? We need good tools to allow users to maintain the metadata collaboratively
Resource-level metadata MPEG 7 seems to be the most powerful Our solution: Use MIST metadata for the resource level Avoid loosing the benefits of MIST when converting the story into a game Game document <e-Adventure> game MD Unit MD Unit MD Unit Collaboratively annotated Flexible approach Exported from MIST as an XML file Runtime link to MIST storage Open specification: MPEG7, DublinCore,
Game/story-level metadata Leverage <e-Adventure> LMS-orientation MPEG7 is more powerful, but IEEE LOM is more extended in educational contexts Our solution: Use IEEE LOM for game-level metadata Learning Object (IMS Content Packaging) LO Metadata (IEEE LOM) Game document <e-Adventure> game MD Unit MD Unit MD Unit
Going mobile <m-Adventure> to be released early 2009
Going mobile MIST for mobile environments currently under development Mobile story-player Mobile edition of media metadata MD-annotation in media-acquisition time GPS cameras PDAs in field-work Fast consultation of experts
Metadata for mobility New metadata dimension Device capabilities and profiles Available standards/specifications MPEG-7: Good for media, poor for hardware MPEG-21: Hardware descriptions W3Cs Composite Capabilities/Preferences Profiles (CC/PP) UAProf Wireless Universal Resource File (WURFL)
Conclusions MIST + <e-Adventure> is: Web 2.0 creation of educational adventure games Enriched game-like interactive story-telling Story-driven educational gaming Metadata gathering and maintenance is a significant but necessary challenge Profesional annotation of metadata does not work Collaborative tagging does work (at least in the Web 2.0) Metadata for multimedia and education: complicated Different specifications for different purposes Metadata for mobility: complete mess Too many competing formats
Future work Completing the integration between MIST and <e-Adventure> Two-way metadata interoperability Collaborative development of story-driven educational games Tap into RWTH Aachens vast repository of annotated media Mobile versions of both MIST and <e-Adventure> Assure the interoperability from the beginning Unification of mobile metadata approaches
Your turn
Making sense of collaboratively annotated multimedia metadata for (mobile) digital story-telling and educational gaming First International Workshop on Story-Telling and Educational Games (STEG 2008) Maastricht, The Netherlands September 16th 2008 Pablo Moreno Ger , Marc Spaniol, Enrique L坦pez Ma単as Niels Drobek, Baltasar Fern叩ndez-Manj坦n Universidad Complutense RWTH - Aachen Max Planck Institute

