Abstract: Recent progress of self-supervised visual representation learning has achieved remarkable success on many challenging computer vision benchmarks. However, whether these techniques can be used for domain adaptation has not been explored. In this work, we propose a generic method for self-supervised domain adaptation, using object recognition and semantic segmentation of urban scenes as use cases. Focusing on simple pretext/auxiliary tasks (e.g. image rotation prediction), we assess different learning strategies to improve domain adaptation effectiveness by self-supervision. Additionally, we propose two complementary strategies to further boost the domain adaptation accuracy on semantic segmentation within our method, consisting of prediction layer alignment and batch normalization calibration. The experimental results show adaptation levels comparable to most studied domain adaptation methods, thus, bringing self-supervision as a new alternative for reaching domain adaptation. The code is available at this link. https://github.com/Jiaolong/self-supervised-da.

Abstract: In this paper, a continuous head pose estimation system is proposed to estimate yaw and pitch head angles from raw facial images. Our approach is based on manifold learningbased methods, due to their promising generalization properties shown for face modelling from images. The method combines histograms of oriented gradients, generalized discriminative common vectors and continuous local regression to achieve successful performance. Our proposal was tested on multiple standard face datasets, as well as in a realistic scenario. Results show a considerable performance improvement and a higher consistence of our model in comparison with other state-of-art methods, with angular errors varying between 9 and 17 degrees.

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.