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Laura Igual, Santiago Segui, Jordi Vitria, Fernando Azpiroz, & Petia Radeva. (2007). Sparse Bayesian Feature Selection Applied to Intestinal Motility Analysis. In XVI Congreso Argentino de Bioingenieria (467–470).
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Josep Llados. (2007). Advances in Graphics Recognition. In Digital Document Processing, Major Directions and Recent Advances, Advances in Pattern Recognition, B.B. Chaudhuri, ed., 281–304.
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Fadi Dornaika, & Angel Sappa. (2007). SFM for Planar Scenes: a Direct and Robust Approach. In book chapter: Informatics in Control, Automation and Robotics II, Ed. J. Filipe, J. Ferrier, J. Cetto and M. Carvalho, pp. 129–136. (best papers ICINCO 2005).
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David Rotger, Petia Radeva, E Fernandez-Nofrerias, & J. Mauri. (2007). Blood Detection in IVUS Images for 3D Volume of Lumen Changes Measurement Due to Different Drugs Administration. In Computer Analysis of Images and Patterns, 12th International Conference (Vol. 4673, 285–292). LNCS.
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Laura Igual, Santiago Segui, Jordi Vitria, Fernando Azpiroz, & Petia Radeva. (2007). Eigenmotion-Based Detection of Intestinal Contractions. In Computer Analysis of Images and Patterns, 12th International Conference (Vol. 4673, 293–300). LNCS.
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David Masip, Agata Lapedriza, & Jordi Vitria. (2007). Measuring External Face Appearance for Face Classification. In Face Recognition, Ed. Kresimir Delac and Mislav Grgic, pp. 287–307, ISBN 978–3–902613–03–5, I–Tech Education and Publishing.
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Jaume Amores, N. Sebe, & Petia Radeva. (2007). Class-Specific Binaryy Correlograms for Object Recognition. In British Machine Vision Conference.
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Enric Marti, Carme Julia, & Debora Gil. (2007). A PBL Experience in the Teaching of Computer Graphics. In XVII Congreso Español de Informàtica Gráfica (Vol. 25, pp. 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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