10-22-2008-Wed_mht_FOR= ENSIC_AUDIT_INTERNET_VIDEO_CAPTION,_SUBTITLES_TRANSCRIPTION_BANNER_URL-TEL<= o:p>
FORENSIC AUDIT INTERNET VIDEO CAPTION, SUBTITLES,
& TRANSCRIPTION BANNER URL-TEL AUTOMATION: ADA COMPLIANCE E-EVIDENCE, E=
AVES
DROPPING AV, SURVEILLANCE RECORDING ARCHIVES, BUSINESS CONTINUITY, CONTINGE=
NCY
PLANNING BACKUP & DISASTER RECOVERY
Avi & Sara Rushinek, University of Miami ***=
Abstract
This study deal with =
the
topic within 2 main perspectives.
The first perspective is the institutional instructor and
professor’s perspective. The
2nd perspective, is the students ADA perspective. This is the perspective of a stude=
nt
that is hearing impaired, but does not know sign language. Therefore, in such special cases, =
the
institution, such as a university is required to provide such a student wit=
h a
professional captionist to comply with ADA (American with Disabilities Act)
laws. Together, these complem=
entary
perspectives draw a more complete picture compared to either view point by
itself.
FORENSIC AUDIT INTERNET VIDEO CAPTION, SUBTITLES,
& TRANSCRIPTION
Forensic Audit Intern=
et Video
Caption, Subtitles, & Transcription describes how to repurpose ADA capt=
ions
compliance services for other purposes, such as auditing, sharing the high =
cost
of a professional experienced human captioner. First we want to share the caption=
s of a
single university course, with additional sections of the same course. Thus, we divide the average cost b=
y more
and more units of credit hours, reducing the cost per hour. In addition, we can use it for aud=
iting
purposes, ignoring for now the legal and privacy issues of a “big
brother” environment. T=
his
technology enables the auditors to know what exactly goes on in the classro=
om
in real-time and retrospectively.
HD (High Definition) =
Video SD
(Secured Digital) Memory Card Upload to Google Video
As soon as we finish
recording a 20 minutes HD (High Definition) video to an SD (Secured Digital)
memory card, we upload it to Google Video for immediate distribution, playb=
ack
and download. We upload it du=
ring the
class. That means that after =
the
first 20 minutes of the class in progress this video starts its upload proc=
ess,
which depends on the bandwidth speed.
In a fast network, this video will be available on Google Video with=
in
the first 30 minutes of the class.
Image of Google Video
Thumbnail Playback
The image of Google V=
ideo
Thumbnail for Playback, enables a surfer to quickly scan 100 thumbnails, each of which is a DVD
chapter, and select the relevant minutes to playback for exam or classroom
review. Furthermore, the atta=
ched
text, as well as the captioned text help the search engine index and find t=
he
appropriate clip, among millions of video clips posted on the WWW.
Banner Ads from Chara=
cter
Generator (Green) Image Overlay (Red)
Banner Ads from Chara=
cter
Generator (Green) have several advantages over their counter parts Image
Overlay (Red) banners of URL-Tel.
These URL-Tels are Universal Resource Locators or web site addresses,
that also spell a vanity telephone number long distance toll-free, as well =
as
local (305 area code). The
advantages of the Character Generator URL-Tel is the fact that we generate =
it “on
the fly” while the camera is running and we have a wide variety of
flexibilities in coloring and positioning the banner, without turning the
camera off.
Both ads attract spon=
sors who
will underwrite and finance the enterprise, providing funds and resources f=
or
this effort. The importance o=
f such
a URL-Tel is that it enables any device that can surf the internet and make
telephone calls to execute such activities by a press of a button on a phon=
e or
a PDA (Personal Digital Assistance) or by a single click of a mouse on a
virtual button on a computer screen.
The surfer, and the v=
iewer or
the listener, simply click the button, and the device calls the phone number
and surfs to the URL listed on the banner ad. As soon as the device completes th=
e call
the surfer can talk to the operator, surf the website of the sponsor, and p=
ay
for services on line or on the phone.
In either case, the owner of the video gets the commission and the
credit for the purchase, while the sponsor gets the benefits of the ads.
Character Generator (=
CG)
Banner URL-Tel Ad with Multiple Sponsors & Variable Rates
The Character Generat=
or
(Green) Banner URL-Tel Ad provides the instructor with the flexibility to
re-color the image of the character.
The instructor can change it from the current Green to a variety of
other colors that better fit the background, such as Red, Blue, Purple, Yel=
low,
etc. Likewise, the inst=
ructor
can change the font size from average, to small and large, depending on the
background space availability, or simply turn it off, all together. In addition, the instructor or the
controller of the camera can move the banner ad, from the very top of the
screen, the current position, down the screen, in multiple positions, all t=
he
way to the bottom of the screen.
That is important so that the banner ad, does not cover an important
object, hindering the view of a student who is trying to write down the
blackboard instructions.
Most importantly, thi=
s CG
Banner Ads, can be sold in increments of minute by minute, so if many spons=
ors
are interested in funding such activity, each sponsor can get a few minutes=
of
exposure at different rates, and in different times during the lecture. For example, the rate for the begi=
nning
of the lecture, when most viewer are still awake, can be much more expensiv=
e,
then the last minutes of an accounting lecture, when most viewers are sound
asleep, especially if they are watching it from bed, before they go to slee=
p.
Image Overlay (IO) Ba=
nner
URL-Tel Ad with Water Mark and Other Special Effects
Unlike CG Banner ads,=
Image
Overlay (IO) Banner URL-Tel Ad has to be loaded prior to starting to shoot =
with
the camera. That makes it sta=
tic
and less flexible, in a way. =
On the
other hand, since the instructor, rather than the manufacture of the Charac=
ter
Generator, controls the image, the instructors have the full Green Screen
capability to structure the image as they please. Thus, the image can be almost
transparent or entirely transparent to the naked eye, like Water Mark, it c=
an
contain Special Effects, and provide for subliminal ads, that the user may =
not
even be aware off. Of course =
this
poses all kinds of ethical and legal issues, which are beyond of the scope =
of
this study. For now, we would=
like
to stress the operational facet of this research leaving the other issues f=
or
future research. It may also
restrict the sponsor sales to one single ad per camera turn-on. Plus, it requires the instructor o=
r the
institution to prepare the images prior to the beginning of the camera
shooting, and load the image overlay before the shooting starts. Thus the stream of revenues maybe =
lower
and the added work requires more time and effort.
UPPER CASE White Real=
-Time
Captions Synchronized With the Video Playback
The UPPER CASE White
Real-Time Captions Synchronized with the Video Playback is very effective f=
or
ADA compliance of deaf that cannot read sign language. The captioner, human or machine, a=
dds
the captions in real-time, without sufficient time to edit and correct
mistakes. Therefore, the qual=
ity
may suffer for the sake of minimizing the time to market and the sub-second
delay between the voice and the caption, as well as real-time translation, =
if
such is available. It is also=
much
more expensive, especially if we use an experienced US local human transcri=
ber,
as is the current case, costing $50-100 per hour. In contrast, it is opposed to a re=
mote
outsourced transcriber in India, China or Pakistan, or an automated software
based transcriber such as Dragon Naturally Speaking (DNS) costing about $200
for the professional edition.
Mixed Case White Real=
-Time
Captions Synchronized With the Google Video Playback
The advantages of the=
Mixed
Case White Real-Time Captions Synchronized with the Google Video Playback a=
re
that it is much cheaper than its counterpart. All you need is the software and an
audio file, after a training session of the instructor’s voice
recognition, minimum cost employee can click the button to initiate the
transcription, edit the file, while listening to the audio, and uploading t=
he
edited, punctuated, and corrected transcript to the WWW for printing, and to
Google Video (or another video streamer) for playback, indexing, and downlo=
ad,
as well as DVD burning, etc. =
The
bigger advantage is that we have more time for editing and correction, and =
therefore,
the quality can be much higher, while the cost will be much lower.
That may be especially
difficult for instructors with heavy and unique accents that the voice
recognition software is not familiar with, and has trouble learning. The accuracy rate may be too low t=
o make
sense of the text quickly and inexpensively. In contrast, if the speaker can sp=
eak in
a manner that the voice recognition engine can accurately transcribe, than =
it
is extremely cost effective, and quit simple to process.
Burning A DVD with the
Captions Extend It to Multiple Languages Increasing ROI
As we connect a real-=
time DVD
burner to the cameras, burning a DVD with the captions in one language, we =
can
extend it to multiple languages.
Since the DVD can handle up to 7 different languages, we can add to =
the
English subtitles, translations in different languages, such as Spanish,
Chinese, Arabic, Hindu, Russian, and German, etc. This way during the play-back the =
view
can select the language of choice, and with voice over, the view can read a=
nd
hear the alternative languages.
This will expand the marketing potential of the DVDs to many markets
that are beyond the English speaking countries. Such potential new market territor=
ies
may further increase the ROI of such enterprise, which is the center focus =
of
this study.
Upload Unedited Maste=
r DVD to
the WWW Server DVD-Burner E-Commerce Site
The http://www.kunaki.com demonstrates a near
real-time DVD-Burner online on the WWW internet, including a shopping cart =
and
a sales site.
