JP2009229605A - Activity process reflection support system - Google Patents

Abstract

<P>PROBLEM TO BE SOLVED: To provide an activity process reflection support system capable of implementing a workshop reflector being a structure which supports reflection about activities in a workshop by marrying rendering based on temporal arrangement with that based on structural arrangement. <P>SOLUTION: The system includes: a time line reflector which records data about user's activity process and automatically gives annotations to recorded data and presents the recorded data and the annotations along a time base and gives user-unspecific annotations to presented data; and a card reflector which presents the recorded data and the annotations on a virtual field as a false card and gives user-unspecific annotations to the presented false card on the two-dimensional virtual field. <P>COPYRIGHT: (C)2010,JPO&INPIT

Description

  The present invention relates to a system capable of providing a “workshop reflector” that is a mechanism for supporting reflection of activities in a workshop by fusing expressions by time arrangement and structure arrangement.

  Since the 1960s, there have been widespread opportunities for participation-based learning and creation activities called workshops in various fields around the world. The purpose of holding workshops is also various, and it is used as an opportunity for opinion presentation and problem-solving training, as in group work for corporate training, and as a place for local residents to actively develop community planning and production. Sometimes used. In recent years, workshops have been actively held for the purpose of revitalizing citizens' expression activities and creative activities. For example, workshops that regularly bring out creativity and expressiveness to children are provided. And provide storytelling workshops using video.

  In such workshops, not only can participants improve their creativity and expressiveness, but they can also aim for interaction among participants, such as sharing experiences and activating communication.

  In the context of activating expression and creative activities, it is effective to look back on one's own activities using a cognitive approach. Such a reflection is called reflection. Also, looking back on your activities and verbalizing promotes learning.

Focusing on expression activities, workshop reflection can be divided into the following two categories.
-Reflection by facilitators (moderator facilitators, etc.) who provided a place of expression called reflection workshop by participants who performed expression activities at the workshop. In particular, the facilitator plays an important role in the workshop. By reflecting on the activities of the facilitators and reflecting on the pros and cons of the progress of the workshop through reflection, learning the facilitator's own skills is the effective operation of the workshop. It is thought that it leads to.

  Since reflection is performed by a plurality of facilitators, a multi-viewpoint and collaborative framework along the time axis is effective. In addition, as a mechanism for structurally handling activity processes in collaboration, an expression based on a card-based structure arrangement such as the KJ method is effective.

  Therefore, the present invention provides an activity process reflection support system that realizes a mechanism “workshop reflector” that supports reflection of activities in a workshop by fusing expressions by time arrangement and structure arrangement. According to this, the activity process combines the “timeline reflector” that represents the photos and videos recorded during the workshop with time arrangement and the “card reflector” that represents the events during the workshop as cards and arranges them. Can be implemented.

As the present invention solves the above problems, first,
A recording device for recording data relating to user activity processes;
An auto annotation device that automatically assigns annotation to recorded data;
A timeline presentation device for presenting recorded data and annotation along a time axis;
A timeline user annotation device for giving user arbitrary annotation to the data on the presented timeline;
A card presentation device for presenting recorded data and annotations as virtual cards on a virtual field;
There is provided an activity process reflection support system including a card user annotation device that gives a user arbitrary annotation to a pseudo card on a presented virtual field.

Secondly,
Records data related to the user's activity process, automatically adds annotations to the recorded data, presents the recorded data and annotations along the time axis, and gives user-specified annotations to the displayed data A timeline reflector to grant,
Provided is an activity process reflection support system including a card reflector that presents recorded data and annotations as virtual cards on a virtual field, and gives a user arbitrary annotation to the pseudo cards on the displayed virtual field. .

Third,
Record data about user activity processes,
Annotations are automatically added to the recorded data,
Present the recorded data and annotations along the time axis,
Annotate the user arbitrarily to the presented data,
Present recorded data and annotations as virtual cards on virtual fields,
A user arbitrary annotation is given to the pseudo card on the presented virtual field.
Provide an activity process reflection support method.

  Fourth, a program for causing a computer to execute the method and a computer-readable recording medium on which the program is recorded are provided.

1. Support for Workshop Reflection 1.1 Examples of Workshops An example of a target workshop here is a participatory experience-based creative activity with dozens of participants in the room. In such workshops, workshop designers and facilitators, called facilitators, set themes, and participants aim to revitalize learning and communication through the process of finishing their works. For example, in a workshop that was actually held, participants wanted to raise their interest in child-rearing under the theme of “I want to create a town that is friendly to child-rearing”. I made a picture of my childhood that I heard from my parents and my parents.

