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1. Whiteboard-of-Thought: Thinking Step-by-Step Across Modalities

   Menon, Sachit; Zemel, Richard; Vondrick, Carl (November 2024, EMNLP)
2. FCN-LectureNet: Extractive Summarization of Whiteboard and Chalkboard Lecture Videos

   https://doi.org/10.1109/ACCESS.2021.3099427  

   Davila, Kenny; Xu, Fei; Setlur, Srirangaraj; Govindaraju, Venu (January 2021, IEEE Access)
3. Automated Whiteboard Lecture Video Summarization by Content Region Detection and Representation

   https://doi.org/10.1109/ICPR48806.2021.9412386  

   Kota, Bhargava Urala; Stone, Alexander; Davila, Kenny; Setlur, Srirangaraj; Govindaraju, Venu (May 2021, 2020 25th International Conference on Pattern Recognition (ICPR))

   null (Ed.)

   Lecture videos are rapidly becoming an invaluable source of information for students across the globe. Given the large number of online courses currently available, it is important to condense the information within these videos into a compact yet representative summary that can be used for search-based applications. We propose a framework to summarize whiteboard lecture videos by finding feature representations of detected handwritten content regions to determine unique content. We investigate multi-scale histogram of gradients and embeddings from deep metric learning for feature representation. We explicitly handle occluded, growing and disappearing handwritten content. Our method is capable of producing two kinds of lecture video summaries - the unique regions themselves or so-called key content and keyframes (which contain all unique content in a video segment). We use weighted spatio-temporal conflict minimization to segment the lecture and produce keyframes from detected regions and features. We evaluate both types of summaries and find that we obtain state-of-the-art peformance in terms of number of summary keyframes while our unique content recall and precision are comparable to state-of-the-art. 

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4. Automated Detection of Handwritten Whiteboard Content in Lecture Videos for Summarization

   https://doi.org/10.1109/ICFHR-2018.2018.00013  

   Urala Kota, Bhargava; Davila, Kenny; Stone, Alexander; Setlur, Srirangaraj; Govindaraju, Venu (August 2018, 2018 16th International Conference on Frontiers in Handwriting Recognition (ICFHR))
5. Where’s My Whiteboard? The Challenge of Moving Active-learning Mathematics Classes Online

   Nelson, Jill K.; Rosenberg, Jessica; Fernandez, Kathryn; Shank, Julie (July 2021, 2021 ASEE Virtual Annual Conference)

   null (Ed.)

   This research paper studies the challenges that mathematics faculty and graduate teaching assistants (GTAs) faced when moving active and collaborative calculus courses from in-person to virtual instruction. As part of a larger pedagogical change project (described below), the math department at a public Research-1 university began transitioning pre-calculus and calculus courses to an active and collaborative learning (ACL) format in Fall 2019. The change began with the introduction of collaborative worksheets in recitations which were led by GTAs and supported by undergraduate learning assistants (LAs). Students recitation periods collaboratively solving the worksheet problems on whiteboards. When COVID-19 forced the rapid transition to online teaching, these ACL efforts faced an array of challenges. Faculty and GTA reflections on the changes to teaching and learning provide insight into how instructional staff can be supported in implementing ACL across various modes of instruction. The calculus teaching change efforts discussed in this paper are part of an NSF-supported project that aims to make ACL the default method of instruction in highly enrolled gateway STEM courses across the institution. The theoretical framework for the project builds on existing work on grassroots change in higher education (Kezar and Lester, 2011) to study the effect of communities of practice on changing teaching culture. The project uses course-based communities of practice (Wenger, 1999) that include instructors, GTAs, and LAs working together to design and enact teaching change in the targeted courses alongside ongoing professional development for GTAs and LAs. Six faculty and five GTAs involved in the teaching change effort in mathematics were interviewed after the Spring 2020 semester ended. Interview questions focused on faculty and GTA experiences implementing active learning after the rapid transition to online teaching. A grounded coding scheme was used to identify common themes in the challenges faced by instructors and GTAs as they moved online and in the impacts of technology, LA support, and the department community of practice on the move to online teaching. Technology, including both access and capabilities, emerged as a common barrier to student engagement. A particular barrier was students’ reluctance to share video or participate orally in sessions that were being recorded, making group work more difficult than it had been in a physical classroom. In addition, most students lacked access to a tablet for freehand writing, presenting a significant hurdle for sharing mathematical notation when physical whiteboards were no longer an option. These challenges point to the importance of incorporating flexibility in active learning implementation and in the professional development that supports teaching changes toward active learning, since what is conceived for a collaborative physical classroom may be implemented in a much different environment. The full paper will present a detailed analysis of the data to better understand how faculty and GTA experiences in the transition to online delivery can inform planning and professional development as the larger institutional change effort moves forward both in mathematics and in other STEM fields. 

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