Following are the URL=
of both
for a Java Programming course:
|
ShopingCart |
||
|
Sales |
As soon we finish bur=
ning a
DVD, which is usually an hour long the instructor executes the software that
uploads the image of that unedited master DVD to the WWW server DVD-burner
e-commerce site, with its shopping cart and online accounting system. Depending on the bandwidth, such u=
pload
may take an hour or so, in a fast university bandwidth. So typically the instructor =
will
initiate the upload process after the recording has been completed, and abo=
ut 2
hours later, this DVD will be available for purchase using this shopping ca=
rt.
Kunaki Shopping Cart Check-out and Estimated Shi=
p Date
& Cost Calculation Screen
This study sho=
ws the
Kunaki Shopping Cart Check-out and
Estimated Ship Date & Cost Calculation Screen, displayed for the surfer=
who
orders a DVD from the web site.
After the instructor finished loading and submitting the DVD for
“manufacturing,” which may take a couple of hours of a batch
processing, or even-all night long for a slow DSL (Digital Subscriber Line)=
of
about .3 meg up speed.
This study sho=
ws the
Kunaki CD / DVD Publishing Service
Monthly Summaries for Java Programming, and its related information. It shows a table with the following
information:
Kunaki CD / DVD Publi=
shing
Service monthly summaries for Java Programming with these headers:- “month gross sales $ refunded
sales $ qty sold qty refunded net sales $&n=
bsp; details
customers.”
This study sho=
ws Kunaki -- cod / DVD manufacturing and publishing
service, with Notices: &nb=
sp;
Products which have not been ordered in 180 days are considered inactive and
will be automatically deleted. To keep a product active you can order one u=
nit
every 180 days. &nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; &=
nbsp;
This study dea=
ls
with the Kunaki Accounting Departme=
nt of “CD / DVD manufacturing and
publishing service, with Notices: Products which have not been ordered in 1=
80
days are considered inactive and will be automatically deleted. To keep a
product active you can order one unit every 180 days.” &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p;
Online Accounting System for the Internet WWW
DVD-Burner Server on-Demand Services
Kunaki also tells the
publishers that “Orders with 500+ units will be shipped free with UPS
Ground to addresses in the 48 contiguous states in the USA.” Each publisher, in our case the
Professor instructor and/or the university, has a “Publisher Id:
110081.” &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp;
Kunaki is telling the
publisher that: “Your r=
etail
payment checks will be mailed to the following address,” as the publisher has provided,
describing the following: =
&nb=
sp; =
=
; &n=
bsp; =
; &n=
bsp; =
; &n=
bsp; =
; &n=
bsp; =
; &n=
bsp; =
; &n=
bsp;
“Email:
Send publisher paymen=
ts
with PayPal to my PayPal account:”&n=
bsp;
where the publisher can enter a PayPal account to be paid. =
; &n=
bsp; =
; &n=
bsp; =
; &n=
bsp; =
; &n=
bsp; =
; &n=
bsp; =
; &n=
bsp;
Contribution Margin (=
CM) Of
$32,000 Can Be Quite Profitable If It Sells
That means that if a =
class of
100 students orders 1 DVD per person the contribution margin will be $8 per
DVD*100 students=3D $800. In a
typical semester, a typical professor will have about 40 contact hours, pro=
ducing
about 40 DVDs. If the profess=
or
sell DVDs for all these hours, then the total Contribution Margin (CM) will=
be
$800 per 1 hour class per DVD * 40
DVDs for 40 hours =3D $32,000, which is more than the average professor ear=
ns for
teaching a typical university course.
So it can be quite profitable if it sells!!!
=
&nb=
sp; =
Real-time Remote and =
Local
Human Captionist Using Stenography Machine and Encoding Equipment
The traditional Real-=
time
Human Captionist Using Stenography Machine and Encoding Equipment entail a
person located locally at the same classroom as the instructor. Or alternatively, the captionist c=
an be
remote, she can be located at a different location then the instructor and =
the
classroom, getting the audio signal over telephone POTS (Plain Old Telephone
System) or Skype VOIP (Voice over IP), and return the captioned text to be
merged at the lecture location.
This way only the raw voice transfer take place one way, and back co=
mes
the caption that the remote captionist produces. This is one of the experiments tha=
t this
study deals with. In addition=
to
that it deals also with other types of video transcription, captions, and
subtitles. The other types of
captions involve recording the voice in real-time, but automatically
transcribing it with software, such as Dragon Naturally Speaking (DNS).
AUTOMATED SOFTWARE
Then after the transc=
ript is
done, using the archived voice recording files. The user adds the time-codes=
into
the transcript. In the next s=
tep
the time-coded DNS transcript can be inserted into the video, which has bee=
n uploaded
to a video web site, such as Google Video.=
Google Video lets users add time-coded transcript to the video file,=
to
view it during playback and to better index the videos by their contents, in
addition to the text originally uploaded, but is not displayed in sync with=
the
videos. This approach is much
cheaper since it does not require a skilled and very expensive real-time
captionist. However, the qual=
ity is
also not nearly as good as a professional captionist. However, the savings in cost are a=
bout 99%,
but the loss in quality is only 40% (depending on the speaker). So it is much more cost effective,=
and
sufficiently good for indexing and SEO (Search Engine Optimization) of the
videos, by search engines like Google and Yahoo.
BANNER URL-TEL AUTOMA=
TION
Banner URL-Tel Automa=
tion
refers to the video overlays off a URL (Universal Resource Locator) internet
address, which is also a telephone number.=
Automating the instant communication as soon as a viewer or listener
clicks a button on a screen of a computer, or any other device, such as a P=
DA
(Personal Digital Assistant) or phone, the devices dial the phone number and
surf to the web site for further services.=
Such automation brings additional banner advertising revenues,
increasing the ROI (Return on Investment) and offsetting some of the costs =
of
such services.
We deploy automated t=
ranscription
software, such as Dragon Naturally Speaking (DNS), to further reduce the co=
st
of a human transcriber. Of course, the quality of software transcription ri=
ght
now, is still inferior to a professional human transcriber, but the cost is
disproportionately lower, even if we add an outsourced human transcriber and
editor to the mix. What we are
doing is using DNS for the initial transcription recording, while also
Skype-cast the lecture using VOIP (Voice Over IP) for free telephone
transmission to outsourced human transcribers and editors in China, India a=
nd
Pakistan, to supplement DNS. =
Such
outsourced cautioners, transcribers and editors, reduce the costs by about =
90%
while reducing the quality by only 10%.
ADA COMPLIANCE E-EVID=
ENCE
ADA (Americans with
Disabilities Act) Compliance E-Evidence, Eaves Dropping Av, Surveillance
Recording Archives deals with compliance with laws that level the playing f=
ield
with able bodied, people with normal hearing. This is only one category of compl=
iance
services. This approach facil=
itates
other compliance requirements such as Sarbanes Oxley (SOX), and HIPPA that
deals with an HMO (that is publicly traded and subject to SOX) that provides
health care and is also a teaching university, providing medical training a=
nd
research services.
The auditors can atta=
ch the
AV (Audio Video) clips to their work-papers to demonstrate that the doctors
comply with both SOX and HIPPA, without being physically there, just using =
the
real-time and archived AV. Ag=
ain
the cost of using such evidence is much lower than the traditional auditor
travelling to the Doctors facilities, interrupting their work, and filling =
out
forms and papers to audit the compliance and prepare their working papers.<=
span
style=3D'mso-spacerun:yes'> This of course, is not a perfect
substitute to the traditional audit; rather it is a very effective and
efficient experimental complement.
EAVES DROPPING AV,
SURVEILLANCE RECORDING ARCHIVES
The auditors can audi=
t live
classes and see if the instructor Doctors show up to work, and teach what t=
hey
are supposed to teach, and if they comply with the various requirements of =
SOX,
HIPPA etc, by eaves dropping. &=
nbsp;
Furthermore, the can repurpose the AV Surveillance Recording Archive=
s as
e-evidence (Electronic evidence) for their work-paper. The forensic auditor expert
witness, can later on re-use such archives as forensic evident, for expert
witness testimony and computer litigation support, in a variety of dispute
resolution mediations and litigations.
BUSINESS CONTINUITY,
CONTINGENCY PLANNING BACKUP & DISASTER RECOVERY
Business Continuity,
Contingency Planning Backup & Disaster Recovery deals with a teaching
hospital emergency situation. For
example if a disaster like a hurricane of an earth-quake strikes, the profe=
ssor
doctors, the students interns, as well as the teaching hospital all switch =
to
business continuity mode, using the contingency plan. The teaching hospital moves to an
alternative location out of the disaster zone, with the patients, doctor
professors, and students interns.
Instead of the traditional live lectures, the re-use the AV archives
from the previous semester, to supplement the WWW (World Wide Web) internet
cyber teaching and learning facilities, such as an LMS (Learning Management
System), similar to Blackboard, or Moodles. Classes and medical services conti=
nue
according to the Contingency Planning Backup & Disaster Recovery proced=
ures
that have been practiced, rehearsed, audited and approved prior to the
disaster.
As the reader can see=
such
topics are discussed in the literature as well as in professional meetings,
such as the AAA 2008 Annual Convention (http://aaahq.org/AM2008/cpe/=
cpe11.htm
and http://aaahq.org/AM20=
08/cpe/cpe02.htm
) as part of a CPE (Continuing Professional Education) program.
