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Author |
Enric Marti; Carme Julia; Debora Gil |
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Title |
A PBL Experience in the Teaching of Computer Graphics |
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2007 |
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XVII Congreso Español de Informàtica Gráfica |
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25 |
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1 |
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95-103 |
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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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Zaragoza; September 2007 |
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IAM @ iam @ MJG2007a |
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1603 |
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Author |
Enric Marti; Carme Julia; Debora Gil |
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Title |
PBL en la docencia de gráficos por computador |
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2007 |
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VII Jornadas de Aprendizaje Cooperativo (JAC07) |
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1 |
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53-62 |
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IAM @ iam @ MJG2007b |
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1604 |
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Author |
Enric Marti; Ferran Poveda; Antoni Gurgui; Debora Gil |
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Title |
Aprendizaje Basado en Proyectos en Ingeniería Informática. Resultados y reflexiones de seis años de experiencia |
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2011 |
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Actas del Simposio-Taller JENUI 2011 |
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1-8 |
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In this workshop a 6 years experience in Project Based Learning (PBL) in Computer Graphics, Computer Engineering course at the Autonomous University of Barcelona (UAB) is presented. We use a Moodle environment suited to manage the documentation generated in PBL. The course is organized by means of two alternative routes: a classic itinerary of lectures and test-based evaluation and another with PBL. In the PBL itinerary we explain the organization in teamgroups, homework tutoring and monitoring and evaluation guidelines for students. We provide some of the work done by students, and the results of assessment surveys carried out to students during these years. We report the evolution of our PBL itinerary in terms of, both, organization and student surveys.
The workshop aims at discussing about on the advantages and disadvantages of using these active methodologies in technical degrees such as computer engineering, in order to debate about the most suitable way of organizing PBL and assessing students learning rate. |
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Sevilla, Spain |
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spanish |
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978-84-694-5440-4 |
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JENUI |
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IAM @ iam @ MPG2011 |
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1584 |
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Author |
Enric Marti; Jaume Rocarias; Debora Gil; Marc Vivet; Carme Julia |
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Uso de recursos virtuales en Aprendizaje Basado en Proyectos. Una experiencia en la asignatura de Graficos por Computador |
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2008 |
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Octava Jornada sobre Aprendizaje Cooperativo |
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79–88 |
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En esta comunicación presentamos una experiencia en Aprendizaje Basado en Proyectos (Project
Based Learning – PBL) realizada los últimos cuatro años (cursos del 2004-05 al 2007-08) en Gráficos
por Computador 2, asignatura optativa de tercer curso de Ingeniería Informática, titulación impartida
en la Escuela Técnica Superior de Ingeniería (ETSE) de la Universidad Autónoma de Barcelona
(UAB).
Fruto de la constante voluntad de mejora de la organización ABP de nuestra asignatura nos decidimos
a utilizar una herramienta LMS (Learning Management System) basada en Moodle y adaptada por
nosotros llamada Caronte para poder gestionar la documentación generada en ABP, y añadir una
componente semipresencial a la asignatura.
En primer lugar se presenta la organización de nuestra asignatura, basada proponer al alumno dos
itinerarios para cursarla: el itinerario ABP y el itinerario basado en clases magistrales i examen que
llamaremos TPPE (Teoría, Problemas, Prácticas, Examen). La dinámica ABP nos genera una cantidad
importante de documentación entre los grupos y el profesor, aparte de el feedback que el profesor
genera a los alumnos.
En la segunda parte del artículo presentamos los espacios docentes electrónicos de ambos itinerarios,
con los que trabajan los alumnos.
