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.

Abstract: This paper presents a novel model to estimate human activities — a human activity is defined by a set of human actions. The proposed approach is based on the usage of Recurrent Neural Networks (RNN) and Bayesian inference through the continuous monitoring of human actions and its surrounding environment. In the current work human activities are inferred considering not only visual analysis but also additional resources; external sources of information, such as context information, are incorporated to contribute to the activity estimation. The novelty of the proposed approach lies in the way the information is encoded, so that it can be later associated according to a predefined semantic structure. Hence, a pattern representing a given activity can be defined by a set of actions, plus contextual information or other kind of information that could be relevant to describe the activity. Experimental results with real data are provided showing the validity of the proposed approach.

Abstract: Human drivers produce a vast amount of data which could, in principle, be used to improve autonomous driving systems. Unfortunately, seemingly straightforward approaches for creating end-to-end driving models that map sensor data directly into driving actions are problematic in terms of interpretability, and typically have significant difficulty dealing with spurious correlations. Alternatively, we propose to use this kind of action-based driving data for learning representations. Our experiments show that an affordance-based driving model pre-trained with this approach can leverage a relatively small amount of weakly annotated imagery and outperform pure end-to-end driving models, while being more interpretable. Further, we demonstrate how this strategy outperforms previous methods based on learning inverse dynamics models as well as other methods based on heavy human supervision (ImageNet).

Abstract: Most MAP inference algorithms for CRFs optimize an energy function knowing all the potentials. In this paper, we focus on CRFs where the computational cost of instantiating the potentials is orders of magnitude higher than MAP inference. This is often the case in semantic image segmentation, where most potentials are instantiated by slow classifiers fed with costly features. We introduce Active MAP inference 1) to on-the-fly select a subset of potentials to be instantiated in the energy function, leaving the rest of the parameters of the potentials unknown, and 2) to estimate the MAP labeling from such incomplete energy function. Results for semantic segmentation benchmarks, namely PASCAL VOC 2010 [5] and MSRC-21 [19], show that Active MAP inference achieves similar levels of accuracy but with major efficiency gains.

Abstract: We present different techniques to adapt a pedestrian classifier trained with synthetic images and the corresponding automatically generated annotations to operate with far infrared (FIR) images. The information contained in this kind of images allow us to develop a robust pedestrian detector invariant to extreme illumination changes.