One of the unique fac=
ets of
our approach in raising the ROI primarily on the revenue side, adding sever=
al
new revenue streams to the Income Statement. This approach changes completely t=
he
balance sheet, and makes such services much more affordable and even profit=
able
to all the involved parties including but not limited to the following: the institutions (universities and=
training
institutions), their administrators, professors, doctors, students, patient=
s,
interns, security guards, parents (that now can observe their children in t=
he
classroom in real-time, or relatives that can monitor their patients from a=
far)
auditors, etc.
Repurposing
ADA Compliance University Lecture Captions for Forensic Audit, Security
Surveillance, Google Video Transcript, Distance Education, CPE, Sponsorship=
and
Fund Raising *
This
will be the advantage, if our method ends up working, at the end of every c=
lass
a student like him will not only have your stuff but have a fully burned DVD
with the captions in it. Are =
you
getting it? So what is the pu=
rpose
of what we're trying to do?
HD
HIGH DEFINITION VIDEO ENSURES THAT THE VIEW CAN SEE GREATE DETAILS
Currently
manufacturers optimize video recording equipment only for one of the object=
ives
at a time. Therefore, we have=
to
rig equipment that targets one of the objectives for other purposes. For example, HD (High Defini=
tion)
digital video cameras have been optimized for movie production, yet we are
using them for other purposes, such as surveillance, forensic audit, and
instructional video recording. The
reason that HD is so important for instructional video is that the student =
has
to be able to read exactly what the instructor writes on the board. Likewise, for security purposes, t=
he
security guard has to see an intruders face and be able to recognize the
intruder if he leaves the crime scene and walks across the university
campus. To combine the HD
technology with legacy technologies the HD digital video may have to be
converted to analog video, and vice versa.=
For this purpose we are using several adapters such as the Plextor
analog to digital, A/V (Audio/Video) component (RCA) interface to USB
(Universal Serial Bus) interface.
To
conserve resources some of the equipment has sensors that check if there is=
any
activity. If there is no acti=
vity
such equipment shuts itself off automatically. Hence, the instructor explains to =
the
class that the equipment may shut itself off. Following is a conversation that
explains such issues:
"If
you don't activate it within 15 seconds or so, it shuts itself off.
>>
Did you use the Plextor now? =
And
you're getting it?
Plextor.
So.
I never see the image. We
are getting some image here.
I
see captioning, yes. Okay.
USING
MULTIPLE CAMERA FOR BACKUP AND RECOVERY IN CASE A CAMERA FAILS
Unlike
a normal surveillance environment in a CCTV (Close Circuit Television) the
monitor may not display the image in every classroom. However, in our situation, t=
he
monitor displays the image for the benefit of the professor and the student=
s in
the classroom. This way the h=
earing
impaired student can read the caption in real time and understand the lectu=
re,
without having to rely on sign language.&n=
bsp;
Some of the hearing impaired do not understand sign language, and mo=
st hearing students do not
understand sign language as well.
As soon as the main camera fails, the instructor and the students no=
tice
it and switch to the backup camera.
Thus the instructor explains it to the class, as follows:
"What we're trying to do is fi=
rst
of all, our first camera fried. So
this is our backup and recovery.
You can see how good looking you are in the little viewer here. You see that?"
BUSINESS CONTINUITY PLANNING BACKUP=
AND
RECOVERY HD VS SD HIGH
VERSUS STANDARD DEFINITION
Business continuity planning and backup and recovery procedures are particularly important for security reasons. In the event that a master camera malfunction, another camera that was previou= sly uses as a VCR (Video Cassette Recorder) recording highly compressed AV (Aud= io Video) to a Sony memory stick, takes its position, as a master camera. The reviewer of the AV recorder wi= ll be able to stick the memory stick in a telephone or a PDA that has a memory st= ick reader, and view the lecture without internet connectivity, or offline. The compression rate of the memory= stick is high enough that it stores about 5 hours of AV lecture in a 2 Gig space. This way it looks perf= ectly well in a 2x2 inch telephone screen. In contrast, the HD video takes 2 Gig for 20 minutes of lecture time= , it is optimized for HD 2X2 feet monitor, or even a movie theater size screen.<= o:p>
SPONSORS
CAN FRONT THE CAPTION COST IN RETURN FOR THE RIGHT TO DISPLAY THEIR ADS
Computer
manufacturers may be potential sponsors that are interested in advertising =
to
college computer students. Su=
ch
manufactures, could be IBM and or Dell corporations that have toll free van=
ity
telephone numbers and matching domain names such as 800-Buy-Dell, etc. The instructor explains the idea of
raising money through sponsorship to the students, as follows:
"Look
at the screen here. Unlike be=
fore,
now we have overlay, and this is for sponsors so we can put IBM 800,
IBM.com. And IBM will pay.
UNIVERSITIES
MAY BE CREDITED WITH SALES COMMISSIONS DERIVED FROM THEIR RECORDINGS
In
our case, if you playback the attached Google video hyperlinks you will see
that ads overlaying the video. One
ad at the top of the screen advertizing the (888)DVDU/CPE1.Org company. Another ad, at the bottom of the s=
creen
advertizing another company (305)OnTrial.org/net company. Important to note that these are n=
ot
only ads, but also live hyperlinks, similar to Skype-out phone numbers, tho=
se
are much more than just ads. =
These
URL and vanity telephone number hyperlinks are active. The viewer of the video can click =
the
device, such as a wireless phone or a PDA (Personal Digital Assistance) and=
the
device will ring the phone number and surf to the web site automatically.
WHERE
IS THE CASH COMING FROM - FROM BANNER VANITY TELEPHONE NUMBERS AND URL
"Office of
Disability Services," http://www6.miami.edu/umbulletin/info/serv/arc.h=
tm
is typical offices in a university that help comply with a variety of acts =
such
as the ADA (Americans with Disabilities Act). Such office assists students with
disabilities to compete with the remainder of the student population. Occasionally, such an office has t=
rouble
getting a note taker to take notes for a student with disabilities, and in =
such
a case they may send the instructor a letter asking the instructor to assis=
t in
finding a note taker.
When the instructors =
offer
to fund a professional captioner, the office refused to collaborate claiming
that it is too expensive, and it may set a precedence that is too
demanding. "So I told them=
we
are working on this project to generate a lot more revenue so you can fund =
it
and have a lot of extra cash coming to you. And the problem is that many of th=
em
don't understand where the cash is going to come from.
So
one of the sources that it's going to come from is from the sponsors. As you can see from this little sc=
reen
there is overlays like (305)OnTrial.Org/Net. On the bottom in green -- on the t=
op in
green and on the bottom there is another advertising, (888)DVDU-CPE1.Org.
VIDEO
OVERLAID BANNER VANITY TELEPHONE NUMBERS AND URL AUTOMATING CALL & SURF=
"This
advertising is not just advertising; these are hyper texts that if you play=
it
in a telephone, for example, and the telephone is equipped with Internet ac=
cess
and can use Java, there will be JavaScript. When the restaurant plays or click=
s on
it -- when the student plays or clicks on it, it will play the telephone
number. 800, IBM and allow the
students to surf to the website." Using such technologies as S=
kype,
the Java programming language and XML (extensible Markup Language) the wire=
less
phone acting also as a remote control and a video player, can also
automatically ring the number displayed in the banner, and surf the URL tha=
t is
displayed in the banner. This=
way
the student, viewing the lecture video, can the operator of the sponsoring
organization, as well as surf their web site. In this case the vanity telephone =
number
will be (888)DVDU.Org or (888)3838.674, and the web site http://www.DVDU.Or=
g.
This is 888 DVDU.org or CPE1.Org, whichever is available.
COMMISSIONS
EARNED DUE TO THE SALES OF THE SPONSORS WILL GO BACK TO THE UNIVERSITY
So
if it's a telephone device that can surf the Internet like some of the PDA
phones, the student can click on it, it will port them to the website and
simultaneously dial the 800 IBM number so they can order stuff from the
web. All the commissions will=
go
back to the university and the professor to fund this payroll process -- wh=
ole
process. So this is why it's
important from an additional revenue standpoint. That's going to fund the whole pro=
cess
in addition to what I explained to you before, about transcribing it, editi=
ng
it professionally and making that editorial stuff available. So the way it will work is it will=
take
the raw text coming out of the captioner.&=
nbsp;
At the end of the class, let's say the class end at 9:00. By 9 or 10 minutes will be uploade=
d to a
web server
THE
PROFESSOR WILL UPLOAD THE CAPTIONED VIDEOS AND AUDIOS, AND TEXT TRANSCRIPT
FILES
">>
What will be uploaded to a web server?
>>
THE PROFESSOR: The text and the video and all this stuff that we are
recording." The idea is =
to
outsource the final editing to a professional counterpart around the world =
that
will edit the transcript and correct it overnight Miami time. For example, in a computer auditin=
g course
that ends in Miami at 9 pm, Miami time, most of the text transcript will be
available around the world by 10 pm, which is 10 am China time. Thus, a Chinese or an Indian profe=
ssor
of computer auditing can start editing the transcript, and finish editing i=
t by
5 pm China or India time, and upload the edited version back to the
server. This way the edited v=
ersion
will be available to the students early morning next day at the latest, if =
not
a few hours later, by about midnight Miami time, and Midday China time. Likewise, we are recording several=
AV
files in different format and different compression rates. We are burning high quality DVD-R,=
for
immediate upload to an e-commerce site with a shopping cart that will be
available for purchase as fast as the bandwidth permits. Likewise, we are recording HD (Hig=
h Definition)
.mp4 files, optimized for progressive download and internet transport, as w=
ell
as highly compressed mpg files, optimized for playback on small telephone a=
nd
PDA screen, on a removable media (SD, MS, and other flash cards). In addition we record also audio f=
iles
in multiple file formats like mp3 optimized for internet transport and
download, as well as voice files optimized for automated transcripts using
software such as Dragon Naturally Speaking, etc.