Many of the over 1000 photos recorded during the workshop were centered on how participants created their work and how they interacted with each other and with the facilitator. From this, it is considered that the facilitator pays attention to the process of completing the work and the dialogue between the participants and the facilitator. Furthermore, as a result of interviewing the facilitator, it was found that the following elements were necessary for reflection in such workshops.
・ Annotations for the process of creating works ・ Annotations for participants' movements and dialogues ・ Overview of events that occur simultaneously at multiple locations ・ Extracting events during workshops ・ Associating events that are separated in time 1 .2 Overall Image of Workshop Reflection System Based on the above-described elements necessary for reflection, the present invention assumes the mechanism of reflection of the activity process in the workshop as shown in FIG. In this mechanism, the content recorded in the workshop is expressed by time arrangement and structure arrangement according to the purpose of reflection, and it aims at effective reflection.

First, the activity process of the workshop (including time) is recorded in a server or database using various devices or sensors for inputting and recording images, video, audio, text, etc. from cameras, microphones, pen tablets, etc. To do. Next, annotation is automatically given to the recorded sensor data. An example of data processing assumed by the present invention in automatic annotation assignment is given below.
・ Character recognition of data obtained by scanning a photograph with written characters ・ Online character recognition on tablets ・ Detection of human face in a photograph ・ Speech recognition from acoustic data ・ Estimation of user position and orientation from sensing data For various data processing, characters and images (generically referred to as “images” as appropriate herein), sounds and sounds (herein referred to as “speech” as appropriate), positions, directions, and angles (herein referred to as “positions” as appropriate) Any known technique for recognizing, determining, estimating, etc., an annotation specific to sensor data can be used. Examples of location estimation techniques include Nishimura, T., Nakamura, Y., Tomobe, H., Kurata, T., Okuma, T. and Matsuo, Y. "Location
Estimation using Auditory Signal Emitted and Received by All Objects ", Proc. Of
See INSS'07 (2007).

  The user performs reflection using the data to which the annotation is automatically given and data such as video and audio. First, the user uses the “timeline reflector” to reflect the activities of the workshop. The timeline reflector is a tool that can reflect on activities by arranging sensor data recorded at the time of the workshop in time series and presenting the data along the time axis. The user extracts characteristic events in the workshop from the video and audio presented on the timeline reflector displayed on the computer display or the like, and adds his own interpretation and impression. Thereby, the activity process of the workshop is segmented. Extraction and input by the user are performed on the timeline reflector via various input devices such as a keyboard and a mouse, and the segmentation is realized by being stored in the storage means in association with the sensor data.

  Next, the user uses the “card reflector” to reflect the activity process. The card reflector converts the activity process segmented by the timeline reflector into cards, that is, each sensor data after segmentation is regarded as one pseudo card, and each card is placed on a two-dimensional virtual field displayed on a display or the like. It is a tool that allows reflection by placing and adding interpretation and impressions as annotations to each card. In the present invention, a system that performs reflection by combining a card reflector and a timeline reflector is called a workshop reflector.

2. Workshop Reflector 2.1 Representation of workshop by time allocation: Timeline Reflector In workshop reflection, it is necessary to extract characteristic events on the time axis. Therefore, in the timeline reflector, data such as video and audio recorded during the workshop is arranged in time series, and the user gives annotations such as interpretation and impression to the data along the time axis, which is a characteristic event To extract. The functions required for the timeline reflector are listed below.

<Time series display of data such as video and audio>
In the timeline reflector, by arranging data in time series with time as an index, a user can view video or audio recorded in parallel at the same time and browse them.

<Annotation such as interpretation and impression>
Text and freehand annotation can be added to data such as video and audio. Annotations are given to the entire data such as video and audio or a part of the data (time range or rectangular range). As a result, it is possible to extract the characteristic activities in the real world and realize the segmentation of the workshop.

<Search for data such as video and audio>
The user can search for video and audio data arranged on the timeline using time as a key. In addition, the user can search for video and audio from automatic annotations and attached annotations. For example, in addition to the time used as an index, data search based on character information, image information such as a face, and position information can be performed.

  FIG. 2 shows a display example on a computer display which is an embodiment of the timeline reflector. In this embodiment of the timeline reflector, the timeline is displayed based on the time when data such as moving images, still images, audio, and position information is recorded. Each data is displayed so that it can be viewed in parallel.

