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Josep Llados; Enric Marti; Jaime Lopez-Krahe |
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A Hough-based method for hatched pattern detection in maps and diagrams |
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1999 |
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Proceeding of the Fifth Int. Conf. Document Analysis and Recognition ICDAR ’99 |
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479-482 |
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A hatched area is characterized by a set of parallel straight lines placed at regular intervals. In this paper, a Hough-based schema is introduced to recognize hatched areas in technical documents from attributed graph structures representing the document once it has been vectorized. Defining a Hough-based transform from a graph instead of the raster image allows to drastically reduce the processing time and, second, to obtain more reliable results because straight lines have already been detected in the vectorization step. A second advantage of the proposed method is that no assumptions must be made a priori about the slope and frequency of hatching patterns, but they are computed in run time for each hatched area. |
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DAG;IAM; |
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IAM @ iam @ LIM1999b |
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1580 |
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Author |
Josep Llados; Enric Marti; Juan J.Villanueva |
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Title |
Symbol recognition by error-tolerant subgraph matching between region adjacency graphs |
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2001 |
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IEEE Transactions on Pattern Analysis and Machine Intelligence |
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23 |
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10 |
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1137-1143 |
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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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DAG;IAM;ISE; |
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IAM @ iam @ LMV2001 |
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1581 |
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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 |
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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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Enric Marti; Xavier Binefa; G.EstapeRV |
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Caronte, plataforma para la gestión de la actividad docente de una asignatura. Análisis de su impacto en ingenierías, para su adaptación al EEES |
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2008 |
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, Ministerio de Ciencia e Innovacion, DGU |
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Direccion General de Universidades |
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IAM;OR;RV |
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IAM @ iam @ MBE2008 |
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1589 |
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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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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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Enric Marti; Debora Gil; Carme Julia |
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Una experiència en PBL per a la docència de Gràfics per Computador |
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2005 |
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II Jornades d’innovació Docent |
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Aprenentatge Basat en Projectes; Aprenentatge Basat en Problemes; Problem Based Learning; ECTS; EEES; Computer Graphics; OpenGL. |
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En aquest article es presenta una experiència en ABP feta el curs 2004-05 en Gràfics per Computador 2, assignatura optativa de 3er curs d’Enginyeria Informàtica impartida a l’ETSE. En l’article s’explica l’organització docent abans d’ABP, basada en classes magistrals. Després es mostra l’organització en ABP i es quantifica en ECTS l’esforç de l’alumne en ambdues organitzacions. Essent conscient del diferent interès de l’alumnat per l’assignatura, se’ls hi ofereix dos itineraris: el de classes magistrals i d’ABP. Es mostren alguns resultats dels alumnes d’ABP i també les primeres enquestes realitzades als alumnes. S’exposen les conclusions en el primer any de l’experiència, plantejant temes de discussió. S’ha procurat que la proposta no desbordi l’esforç del professorat. Per això s’ofereix el doble itinerari, per a canalitzar per ABP els alumnes més interessats i permetre a la resta que realitzin el curs amb l’organització clàsica de l’assignatura: classes magistrals de teoria, problemes i pràctiques. |
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IAM;ADAS; |
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IAM @ iam @ MGJ2005c |
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1594 |
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Enric Marti; Debora Gil; Marc Vivet ; Carme Julia |
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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; Debora Gil; Marc Vivet; Carme Julia |
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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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VIII Jornadas de Innovación Universitaria |
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IAM @ iam @ MGV2008b |
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1599 |
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