STUDENTS
WILL SUPPLEMENT CLASSROOM NOTES WITH VIDEOS AUDIOS AND CAPTIONER'S TRANSCRI=
PTS
"The
Indian counterpart will be in India, for example, start the morning. While here it is night, they will =
be
working all day long in India editing it, correcting it, formatting it, and=
at
the end of the night our time and at the end of the day their time, they wi=
ll
be done and they will be uploading the edited version with a lot of correct=
ions
and much more -- much more readable than anything that can be done by a
captioner. Because it will ha=
ve
pictures and notes from professionals with a lot of experience. And that's going to become availab=
le
immediately as soon as they are done, which may be in the morning or maybe
three or four hours later. So=
that
students -- the hearing impaired can take that and supplement it," with
the notes that they got from class, which they or other students have taken=
.
WE
OPTIMIZE EACH MEDIA FOR A DIFFERENT TARGET APPLICATION, USE THEM ALSO FOR
BACKUP
In
the event that one or more sources of content get damaged, the other sources
can serve as backups. For exa=
mple,
the .mp4 HD AV (High Definition Audio Video) can recreate the .mp3 files and
the standard definitions AV files.
This method of recording and streaming the content of the class is a=
lso
a part of a boarder business continuity plan and a backup and recovery meth=
od,
for an event of a disaster such as a flood or a hurricane.
"In
addition to that, in real-time we are also burning a DVD. So the students at the end of the =
class
can take the DVD drop it in a DVD player without a computer at home. Any home DVD player that is connec=
ted to
a television, and while they are going to sleep they can watch already the
lecture and let it play all night long.&nb=
sp;
Sometimes it will not only put them to sleep, but give them an
opportunity to review the class. So
this is the idea. What we're =
doing,
taking the video output directly out of the camera, by passing all the
equipment, running it into the encoder, adding the captions in real-time,
taking the output from the captioning and rerouting it back into our
system. That means not only c=
an we
broadcast it in real-time, but we can get multiple copies. One copy going to the DVD another =
copy
going to the computer, and yet another copy going to our hard drive.
The
important thing to understand, we record it here in multiple compression
rates. One of the compression=
rates
is a very high compression rate.
Just to give you an idea. 20
minutes that we record here in the class in HD-- mean high definition video=
--
will take 2 gigs. Another lev=
el of
compression is about 100 times more compressed. So instead of taking 2 gigs for 20
minutes, it will take 2 gigs for about eight hours. That high compression level is rec=
ording
it directly to a memory stick, and that is another thing that we can do.
WE
ARE ALSO BROADCASTING THE VIDEO LIVE FOR FREE USING FREE SERVICES SUCH AS U=
STREAM
">>
We're having now problems with uStream
>>
THE PROFESSOR: but now we have a copy on the hard drive with the captions f=
or
you.
WE
ARE USING A HARD DRIVE RECORDING DEVICE WITH WI-FI CAPABLITIES AS A BACKUP
PROCEDURE
If
the computer connection to the internet WWW (World Wide Web) fails, we are
using a standalone hard drive recording system with Wi-Fi connectivity, so =
it
can upload the media without any connection to another computer.
">>
And this device can broadcast. This
is a Wi-Fi device. Our hard d=
rive
has Wi-Fi connectivity. This =
means
we can upload or broadcast from here without a computer just in the event t=
hat
all the computers don’t work, we can go directly from this device to =
the
Internet without having a computer.
>>
So we're trying all different methods here. That's why we need backup and reco=
very
methods.
REPURPOSING
LAST SEMESTER CLASSROOM CAPTIONED VIDEO AUDIO AND EDITED TRANSCRIPT FILES TO
CONTINUE CLASSES DURING AND AFTER DISASTERS AS PART OF A BUSINESS CONTINUITY
PLAN
In
the event that the university is submerged in water due to a flood, students
and professors resume classes from alternative predetermined locations arou=
nd
the world. Participants in the
course, professor and students provide an alternative address, far away from
the present potential disaster area, to resume classes.
"This
system is good for backup and recovery.&nb=
sp;
It's good for archiving.
Also think about the example of Katrina, Tulane University was out of
commission for a semester. Wh=
at
happens to their students? Th=
ey
don't want to lose those students because if they transfer to another
university, they may just decide to stay in that university. Here I can capture those students =
and
say: At least take those clas=
ses
that you had last semester. T=
hey
are on, they are archived, those classes.&=
nbsp;
Because a lot of times they were disbursed also to faculty members.<=
span
style=3D'mso-spacerun:yes'> You can do it for short periods of=
time
and use it for continuity measure.
So in disaster recovery and continuity, you can perform just as
well."
AMERICAN
WITH DISABLITIES ACT (ADA) COMPLIANCE FINANCING THROUGHT FACILITATING DISTA=
NCE
EDUCATION, CONTINUING EDUCATION, TEXTBOOK AUTHORING, SURVEILLANCE AND FOREN=
SIC
AUDIT
Normally,
ADA compliance can be very costly.
Therefore, universities are many time reluctant to grant it to stude=
nts
and professors with disabilities.
Universities are also concerned about setting a precedence that will
promote the idea; for fear that every ADA person will demand a full video
captioning service. The repur=
posing
of such captioning for additional applications may help fund the compliance
with ADA, and at the same time produce a mummer of additional pros and cons
that we may have to deal with.
CONTINUING
PROFESSIONAL LEGAL MEDICAL & ENGINEERING EDUCATION (CPE, CLE, CME, CEE)=
AND
THE REQUIREMENTS OF CONTINUING EDUCATION UNITS (CEUs) TO MAINTAIN PROFESSIO=
NAL
CERTIFICATES
Some
of the additional applications of ADA compliance for the hearing impaired
include but is not limited to be distance education, where some students th=
at
are not present in the class can view or read the edited or raw transcript =
of
the class and use it for distance learning. Further, it can also relieve some =
of the
students present in the class from excessive pre-occupation with writing no=
tes,
at the expense of listening to the class.&=
nbsp;
It can also be repurposed for Continuing Professional, Legal, Medica=
l,
& Engineering Education (CPE, CLE, CME, and CEE). Professional organizations, such a=
s CPA
(Certified Public Accountants) associations worldwide, require their member=
an
annual minimum Continuing Education Units (CEUs) of credit to maintain their
certificate valid. Such alumn=
i will
only be happy to help fund their university while earning the credits that =
they
need, especially if they can earn them also in a self-study mode, with the
flexibility of listening to live, or archived audio and video clips on
demand. Instead, most of them=
are
forced to participate in such classes in the most inconvenient times such as
after hours, at week-ends, which may also be the least effective times for
additional learning.
PUBLISH
OR PERSIH AND INTEGRATING TEXTBOOK AUTHORING WITH ADA CAPTIONING AND SUBTIT=
LING
GOOGLE VIDEOS
Integrating it with textbook authoring may give the instructors additional fiduciary in= centive not only to publish, and comply with "publish or perish" paradigm, but also to prepare better for the classes and ultimately teach more effectively. Likewise, it wil= l make the resulting textbook; a lot more attentive to the actual need of the stud= ents, rather than cater to the perceived student needs, or what the instructor th= inks that the students need. As a result, the instructors may prepare more for the class, students will have a greater input into the process of textbook authoring, and most importantly = the textbook revisions will be much more up to date due to the automatic and repetitive continuous quality improvement processes that are taking place.<= o:p>
WHY
SHOULD WE LET THE PROFESSORS REPURPOSE THE CAPTIONED EDITED TRANSCRIPT FOR =
TEST
AND TEXTBOOK AHUTHORING PURPOSES DID WE NOT PAY THEM TOO MUCH ALREADY?
Some
administrators may be too short sighted to see the benefits of letting the
professors repurpose the captioned transcript for test and textbook authori=
ng
and publishing purposes, claiming that they are already over-paying them, f=
or
dubious quality of teaching services.
However, we have to understand the marginal added utility of such
professor’s efforts. Ev=
en the
most experienced court reporter or captioner, as was the case in our study,=
where
a professional court reported with about 20 years experience, did an excell=
ent
job, transcribing and captioning these videos, she made some mistakes, that=
may
be crucial to the complete understanding and accuracy of the transcript and=
the
captions. That is especially =
more
prominent, as some of the professors are foreigners with a variety of accen=
ts
that makes it more difficult for a student, and a computer to understand and
correctly transcribe. As such=
foreign
accents become more and more common with the globalization of higher educat=
ion
and business this challenge becomes more and more relevant.