  In this display example, when data is selected from the timeline and clicked with a mouse or the like, the corresponding moving image or still image extracted from the database or the like is displayed in an enlarged manner using time as an index. An annotation window is opened by specifying an arbitrary rectangular range for the enlarged data via a mouse operation or the like. Interpretation and explanation about the data and the specified range in the annotation window can be entered as text using the keyboard. The time range can also be specified by setting the start time and end time on the annotation window. An annotation with a specified time range is displayed only on the specified time range on the timeline reflector. That is, it is possible to execute annotation by inputting and specifying arbitrary information with respect to the extracted sensor data with time. The state of annotation is shown in FIG. Based on this annotation, a card is generated on the card reflector.

2.2 Representation of workshop by structural arrangement: Card reflector In order to reflect the activity process of the workshop segmented by the timeline reflector, it is necessary to have a mechanism that can give the user's interpretation and intention more intuitively. Conceivable. For example, a method of expressing and arranging data and ideas in a two-dimensional field as a card, such as the KJ method, is considered effective for performing intuitive thinking. Therefore, the user uses the card reflector to place the activity process as a card on a virtual desk (field) on the computer, place related cards nearby, and use annotations to interpret and intent. By adding to the card, you can structure the activities of the workshop and make intuitive thinking. Needless to say, the field in which the cards are arranged may be not only a two-dimensional plane space field but also a three-dimensional solid space field. The functions required for the card reflector are listed below.

<Create a new card>
Using the timeline reflector, the user segments the activity process. This segmented activity process is represented as a card on the card reflector. Each card has sensor data such as video and audio recorded during the workshop.

<Card movement and grouping>
The user can intuitively operate the card on the card reflector field. For example, cards with highly relevant activity processes can be moved nearby. Further, by changing the angle of the card, it is possible to present the card to the user who is facing the user when reflecting on the table or the like. In addition, card grouping is desirable to structure the activity process. Grouping is realized by a simple operation such as enclosing related cards in a circle. These operations can be performed via various input devices such as a mouse and a keyboard.

<Add annotation>
Users can add text, links, and drawing annotations as interpretations and intentions of activity processes. The text annotation and the drawing annotation are given to the entire card or a part of the card. By using link annotations on related cards, the workshop activity process becomes a network, and the user can have a bird's-eye view structurally. In addition, freehand drawing annotation can intuitively give an interpretation to the activity process. Furthermore, by adding a drawing annotation directly to the field (virtual desk) where the card is placed, the user can give information that supports the structuring of the activity process.

<Search for cards and annotations>
In order for the user to easily operate the target card, it is necessary to search for the card or annotation. The user needs to search not only for text keywords but also for cards based on the link structure. Furthermore, from the above-mentioned automatic annotation database, similar drawing search using information drawn by the user as a query, search for similar related data with photos, sounds, and videos uploaded by the user can also be obtained from a huge amount of data. Useful if you want to discover.

  FIG. 4 shows an example of the card reflector display. The input operation of the card reflector is performed using a pen tablet or the like. For the operation at the time of reflection, the user shares and inputs a pen tablet or the like. Each user can make an input with a pen or the like in which an ID is recorded. This allows users who have performed operations for all operations to be associated with each other and recorded in a database or the like. It is possible to specify each user who performed the operation. The user can operate the card by pointing and dragging the center of the card. You can also rotate the card by pointing and dragging at the four corners of the card. In addition, figures and characters can be drawn freehand on the field.

  To add a link annotation to a card, select two or more cards on the field. First, the user selects and points to the card that is the starting point of the link. Then select another card that will be the end of the link and point to it. When the card which becomes the start point and end point of the link is confirmed and the link is given, when the card which becomes the end point is pointed again, the link is given to these cards.

  FIG. 5 shows an example of a card annotation assignment window. Double-clicking a card on the field opens the annotation assignment window. In the annotation window, a drawing annotation can be given by drawing directly on the card, or a text annotation can be given to the entire card or a part thereof.

  As a matter of course, the annotation is recorded in a database or a server in association with each card, and can be read out as appropriate.

3. One Experimental Example In order to show the characteristics of the workshop reflector according to the present invention as a workshop reflection tool, reflection was performed using a timeline reflector and a card reflector. In the experiment, two themes (theme A and theme B) were prepared, and reflection was performed using the respective reflectors in two groups. After explaining the details of how to use both reflectors, pens for pen tablet input were distributed to each subject, and the operation history of each tool was recorded. Table 1 shows the reflection themes and tools used for each group, taking into account themes. In addition, after the end of reflection, we conducted a questionnaire on the reflection effect and usability of the card reflector and timeline reflector.

