Media content intelligent distribution method

Abstract

The invention relates to the technical field of media content distribution, and provides a media content intelligent distribution method, which comprises the following steps: step 1, personnel drag media content into a media pasteboard interface at an office end, step 2, an office end LoRa module sends the media content to a classroom end, and step 3, after the classroom end LoRa module receives the content, a camera is started through a control circuit, and the media content is distributed to a media pasteboard interface. Step 4, the office end receives a display instruction of the classroom end; according to the method, the defects in the prior art are overcome, the media content is converted into a unified distribution format through the integration platform, and the compatibility and efficient transmission of the content in different equipment and network environments are ensured; a timed sending function is supported, a user can set sending time according to actual requirements, it is ensured that content is distributed on time at a specific time point, and teaching flexibility and controllability are improved; content transmission is carried out by using the LoRa module, and stable content distribution is ensured to be realized under the conditions of low power consumption and long distance.

Description

Technical Field

[0001] This invention relates to the field of media content distribution technology, and more specifically to an intelligent media content distribution method. Background Technology

[0002] With the development of educational informatization, multimedia content is being used more and more widely in teaching. However, traditional media distribution methods have many problems, such as:

[0003] Low distribution efficiency: Traditional methods usually rely on manual operation or simple network transmission, lacking intelligent scheduling and management mechanisms, resulting in low content distribution efficiency.

[0004] Poor real-time performance: In real-time teaching scenarios, such as remote classrooms and live teaching, there are high requirements for the real-time performance of the content, which traditional methods cannot meet.

[0005] Insufficient occlusion detection: In classroom environments, content may not be displayed properly due to occlusion by students or equipment, affecting teaching effectiveness. However, existing systems often lack automated occlusion detection mechanisms.

[0006] Inadequate status monitoring: If equipment or network malfunctions during the distribution process, the system usually cannot provide timely feedback, resulting in problems not being addressed promptly and affecting the continuity of teaching.

[0007] Based on the aforementioned problems, we propose an intelligent media content distribution method. Summary of the Invention

[0008] To address the shortcomings of existing technologies, this invention proposes an intelligent media content distribution method that integrates multiple technologies to achieve efficient, real-time, and intelligent content distribution and status monitoring.

[0009] To achieve the above objectives, the present invention provides the following technical solution:

[0010] A method for intelligent distribution of media content includes the following steps:

[0011] Step 1: Staff drag media content into the media clipboard interface from their office devices, select the target classroom, and trigger the send or schedule an automatic send.

[0012] Step 2: The LoRa module at the office sends the media content to the classroom. If the reception is successful, the classroom sends a received command to the office, and the office marks it as received; if it fails, it is marked as abnormal.

[0013] Step 3: After receiving the content, the LoRa module in the classroom activates the camera via the control circuit to check if the display screen area is obstructed. If there is no obstruction, the content is displayed immediately; if obstructed, a voice prompt is played, and the content is displayed after the obstruction is removed.

[0014] Step 4: The office terminal receives the display instruction from the classroom terminal. If it receives the instruction, it marks the instruction as displayed. If it does not receive the instruction within a timeout period, it marks the instruction as displayed as failed.

[0015] Preferably, in step 1, the staff prepares the media content at the office. After preparation, the staff drags the media content into the media clipboard interface. The clipboard interface is an operable integrated platform. The integrated platform supports the uploading, editing, time setting, and target classroom selection of media content, which facilitates centralized management and operation of the content. The integrated platform automatically converts the media content dragged into the clipboard into a unified distribution format.

[0016] After dragging media content into the media clipboard interface, users can set the scheduled sending time for the content according to their actual needs, and select the target classroom as needed. There can be one or more target classrooms.

[0017] Preferably, after a person triggers the sending operation, the clipboard sends the prepared content and distribution instructions from the office LoRa module to the classroom LoRa module in the selected classroom. The content distribution instructions are transmitted via a real-time transmission control protocol, which is used to evaluate transmission-related performance. The transmission performance evaluation formula is as follows:

[0018]

[0019] In the formula, T represents the transmission time, which is the total time required for the content to be sent from one recipient to another; N represents the number of recipients, which is the number of devices that need to receive the content; and B represents the network bandwidth required to transmit the content. This optimizes the real-time performance of content distribution.