PROFESSORS CAN BECOME MORE EMPATHETIC AND MORE SENSITIVE TO THE LEARNERS ABILITY TO AB= SORB THE MATERIAL AND THE CAPTIONER ABILITY TO TRANSCRIBE THE LECTURE CORRECTLY<= o:p>
For
example, a case in point in this experiment was the name of a web site's do=
main
name, which is "http://www.OnAFree.com. " The captioner consistently
misinterpreted it as "on free.com." Even though, it is a small mistake,
which is oblivious when one watches the video, and sees the URL, as the
professor demonstrates it, it may also be very confusing to a blind and deaf
person trying to go to the site and check it out.
The
professor needs the extra incentive to go back to the transcript of the
captioner or the court reported read it carefully and correct it. Furthermore, the professor learns =
to
monitor more effectively the captions and watch it more carefully in real-t=
ime,
correcting it as early as possible, and preventing such errors from prolife=
rating
throughout the course, confusing more and more viewers.
AUTOMATED
CONTINOUS QUALITY IMPROVEMENT PROCESS THAT IS VERY COST EFFECTIVE
Likewise,
it teaches the professor to be more sensitive to the students and listeners
ability to follow and absorb the material, especially when the professor has
been teaching this subject for some 30 years (30 years times 10 courses a y=
ear,
about a total of 300 times) and can reach an extremely fast pace of speech
leaving even the fastest court reporter, students and listeners way behind =
the
ability to listen, absorb, process, and transcribe correctly the lecture.
Yet,
when such a professor does listen, and does view and reviews his own lecture
one more time, especially when it includes a captioned transcript, edited by
another expert from around the world, this professor may be surprised to se=
e,
how much more there is to learn.
Not only will the professor learn something new about the topic, but
also about himself and ways to improve the professor’s public speaking
and communication skills. Thi=
s is a
valuable lesson that even the slowest learning professor may experience due=
to
such meticulous and thorough review of the professors' videos, audios,
transcripts, and overall demeanor.
Such a system may induce even the most reluctant tenured professor to
improve his teaching, and in turn improve the learning experience of his
students, as well as advancing the field of study one more step forward.
This
will induce, over time, an automatic continuous quality improvement process
that will lead to better and better work for all parties, on a grand scale,
assuming that it will be adopted by many organizations. It should have a positive competit=
ive
affect, on the university, the professor, the students, the captioner
transcriber or court reporter, the security system and the entire system.
INTEGRATION
INTO THE SURVEILANCE AND FORENSIC AUDITING SYSTEM MAY IMPOVE SECURITY WHILE
REDUCING COST
Integrating
the surveillance systems into the video and audio recording and captioning
process will reduce the cost of recording the lecture exclusively for ADA
compliance, by sharing the cost for multiple applications. More importantly, it will eliminat=
e the
classic problem of "Ghost Security Cameras and Ghost Security
Guards." These are the c=
ommon
problems similar to the famous case of the "2007 Virginia Tech Univers=
ity"
killing of more than 30 students and professors, and mal functioning or
none-existing security surveillance system that permitted the killer to walk
away from the killing zone for 2 hours and then come back and kill another
class of students and professors.
This is consistent with the famous symptom of high security camera t=
hat
mal functions for years without anybody noticing, a high security door that=
is
left adjar, so people can come in and go out frequently without using the
key. Likewise, it is typical =
of the
"ghost security" officer who is missing or "asleep at the
wheel," and endless litigation about security over-billing that drag
forever, costing the tax payers a fortune and do not help improve the public
safety and security, as reported by the Miami Harold.
GHOST SECURITY GUARD EXCESSIVE LITIGATION COSTS =
AND
FORENSIC AUDITING
Miami Harold reports the details of such cases i=
n a
recent article, as follows:
"http://www.miamiherald.com/news/breaking_dade/story/486235.html."
"30 months after it began, 'ghost posts' audit still pending."
Posted on Mon, Apr. 07, 2008, by LARRY LEBOWITZ AND SCOTT HIAASEN, llebowitz@MiamiHerald.com. &q=
uot; In
August 2006, Miami-Dade County's top auditor found evidence that Wackenhut
Corp. had billed the county nearly $1.6 million over a three-year period for
69,000 hours worth of work that its employees -- private security guards who
patrol .."
Integrating such activities into the security sy=
stem,
will save some of the recording costs and technical difficulties, but more
importantly, it will force the security staff to work. Students and professors will be
continuously monitoring the recording and live broadcasting of the classes =
to
ensure that they get the AV files and transcripts that they need. At the same time they will be forc=
ing the
security staff to operate the cameras, and the security infrastructure, in
tip-top shape, instead of waiting until its too late, like the tragedy of 9=
11
at the US, twin towers in NY City, etc.&nb=
sp;
And, in the event of security lapses the audit and the legal teams w=
ill
not have to wait for 3 years, 69,000 hours worth of ghost security billing
later and $1.6 million later.
Instead, they will offer prompt deficiency remediation that will
"nip the problem in the bud."&nb=
sp;
Likewise, the auditors instead of working on it 3 years after the fa=
ct
will be more pro-active, preventing problems for mushrooming 3 years later,=
and
$1.6 million too late, to no avail.
IMPROVING
ADA VOLUNTARY UNIVERSITY COMPLIANCE RELEIVING THE DISABLED FROM BEGGING
">>
This is another issue that I wanted to explain to you. Right now universities are saying:=
What do I care about these ADA
people? I'm going to do the m=
inimum
that I need to do with compliance and let them go to other schools or whate=
ver
they want to do, because I cannot afford to spend so much money for caption=
ing.
but
what we are telling them, from now on it's not only going to be for ADA
students" ONLLY, what you are going to do is take the videos and store=
the
videos off-site. In the event=
of a
disaster, that the whole university is submerged, you are going to lose a l=
ot
of money because the students like what happened to Tulane University, it w=
as
submerged. A lot of students =
from
Tulane University couldn't graduate unless they switched to another
university. And a lot of prof=
essors
couldn't afford to stand a couple semesters without income. So they went to another university=
. In the meantime the university los=
t a
lot of money because the students that went to UM and other universities, o=
nce
they settled here, didn't want to come back."
WHAT
HAPPENS WHEN DISASTER STRIKES AND THE BUSINESS CONTINUITY PLAN IS ALSO A
DISASTER
"The
university lost the professors and students. The students were upset with the
university because it caused them inconvenience. But what really matters to the
university is the bottom line and the cash. They couldn't recover the money.
Such
services as real-time WWW (World Wide Web) broadcasting, web-casting, video
pod-casting, and internet archiving used to be prohibitively expensive. But more recently they have become=
total
free and very user friendly. =
Such
web sites as Google Video, You Tube, and Ustream are making such services v=
ery
accessible even to the least computer literate person. More over the younger generations =
of
students and professor are much more comfortable with the new media than the
older generation of decision makers and administrators. Therefore, such trends of using new
media more effectively will only intensify in the future leading to such
integration among seemingly unrelated activities.
CTI
(COMPUTER TELEPHONEY INTEGRATION) AND VOIP (VOICE OVER IP INTERNET PROTOCOL=
)
This
is where CTI and VOIP come to the rescue.&=
nbsp;
Professors can lecture over the WWW for free, and the students can
listen and interact with the professor and the other students in real-time,
using Skype and other similar free services.
"Skype
cast -- the professors will Skype cast the lectures. But that is not as good as live
video. So we will make availa=
ble
the videos of the professor for the entire class to the new class and use i=
t as
a substitute. You will be abl=
e to
get the videos for free and you will be able to get all the other materials,
and everybody will continue just the same.=
So those that need to graduate, you don't need to worry about postpo=
ning
graduation. And professors th=
at
need the money don't have to worry about us stopping the payment because of=
the
disaster. You will get paid j=
ust
the same. You will just have =
to
designate an alternate place where you will move and have an alternate e-ma=
il
and everything else will continue as usual. The only difference is we will not=
run
it from the computers in the university.&n=
bsp;
Because they will be submerged.&nbs=
p;
Instead, well have an alternate location that is out of the hurricane
disaster area. So for example=
, if
I'm Tulane University in New Orleans or whatever disaster area it is, the
alternate place will have to be a place that is far away from a hurricane a=
rea
like let's say New York City or Montana or Hawaii, or another location. And instantly, as soon as the univ=
ersity
is submerged, the whole university switches to the alternate location and
continues with the backup and recovery plan just the same. And then they will say: Hey, this is another story
now."
THE
REACTION OF ADMINISTRATORS TO THE IDEA OF ADA COMPLIANCE INTEGRATION WITH
SECURITY
"Now
you're telling us that while we comply with ADA we're also securing our cash
flow in the event of a hurricane and this becomes part of our business
continuity backup and recovery plan.
And for that we spend millions of dollars anyway. So we will just take this and then=
we
integrate also the recording, we don't need to have a cameraman because we =
will
use the surveillance and recording system.=
And that will prevent disasters like Virginia tech where someone com=
es
into a class, kills a couple of people at the university premises, then goes
off campus, companies back two -- comes back two hours later and slaughters
another 30 people."