3.1 Experimental Results Table 2 shows the number of annotations to the field and card of the card reflector, the number of annotations to the image of the timeline reflector, and the time taken for reflection. C represents a card reflector, and T represents a timeline reflector.

  In both theme A and theme B, the number of annotations by the card reflector exceeded that of the timeline reflector. On the other hand, the number of annotations given to images exceeded the number of card reflectors by the timeline reflector.

As an example of the final arrangement of the cards obtained as a result of the reflection by the card reflector, the state of the card reflector of group 2 is shown in FIG. In the questionnaire after using the tool, the following opinions were given to the reflector.
-The card reflector can provide a bird's-eye view of the relationship between the cards and reflect the whole.
-Since the cards are rearranged and understood structurally, there are fewer opportunities for commenting on the cards, but instead there are more opportunities for annotation on the field.
・ The structural overview of card reflectors reveals the elements that are lacking in looking back on the activity process.
・ The timeline reflector makes it easy to overlook the transition of activities.

  In the evaluation experiment, in the timeline reflector, since the data was presented sequentially, it was possible to reflect by concentrating on the presented data, and there was a scene where communication with each activity process was activated. On the other hand, in the card reflector, there were scenes where cards were placed and reflected throughout the activity process.

  In the evaluation experiment, annotations to the field were gathered in both Group 1 and Group 2 using card reflectors. The cards were moved once every 6 seconds. Also, the reflection time was longer for the card reflector than for the timeline reflector. This indicates that the user tried to structure the card from various viewpoints by moving or grouping the card.

  In the timeline reflector, it was often seen that the activity process itself was annotated. It is thought that the activity transition was found through the timeline reflector, as shown in the subject's comments.

  From this experiment, it was found that the expression by time arrangement is useful for grasping the time change like process transition in detail. In addition, it was found that the expression by the structure arrangement is useful when the user looks back on the relationship and structure of the activity process through the movement and grouping of cards. Therefore, it is considered that the combination of time series visualization and card visualization is effective for reflection of the activity process.

4). Various Process Flows for Timeline Reflector and Card Reflector Here, the flow of various processes for the above-described timeline reflector and card reflector will be described with reference to FIGS. FIG. 16 shows an example of a system schematic configuration of a workshop reflector that combines a timeline reflector and a card reflector that execute these processes. For each function in this system configuration, various embodiments such as individual apparatuses and devices, function execution units incorporated in an integrated system or apparatus, or programs for causing a computer to execute the functions can be considered. However, it goes without saying that the present invention characterized by each process and function is not limited by the embodiment.

4.1 Workshop data registration (see Fig. 7)
First, register data on the activity process of the workshop.

  Step 1: Enter and register information about the workshop (date, start time, end time, workshop summary, etc.).

  Step 2: Register information (name, nickname, etc.) of persons involved in the workshop (recorders, participants, etc.).

  Step 3: Input contents, which are various data representing activity processes such as images, video, sound, characters, etc., recorded using various devices or sensors (digital camera, video camera, microphone, acceleration sensor, etc.).

  Step 4: Metadata such as date, time, type, etc. is automatically extracted from each input content.

  Step 5: It is determined whether or not the automatic extraction of metadata is successful. If metadata is automatically given at the time of content registration by an input device / sensor such as a digital camera, automatic extraction can be performed.

  Step 6: If the metadata cannot be extracted automatically, the user manually inputs the metadata.

  Step 7: Input identification data different from metadata such as workshop name and photographer name in correspondence with each content. This may be automatic or manual.

  Step 8: The above contents and data are associated with each other and registered in the database.

In this data registration, an annotation other than the metadata may be automatically assigned to each content and registered in the database in the same manner. Examples of automatic annotations include
・ Face recognition in photographs, recognition of specific objects, detection of watermarking (digital watermark) information, character recognition, etc. ・ Recognition of specific sounds from audio signals, voice recognition, etc. Extraction of drawing data structure via input devices such as pen tablet and mouse, extraction of features such as character recognition, etc. ・ Furthermore, pattern position recognition results of various sensor data are comprehensively compared and examined. Can be considered, and these are automatically assigned as initial annotations and registered in the database.

