Abstract: In the present invention the camera of a student's mobile communications device sends a live image of the student's paper through an image-sharing subsystem to the instructor's personal computing or mobile communications device. An annotation subsystem allows the instructor to mark said image of the student's paper, and a background-subtraction subsystem allows a background-free image of the instructor to appear on said image of the student's paper. A screen-sharing subsystem transmits a combined image of the student's paper and the instructor and his or her markings back to the student's device. Mounting the student's device above the paper on which he or she is working allows the student to see the instructor and the instructor's markings overlaid on the student's paper, giving the impression that the instructor is present and collaborating on the student's work.

Abstract: In the present invention the camera of a student's mobile communications device sends a live image of the student's paper through an image-sharing subsystem to the instructor's personal computing or mobile communications device. An annotation subsystem allows the instructor to mark said image of the student's paper, and a background-subtraction subsystem allows a background-free image of the instructor to appear on said image of the student's paper. A screen-sharing subsystem transmits a combined image of the student's paper and the instructor and his or her markings back to the student's device. Mounting the student's device above the paper on which he or she is working allows the student to see the instructor and the instructor's markings overlaid on the student's paper, giving the impression that the instructor is present and collaborating on the student's work.

Abstract: Remote collaboration, particularly synchronous collaboration, between parties in separate locations can be enhanced by providing the opportunity for both parties to “write” on a paper medium or other surface. This is particularly useful in an instructor/student tutoring session. Both the student and instructor may have workstations with video conferencing and screen-sharing capabilities. Advantageously the student station can take advantage of a mobile communication device with a camera for imaging an object that the student may write on, for example, writing on paper with a pen. The instructor station may have an interactive whiteboard and a projector. Video conferencing capabilities are used to transmit an image of the student writing to the instructor which image may be displayed to the instructor through projection onto an interactive whiteboard surface. The interactive whiteboard allows the instructor to “virtually” mark the projection of the paper using for example a stylus and an infrared sensor.

Abstract: Remote collaboration, particularly synchronous collaboration, between parties in separate locations can be enhanced by providing the opportunity for both parties to “write” on a paper medium or other surface. This is particularly useful in an instructor/student tutoring session. Both the student and instructor may have workstations with video conferencing and screen-sharing capabilities. Advantageously the student station has a camera such as a document camera for imaging an object that the student may write on, for example, writing on paper with a pen. The instructor station may have an interactive whiteboard and a projector. Video conferencing capabilities are used to transmit an image of the student writing to the instructor which image will be displayed to the instructor through projection onto an interactive whiteboard surface. The interactive whiteboard allows the instructor to “virtually” mark the projection of the paper using for example a stylus and an infrared sensor.