HOW
WILL THE NEW IP DIGITAL SECURITY SYSTEM WORK BETTER THAN THE OLD CCTV ANANL=
OG
SECURITY SYSTEM
"Right
now we have to secure our surveillance and security system in the event
somebody kills a couple students, immediately the surveillance system will =
kick
in, alert the authorities in real-time.&nb=
sp;
Announce on loud speakers there is shooting in" classroom "=
;102
in the Jenkins building. Plea=
se do
not come in. Inside the Jenki=
ns
building there will be speakers that will announce to the killer: We are watching you on our telepho=
ne in
real-time. The police are wai=
ting
outside, please lay down the arms and stop shooting and everything will end=
up
peacefully. Just as an insura=
nce
policy, a lot of universities have to spend a huge amount of money. But they don't think about the ide=
a of
complying with ADA compliance and instructional materials. So all we are telling them is why =
not
killing three birds with one stone:
Take care of the ADA, take care of the distance learning and your
security needs, and your business continuity, backup and recovery all at on=
ce. And that way you pay once, you get=
all
the objectives done, and you get in addition to that, the real-time
transcription. Even translati=
on and
editing. And when your
transcription comes to India, let's say, it is inexpensive enough to get al=
so
translation added to it."
This
way when a dispute arises, instead of having to go into years of forensic a=
udit
work, and endless litigations, the solution to the dispute will be only some
quick Google Searches away. T=
he
auditor can retrieve the videos for free attach short clips to their working
papers, and provide hyperlinks for the rest of them, resolving the problems
earlier more efficiently and more cost effectively.
BURNING
HIGH DEFENITION HIGH QUALITY DVDS TO SUPPLEMNET THE LOWER RESOLUTION VIDEO
POD-CAST
"So
when the edited DVD comes out, not only will it have edited subtitles and
captions, but it will also have multiple languages and DVD you can have up =
to
seven different languages. Wh=
ich
means if the lecture is done in English, for example, the Indian can produce
another -- take the captioning English and translate it to Spanish? Let's say the top five languages.<=
span
style=3D'mso-spacerun:yes'> For example, Spanish, Arabic, Chin=
ese
and Indian. And then the DVD =
that
will come out of them will be much more saleable in India. We are talking about a billion
people. In China, another bil=
lion
people, and in Latin America plus Spain and all the Spanish countries, anot=
her
billion people and another billion Arabs.&=
nbsp;
So you are talking about -- that's making it tremendous, especially
since this university that will do it will have a monopoly worldwide that t=
he
whole worldwide will catch up and it will be a huge sensation, from a PR
standpoint. So that's basical=
ly the
idea of leveraging the ADA and combining it with a bunch of other things. <=
span
style=3D'mso-spacerun:yes'> And then the expense of hiring a
captioner looks like nothing compared to all the benefits and the stream of
cash flow that the university can experience."
PROFESSORS
CONCERNED ABOUT THE LOSS OF PRIVACY AND THEIR INTELLECTURAL PROPERTIES
"The
problem is that you have professors that will be reluctant like I'm a law
professor and I'm paranoid about my intellectual properties and I will obje=
ct
to that. So you come to the
professor and tell them: Look=
, now
your little concerns about intellectual properties are nothing compared to =
the
amount of money that you will may if -- first of all, you will become an
instant author. As soon as we=
take
the transcript and edit it and publish it, you will be the author. So without doing anything besides =
your
measly lecture, now you will be paid royalties for every sale that we
make. So this law professor t=
hat
typically will be objecting to it because he thinks this will be infringing=
on
my book that I'm going to write.
Now he gets editorial royalty, and the publisher and the university =
will
have the incentive -- the university will get a cut from all the sales
also. So there will be huge
incentive for them to help promote it and then the expense that they pay to=
the
captioner will look like nothing compared to the huge revenues, especially
since there are very little expenses since it comes out of the existing
surveillance system."
UNIVERSITIES
PUBLISHERS AND STUDENTS WILL HAVE AN AUTOMATED VETTING SYSTEMS SCREEN RATING
AND RANKING PROFESSORS CLASSROOM VIDEOS AUDIOS AND TRANSCRIPT FILES
Due
to the internet way of working sites such as Google Video and Digit help
produce an automated vetting and WWW indexing system. Surfing students view the video
pod-casts, web-cast, and other materials have the options to rate, rank, and
comment them. These comments,
rankings, ratings, create an automated vetting system that publishers, futu=
re
surfers, and others can use to find the best of the best in every category.=
That way students are no longer li=
mited
to their own professor lectures, they will be able to find other professors
lectures about the same topic that may explain a specific topic better than
their own professor, leading to an overall long term improvement in leering=
and
teaching.
"So
that is basically some of the ideas that we are working with, and when the
university fully sees that it works, they will be only glad to extend it to=
the
other classes, regardless of the idea or not and that will make it a lot
better. Because instead of th=
e ADA
compliance that is the minimum that you will be giving -- they will be givi=
ng
you, you will have DVDs, different languages, and it will be much better
quality than just an unedited version.&nbs=
p;
You will have an edited version illustrated and so on. At the most one night after the re=
cording
will be done."
INTEGRATING
COMPUTER ASSISTED ADAPTIVE TESTING TO THE DVD AND VIDEO POD-CAST MIX
">>
But there's another area that can be added, and that is computer assisted
adaptive testing. Remember we
talked about recording clips, and on the DVD we break down into a one-minute
clip, and we've -- we can create, then, a pre-text of -- a pre-test of
questions, and we can map the clips to the questions.
So
when a student gets one of the questions incorrectly, they can request, the=
n,
to get an explanation from the video to explain their deficiencies.
>>
And we can demonstrate it, since we can use this monitor, if you go to -- if
you can go to" http://www.OnAFree.com, "and go to the section
OnAFree.com to see a sample of this test, we will demonstrate to you a samp=
le
of this test. Sam can you tur=
n off
the lights a little bit so we can see the screen here. Something happened to our computer
here."
"Okay. What we are trying to do now is we=
are
trying to browse to OnAFree.com to demonstrate to you this testing system.<=
span
style=3D'mso-spacerun:yes'> By the way, this test, since it is
written in the Java programming language, will run off a telephone. So let's say that the disabled per=
son
wants to practice after the class.
He doesn't have to even have a computer. Go under" the OnAFree.com&quo=
t; web
site "and see the section, the button on the left-hand side that is
listing 'Internal Control Evil.' is the second button from the top or the t=
hird
one. And inside it scroll dow=
n to
the point that you see a video -- what is it called?
>>
1 secure policy video.
INTERACTIVE
JAVA SCRIPT ADAPTIVE VIDEO ASSISTED TESTING SYSTEM THAT CAN RUN ON A TELEPH=
ONE
REMOVABLE MEDIA CARD, WEB SERVER, OR A STAND ALONE PC (PERSONAL COMPUTER)
">>
Click on it, and it will open a screen which is a test. This screen in the upper left corn=
er has
a place to put your name. Typ=
e your
student name there. Let me pu=
t on
my glasses because I cannot see one thing that I'm trying to aim at. So now I can see it. You see that there is a little spa=
ce on
the top where the student is going to type their name. Okay. Lee. And now you see there is a
question. The first question
reads: Service provider docum=
ented
security policies, plans and so on.
Let's say that the student answer is going to be true. So click T. for true. Notice that underneath the question
there is a little thumbnail. =
Click
on the thumbnail. What that w=
ill do
is open a video that shows the professor explaining the question.
JAVA
TEST FOR SECURITY POLICY VIDEO ASSESSMENT SCORING INTERNAL CONTROLS
This
study shows the "Security Policy Video Assessment Scoring Internal Con=
trol
Compliance." Much like o=
ther
tests, it calculates the performance of the organization regarding complian=
ce
with internal controls requirements of Sarbanes Oxley, ADA (Americans with
Disabilities Act), etc.
The
same kind of assessment can apply to any academic or training course.
As
we reveal the source code, we can see the Java script statements, following=
are
some examples: The "<noscript>" statements is setting up the
Font Color, "<h3><font color=3D'#FF0000'>Javascript not
enabled</font></h3>.
Then, the "</noscript> terminates the previous block of
code. The "<script
language=3D'JavaScript'>" script language statement declares Java a=
s the
script language.
The
following statements demonstrate the Java script If statement syntax:
"if
(navigator.appName.indexOf("Netscape") >=3D 0) {
&=
nbsp; if
(parseInt(navigator.appVersion.charAt(0)) < 4)
OUTPUT
OF THIS ASSESSMENT ABOUT SECURITY POLICY VIDEO ASSESMENT
As
we can see the output of this assessment show the "Name: University of
Miami," the "Score: 1 / 3 points (33%)" and the title of this
assessment: "1SecurityPolicyVideoAssesment." The assessment proceeds with the t=
ype of
question being "True/False," Indicate whether the statement is tr=
ue
or false. Following is the
"Narrative for .112~ Service Provider documented security policies,
standards, plans and procedures are available for review." Following is the correct answer:
"T," the score of this correct answer: "1." and the
nerrative of the 1st question ".112~ Service Provider documented secur=
ity
policies, standards, plans and procedures are available for review."
Likewise,
it shows the "ANSWER: T,=
"
and the rationale "Rationale for .112~ Service Provider documented
security policies, standards, plans and procedures are available for
review." The assessment =
then
show the "POINTS: 1 / 1,=
"
etc.
HYPERLINKED
VANITY TELEPHONE NUMBERS & URL BANNERS SPONSORS ADS OVERLAID ON VIDEOS =
"So
this is a video, and you see the little advertising promotion there or
sponsor" (305)OnTrial.org, "which is advertising a telephone numb=
er
and website," URL. "=
;You
can see that this video will have captions too. And just for the sake of speed, le=
t's go
to the end. We are going to s=
kip
the last two questions. Close=
the video. And go to the end. That's more questions that we will=
skip
on purpose. Notice that at th=
e end
there is a button check my work.