Finalmente, mostramos los resultados obtenidos de alumnos matriculados y de encuestas de valoración
realizados por los alumnos para finalmente exponer las conclusiones de estos cuatro años de
experiencia en ABP y en el uso de recursos virtuales en ABP, así como plantear mejoras y temas de
discusión sobre ABP. |
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978-84-691-4605-7 |
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IAM;ADAS; |
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IAM @ iam @ MRG2008a |
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1101 |
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Author |
Enric Marti; Debora Gil; Marc Vivet; Carme Julia |
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Title |
Uso de recursos virtuales en Aprendizaje Basado en Proyectos. Una experiencia en la asignatura de Gráficos por Computador |
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Miscellaneous |
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2008 |
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VIII Jornada sobre Aprendizaje Cooperativo, I Jornada sobre innovacion Docente |
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IAM;ADAS; |
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IAM @ iam @ MRG2008b |
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1600 |
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Author |
Enric Marti; Jaume Rocarias; Debora Gil; Aura Hernandez-Sabate; Jaume Garcia; Carme Julia; Marc Vivet |
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Uso de recursos virtuales en Aprendizaje Basado en Proyectos. Una experiencia en la asignatura de Gráficos por Computador |
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Miscellaneous |
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2009 |
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I Congreso de Docencia Universitaria |
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Aprendizaje Basado en Proyectos; Project Based Learning; Aprendizaje Cooperativo; Recursos Virtuales para el Aprendizaje Cooperativo; Moodle |
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Presentamos una experiencia en Aprendizaje Basado en Proyectos (ABP) realizada los últimos cuatro años en Gráficos por Computador 2, asignatura de Ingeniería Informática, de la Escuela Técnica Superior de Ingeniería (ETSE) de la Universidad Autónoma de Barcelona (UAB). Utilizamos un entorno Moodle adaptado por nosotros llamado Caronte para poder gestionar la documentación generada en ABP. Primero se presenta la asignatura, basada en dos itinerarios para cursarla: ABP y TPPE (Teoría, Problemas, Prácticas, Examen). El alumno debe escoger uno de ellos. Ambos itinerarios generan una cantidad importante de documentación (entregas de trabajos y prácticas, correcciones, ejercicios, etc.) a gestionar. En la comunicación presentamos los espacios electrónicos Moodle de ambos itinerarios. Finalmente, mostramos los resultados de encuestas realizadas a los alumnos para finalmente exponer las conclusiones de la experiencia en ABP y el uso de Moodle, así como plantear mejoras y temas de discusión. |
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Vigo (Spain) |
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IAM;ADAS; |
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IAM @ iam @ MRG2009a |
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1602 |
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Enric Marti; Debora Gil; Marc Vivet; Carme Julia |
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Uso de recursos virtuales en Aprendizaje Basado en Proyectos. Una experiencia en la asignatura de Gráficos por Computador |
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2009 |
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15th Jornadas de Enseñanza Universitaria de la Informatica |
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Octava Jornada sobre Aprendizaje Cooperativo |
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JENUI |
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IAM @ iam @ MRG2009b |
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1597 |
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Enric Marti; Jordi Regincos; Jaime Lopez-Krahe |
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Title |
Interpretación de Dibujos Lineales a Mano Alzada Representando Escenas Tridimensionales |
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1991 |
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Primer Congreso Español de Informática. |
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IAM @ iam @ MRL1991 |
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1610 |
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Enric Marti; Jordi Regincos;Jaime Lopez-Krahe; Juan J.Villanueva |
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Interpretación de dibujos lineales a mano alzada como objetos 3D |
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1992 |
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V Simposium Nacional de Reconocimiento de Formas y Análisis de Imágenes |
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València |
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IAM @ iam @ MRL1992 |
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1601 |
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Enric Marti; Jordi Regincos;Jaime Lopez-Krahe; Juan J.Villanueva |
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Hand line drawing interpretation as three-dimensional objects |
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1993 |
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Signal Processing – Intelligent systems for signal and image understanding |
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91-110 |
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Line drawing interpretation; line labelling; scene analysis; man-machine interaction; CAD input; line extraction |
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In this paper we present a technique to interpret hand line drawings as objects in a three-dimensional space. The object domain considered is based on planar surfaces with straight edges, concretely, on ansextension of Origami world to hidden lines. The line drawing represents the object under orthographic projection and it is sensed using a scanner. Our method is structured in two modules: feature extraction and feature interpretation. In the first one, image processing techniques are applied under certain tolerance margins to detect lines and junctions on the hand line drawing. Feature interpretation module is founded on line labelling techniques using a labelled junction dictionary. A labelling algorithm is here proposed. It uses relaxation techniques to reduce the number of incompatible labels with the junction dictionary so that the convergence of solutions can be accelerated. We formulate some labelling hypotheses tending to eliminate elements in two sets of labelled interpretations. That is, those which are compatible with the dictionary but do not correspond to three-dimensional objects and those which represent objects not very probable to be specified by means of a line drawing. New entities arise on the line drawing as a result of the extension of Origami world. These are defined to enunciate the assumptions of our method as well as to clarify the algorithms proposed. This technique is framed in a project aimed to implement a system to create 3D objects to improve man-machine interaction in CAD systems. |
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Elsevier North-Holland, Inc. |
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Amsterdam, The Netherlands, The Netherlands |
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0165-1684 |
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IAM @ iam @ MRL1993 |
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