Open Access

In this article, we describe a semi-automatic calibration algorithm for dereverberation by spectral subtraction. We verify the method by a comparison to a manual calibration derived from measured room impulse responses (RIR). We conduct extensive experiments to understand the effect of all involved parameters and to verify values suggested in the literature. The experiments are performed on a text read by 31 speakers and recorded by a headset and three far-field microphones. Results are measured in terms of automatic speech recognition (ASR) performance using a 1-gram model to emphasize acoustic recognition performance. To accommodate for the acoustic change by dereverberation we apply supervised MAP adaptation to the hidden Markov model output probabilities. The combination of dereverberation and adaptation yields a relative improvement of about 35% in terms of word error rate (WER) compared to the original signal.

This paper describes the acquisition, transcription and annotation of a multi-media corpus of academic spoken English, the LMELectures. It consists of two lecture se-ries that were read in the summer term 2009 at the com-puter science department of the University of Erlangen-Nuremberg, covering topics in pattern analysis, machine learning and interventional medical image processing. In total, about 40 hours of high-definition audio and video of a single speaker was acquired in a constant recording en-vironment. In addition to the recordings, the presentation slides are available in machine readable (PDF) format. The manual annotations include a suggested segmenta-tion into speech turns and a complete manual transcrip-tion that was done using BLITZSCRIBE2, a new tool for the rapid transcription. For one lecture series, the lecturer assigned key words to each recordings; one recording of that series was further annotated with a list of ranked key phrases by five human annotators each. The corpus is available for non-commercial purpose upon request.

A growing number of universities and other educational institutions provide recordings of lectures and seminars as an additional resource to the students. In contrast to educational films that are scripted, directed and often shot by film professionals, these plain recordings are typically not post-processed in an editorial sense. Thus, the videos often contain longer periods of inactivity or silence, unnecessary repetitions, or corrections of prior mistakes. This paper describes the FAU Video Lecture Browser system, a web-based platform for the interactive assessment of video lectures, that helps to close the gap between a plain recording and a useful e-learning resource by displaying automatically extracted and ranked key phrases on an augmented time line based on stream graphs. In a pilot study, users of the interface were able to complete a topic localization task about 29 % faster than users provided with the video only while achieving about the same accuracy. The user interactions can be logged on the server to collect data to evaluate the quality of the phrases and rankings, and to train systems that produce customized phrase rankings.

Voice scrambling is widely used to add privacy to the radio communication of various authorities - but is also used by criminals to evade prosecution. In this article, we consider various analog voice scrambling techniques such as fixed frequency inversion, splitband inversion and rolling code scramblers. We explain how to break them using automatically extracted measures and scoring algorithms, and evaluate the proposed system using simulated data. While the simple inversion can be easily broken, the more advanced techniques require additional work prior to unsupervised automatization; the presented user interface allows the user to refine the automatic results to obtain a high quality solution.

A growing number of universities offer recordings of lectures, seminars and talks in an online e-learning portal. However, the user is often not interested in the entire recording, but is looking for parts covering a certain topic. Usually, the user has to either watch the whole video or “zap” through the lecture and risk missing important details. We present an integrated web-based platform to help users find relevant sections within recorded lecture videos by providing them with a ranked list of key phrases. For a user-defined subset of these, a StreamGraph visualizes when important key phrases occur and how prominent they are at the given time. To come up with the best key phrase rankings, we evaluate three different key phrase ranking methods using lectures of different topics by comparing automatic with human rankings, and show that human and automatic rankings yield similar scores using Normalized Discounted Cumulative Gain (NDCG).