Contact: Dr. Ye Wang, <WanYe@umkc.edu>
The resilience of communities relies on sustainable online learning during this difficult time. Students and teachers work hard to adapt to this new normal of undergraduate education. Without meeting in person, learning engagement depends upon multimedia content content. Teachers need a lot of help with producing and curating materials to make online learning engaging and efficient. It takes time and training to do video editing, sound mixing, adding background music, adding animation. Can we leverage AI to make video production of course lectures easier?
Availability of multimedia content is not a problem. If you are teaching or learning popular subjects like cybersecurity, there are plenty of tutorial videos on Youtube. The challenge is the curation of content, and organization of pieces and fragments into a whole that makes a curriculum. Can you use a story-driven approach to create a knowledge graph of online content, for example, about cybersecurity (for example, Youtube videos, new stories, etc.)? A story-driven approach is a type of design thinking that uses narrative genre, for example, journalistic 5W+H (Who, What, When, Where, How, and Why), to connect components together and add details, so that human users can easily make sense of information and feel that it is interesting. A story-driven approach allows human users to easily understand a knowledge graph so they can interact with it intuitively. Subjects like cybersecurity have to stay up-to-date and relevant to real-world cyber attacks.
Imagine that you are a professor who is teaching undergraduate students online asynchronously. Teaching asynchronously, you want to make sure the learning materials you provide can engage students. It takes too much time to produce content and look for good multimedia content. Can you make course preparation, delivery, and assessment easier and more efficient?