Abstract: In this paper we propose the use of incremental learning for creating and improving multivariate analysis models in the field of chemometrics of spectral data. As main advantages, our proposed incremental subspace-based learning allows creating models faster, progressively improving previously created models and sharing them between laboratories and institutions without requiring transferring or disclosing individual spectra samples. In particular, our approach allows to improve the generalization and adaptability of previously generated models with a few new spectral samples to be applicable to real-world situations. The potential of our approach is demonstrated using vegetable oil type identification based on spectroscopic data as case study. Results show how incremental models maintain the accuracy of batch learning methodologies while reducing their computational cost and handicaps.

Abstract: Autonomous vehicles have a large number of on-board sensors, not only for providing coverage all around the vehicle, but also to ensure multi-modality in the observation of the scene. Because of this, it is not trivial to come up with a single, unique representation that feeds from the data given by all these sensors. We propose an algorithm which is capable of mapping texture collected from vision based sensors onto a geometric description of the scenario constructed from data provided by 3D sensors. The algorithm uses a constrained Delaunay triangulation to produce a mesh which is updated using a specially devised sequence of operations. These enforce a partial configuration of the mesh that avoids bad quality textures and ensures that there are no gaps in the texture. Results show that this algorithm is capable of producing fine quality textures.

Abstract: This paper presents and evaluates a framework to improve the performance of visual object classification methods, which are based on the usage of image feature descriptors as inputs. The goal of the proposed framework is to learn the best descriptor for each image in a given database. This goal is reached by means of a reinforcement learning process using the minimum information. The visual classification system used to demonstrate the proposed framework is based on a bag of features scheme, and the reinforcement learning technique is implemented through the Q-learning approach. The behavior of the reinforcement learning with different state definitions is evaluated. Additionally, a method that combines all these states is formulated in order to select the optimal state. Finally, the chosen actions are obtained from the best set of image descriptors in the literature: PHOW, SIFT, C-SIFT, SURF and Spin. Experimental results using two public databases (ETH and COIL) are provided showing both the validity of the proposed approach and comparisons with state of the art. In all the cases the best results are obtained with the proposed approach.

Abstract: Depth estimation provides essential information to perform autonomous driving and driver assistance. A promising line of work consists of introducing additional semantic information about the traffic scene when training CNNs for depth estimation. In practice, this means that the depth data used for CNN training is complemented with images having pixel-wise semantic labels where the same raw training data is associated with both types of ground truth, i.e., depth and semantic labels. The main contribution of this paper is to show that this hard constraint can be circumvented, i.e., that we can train CNNs for depth estimation by leveraging the depth and semantic information coming from heterogeneous datasets. In order to illustrate the benefits of our approach, we combine KITTI depth and Cityscapes semantic segmentation datasets, outperforming state-of-the-art results on monocular depth estimation.

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.