[0020] Preferably, in step 2, the office-side LoRa module transmits the content to the classroom-side LoRa module in the target classroom. The classroom-side LoRa module receives the media content. If the reception is successful within a set time, the classroom-side LoRa module sends a received command to the office-side. The office-side then marks the corresponding classroom status as received on its interface and identifies it with the symbol A.

[0021] If reception fails within the set time, the LoRa module in the classroom will not be able to send an acknowledgment signal. The office terminal will mark the corresponding classroom status as abnormal on the interface and indicate it with the symbol B.

[0022] When a reception failure occurs, the office interface will trigger a troubleshooting mechanism, prompting personnel to check the status of the corresponding LoRa module in the classroom.

[0023] Preferably, after the classroom-side LoRa module successfully receives the content in step 3, the control circuit starts the camera to acquire images. By extracting feature points in the images and counting the number of feature points in each area, it is determined whether occlusion has occurred. The specific steps are as follows:

[0024] Real-time image reading: The camera continuously captures the current scene and generates RGB format images.

[0025] Image scaling and correction: Adjusting the captured image to a suitable size for processing and correcting any possible lens distortion.

[0026] Grayscale conversion and feature extraction: Converting color images to grayscale images simplifies image information, and extracting feature points from the image using algorithms.

[0027] Region segmentation and counting: The grayscale image is uniformly divided into four regions: upper left, upper right, lower left, and lower right. The number of feature points in each region is counted.

[0028] Occlusion detection: Set a threshold for the number of feature points. If the number of feature points in any region is lower than this threshold, the region is considered occluded; if the number of feature points in all regions exceeds the threshold, the region is considered unoccluded.

[0029] Preferably, when the screen is unobstructed and the camera does not detect an obstruction signal, the first and second relays are simultaneously de-energized. The normally closed contact of the first relay closes, energizing the display screen. The classroom-side LoRa module projects the received media content onto the classroom's visual display screen. Simultaneously, the classroom-side LoRa module sends a content display command to the office, indicating that the content has been successfully displayed to the classroom personnel. The normally open contact of the second relay opens, de-energizing the voice module.

[0030] If the screen is obstructed, when the camera detects the obstruction signal, the first and second relays are simultaneously energized. The normally closed contact of the first relay opens, de-energizing the display screen, while the normally open contact of the second relay closes, energizing the voice module to play a voice prompt.

[0031] After the obstruction is removed, the camera continues to detect no obstruction for 30 seconds. If no obstruction signal is detected, the first and second relays are energized simultaneously. The normally closed contact of the first relay closes, energizing the display screen. The normally open contact of the second relay opens, de-energizing the voice prompt module. The content is then projected onto the display screen, and the successful display instruction is sent to the office terminal.

[0032] Preferably, in step 4, the office terminal obtains the content display instruction from the classroom terminal. If the content display instruction is successfully received, the office terminal marks the corresponding classroom status as displayed on the interface, indicated by the symbol C. If the content display instruction is not received within 60 seconds, the office terminal marks the corresponding classroom status as display failed on the interface, indicated by the symbol D. When a display failure occurs, the office terminal triggers a secondary troubleshooting mechanism on the interface, notifying personnel to check for physical obstructions and the power supply of the display screen.

[0033] This invention provides a method for intelligent distribution of media content. It has the following beneficial effects:

[0034] By integrating media content into a unified distribution format (such as H.264 video stream + JSON metadata) through an integrated platform, the compatibility and efficient transmission of content across different devices and network environments are ensured.

[0035] It supports scheduled sending, allowing users to set the sending time according to actual needs, ensuring that content is distributed on time at specific points in time, thus improving the flexibility and controllability of teaching.

[0036] Using LoRa modules for content transmission ensures stable content distribution under low power consumption and long distance conditions, improving system reliability and stability.

[0037] The system captures images of the display screen area using a camera, extracts feature points, and counts the number of feature points in each area to determine if occlusion has occurred. If occlusion is detected, a voice prompt is played, and the content is automatically displayed after the obstruction is removed, ensuring the smooth presentation of the teaching material.