You click on check my work and it will tell you -- leave the message=
for
a second. It will tell you, y=
ou did
not complete blah, blah blah. We
know, say okay. And it will g=
ive
you your grade. Go to the top=
and
see that our grade is 33% out of 100.
Now know when we go to the end it has also remedial information so t=
here
is another hyperlink that will explain to you if you click on it -- and I t=
ook
out the video, so if you click on it, it will not play the video because I
didn't have space on my server. But
it will play another video that explains to you why it is important.
COMPUTER
ASSISTED TESTING (CAT) INTEGRATED WITH CLASSROOM ILLUSTRATIVE VIDEO CLIPS
"In
this case it deals with the SOX that are Sarbanes Oxley compliance. This is a" part of a computer
auditing class and test of compliance with internal control procedures for =
an
IT (Information Technology) audit requirements. But, "it will apply equally t=
o any
test. The hearing impaired st=
udents
can take this from an SD (Secured Digital) card. Put the SD card inside the telepho=
ne,
listen to the lecture, then take the test and when he's done with the test =
you
see that the score was 33%. H=
e can
either gain connectivity from the phone and upload this to the server or ta=
ke
the SD card and connect it to a computer and upload the score to the server
this way and do his quiz and homework that way off of a phone. And that is an example of a test t=
hat
will be generated pretty much automatically off of the videos of the
class."
AUTOMATED
TEST BANK GENERATED FROM LECTURE CAPTIONS, TRANSCRIPTS, AND EDITED TEXT
"The
way the program works, it takes the text that the captioner produces, it pa=
rses
the text, and it find statements in the text that" the instructor said
during the class -- and it makes" a "true/false questions out of
it. It takes the statement as=
it is
and then" it "becomes a true/false question, whose answer is true,
and then it reverses it, and it makes out of that a true/false question who=
se
answer is false."
The
program than sorts the True/False (TF) question that are True (TFT), and TF
questions that are F (TFF) and creates Multiple Choice (MC) Questions out of
them. The program combines 3 =
TFT
into 1 MC for which choice D All of the above is the correct choice. In this way the program creates a =
bunch
of MC for which choice D "all of the above" is the correct
answer. In contrast, the prog=
ram
picks the TFF, and forms from them more MC for which the correct answer is =
the
last choice E "None of the above." In similar manner the program crea=
tes an
objective test bank very quickly and totally automatically.
This
is the way that it automatically builds up a test, just from the text that =
the
captioner types in. And then =
of
course in India they can take it and already edit it a little more and make=
a
more sophisticated test. But =
that
already costs more money and takes longer.=
But you saw an example and demonstration of the test that we were
talking about.
MINIMIZING
COST AND MAXIMIZING REVENUE PRODUCES FOUNDATION FOR PROFITABLE ENTERPRISE
Obviously,
minimizing the cost and maximizing the revenue is a simple formula to
maximizing the profit, the "devil may be in the details." The details of the trade-offs betw=
een
cost and quality, the higher the quality, the higher the cost may be. Or, alternatively, the lower the c=
ost
the lower the quality may be. The
trouble is that as we reduce the cost, approaching a marginal cost of zero,=
so
may the quality go down to a point that the entire project is entirely usel=
ess,
due to the quality being so low.
Marginal cost is the difference in cost between 2 levels of activity=
. For example, if the cost is a fixe=
d cost
such as rent, then the marginal cost is equal to zero, due to the fact that=
the
cost of the rent does not differ among various levels of activities, within=
a
relevant range. For example, =
if we
pay $100 to rent a hotel seminar room plus a speaker, and host 10 peephole =
and
$20 a ticket, our profit will be 10 people * $20 =3D $200 less cost of $100
producing a profit of $100. I=
f we
raise the level of activity to 15 people, within the relevant range of 50
people (maximal capacity of the room) our marginal cost will be zero, and o=
ur
profit will grow to 15 people * $20 =3D $300 less cost of $100 producing a =
profit
of $200.
TIME
IS MONEY, AND MINIMIZING TIME TO MARKET MINIMIZES THE COST WHILE MAXIMIZING
COMPETITIVENESS
The
turn-around time of producing the contents of the captioned videos, audios,
transcript text, tests, translations, etc, cannot physically be done faster
than our proposed methodology, taking advantage of outsourcing, and opposing
time zones. This explains, wh=
y we
are using automated transcription, and offshore surveillance and recording
controls of the PTZ (Pane Title and Zoom) cameras in Miami, by operators in
China and India in opposing time zones, and reduced cost by more than 90%.<=
span
style=3D'mso-spacerun:yes'> Opposing time zones are time zones=
such
that when it is 9 pm in Miami, it is 9 am in China. That is especially significant in =
high
tech areas when frequent changes render outdated legacy systems obsolete
quickly. Thus the shortest ti=
me to
market grants a temporary monopoly to the fastest operators, simply because
they are the only choice available at the time. As time goes by other operators may
arrive to the market place, but by this time, the lion share of the market =
may
have been already taken by the speediest competitors. Such areas may include computer
technology, medical innovations etc.
This explains why we emphasis the fastest possible turn-around of an
evening class that end in Miami at 9 pm, whose work continues around the cl=
ock
in China or India starting at 9 am China time. Such a job can end by 12 noon
China time, or 12 midnight Miami time.&nbs=
p;
An
extreme example that makes a point is an Emergency Room (ER) example. In such a case, where such work wi=
ll be
crucial is medical technology, such as X-ray services, part of a medical sc=
hool
applied to real ER patients, and a medical interns radiology class. In this case the Radiology Profess=
or may
demonstrate the X-ray on an emergency room injury case. The professor takes the X-ray in M=
iami
at 9 pm; upload the X-ray to the WWW at 9:10. At 9:30 am China time, his Ch=
inese
counterpart finishes the diagnostics, uploading the results back to the
original Miami x-ray portal to be used by the Miami nightshift of the ER, w=
here
the professor is long gone, but the work continues non-stop, the night shift
interns and doctors get the analyzed images, providing the appropriate, and
cost effective and timely service to the patient. Likewise, the Radiology Professor =
at
home, that initiated the X-ray, can have a quick look at the results to make
sure that everything is alright just before he or she goes to sleep. If something goes wrong, the profe=
ssor
can then kick start the predetermined business continuity contingency plan =
for
backup and recovery, and then go to sleep.
DRIVING
MARGINAL COSTS TO APPROACH ZERO, WHILE MAXIMIZING POTENTIAL REVENUES
We drive the marginal cost to zero by using PTZ network security cameras (no camera men needed), cameras are connected to the computer, a stand-alone independent DVD Burner (no computer needed), and a stand-alone Wi-Fi Hard D= isk Drive recorder (no computer needed) uploading video clips directly from a router to the WWW. The camera contains a web server and an SD drive, controlled by a wireless Wi-Fi telep= hone acting also as remote control. The captioner is very expensive for the first session, but all subsequent sessi= ons of the same class, can use the captioned video of the first class, and therefore, their marginal cost is also approaching zero. So once, we captioned 1 topic and = archived it, we can make it available to all subsequent classes of an identical topic. For example, let’= ;s say the professor teaches Break-even analysis in one session of a Management Accounting class, and we stream and archive the captioned video, then all o= ther 10 sections of the same class can use this clip, with a marginal cost approaching zero. The streami= ng on UStream.com is free, the progressive download and storage on Google Video is free, the DVD-Burning storage server plus the shopping cart of Kunaki.com a= re free, and therefore, we keep the cost and the time to market to a minimum.<= o:p>
That
cost reduction is especially important for academic topics whose marginal
revenue approaches zero. It m=
ay be
offensive to some professor to realize that their content has a marginal ma=
rket
value that approaches zero. I=
n other
words, if their course was not required for a degree, they would have no
students, even for free. In s=
uch
extreme cases, our model will still work because in the most extreme case, =
that
nobody wants any of these contents, besides the ADA viewer, our method
minimized the cost, and provides the flexibility to focus on areas that are=
in
higher demand. Since we canno=
t tell
in advance which area are in demand, we can use the automated vetting syste=
m of
Google Video ranking, ratings, number of hits, downloads and views, and pick
the highest demand areas, again at approximately zero cost. Using such a process, we can
continuously drop the losers promote the winners, and keep trying new area =
to
find out what works best.
USING
THE HD (HIGH RES) CAMERA IF THE PTZ-NET CAM IS OUT, AND THE LD (LOW RES) IF
BOTH ARE DOWN, AS A BACKUP AND RECOVERY BUSINESS CONTINUITY CONTINGENCY PLA=
N
">>
So what our project is focusing in is reducing the costs.
>>
And increasing the revenue.
>>
And also getting it to market quickly.&nbs=
p;
So by the end of the evening, you already have a DVD produced in raw
form. You already have the
archive. You already have the
broadcast
>>
And you also have the test
>>
And you have the test. We have
problems of connection. Do yo=
u want
to turn off the Sony, a DVD to see if it would work?
