Adaptation of Lecture Videos to Mobile Device

Presented by: Anisha Nayak & Akanksha Patil

Introduction Mobiles and PDAs are becoming ubiquitous, specially amongst students and theres a need for having all the applications of our real world into our pocket!

One such application is viewing lecture videos on your mobile or PDAs. These videos are typically meant for the computers and not hand held devices like mobile phones, hence our proposal is to disprove this and bring the above said need to reality!!

Problem Statement

Lecture videos are traditionally designed for desktop computers, these require high video bitrates, due to which viewing them on low network bandwidth connections like GPRS incurs long delays and high costs. So the challenge is to come up with some innovation in order to map these high BW videos onto the available BW.

CHALLENGES IN IMPLEMENTATION
There are two main challenges or problems that are encountered in this adaptation process: 1. Network Bandwidth and Cost - Network connections (like GPRS) that are used by mobile phones have a very low network bandwidth (40kbps). This is very low as compared to the bit rate of a video which is in the range of 400-1200kbps or even higher. Higher the bandwidth, higher you need to pay the service provider. 2. Usability of the content - Lecture videos usually have written material, either as presentation slides or in the writings of the instructor. Hence, the adaptation process must ensure that understanding and visibility of the content must not be compromised.

Technical terms :
VIDEO TRANSCODING: Video transcoding is the process of converting the video from one compression format to another. In the process, video parameters like bit rate, frame rate and resolution can be changed to meet the target device requirements.
2. CONTENT AWARE VIDEO ADAPTATION: Content aware video adaptation is the process of adapting the video based on its content, so that the content is visible clearly, even at lower bit rates. But, compressing to very low bit rates degrades the quality for any compression format, and can make the content incomprehensible. Hence the above said process is a trade off between compression and clarity of data.

Current work in the field :

1. There have been attempts, to identify important segments of a video and important objects or regions in a video frame sequence. These are then encoded at a high quality and other portions are encoded at a low quality. These methods achieve a descent video quality (i.e. that looks as good as the original one) at moderate bit rates of 100kbps for non-lecture videos, but at very low bit rates of 40kbps and in the context of lecture videos, the quality and visibility of written content is doubtful, as the video quality might degrade further.
2. In the second method, non-changing portions of a lecture video are identified and one image is extracted from each such region. The output is a slide-show of such images along with the audio stream of the whole lecture. This method basically aims to achieve reduction in bandwidth by eliminating redundancies in the video.

Solution for the problem

We employ the same concept of displaying slide-show of images extracted from the video, as done in previous work but in a different way. We identify Study Elements within the video.

BUT WHAT ARE STUDY ELEMENTS?

STUDY ELEMENTS

Study Element is the portion of video showing any medium of instruction. Medium of instruction could be a slide of presentation or an explanation written by a instructor on a white paper or the instructor herself explaining something. We then extract images from each Study-Element at a different intervals; for example one image every 5seconds. The output is the slide-show of the extracted images sent to the client according to the interval at which they were extracted from the element, along with the audio. The user can specify the user experience desired for each StudyElement and has the flexibility for choosing the network bandwidth available as input.

System architecture
The adaptation methodology accepts the video as input. It further accepts the desired user experience and the network bandwidth available, as parameters from the user. The desired user experience value for every Study-Element is accepted. For example, the desired user experience values for presentation element and instructor element are taken as input. The output consists of a set of images, sending interval for each Study-Element and continuous audio. Images are sent to the client device according to the sending interval. For example, if the sending interval is five seconds, then one image is sent every five seconds. The audio is continuously streamed to the client.

We have defined three types of Study-Elements

1) Presentation Element - Portion of video that shows one slide of a presentation 2) White Paper Element - Portion of video that shows white paper on which instructor is writing something 3) Instructor Element - Portion of video that shows instructor talking Sample images of the elements are shown in Figure below. Study elements are portions of video that are different from one another in terms of the following properties:

User Experience
We define User Experience as a value between 0 and 1that represents the desired level of user experience. This is given as input by the user to the system. since images are seen with some delay, the user would be more satisfied if that delay is lesser. Hence, a zero value means that the delay experienced is large (to be chosen by system administrator),and a value of one means that the delay experienced is equal to one second.

Calculating system parameters

Calculating Sending Intervals User Experience of Study-Elements Calculating network bandwidth and size Finding Output Sending Interval

User Experience of Study-Elements

1) Presentation Element: 2) White Paper Element:

Delay Experienced(D2) = Time that user sees the image of the slide Time that the slide actually started in the original video User Experience(U2) = 1 Sec Delay Experienced

Delay Experienced(D1) = Sending interval User Experience(U1) = 1 Sec Delay Experienced

3) Instructor Element

Calculating network bandwidth and size

Network Overhead(NO) = Image Size Sending Rate Size Overhead(SO) = Total Size Of The Images Extracted From The element

Video Size Comparison

Comparison of Size Reduction

CONCLUSION AND FUTURE WORK

Slide show based adaptation achieves far greater bandwidth reduction than other techniques. It can be used to adapt lecture videos so that they can be viewed on low bandwidth network connections. It should be observed that we assume that video of slides is shown because this is important for offline viewing of the lecture. Currently, for our method, tagging the boundaries of StudyElements is assumed done manually typically at the time of production of video. We feel that this process could be automated by using a technique called shot detection, that identifies the places in the video, where major changes occur. We also plan to implement the idea as a working system, and take the user experience of actual users. This could be then compared with the values obtained from the metrics.

REFERENCES [1] H.264. http://ati.amd.com/products/pdf/h264 whitepaper.pdf. [2] Shih-Fu Chang, Di Zhong, and Raj Kumar. Real-time content-based adaptive streaming of sports videos. In CBAIVL 01: Proceedings of the IEEE Workshop on Content-based Access of Image and Video Libraries (CBAIVL01), page 139, Washington, DC, USA, 2001. IEEE Computer Society. [3] Ming-Ho Hsiao, Yi-Wen Chen, Hua-Tsung Chen, Kuan-Hung Chou, and Suh-Yin Lee. Content-aware video adaptation under low-bitrate constraint. EURASIP J. Adv. Signal Process, 2007(2):2727, 2007. [4] W. Tavanapong. A characteristics-based bandwidth reduction technique for pre-recorded videos. In IEEE International Conference on Multimedia and Exposition, page WP11, 2000. [5] J. Xin and C-W Sun M-T. Lin. Digital video transcoding. Technical report, Mitsubishi Electric Research Laboratories, January 2005. Digital Video Transcoding, Proceedings of the IEEE, Vol. 93, Issue 1, pp. 84-97, January 2005, IEEE Xplore (http://ieeexplore.ieee.org/Xplore

Thank You