[0038] During the distribution process, the system will monitor the status of the classroom in real time. If a receiving or display failure occurs, the system will automatically trigger a troubleshooting mechanism to prompt relevant personnel to check and handle the issue, ensuring the stable operation of the system.

[0039] Through the above-mentioned technical means, the present invention effectively solves the problems of low efficiency, poor real-time performance, insufficient occlusion detection and imperfect status monitoring in traditional media distribution methods, and provides educational institutions with a more efficient and intelligent media content distribution solution. Attached Figure Description

[0040] Figure 1 This is a schematic diagram of the system architecture of the present invention;

[0041] Figure 2 This is a schematic diagram of the closed-loop state of the present invention;

[0042] Figure 3 This is a schematic diagram of the relay control of the present invention; Detailed Implementation

[0043] To make the objectives, technical solutions, and advantages of the embodiments of the present invention clearer, the technical solutions of the embodiments of the present invention will be clearly and completely described below with reference to the accompanying drawings. Obviously, the described embodiments are only some embodiments of the present invention, not all embodiments. Based on the embodiments of the present invention, all other embodiments obtained by those skilled in the art without creative effort are within the scope of protection of the present invention.

[0044] See attached document Figures 1-3 A method for intelligent distribution of media content includes the following steps:

[0045] Step 1: Staff drag media content (PPT, notices, images; PPTs are used for detailed explanations, notices are used to convey important information, and images can visually display information) into the media clipboard interface on their office devices, select the target classroom, and trigger the send or schedule an automatic send.

[0046] Step 2: The LoRa module at the office sends the media content to the classroom. If the reception is successful, the classroom sends a received command to the office, and the office marks it as received; if it fails, it is marked as abnormal.

[0047] Step 3: After receiving the content, the LoRa module in the classroom activates the camera via the control circuit to check if the display screen area is obstructed. If there is no obstruction, the content is displayed immediately; if obstructed, a voice prompt is played, and the content is displayed after the obstruction is removed.

[0048] Step 4: The office terminal receives the display instruction from the classroom terminal. If it receives the instruction, it marks the instruction as displayed. If it does not receive the instruction within a timeout period (default 60 seconds), it marks the instruction as displayed as failed.

[0049] Step 1: Staff prepare media content on their office computers. Once prepared, they drag the media content into the media clipboard interface. This clipboard interface is an integrated platform that supports uploading, editing, scheduling, and selecting target classrooms for media content. This facilitates centralized management and operation of the content. The platform automatically converts the dragged-in media content into a unified distribution format (e.g., PPT → H.264 video stream + JSON metadata).

[0050] After dragging media content into the media clipboard interface, users can set the scheduled sending time for the content according to actual needs, and select the target classroom as needed. There can be one or more target classrooms (to meet different information dissemination needs).

[0051] Specifically, the media clipboard interface is an integrated platform where users can upload, edit, schedule, select target classrooms, and monitor the target classroom information reception and display status.

[0052] Specifically, a unified distribution format is implemented: media content dragged into the clipboard will be automatically converted to a unified format, such as converting PPT into an H.264 video stream + JSON metadata, which facilitates distribution and management.

[0053] Specifically, the scheduled sending function allows users to set the scheduled sending time for media content based on actual needs. For example, in a school setting, teaching materials can be sent before the start of a class to ensure that the content arrives on time.

[0054] Specifically, target classroom selection: personnel can select one or more target classrooms to meet the needs of different information dissemination ranges and achieve precise distribution.

[0055] After a user triggers the sending operation (or it is automatically triggered at a set time), the clipboard sends the prepared content and distribution instructions from the office LoRa module to the classroom LoRa module in the selected classroom. The content distribution instructions are transmitted via the Real-time Transmission Control Protocol (RTCP), which is used to evaluate transmission-related performance. The transmission performance evaluation formula is as follows:

[0056]

[0057] In the formula, T represents the transmission time, which is the total time required for the content to be sent from one recipient to another; N represents the number of recipients, which is the number of devices that need to receive the content; and B represents the network bandwidth required to transmit the content. This optimizes the real-time performance of content distribution.

