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Josep Llados, & Enric Marti. (1999). A graph-edit algorithm for hand-drawn graphical document recognition and their automatic introduction into CAD systems. Machine Graphics & Vision, 8, 195–211.
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Josep Llados, & Enric Marti. (1999). Graph-edit algorithms for hand-drawn graphical document recognition and their automatic introduction. Machine Graphics & Vision journal, special issue on Graph transformation, .
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Josep Llados, Enric Marti, & Juan J.Villanueva. (2001). Symbol recognition by error-tolerant subgraph matching between region adjacency graphs. IEEE Transactions on Pattern Analysis and Machine Intelligence, 23(10), 1137–1143.
Abstract: The recognition of symbols in graphic documents is an intensive research activity in the community of pattern recognition and document analysis. A key issue in the interpretation of maps, engineering drawings, diagrams, etc. is the recognition of domain dependent symbols according to a symbol database. In this work we first review the most outstanding symbol recognition methods from two different points of view: application domains and pattern recognition methods. In the second part of the paper, open and unaddressed problems involved in symbol recognition are described, analyzing their current state of art and discussing future research challenges. Thus, issues such as symbol representation, matching, segmentation, learning, scalability of recognition methods and performance evaluation are addressed in this work. Finally, we discuss the perspectives of symbol recognition concerning to new paradigms such as user interfaces in handheld computers or document database and WWW indexing by graphical content.
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Ole Larsen, Petia Radeva, & Enric Marti. (1995). Bounds on the optimal elasticity parameters for a snake. Image Analysis and Processing, , 37–42.
Abstract: This paper develops a formalism by which an estimate for the upper and lower bounds for the elasticity parameters for a snake can be obtained. Objects different in size and shape give rise to different bounds. The bounds can be obtained based on an analysis of the shape of the object of interest. Experiments on synthetic images show a good correlation between the estimated behaviour of the snake and the one actually observed. Experiments on real X-ray images show that the parameters for optimal segmentation lie within the estimated bounds.
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Enric Marti, Carme Julia, & Debora Gil. (2006). A PBL Experience in the Teaching of Computer Graphics. CGF - Computer Graphics Forum, 25(1), 95–103.
Abstract: Project-Based Learning (PBL) is an educational strategy to improve student’s learning capability that, in recent years, has had a progressive acceptance in undergraduate studies. This methodology is based on solving a problem or project in a student working group. In this way, PBL focuses on learning the necessary tools to correctly find a solution to given problems. Since the learning initiative is transferred to the student, the PBL method promotes students own abilities. This allows a better assessment of the true workload that carries out the student in the subject. It follows that the methodology conforms to the guidelines of the Bologna document, which quantifies the student workload in a subject by means of the European credit transfer system (ECTS). PBL is currently applied in undergraduate studies needing strong practical training such as medicine, nursing or law sciences. Although this is also the case in engineering studies, amazingly, few experiences have been reported. In this paper we propose to use PBL in the educational organization of the Computer Graphics subjects in the Computer Science degree. Our PBL project focuses in the development of a C++ graphical environment based on the OpenGL libraries for visualization and handling of different graphical objects. The starting point is a basic skeleton that already includes lighting functions, perspective projection with mouse interaction to change the point of view and three predefined objects. Students have to complete this skeleton by adding their own functions to solve the project. A total number of 10 projects have been proposed and successfully solved. The exercises range from human face rendering to articulated objects, such as robot arms or puppets. In the present paper we extensively report the statement and educational objectives for two of the projects: solar system visualization and a chess game. We report our earlier educational experience based on the standard classroom theoretical, problem and practice sessions and the reasons that motivated searching for other learning methods. We have mainly chosen PBL because it improves the student learning initiative. We have applied the PBL educational model since the beginning of the second semester. The student’s feedback increases in his interest for the subject. We present a comparative study of the teachers’ and students’ workload between PBL and the classic teaching approach, which suggests that the workload increase in PBL is not as high as it seems.
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