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1 BACKGROUND OF STUDY Over the course of 18 months, the Universities of Oxford, Cambridge and the Open University worked together to document and record as much of their expertise as possible related to setting up and managing of institutional multimedia (podcasting) services. This report gives a brief overview of the project's work - its lessons and outputs - introducing our key recommendations for this topic at the end. This is not a comprehensive document as much as a summary of the project website, our community wiki, the various audio and video recordings, downloadable handbooks, software products and more, generated through the Online video sharing portal. In 2008 a small number of UK universities were offered the opportunity of being the first nonUS institutions to be invited to participate in the Apple iTunes U1 online media portal. This new arena offered a new opportunity for innovative practices in making public lectures and talks available but also a challenge in instigating new institutional workflow policies for content creation and delivery. Oxford, Cambridge and the Open University decided to participate in this new service with each having around 200 talks and lectures initially. This material is available for free to a global audience for use in personal learning and all teaching media is stored by the local institution but surfaced through RSS via the iTunes U portal. Three different factors have created a rise in demand for online educational media and hence for an increase in institutional audio-video activities. The first driver is the rise of consumer video capture devices that allow individual academics and students to record material and the related rise of YouTube and similar video hosting services that simplify encoding and hosting of online media. The second factor is the increased availability of portable media players such as iPods that can be synchronised with media hosting services. The third factor is the rise of walled garden educational video sharing services, such as the successful UK launch of Apple iTunes U in 2008 and the subsequent launch of YouTube Edu in 2009. These new distribution channels provide a unique opportunity for widening global access to high-quality educational resources. Whilst the technical challenges associated with handling the large volume of video and audio content being produced by academic colleagues was seen as the major concern, we quickly discovered that the policies needed to manage such materials would also benefit our peers. This shared experience, together with a need for consolidation in legal and policy decisions was the starting point for the online video sharing portal. With the emergence of Web 2.0, Web 2.0 sites, such as forums, blogs, video-sharing websites, and wikis have become more and more popular in the past few years. User behavior in Web 2.0 communities has changed from just browsing web pages to generate and spread their own content and ideas. As noted by OReilly (2005), one of the main features of Web 2.0 is the architecture of participation, which refers to online content that is generated by those who are motivated by their own personal interests. Numerous user-generated data provide valuable personal and up-to-date information, such as user preferences, sentiments, and opinions, which previously could be obtained only through surveys and interviews. To obtain insight from user-generated information, the ability to collect and analyze the considerable quantity of information becomes a challenge. Classification technologies provide promising methods to organize data according to different perspectives. Many studies have used classification technologies to analyze text-based data collected from blogs and forums and obtain

insights. For example, Abbasi et al. (2008) applied sentiment analysis to improve opinion classification of web forums in multiple languages. Zheng et al. (2006) adopted writing style features to identify online authorship. Like blogs and forums, video-sharing websites are an important part of Web 2.0. For example, YouTube, the worlds largest video-sharing website, receives more than 65,000 videos and 100 million video views everyday. Video classification techniques can be used to improve user experiences with video-sharing websites by identifying videos more closely related to users personal interests and distinguishing them from the many irrelevant videos that are obtained by using keyword searches alone. Another challenging issue for Web 2.0 sites is the issue of illegal content such as child pornography, or threatening content such as sites exhorting violence and extremism. Among these, violent extremism content is considered to be among the most dangerous especially after the attack of September 11th. The US government invests many resources in detecting potential terrorisms and protecting the US from extremist violence. Chen et al. (2008) found that extremists use Web 2.0 as an effective platform to share resources, promote their ideas, and communicate among each other. For now, YouTube provides only the flag mechanism for users to mark inappropriate videos (Chen et al., 2008). Video classification can help videosharing websites manage videos automatically by classifying illegal or offensive videos and distinguishing them from acceptable ones. Moreover, accurate video classification results are very useful for identifying implicit cyber communities on video-sharing websites (Kumar et al., 1999). Implicit cyber communities can only be defined by the interactions among users, such as subscription, linking, or commenting. Chau and Xu (2007) studied implicit cyber communities for blogs while Fu et al. (2008) used interaction coherence information to identify user communities for web forums. However, few studies have addressed the cyber communities on video-sharing websites. Different from the studies of forums and blogs which used text features to represent collected data, most studies in video analysis have used non-text features extracted from video clips and audio tracks (e.g., Messina et al., 2006). However, video-sharing communities not only allow users to upload and share videos, but also provide functions to enable users to interact with other users, which generate additional text information. For instance, YouTube allows its users to comment on and rate videos, create personal video collections, and categorize and tag videos they upload. Such user-generated text information may contain explicit information related to video content and hence can be used to classify videos. In addition, this information can be easily obtained by parsing web pages or using various Web APIs (Chen et al., 2008). But for now, few studies have explored user-generated text features in video classification. In order to make use of the information provided by user-generated data and evaluate their effectiveness in online video classification, we propose a framework of video classification for video-sharing websites by using user-generated text data such as comments, descriptions, video titles, etc. We evaluated the performance of different classification techniques and text feature sets. In addition, we conducted key feature analysis to identify the most useful user-generated data for online video classification and showed how our framework can help identify implicit cyber communities on video-sharing websites.