[0058] Specifically, a LoRa module is a hardware module for wireless communication technology that integrates a LoRa radio frequency chip, a microcontroller (MCU), peripheral circuits (including an antenna interface, crystal oscillator, power management), and a communication protocol stack, forming a complete and easily embedded independent unit.

[0059] Step 2: The office-side LoRa module transmits the content to the classroom-side LoRa module in the target classroom. The classroom-side LoRa module receives the media content. If successful within a set time, the classroom-side LoRa module sends a received command to the office-side terminal. The office-side terminal marks the corresponding classroom status as received on its interface (such as a clipboard or monitoring screen) with the symbol A.

[0060] If reception fails within the set time, the LoRa module in the classroom will not be able to send an acknowledgment signal. The office terminal will mark the corresponding classroom status as abnormal on the interface and indicate it with the symbol B.

[0061] When a reception failure occurs, the office interface will trigger a troubleshooting mechanism, prompting personnel to check the status of the corresponding LoRa module in the classroom.

[0062] Specifically, the investigation includes checking whether the power supply of the LoRa module at the classroom end is normal, whether the equipment is operating normally, and whether the signal strength is sufficient, in order to determine whether there is a problem of signal interference or insufficient signal.

[0063] Step 3: After the LoRa module in the classroom successfully receives the content, the control circuit starts the camera to capture images. By extracting feature points in the images and counting the number of feature points in each area, it is determined whether occlusion has occurred. The specific steps are as follows:

[0064] Real-time image reading: The camera continuously captures the current scene and generates RGB format images to ensure real-time monitoring.

[0065] Image scaling and correction: Adjusts the captured image to a size suitable for processing and corrects any lens distortion, making the image clearer and more accurate.

[0066] Grayscale conversion and feature extraction: Converting color images to grayscale images simplifies image information and facilitates subsequent processing. Algorithms extract feature points from the image, which are key information in the image and used for subsequent analysis.

[0067] Region segmentation and counting: The grayscale image is evenly divided into four regions: upper left, upper right, lower left, and lower right. The number of feature points in each region is counted to assess the occlusion situation.

[0068] Occlusion detection: Set a threshold for the number of feature points. If the number of feature points in any region is lower than this threshold, the region is considered occluded; if the number of feature points in all regions exceeds the threshold, the region is considered unoccluded.

[0069] When the screen is unobstructed (clearly visible) and the camera does not detect any obstruction signal, both the first and second relays are de-energized. The normally closed contact of the first relay closes, energizing the display screen. The LoRa module at the classroom end projects the received media content onto the classroom's visual display screen. Simultaneously, the LoRa module at the classroom end sends a content display command to the office end, indicating that the content has been successfully displayed to the classroom personnel. The normally open contact of the second relay opens, de-energizing the voice module.

[0070] If the screen is obstructed, when the camera detects the obstruction signal, the first and second relays are simultaneously energized. The normally closed contact of the first relay opens, de-energizing the display screen, while the normally open contact of the second relay closes, energizing the voice module to play a voice prompt (such as, "Please note that content will be displayed soon; please remove any obstructions in front of the display screen").

[0071] After the obstruction is removed, the camera continues to detect no obstruction for 30 seconds. If no obstruction signal is detected, the first and second relays are energized simultaneously. The normally closed contact of the first relay closes, energizing the display screen. The normally open contact of the second relay opens, de-energizing the voice prompt module. The content is then projected onto the display screen, and the successful display instruction is sent to the office terminal.

[0072] Specifically, occlusion signal detection: When there is an object blocking the view in front of the camera, it can identify the occlusion signal, and the system will respond immediately once the occlusion is detected;

[0073] Specifically, the functions of the first and second relays are as follows: Relays are electronic control devices used in automatic control circuits. In this system, the first relay controls the power supply of the display screen, while the second relay controls the power supply of the voice module. Their energized or de-energized states determine the working state of the display screen and the voice module.

