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Carles Sanchez; Oriol Ramos Terrades; Patricia Marquez; Enric Marti; Jaume Rocarias; Debora Gil |
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Evaluación automática de prácticas en Moodle para el aprendizaje autónomo en Ingenierías |
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2014 |
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8th International Congress on University Teaching and Innovation |
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Tarragona; juliol 2014 |
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CIDUI |
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IAM; 600.075;DAG |
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Admin @ si @ SRM2014 |
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2458 |
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Debora Gil; Jaume Garcia; Aura Hernandez-Sabate; Enric Marti |
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Manifold parametrization of the left ventricle for a statistical modelling of its complete anatomy |
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2010 |
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8th Medical Imaging |
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7623 |
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762304 |
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304 |
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Distortion of Left Ventricle (LV) external anatomy is related to some dysfunctions, such as hypertrophy. The architecture of myocardial fibers determines LV electromechanical activation patterns as well as mechanics. Thus, their joined modelling would allow the design of specific interventions (such as peacemaker implantation and LV remodelling) and therapies (such as resynchronization). On one hand, accurate modelling of external anatomy requires either a dense sampling or a continuous infinite dimensional approach, which requires non-Euclidean statistics. On the other hand, computation of fiber models requires statistics on Riemannian spaces. Most approaches compute separate statistical models for external anatomy and fibers architecture. In this work we propose a general mathematical framework based on differential geometry concepts for computing a statistical model including, both, external and fiber anatomy. Our framework provides a continuous approach to external anatomy supporting standard statistics. We also provide a straightforward formula for the computation of the Riemannian fiber statistics. We have applied our methodology to the computation of complete anatomical atlas of canine hearts from diffusion tensor studies. The orientation of fibers over the average external geometry agrees with the segmental description of orientations reported in the literature. |
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IAM @ iam @ GGH2010a |
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1522 |
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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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Enric Marti; Debora Gil; Marc Vivet ; Carme Julia |
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Title |
Balance de cuatro años de experiencia en la implantación de la metodología de Aprendizaje Basado en Proyectos en la asignatura de Gráficos por Computador en ingeniería Informática |
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2008 |
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Actas V Jornadas Internacionales de Innovación Universitaria |
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Aprendizaje cooperativo; aprendizaje basado en proyectos; experiencias docentes. |
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En este trabajo se presentan los resultados de la aplicación de la metodología del aprendizaje cooperativo a la docencia de dos asignaturas de programación en ingeniería informática. ‘Algoritmos y programación’ y ‘Lenguajes de programación’ son dos asignaturas complementarias que se organizan entorno a un proyecto común que engloba los contenidos de ambas asignaturas. En la docencia de una parte muy importante de estas asignaturas, la metodología del aprendizaje cooperativo se ha adaptado a sus características específicas. Como muestra de esta adaptación presentamos dos ejemplos de las actividades desarrolladas dentro de la docencia de estas asignaturas. Después de tres años de aplicación, el análisis a nivel cualitativo y cuantitativo de los resultados muestra que éstos son muy satisfactorios y que la aplicación del método cooperativo ha mejorado de forma considerable el rendimiento de los alumnos en ambas asignaturas. |
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IAM;ADAS |
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IAM @ iam @ MGV2008a |
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1598 |
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Enric Marti; Jordi Regincos; Juan Jose Villanueva; Jaime Lopez-Krahe |
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Line drawing interpretation as polyhedral objects to man-machine interaction in CAD systems |
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1994 |
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Advances in Pattern Recognition and Image Analysis, |
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158-169 |
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World Scientific Pub. |
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981-02-1872-9 |
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IAM;ISE |
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IAM @ iam @ MRL1994 |
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1609 |
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Enric Marti; Petia Radeva; Ricardo Toledo; Jordi Vitria |
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Experiencia de aplicación de la metodología de aprendizaje por proyectos en asignaturas de Ingeniería Informática para una mejor adaptación a los créditos ECTS i al Espacio Europeo de Educación Superior |
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2005 |
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Agencia de Gestio d´Ajuts Universitaris I de Recerca (AGAUR) |
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IAM;RV;OR;MILAB;ADAS;MV |
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IAM @ iam @ MRT2005 |
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Fernando Vilariño; Enric Marti |
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New didactic techniques in the EHES applying mobile technologies |
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2008 |
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Agencia de Gestio d´Ajuts Universitaris I de Recerca (AGAUR), Generalitat de Catalunya |
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Agencia de Gestió d’Ajuts Universitaris I de Recerca (AGAUR), Generalitat de Catalunya |
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Agencia de Gestio d´Ajuts Universitaris I de Recerca (AGAUR), Generalitat de Catalunya |
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MILAB;IAM;MV;SIAI |
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IAM @ iam @ VIM2008 |
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1664 |
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Enric Marti; Jordi Vitria; Alberto Sanfeliu |
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Title |
Reconocimiento de Formas y Análisis de Imágenes |
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1998 |
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Asociación Española de Reconocimientos de Formas y Análisis de Imágenes |
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Los sistemas actuales de reconocimiento automático del lenguaje oral se basan en dos etapas básicas de procesado: la parametrización, que extrae la evolución temporal de los parámetros que caracterizan la voz, y el reconocimiento propiamente dicho, que identifica la cadena de palabras de la elocución recibida con ayuda de los modelos que representan el conocimiento adquirido en la etapa de aprendizaje. Tomando como línea divisoria la palabra, dichos modelos son de tipo acústicofonético o gramatical. Los primeros caracterizan las palabras incluidas en el vocabulario de la aplicación o tarea a la que está orientado el sistema de reconocimiento, usando a menudo para ello modelos de unidades de habla de extensión inferior a la palabra, es decir, de unidades subléxicas. Por otro lado, la gramática incluye el conocimiento acerca de las combinaciones permitidas de palabras para formar las frases o su probabilidad. Queda fuera del esquema la denominada comprensión del habla, que utiliza adicionalmente el conocimiento semántico y pragmático para captar el significado de la elocución de entrada al sistema a partir de la cadena (o cadenas alternativas) de palabras que suministra el reconocedor. |
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84–922529–4–4 |
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IAM @ iam @ MVS1998 |
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1620 |
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Ole Vilhelm-Larsen; Petia Radeva; Enric Marti |
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Guidelines for choosing optimal parameters of elasticity for snakes |
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1995 |
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Computer Analysis Of Images And Patterns |
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970 |
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106-113 |
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This paper proposes a guidance in the process of choosing and using the parameters of elasticity of a snake in order to obtain a precise segmentation. A new two step procedure is defined based on upper and lower bounds on the parameters. Formulas, by which these bounds can be calculated for real images where parts of the contour may be missing, are presented. Experiments on segmentation of bone structures in X-ray images have verified the usefulness of the new procedure. |
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Lecture Notes in Computer Science |
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IAM @ iam @ LRM1995b |
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1558 |
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Enric Marti; Carme Julia; Debora Gil |
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A PBL Experience in the Teaching of Computer Graphics |
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2006 |
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Computer Graphics Forum |
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CGF |
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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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Computer Graphics Forum |
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Computer Vision CenterComputer Science Department Escola Tcnica Superior d’Enginyeria (UAB), Edifi |
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IAM @ iam @ MJG2006a |
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1607 |
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