1.2 OBJECTIVES OF STUDY: The main objectives for introducing the online educational video sharing portal is to develop and document sustainable cost-effective institutional infrastructure to support university wide educational podcasting. Making it easier to deliver media into public channels via processes related to metadata standards and promoting the use of widespread encoding formats. Sharing of experiences that have allowed others to save unnecessary expenses and reduce their learning curve. Institutional change management, user requirements, use cases and legal processes Audio/video policies and content workflows for public dissemination of teaching material Audio/video transcoding technologies and service management

1.3 SIGNIFICANCE OF STUDY:

Online educational video sharing portal is essential for public dissemination of teaching material and Making it easier to deliver media into public channels etc. Due to the large number of considerations involved in sharing information, computer based information support systems (ISS) have been developed to support the information processing mechanisms for individuals and groups in life, public, and private organizations, and other entities. With the increasing use of internet in modern times, information is passed easily to a network of people at the same time. The implementation of this online educational video sharing portal will help the information ministry, schools and other entities to reduce cost and time in spreading information and provide the tools that can bring people together and enable them to interact with each other in a meaningful way towards a clear subject. 1.4 Scope of study 1.5 LIMITATIONS OF STUDY: In every aspect of life, problems are most likely to be encountered. Several drawbacks were noticed in the process of this design; most of them were in data collection, power failure, virus attacks on systems and time constraints. In the process of data gathering, some internet users met were not friendly and also media staff met at the media houses where not friendly during the interview section and as such, facts about the organisation were not easily unveiled. Expenses were made a great deal in the purchase of fuel to outsource power because of lack of steady power supply.

1.6 DEFINITION OF TERMS:

Online - Online is the condition of being connected to a network of computers or other devices. The term is frequently used to describe someone who is currently connected to the Internet. Education - The act or process of educating or being educated or the knowledge or skill obtained or developed by a learning process. Video - The technology of electronically capturing, recording, processing, storing, transmitting, and reconstructing a sequence of still images representing scenes in motion or the visual portion of a televised broadcast. Portal - A doorway, entrance, or gate, especially one that is large and imposing. Model a description of a system, used for explaining how something works Podcast - distribute (multimedia files) over the internet for playback on a mobile device or a personal computer Network - A network is a group of two or more computer systems linked together. Internet - An interconnected system of networks that connects computers around the world via the TCP/IP protocol. TCP/IP (Transmission Control Protocol/Internet Protocol) - is the basic communication language or protocol of the Internet. Information - Knowledge of specific events or situations that has been gathered or received by communication, intelligence or news. Metadata - Describes other data or information about a thing, apart from the thing itself. Web 2.0 - is a loosely defined intersection of web application features that facilitate participatory information sharing, interoperability, user-centered design, and collaboration on the World Wide Web.

1.7 ORGANISATION OF WORK: This project is aimed at developing an online educational video sharing portal virtual collaborative planning system for individuals and groups in life, public, and private organizations, and other entities. The work is divided into five (5) chapters. The first chapter is the introduction of study, which includes its objectives, scope, significance and limitations and further defined some terms used. Chapter two is the literature review. It explores research efforts in the area of study. Chapter three is based on the methodology and analysis of the present system, which includes the organisation and her environment, demographic variable, present procedure, information flow, weaknesses identified and high level model of the proposed system.

Chapter four is the system design and includes the objective of design, main menu, database modules used, system flowchart, algorithm, data dictionary and choice of programming language and tells about the systems documentation and implementation which includes the hardware and operating system requirement, software installation, training of operators and application details, system implementation, commissioning and maintenance details. Chapter five is the last chapter and includes summary, conclusion and recommendations. References Appendix I Program Coding Appendix II sample Output Appendix III program Flowchart