4.2 Timeline reflector display (see Figure 8)
Next, the contents for each registered workshop are displayed as a timeline reflector.

  Step 11: Select a workshop.

  Step 12: Select content to be displayed from the content group registered in the selected workshop. This selection is performed using, for example, basic data of a workshop registered in advance as a key.

  Step 13: Search the display target content selected from the database.

  Step 14: The searched contents are displayed in time order.

  Step 15: Display the searched content timeline. Specifically, for example, a time code that is metadata corresponding to the searched content is read from the database, and a mark is placed at the time position where the corresponding content exists on the timeline based on the time indicated by the time code. indicate. When this mark is selected by clicking or the like, the content can be displayed.

  Step 16: It is determined whether or not all the selected contents are displayed. If not all are displayed, the process is repeated from step 13, and the process ends when all are displayed.

4.3 Annotating content (see Figure 9)
Next, the user manually annotates the content displayed on the timeline reflector.

  Step 21: Select content to which annotation is to be added.

  Step 22: Select a target rectangular range in the selected content. In the example, a certain person image displayed in the image content is selected as a rectangle.

  Step 23: Since an annotation window pops up when selected, a time range is selected and input into a time range input frame displayed on the annotation window.

  Step 24: It is further determined whether or not the annotation window is in a free description mode.

  Step 25: If in the free description mode, input annotation text freely.

  Step 26: If not in the free description mode, a list of names of persons (recorders, participants, etc.) registered in advance for each workshop is automatically displayed.

  Step 27: A person name corresponding to a person image within a rectangular range is selected from the displayed person name list.

  Step 28: It is confirmed whether or not an input has been made.

  Step 29: The input data is registered in the database in correspondence with the selected rectangular range in the selected content.

  The various selections and inputs can be executed by operating an input device such as a mouse click or a keyboard input, and the input data is stored in the storage means as needed. Further, the range selected from the content is not limited to a rectangle, and may be a circle, an ellipse, or other free shapes.

4.4 Annotation card (see Fig. 10)
Next, the content data to which the annotation on the timeline reflector registered in the database is added is carded.

  Step 31: Select a workshop.

  Step 32: Read a content list corresponding to the selected workshop from the database.

Step 33: Content (1 ... n)
Step 34: For each content, it is determined whether there are N or more assigned annotations.

  Step 35: If there are N or more, the corresponding content is added to the card list as a card having N or more annotations.

  Step 36: It is determined whether all contents have been checked. If not checked, repeat from step 34.

  Step 37: If checked, the card in the card list is registered in the database.

4.5 Card reflector display (see Figure 11)
Next, the card registered in the database is displayed on the card reflector.

  Step 41: Select a workshop.

  Step 42: A two-dimensional or three-dimensional virtual field (a two-dimensional rectangular plane field is illustrated in FIG. 11) is created.

  Step 43: A card in the card list corresponding to the selected workshop, that is, a content card having N or more annotations is searched from the database.

  Step 44: The read card is placed on the field. Here, if the arrangement position (x, y coordinates, etc.) of each card is determined in advance, the card is randomly arranged on the field.

  Step 45: Search for handwritten drawing information from the database.

  Step 46: Handwritten drawing is executed based on the read handwritten drawing information. The handwritten drawing will be further described later.

  Step 47: Retrieve link information from the database.

  Step 48: A link is drawn between the cards based on the read link information. The link drawing will be further described later.

4.6 Annotation: Handwritten drawing (see Fig. 12)
An additional handwritten drawing annotation is assigned to each card displayed on the card reflector field.

  Step 51: Select a color from the palette.

  Step 52: An arbitrary handwritten drawing is input to each card displayed on the field by an input device such as a pen tablet or a mouse.

  Step 53: Perform handwritten drawing according to the input from the input device.

  Step 54: Register handwritten drawing information as an additional annotation in the database in association with each card.

4.8 Annotation: Link between cards (see Fig. 13)
An additional annotation for an inter-card link is given to each card displayed on the card reflector field.

  Step 61: Using the input device, a card as a link start point is selected from the cards displayed on the field.

  Step 62: Similarly, a card that is the end point of the link is selected.

  Step 63: It is determined whether or not the confirmation is OK.

  Step 64: Draw a link connecting the selected start point card to the end point card.

  Step 65: Link information is associated with each card and registered in the database.

4.9 Annotation: Card placement (see Figure 14)
Place and specify the position and angle of each card displayed on the card reflector field.

