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Enric Marti; Debora Gil; Carme Julia |
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Experiencia d aplicació de la metodología d aprenentatge per proyectes en assignatures d Enginyeria Informàtica per a una millor adaptació als crèdits ECTS i EEES |
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2008 |
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Experiències docents innovadores de la UAB en ciències experimentals i tecnologies i en ciències de la salud |
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1 |
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57-68 |
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UAB |
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IDES-UAB; M.Enric Martinez, E.A. |
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978-84-490-2576-1 |
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IAM;ADAS; |
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IAM @ iam @ MGJ2008 |
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1592 |
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Author |
Aura Hernandez-Sabate; Debora Gil; Jaume Garcia; Enric Marti |
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Title |
Image-based Cardiac Phase Retrieval in Intravascular Ultrasound Sequences |
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2011 |
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IEEE Transactions on Ultrasonics, Ferroelectrics and Frequency Control |
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T-UFFC |
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58 |
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1 |
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60-72 |
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3-D exploring; ECG; band-pass filter; cardiac motion; cardiac phase retrieval; coronary arteries; electrocardiogram signal; image intensity local mean evolution; image-based cardiac phase retrieval; in vivo pullbacks acquisition; intravascular ultrasound sequences; longitudinal motion; signal extrema; time 36 ms; band-pass filters; biomedical ultrasonics; cardiovascular system; electrocardiography; image motion analysis; image retrieval; image sequences; medical image processing; ultrasonic imaging |
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Longitudinal motion during in vivo pullbacks acquisition of intravascular ultrasound (IVUS) sequences is a major artifact for 3-D exploring of coronary arteries. Most current techniques are based on the electrocardiogram (ECG) signal to obtain a gated pullback without longitudinal motion by using specific hardware or the ECG signal itself. We present an image-based approach for cardiac phase retrieval from coronary IVUS sequences without an ECG signal. A signal reflecting cardiac motion is computed by exploring the image intensity local mean evolution. The signal is filtered by a band-pass filter centered at the main cardiac frequency. Phase is retrieved by computing signal extrema. The average frame processing time using our setup is 36 ms. Comparison to manually sampled sequences encourages a deeper study comparing them to ECG signals. |
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0885-3010 |
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IAM;ADAS |
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IAM @ iam @ HGG2011 |
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1546 |
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Gemma Sanchez; Ernest Valveny; Josep Llados; Enric Marti; Oriol Ramos Terrades; N.Lozano; Joan Mas |
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A system for virtual prototyping of architectural projects |
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2003 |
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Proceedings of Fifth IAPR International Workshop on Pattern Recognition |
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65-74 |
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DAG;IAM |
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IAM @ iam @ SVL2003 |
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1650 |
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Enric Marti; Jaume Rocarias; 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 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 |
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Aplicació de la metodología d’Aprenentatge basat en Proyectes en l’assignatura de Gràfics per Computador d’enginyeria Informàtica. Balanç de Quatre anys d’experiència |
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2008 |
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revista EINES |
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6 |
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85-99 |
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IAM @ iam @ MAR2008b |
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1585 |
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Author |
Enric Marti; J.Roncaries; Debora Gil; Aura Hernandez-Sabate; Antoni Gurgui; Ferran Poveda |
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PBL On Line: A proposal for the organization, part-time monitoring and assessment of PBL group activities |
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2015 |
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Journal of Technology and Science Education |
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JOTSE |
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5 |
Issue |
2 |
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87-96 |
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IAM; ADAS; 600.076; 600.075 |
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Admin @ si @ MRG2015 |
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2608 |
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Author |
Ernest Valveny; Enric Marti |
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Dimensions analysis in hand-drawn architectural drawings |
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1997 |
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VII National Simposium of Pattern Recognition and image Analysis, SNRFAI´97 |
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90-91 |
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CVC-UAB |
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IAM @ iam @ VAM1997 |
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1659 |
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Josep Llados; Gemma Sanchez; Enric Marti |
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A string based method to recognize symbols and structural textures in architectural plans |
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1998 |
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Graphics Recognition Algorithms and Systems Second International Workshop, GREC' 97 Nancy, France, August 22–23, 1997 Selected Papers |
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LNCS |
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1389 |
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1998 |
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91-103 |
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This paper deals with the recognition of symbols and structural textures in architectural plans using string matching techniques. A plan is represented by an attributed graph whose nodes represent characteristic points and whose edges represent segments. Symbols and textures can be seen as a set of regions, i.e. closed loops in the graph, with a particular arrangement. The search for a symbol involves a graph matching between the regions of a model graph and the regions of the graph representing the document. Discriminating a texture means a clustering of neighbouring regions of this graph. Both procedures involve a similarity measure between graph regions. A string codification is used to represent the sequence of outlining edges of a region. Thus, the similarity between two regions is defined in terms of the string edit distance between their boundary strings. The use of string matching allows the recognition method to work also under presence of distortion. |
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LNCS |
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IAM @ iam @ SLE1998 |
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1573 |
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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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32 |
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1-2 |
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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;ISE; |
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IAM @ iam @ MRL1993 |
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1611 |
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Enric Marti; Debora Gil; Carme Julia |
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A PBL experience in the teaching of Computer Graphics |
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2005 |
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EUROGRAPHICS Proceedings |
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5 |
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1 |
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95-103 |
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project-based learning; computer graphics education; Open GL; rendering techniques; computer animation techniques; Graphics packages; Hierarchy and geometric transformations; Animation; Color; shading; shadowing and texture; fractals; hidden line/surface removal; Problem Based Learning |
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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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Dublin; Ireland; September 2005 |
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EUROGRAPHICS |
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IAM;ADAS; |
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IAM @ iam @ MGJ2005 |
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1593 |
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