Abstract: A qualitative research study is presented herein with the purpose of identifying mathematics learning opportunities in students between 10 and 12 years old while playing a commercial version of a Tower Defense game. These learning opportunities are understood as mathematicisable moments of the game and involve the establishment of relationships between the game and mathematical problem solving. Based on the analysis of these mathematicisable moments, we conclude that the game can promote problem-solving processes and learning opportunities that can be associated with different mathematical contents that appears in mathematics curricula, thought it seems that teacher or new game elements might be needed to facilitate the processes.

Abstract: Designing discriminative powerful texture features robust to realistic imaging conditions is a challenging computer vision problem with many applications, including material recognition and analysis of satellite or aerial imagery. In the past, most texture description approaches were based on dense orderless statistical distribution of local features. However, most recent approaches to texture recognition and remote sensing scene classification are based on Convolutional Neural Networks (CNNs). The de facto practice when learning these CNN models is to use RGB patches as input with training performed on large amounts of labeled data (ImageNet). In this paper, we show that Local Binary Patterns (LBP) encoded CNN models, codenamed TEX-Nets, trained using mapped coded images with explicit LBP based texture information provide complementary information to the standard RGB deep models. Additionally, two deep architectures, namely early and late fusion, are investigated to combine the texture and color information. To the best of our knowledge, we are the first to investigate Binary Patterns encoded CNNs and different deep network fusion architectures for texture recognition and remote sensing scene classification. We perform comprehensive experiments on four texture recognition datasets and four remote sensing scene classification benchmarks: UC-Merced with 21 scene categories, WHU-RS19 with 19 scene classes, RSSCN7 with 7 categories and the recently introduced large scale aerial image dataset (AID) with 30 aerial scene types. We demonstrate that TEX-Nets provide complementary information to standard RGB deep model of the same network architecture. Our late fusion TEX-Net architecture always improves the overall performance compared to the standard RGB network on both recognition problems. Furthermore, our final combination leads to consistent improvement over the state-of-the-art for remote sensing scene

Abstract: The Hierarchical Conditional Random Field(HCRF) model have been successfully applied to a number of image labeling problems, including image segmentation. However, existing HCRF models of image segmentation do not allow multiple classes to be assigned to a single region, which limits their ability to incorporate contextual information across multiple scales.
At higher scales in the image, this representation yields an oversimplied model since multiple classes can be reasonably expected to appear within large regions. This simplied model particularly limits the impact of information at higher scales. Since class-label information at these scales is usually more reliable than at lower, noisier scales, neglecting this information is undesirable. To
address these issues, we propose a new consistency potential for image labeling problems, which we call the harmony potential. It can encode any possible combi-
nation of labels, penalizing only unlikely combinations of classes. We also propose an eective sampling strategy over this expanded label set that renders tractable the underlying optimization problem. Our approach obtains state-of-the-art results on two challenging, standard benchmark datasets for semantic image segmentation: PASCAL VOC 2010, and MSRC-21.

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.