More Related Content

2008 Steg

  • 1. Making sense of collaboratively annotated multimedia metadata for (mobile) digital story-telling and educational gaming First International Workshop on Story-Telling and Educational Games (STEG 2008) Maastricht, The Netherlands September 16th 2008 Pablo Moreno Ger , Marc Spaniol, Enrique L坦pez Ma単as Niels Drobek, Baltasar Fern叩ndez-Manj坦n Universidad Complutense RWTH - Aachen Max Planck Institute
  • 2. Motivation Educational gaming could use some Attractive narratives Good stories interweaving content and interest Well-structured and correctly paced narratives for learning situations Story-telling could use some Visual support (eye-candy) Interactivity Actually, these are not new ideas Games tell stories Interactive stories are games
  • 3. Education 2.0 New media offers the consumers the opportunity of contributing their own content The Internet is going 2.0 Education is going 2.0 Even videogames are going 2.0 (MMOs, Spore) Web 2.0 brought forth the prosumer Producer + consumer Learning 2.0 is introducing the teaner Teacher + learner
  • 4. But Can teaners really produce high-quality educational content? Instructor guidance Peer-correction and improvement Is 2.0 educational gaming even possible?
  • 5. The objectives: Use together digital story-telling and educational gaming platforms Provide a collaborative authoring process for story-driven educational gaming Facilitate the creation and maintenance of metadata annotations
  • 6. MIST: Media Integrated Story-Telling Support of an international community of researchers in order to preserve the Afghan cultural heritage by: - Exchange of multimedia artifacts - MPEG-7 based semantic multimedia annotations - Re-contextualization multimedia contents via non-linear stories
  • 7. MIST Multimedia Management Creation and management: Media collections Metadata Media variations Collaborative indexing based on: Free text annotations ( la Flickr) Semantic MPEG-7 basetypes Agent Event Concept Object Place Time State
  • 8. MIST Story Creation Illustration of episodic knowledge Modeling of non-linear stories based on Movement Oriented Design (MOD) Decomposition of stories according to a problem hierarchy Recall of semantic high-quality metadata on multimedia artifacts
  • 9. MIST Story Consumption Non-linear access sequences in multimedia stories, i.e. success vs. failure depending on access sequence Context information via multimedia annotations
  • 10. <e-Adventure> Instructor-oriented authoring tool for the creation of low-cost educational adventure games for online education http://e-adventure.e-ucm.es
  • 11. <e-Adventure> Instructor-oriented authoring tool for the creation of low-cost educational adventure games for online education Why adventure games? Biased for content instead of action Narrative and puzzles drive the game They promote significant learning skills Problem solving Action planning Exploration Situated reasoning Discovey-based learning
  • 12. <e-Adventure> Instructor-oriented authoring tool for the creation of low-cost educational adventure games for online education
  • 13. <e-Adventure> Instructor-oriented authoring tool for the creation of low-cost educational adventure games for online education Games as Learning Objects <e-Adventure> exports the games as standards-compliant Learning Objects IMS Content Packaging + IEEE LOM Metadata
  • 14. The best of both worlds Game document <e-Adventure> game MIST XML-binding MIST story Edit Refine Adaptation process
  • 15. The advantages MIST interactive stories can be enriched and executed in a visually appealing environment <e-Adventure> games can get better story-lines written in MIST 2.0 (1.5?) creation of educational games
  • 16. Case-study: Cultural Heritage Tasks in the Bamiyan Valley Documentation of consolidation measures at Bamiyan cliffsite Help local workers understand the task and the procedures involved Gather annotated media and transmit it through story-driven educational games
  • 18. But Are we really using everything that MIST and <eAdventure> have to offer? ?
  • 19. In MIST MIST offers a very powerful metadata management system Huge media repository MPEG-7 metadata annotated collaboratively Metadata for each individual media resource Different categories (location, coordinates, current state, historical interest) Secured database with access control
  • 20. In <e-Adventure> Games can be exported as standards-compliant Learning Objects Packaged according to the IMS Content Packaging specification Annotated with IEEE Learning Object Metadata
  • 21. Open questions Which metadata standards should we use? MPEG7 IEEE LOM Dublin-Core On which level should we maintain metadata? Game/story Individual resource How can we maintain the metadata? We need good tools to allow users to maintain the metadata collaboratively
  • 22. Resource-level metadata MPEG 7 seems to be the most powerful Our solution: Use MIST metadata for the resource level Avoid loosing the benefits of MIST when converting the story into a game Game document <e-Adventure> game MD Unit MD Unit MD Unit Collaboratively annotated Flexible approach Exported from MIST as an XML file Runtime link to MIST storage Open specification: MPEG7, DublinCore,
  • 23. Game/story-level metadata Leverage <e-Adventure> LMS-orientation MPEG7 is more powerful, but IEEE LOM is more extended in educational contexts Our solution: Use IEEE LOM for game-level metadata Learning Object (IMS Content Packaging) LO Metadata (IEEE LOM) Game document <e-Adventure> game MD Unit MD Unit MD Unit
  • 24. Going mobile <m-Adventure> to be released early 2009
  • 25. Going mobile MIST for mobile environments currently under development Mobile story-player Mobile edition of media metadata MD-annotation in media-acquisition time GPS cameras PDAs in field-work Fast consultation of experts
  • 26. Metadata for mobility New metadata dimension Device capabilities and profiles Available standards/specifications MPEG-7: Good for media, poor for hardware MPEG-21: Hardware descriptions W3Cs Composite Capabilities/Preferences Profiles (CC/PP) UAProf Wireless Universal Resource File (WURFL)
  • 27. Conclusions MIST + <e-Adventure> is: Web 2.0 creation of educational adventure games Enriched game-like interactive story-telling Story-driven educational gaming Metadata gathering and maintenance is a significant but necessary challenge Profesional annotation of metadata does not work Collaborative tagging does work (at least in the Web 2.0) Metadata for multimedia and education: complicated Different specifications for different purposes Metadata for mobility: complete mess Too many competing formats
  • 28. Future work Completing the integration between MIST and <e-Adventure> Two-way metadata interoperability Collaborative development of story-driven educational games Tap into RWTH Aachens vast repository of annotated media Mobile versions of both MIST and <e-Adventure> Assure the interoperability from the beginning Unification of mobile metadata approaches
  • 30. Making sense of collaboratively annotated multimedia metadata for (mobile) digital story-telling and educational gaming First International Workshop on Story-Telling and Educational Games (STEG 2008) Maastricht, The Netherlands September 16th 2008 Pablo Moreno Ger , Marc Spaniol, Enrique L坦pez Ma単as Niels Drobek, Baltasar Fern叩ndez-Manj坦n Universidad Complutense RWTH - Aachen Max Planck Institute