EVA: an experimental video annotator for symbolic analysis of video data
ACM SIGCHI Bulletin
Marquee: a tool for real-time video logging
CHI '94 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Passive capture and structuring of lectures
MULTIMEDIA '99 Proceedings of the seventh ACM international conference on Multimedia (Part 1)
Semantic exploration of lecture videos
Proceedings of the tenth ACM international conference on Multimedia
Handwritten slides on a tabletPC in a discrete mathematics course
Proceedings of the 35th SIGCSE technical symposium on Computer science education
Experiences with a tablet PC based lecture presentation system in computer science courses
Proceedings of the 35th SIGCSE technical symposium on Computer science education
Speech, ink, and slides: the interaction of content channels
Proceedings of the 12th annual ACM international conference on Multimedia
Videotater: an approach for pen-based digital video segmentation and tagging
UIST '06 Proceedings of the 19th annual ACM symposium on User interface software and technology
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Speech and sketching: an empirical study of multimodal interaction
SBIM '07 Proceedings of the 4th Eurographics workshop on Sketch-based interfaces and modeling
Combining speech and sketch to interpret unconstrained descriptions of mechanical devices
IJCAI'09 Proceedings of the 21st international jont conference on Artifical intelligence
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Teaching typically involves communication of knowledge in multiple modalities. The ubiquity of pen-enabled technologies in teaching has made the accurate capture of user ink data possible, alongside technologies to recognize voice data. When annotating on a white board or other presentation surface, teachers often have a specific style of structuring contents taught in a lecture. The availability of sketch data and voice data can enable researchers to analyze trends followed by teachers in writing and annotating notes. Using ethnographic methods, we have observed the structure that teachers use while presenting lectures on mathematics. We have observed the practices followed by teachers in writing and speaking the lecture content, and have derived models that would help computer scientists identify the structure of the content. This observational study motivates the idea that we can use speech and color change events to distinguish between strokes meant for drawing versus those meant for attention marks.