The
previous camera we were using was HD camera. The video signal is much stronger.=
This is standard definition video,=
and
the standard definition video, the signal is not quite as strong. So when you have multiple devices,=
the
signal is not that strong. It
cannot -- many times it cannot get to the computer. And we had problems getting it to =
the
computer even when we didn't have all the equipment connected. So standard definition video signa=
l is
not quite as strong as high definition, and that gave us trouble in the
past. Unfortunately our HD ca=
mera
went out. Temporarily
hopefully. I will fix it
later. But I tried to fix it =
within
the five minutes in the break, and I couldn't.
>>
So I think this concludes.
>>
This concludes the presentation and we will upload our video here, and it w=
ill
be available for distribution. It
will be available for distribution within 10, 20 minutes after the class.
Now
to explain this equipment here. If
you don't mind one more time, I would like to aim the camera on so we can
explain all this equipment. S=
o this
is probably the last time we are going to do this.
(End
of captioning file.)"
LEGAL AND ETHI=
CAL
PRIVACY ISSUES
This is an example of a transcript without time =
codes.
It was created as a Word Document.*
**This is a te= xt file that was produced by a real-time captioner to ensure effective communication for a person who is deaf or hard of hearing. This file is not a certified, verb= atim record, and it should not be quoted as such; nor should this file be distributed without appropriate authorization. We have received a written c= onsent from both the hearing impaired person and the professional captioner on 4/16/2008 for this CIS (Computer Information Systems) course, this is part = of Computer Information Systems Course about web technologies development. **<= o:p>
The legal and
ethical issues are beyond the scope of this study, as we are focusing on the
operational, technical, technological and the ROI issues. For now, these issues are challeng=
ing
enough, in the near future many of our issues will be resolved, making it a
mass market appeal. At that t=
ime,
users will have to deal with the legal and ethical issues that this study r=
aises. But for now, since nobody else but=
us,
is using these combination of applications and integration, we do not have =
to
worry about a mass market appeal and its related problems.
* This is an example of a transcript without time
codes. It was created as a Word Document.*
** NOTE: This is a text file that was produ=
ced by
a real-time captioner to ensure effective communication for a person who is
deaf or hard of hearing. This=
file
is not a certified, verbatim record, and it should not be quoted as such; n=
or
should this file be distributed without appropriate authorization. 4/16/2008
CIS, this is part of Computer Information Systems Course about web technolo=
gies
development. **
^^^^^^^^^^^^^^^^^^^^^=
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
As Lee Lefkowitz (2008) describes the current st=
ate of
art of the captioning, subtitling and real-time transcription is still way =
too
expensive for the average institution, despite all the new media and new
technologies. Following are
Lee’s descriptions:
“In recent year=
s,
emerging technologies has paved the way for Internet captioning to become
available to individuals who wish to take advantage of new developments.
Internet captioning is the combination of Internet videos with captions that
can be read in any language. This project was completed to examine the meth=
ods
in which Internet captioning could be conducted as well as an examination of
the costs involved in providing the service. Internet captioning required t=
he
use of technical equipment as well as a stenographer. The costs of operatin=
g the
technology were relatively small and could be utilized as a method of access
for ADA compliance. Internet captioning is being developed in its current s=
tate
to be expanded when federal legislation requires compliance with internet
videos in the near future.
Introduction:
=
With
the rise of YouTube, MySpace, and Google, Internet video has become a recent
craze and part of everyday life. Recently, news stations and other televisi=
on
companies have begun broadcasting their shows live via Internet. One problem
that exists despite these advances in technology is the lack of access it
provides disadvantaged individuals. Disadvantaged individuals can be anyone
that is deaf/hard of hearing, speaks another language, or relies on caption=
ing
for access to television shows, newscasts, or other multimedia. The purpose=
of
this research project is to create opportunities for those people to have
meaningful access to Internet video. Internet video can be used for a multi=
tude
of needs: entertainment, educational, or informative. With the expansion of
video devices such as webcams and security cameras, consumers can easily ac=
cess
video sources across the Internet.”
The
trouble is that the extra camera in the classroom and the need for camera m=
an
place additional technical burden on the institution and the instructor and=
can
be quit costly. The alternati=
ve to
this is to use the existing surveillance system, connecting it to the compu=
ter
and the DVD-burner that is typically available to the instructor in the
classroom, and use it instead of the extra camera, the extra camera man, and
all the equipment associated with it.
The best, if the budget permit, is to use both approaches at the same
time. This way one system can=
back
the other system up. At=
the
end we can choose the best system, and discard the archives of the other
system, or simply offer more choices to the viewer and user of the AV archi=
ves,
and broadcasts.
To keep the discussion
simple, the next section will ignore the surveillance and integration of th=
e captions
with institutional and instructor perspective, while focusing on the ADA
student perspective.
“- Hybrid Model=
:
The
hybrid of an Internet captioning service would provide the following: an
educational website where students can enter the “virtual
classroom.” The students will be able to view the instructor on the v=
ideo
screen giving a lecture. The captions will be embedded into the videos for
easier understanding of the material. Active participation is encouraged
because the students will be able to ask questions and comment via a chat
window below the video window. After the lecture is completed, the video wi=
th
captions can be uploaded to the site. Students can also have the option of
purchasing lecture notes or transcripts of the lecture from the site. The
method to achieve this would be that the professor creates the video source=
by
plugging a video camera into the computer. The captionist (who does not nee=
d to
be present) can receive the video source and plug it into an encoder where =
it
will be combined with the captions. The new video source will then be sent =
into
the “virtual chartroom” where students can view and participate=
in
the classroom session.
Goals:
=
-
Reduce costs
=
-
Make classes available online with more participation
=
-
ADA compliance”
The important goal th=
at we
ignore is creating a new set of revenues cash inflows, to the instructor and
author of the materials, as well as the institution, whose premises and
infrastructure facilitates this effort, and the publishing company that may=
be
involved in publishing text books and tests that the author will create from
the captioned transcripts. Ho=
wever,
such extra revenues are very important since the raise the ROI of the entire
activity, and its mass market utility, well beyond ADA, and a sing ADA stud=
ent.
=
“The
goal of this project is to be able to project closed captioning across live
Internet video. By doing so, an individual can watch videos via computer an=
d be
able to understand what is occurring as well as participate if necessary. N=
ot
only has Internet video risen in popularity, but the increase in online
educational courses has developed as well. With closed captioning, many onl=
ine
educational courses can now have professor lectures streamed across the
Internet and allow disabled students, foreign students, and even regular
students to understand what is being said as well as participate. The
universities can benefit from these costs, because they can allow more stud=
ents
to sign up for online classes. The costs of the captionist and technical
equipment can be offset by the additional quantity of students that are
enrolled in the courses. While the costs of implementing this technology ma=
y be
high, it will result in greater profit margins for the school and professor=
s.
Internet captioning will also meet ADA compliance requirements and allow
students all over the world participate and receive hard earned degrees they
may otherwise not be able to obtain.
Current Market:
=
=
Devices
for Internet captioning have been developed, but are not being utilized for=
a
variety of reasons. The cost of purchasing the devices and a trained
stenographer can become costly for a company to pursue this type of technol=
ogy.
The lack of regulation means companies are not required to provide open acc=
ess
via the Internet. There are some small market companies that are utilizing =
the
technology, but no company has a major share of the market. It is predicted=
the
market will increase exponentially once legislation is passed with increased
pressure from advocacy groups and other non-profit organization. The
development of the technology to where it becomes self sufficient and cost
effective will further motivate stakeholders to lobby for regulation.
=
SUMMERY, CONCLUSIONS =
AND
IMPLICATION
In summary, we have r=
eviewed
multiple perspectives on the issues of classroom recording and streaming of
contents over the WWW. =
We
have reviewed the institutional perspective including issues of turning the
professor into an instant published of the unedited AV and automated or man=
ual
transcript, and a variety of problems and issues technical, as well as legal
and ethical. Most of these is=
sues
have not been resolved as of yet and we will deal with them in future resea=
rch
and development efforts.
We conclude that a lo=
t of
progress has been made recently, and that the technology is rapidly maturin=
g to
a state in which much more progress can be made. However, for now we have not yet f=
ound a
single instance of integration at the level that we are dealing with. Most organizations have limited am=
ount
of integration, which provide enough challenges to avoid additional problem=
s of
more integration, and more problems.
However, that may change in the near future as technology improves a=
nd
people can cope and harness it more effectively.
We imply that in the =
future
our vision and experiments may be more wide spread. In the mean time we are going to
investigate the variety of issues involved and examine the pros and cons of
such a high level of integration, among competing and sometimes conflicting
interests, such as privacy, security, safety, and compliance with a variety=
of
regulations from ADA, to SOX, to HIPPA, etc.
REFERENCES
Rushinek, Sara and Av=
i and
Lefkowitz, Lee. Lecture on Internet Video Captioning. http://video.google.com/vide=
oplay?docid=3D-402379570765182522&q=3DRushinek+site%3Avideo.google.com&=
amp;total=3D174&start=3D30&num=3D10&so=3D0&type=3Dsearch&am=
p;plinde
Rushinek, Sara and Avi
Lecture, Uploaded to Google Video, with Caption From Human Real-time
professional Captionist
5-4-8_mht-doc_FORENSIC AUDIT INTERNET VIDEO CAPTION, SUBTITLES TRANSCRIPTION BANNER URL-TEL.mht