  Step 71: A card whose position and angle are to be specified is selected from the card group on the field by the input device.

  Step 72: The selected card is moved by operating the input device.

  Step 73: Similarly, the angle of the selected card is changed.

  Step 74: Position information and angle information such as x and y coordinates and rotation angle are associated with each card and registered in the database.

4.10 Annotation: Text input (see Fig. 15)
Add additional text annotations to each card displayed on the card reflector field.

  Step 81: Select a card to which a text annotation is to be added.

  Step 82: The card, that is, the content is enlarged and displayed.

  Step 83: Select a range such as a rectangle as a further target range in the content as described above.

  Step 84: A text input window is displayed, in which text is entered.

  Step 85: Confirm input.

  Step 86: The input text data is associated with each card and registered in the database.

The figure for demonstrating the mechanism of the reflection of the activity process in the workshop used as the base of this invention. The figure which shows an example of the display of the timeline reflector by this invention. The figure which shows an example of the annotation on the timeline reflector by this invention. The figure which shows an example of the display of the card reflector by this invention. The figure which shows an example of the annotation to the card | curd by this invention. The figure which shows an example of the display of the card reflector by this invention. The flowchart explaining an example of the content registration process in this invention. The flowchart explaining an example of the timeline reflector display process in this invention. The flowchart explaining an example of the annotation processing to the content in this invention. The flowchart explaining an example of the card | curd process of an annotation in this invention. The flowchart explaining an example of the card reflector display process in this invention. The flowchart explaining an example of the handwritten drawing annotation process of the card reflector in this invention. The flowchart explaining an example of the link annotation process between cards of a card reflector in this invention. The flowchart explaining an example of the card arrangement | positioning process of the card reflector in this invention. The flowchart explaining an example of the text annotation process of the card reflector in this invention. The system block diagram for demonstrating this invention.

Claims (13)

A recording device for recording data relating to user activity processes;
An auto annotation device that automatically assigns annotation to recorded data;
A timeline presentation device for presenting recorded data and annotation along a time axis;
A timeline user annotation device for giving user arbitrary annotation to the data on the presented timeline;
A card presentation device for presenting recorded data and annotations as virtual cards on a virtual field;
An activity process reflection support system comprising: a card user annotation device for giving a user arbitrary annotation to a pseudo card on a presented virtual field. Records data related to the user's activity process, automatically adds annotations to the recorded data, presents the recorded data and annotations along the time axis, and gives user-specified annotations to the displayed data A timeline reflector to grant,
An activity process reflection support system comprising: a card reflector that presents recorded data and annotation as a pseudo card on a virtual field and gives a user arbitrary annotation to the pseudo card on the presented virtual field. Timeline reflector is
A recording unit for recording data relating to user activity processes;
An auto-annotation part that automatically assigns annotations to recorded data;
A timeline presentation unit for presenting recorded data and annotations along a time axis;
With a timeline user annotation part that gives user arbitrary annotations to the presented data,
Card reflector
A card presentation unit for presenting recorded data and annotations as virtual cards on a virtual field;
The activity process reflection support system according to claim 2, further comprising: a card user annotation unit that gives a user arbitrary annotation to the pseudo card on the presented virtual field. The activity process reflection support system according to claim 1, wherein data relating to a user activity process is input.   The activity process reflection support system according to any one of claims 1 to 4, wherein an annotation corresponding to the data is acquired from data related to the user's activity process.   The activity process reflection support system according to claim 5, wherein the annotation is at least one of an image, a sound, and a position.   The activity process reflection support system according to any one of claims 1 to 6, wherein a user arbitrary annotation corresponding to data on the timeline is input.   The activity process reflection support system according to claim 7, wherein a user arbitrary annotation is different from at least an automatically added annotation.   The activity process reflection support system according to any one of claims 1 to 8, wherein a user arbitrary annotation corresponding to a pseudo card on a virtual field is input.   The activity process reflection support system according to claim 9, wherein the user arbitrary annotation is at least an inter-card link and a card grouping. Record data about user activity processes,
Annotations are automatically added to the recorded data,
Present the recorded data and annotations along the time axis,
Annotate the user arbitrarily to the presented data,
Present recorded data and annotations as virtual cards on virtual fields,
A user arbitrary annotation is given to the pseudo card on the presented virtual field.
Activity process reflection support method.   The program which makes a computer perform the method of Claim 11.   A computer-readable recording medium on which the program according to claim 12 is recorded.