[0074] Specifically, the operation details of the display screen are as follows: when the normally closed contact of the first relay is closed, current flows through, the display screen is powered on and lights up; when the normally open contact is opened, the current is interrupted, the display screen loses power and turns off.

[0075] Specifically, the voice module operation details are as follows: when the normally open contact of the second relay is closed, the voice module is powered on and begins to play the preset voice prompt; when the normally open contact is opened, the voice module is de-powered and stops playing.

[0076] Specifically, the LoRa module in the classroom can receive media content from other locations and project it onto the classroom's visual display screen. At the same time, it can also send a command to the office indicating that the content has been successfully displayed, thus achieving two-way information transmission.

[0077] Step 4: The office terminal receives the "content displayed" command from the classroom terminal. If the command is successfully received, the office terminal marks the corresponding classroom status as "displayed" on the interface, indicated by the symbol C. If the command is not received within 60 seconds, the office terminal marks the corresponding classroom status as "display failed" on the interface, indicated by the symbol D. When a display failure occurs, the office terminal triggers a secondary troubleshooting mechanism on the interface, notifying personnel to check for physical obstructions and the power supply of the display screen.

[0078] Specifically, at the classroom end:

[0079] It can receive media content from remote locations, such as videos and images.

[0080] The received content is projected onto the classroom's visual display screen in real time for students to view.

[0081] Once the content is successfully displayed, a "content has been successfully displayed" command will be sent to the office terminal.

[0082] Specifically, on the office side:

[0083] The message sent from the classroom terminal has been displayed.

[0084] If the reception is successful, the corresponding classroom status will be marked as displayed (C icon) on the interface.

[0085] If no instruction is received within 60 seconds, it is marked as a display failure (D flag).

[0086] When the display fails, a secondary troubleshooting mechanism will be automatically triggered, notifying relevant personnel to check the physical obstructions at the classroom end (such as whether there are objects blocking the display screen) and whether the display screen power supply is normal.

[0087] It should be noted that, in this document, relational terms such as "first" and "second" are used only to distinguish one entity or operation from another, and do not necessarily require or imply any such actual relationship or order between these entities or operations. Furthermore, the terms "comprising," "including," or any other variations thereof are intended to cover non-exclusive inclusion, such that a process, method, article, or apparatus that comprises a list of elements includes not only those elements but also other elements not expressly listed, or elements inherent to such a process, method, article, or apparatus. Without further limitations, an element defined by the phrase "comprising one..." does not exclude the presence of other identical elements in the process, method, article, or apparatus that includes said element.

[0088] The above embodiments are only used to illustrate the technical solutions of the present invention, and are not intended to limit it; although the present invention has been described in detail with reference to the foregoing embodiments, those skilled in the art should understand that modifications can still be made to the technical solutions described in the foregoing embodiments.

[0089] Or equivalent substitutions can be made for some of the technical features; and these modifications or substitutions do not

[0090] This causes the essence of the corresponding technical solution to deviate from the spirit and scope of the technical solutions in the various embodiments of the present invention.

Claims

1. A method for intelligent distribution of media content, characterized in that, include: Step 1: Staff drag media content into the media clipboard interface from their office devices, select the target classroom, and trigger the send or schedule an automatic send. Step 2: The LoRa module at the office sends the media content to the classroom. If the reception is successful, the classroom sends a received command to the office, and the office marks it as received; if it fails, it is marked as abnormal. Step 3: After receiving the content, the LoRa module at the classroom end activates the camera through the control circuit to collect whether the display screen area is obstructed. If there is no obstruction, the content is displayed immediately. If obstructed, a voice prompt will play, and the content will be displayed after the obstruction is removed. Step 4: The office terminal receives the display instruction from the classroom terminal. If it receives the instruction, it marks the instruction as displayed. If it does not receive the instruction within a timeout period, it marks the instruction as displayed as failed.

2. The intelligent media content distribution method according to claim 1, characterized in that, Step 1: Staff prepare media content on the office terminal. After preparation, drag the media content into the media clipboard interface. The clipboard interface is an operable integrated platform that supports uploading, editing, timer settings, and target classroom selection of media content. This facilitates centralized management and operation of the content. The integrated platform automatically converts the media content dragged into the clipboard into a unified distribution format. After dragging media content into the media clipboard interface, users can choose to set the scheduled sending time of the content according to actual needs, and select the target classroom as needed. There can be one or more target classrooms.

