ABSTRACT
We aim to design a tool that can facilitate Q&A activities in offline academic presentations. We first identify several problems associated with current offline Q&A practices. We then address these problems with SlideQA that supports real-time textual Q&A and slide reviewing online. Our preliminary evaluation results show that SlideQA greatly helped users to understand the presentation content and effectively increased the participation of Q&A activities.
- Maryalice Citera. Distributed Teamwork: The Impact of Communication Media on Influence and Decision Quality. Journal of the American Society for Information Science, 49 (1998):792--800. Google ScholarDigital Library
- Kerry Freedman, Meihui LIu. The importance of computer experience, learning process, and communication patterns in multicultural networking. Education Technology Research and Development 44.1 (1996): 43--59.Google ScholarCross Ref
- Maxwell F. Harper, Daphne Raban, Sheizaf Rafaeli, Joseph A. Konstan. Predictors of Answer Quality in Online Q&A Sites. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI '08), 865--874. Google ScholarDigital Library
- Stefan Hrastinski. Asynchronous and Synchronous E-Learning. Educause quarterly 31.4(2008):51--55.Google Scholar
- Stefan Hrastinski. The potential of synchronous communication to enhance participation in online discussions: A case study of two e-learning courses. Information & Management, 45.7 (2008): 299--506. Google ScholarDigital Library
- Ashwin Ram, Hua Ai, Preetha Ram, Saurav Sahay. Open Social Learning Communities. In Proceedings of the International Conference on Web Intelligence, Mining and Semantics (WIMS '11), Article No. 2. Google ScholarDigital Library
- Ivan Srba, Maria Bielikova. Askalot: Community Question Answering As a Means for Knowledge Sharing in an Educational Organization. In Proceedings of the Conference Companion on Computer Supported Cooperative Work & Social Computing (CSCW '15), 179--182 Google ScholarDigital Library
- Mark Warschauer. Comparing Face-to-Face and Electronic Discussion in the Second Language Classroom. Computer Assisted Language Instruction Consortium (CALICO) Journal, 13.2/2 (1995): 7--26.Google Scholar
- http://www.c3softworks.com/Google Scholar
- https://www.sli.do/homeGoogle Scholar
- https://www.symflow.com/Google Scholar
Index Terms
- SlideQA: Supporting Effective Q&A in an Offline Academic Presentation
Recommendations
Diffscriber: Describing Visual Design Changes to Support Mixed-Ability Collaborative Presentation Authoring
UIST '22: Proceedings of the 35th Annual ACM Symposium on User Interface Software and TechnologyVisual slide-based presentations are ubiquitous, yet slide authoring tools are largely inaccessible to people who are blind or visually impaired (BVI). When authoring presentations, the 9 BVI presenters in our formative study usually work with sighted ...
Say It All: Feedback for Improving Non-Visual Presentation Accessibility
CHI '21: Proceedings of the 2021 CHI Conference on Human Factors in Computing SystemsPresenters commonly use slides as visual aids for informative talks. When presenters fail to verbally describe the content on their slides, blind and visually impaired audience members lose access to necessary content, making the presentation difficult ...
Slidecho: Flexible Non-Visual Exploration of Presentation Videos
ASSETS '21: Proceedings of the 23rd International ACM SIGACCESS Conference on Computers and AccessibilityWe present Slidecho, a system that enables non-visual access of the slide content in a presentation video on-demand. Slidecho automatically extracts slides and their text and image elements from the presentation video and aligns these elements to the ...
Comments