3. The intelligent media content distribution method according to claim 2, characterized in that, After a user triggers the sending operation, the clipboard sends the prepared content and distribution instructions from the office LoRa module to the classroom LoRa module in the selected classroom. The content distribution instructions are transmitted via the Real-Time Transmission Control Protocol (RTTP), which is used to evaluate transmission-related performance. The transmission performance evaluation formula is as follows: In the formula, T represents the transmission time, which is the total time required for the content to be sent from one recipient to another; N represents the number of recipients, which is the number of devices that need to receive the content; and B represents the network bandwidth required to transmit the content. This optimizes the real-time performance of content distribution.

4. The intelligent media content distribution method according to claim 1, characterized in that, Step 2: The office-side LoRa module transmits the content to the classroom-side LoRa module in the target classroom. The classroom-side LoRa module receives the media content. If the reception is successful within a set time, the classroom-side LoRa module sends a received command to the office-side terminal. The office-side terminal then marks the corresponding classroom status as received on its interface using the symbol A. If reception fails within the set time, the LoRa module in the classroom will not be able to send an acknowledgment signal. The office terminal will mark the corresponding classroom status as abnormal on the interface and indicate it with the symbol B. When a reception failure occurs, the office interface will trigger a troubleshooting mechanism, prompting personnel to check the status of the corresponding LoRa module in the classroom.

5. The intelligent media content distribution method according to claim 1, characterized in that, Step 3: After the LoRa module in the classroom successfully receives the content, the control circuit starts the camera to capture images. By extracting feature points in the images and counting the number of feature points in each area, it is determined whether occlusion has occurred. The specific steps are as follows: Real-time image reading: The camera continuously captures the current scene and generates RGB format images. Image scaling and correction: Adjusting the captured image to a suitable size for processing and correcting any possible lens distortion. Grayscale conversion and feature extraction: Converting color images to grayscale images simplifies image information, and extracting feature points from the image using algorithms. Region segmentation and counting: The grayscale image is uniformly divided into four regions: upper left, upper right, lower left, and lower right. The number of feature points in each region is counted. Occlusion detection: Set a threshold for the number of feature points. If the number of feature points in any region is lower than this threshold, the region is considered occluded; if the number of feature points in all regions exceeds the threshold, the region is considered unoccluded.

6. The intelligent media content distribution method according to claim 5, characterized in that, When the screen is unobstructed and the camera does not detect any obstruction signal, the first and second relays are simultaneously de-energized. The normally closed contact of the first relay closes, energizing the display screen. The LoRa module at the classroom end projects the received media content onto the classroom's visual display screen. At the same time, the LoRa module at the classroom end sends a content display command to the office end, indicating that the content has been successfully displayed to the classroom personnel. The normally open contact of the second relay opens, de-energizing the voice module. If the screen is obstructed, when the camera detects the obstruction signal, the first and second relays are simultaneously energized. The normally closed contact of the first relay opens, de-energizing the display screen, while the normally open contact of the second relay closes, energizing the voice module to play a voice prompt. After the obstruction is removed, the camera continues to detect no obstruction for 30 seconds. If no obstruction signal is detected, the first and second relays are energized simultaneously. The normally closed contact of the first relay closes, energizing the display screen. The normally open contact of the second relay opens, de-energizing the voice prompt module. The content is then projected onto the display screen, and the successful display instruction is sent to the office terminal.

7. The intelligent media content distribution method according to claim 1, characterized in that, Step 4: The office terminal receives the "content displayed" command from the classroom terminal. If the command is successfully received, the office terminal marks the corresponding classroom status as "displayed" on the interface, indicated by the symbol C. If the command is not received within 60 seconds, the office terminal marks the corresponding classroom status as "display failed" on the interface, indicated by the symbol D. When a display failure occurs, the office terminal triggers a secondary troubleshooting mechanism on the interface, notifying personnel to check for physical obstructions and the power supply of the display screen.

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