1 / 24

Teaching Graphics and Image Processing in the Scope of Information Engineering

Teaching Graphics and Image Processing in the Scope of Information Engineering. Celso S. Kurashima and Marcelo Z.Nascimento Universidade Federal do ABC UFABC. Motivation. Teach image processing and computer graphics for a M.Sc. program in Information Engineering at UFABC

armand-ryan
Download Presentation

Teaching Graphics and Image Processing in the Scope of Information Engineering

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Teaching Graphics and Image Processing in the Scope of Information Engineering Celso S. Kurashima and Marcelo Z.Nascimento Universidade Federal do ABC UFABC

  2. Motivation • Teach image processing and computer graphics for a M.Sc. program in Information Engineering at UFABC • How to teach an introductory course given some restrictions and historic context?

  3. Summary • Historic Context and Structure of Graduate Program • Image Processing and Visualization for The M.Sc. Program on Information Engineering • Course Details • Results and Discussions • Conclusions and Future Work

  4. Introduction • The goal is to present our experience with a course on Computer Graphics and Image Processing

  5. Historic Context • Information Engineering is the convergence of areas like Information, Communications, Multimedia Processing, and Computer Sciences; contextualized to our society’s conditions. • So, Computer Graphics and Image Processing are two important areas of knowledge that are presently part of products or equipments used by people and professionals.

  6. Challenging Aspects • Our MSc. Program in Information Engineering is quite new: First class launched in Sept. 2007. So, what’s the role of CG and IP in this context? • Academic term is only 12 weeks at UFABC. So, which content the course should cover? • There are no prerequisites for the registration in the course, but being a regular student. So, how deep the course should be and yet become stimulus as research field?

  7. Overview of the Course • Official name: Image Processing and Visualization • Goal: “To present fundamental concepts involved in the image processing steps, since acquisition mechanisms and image capturing, going through several kinds of transformations or digital processes used in practical applications, until image composition and synthesis for visualization or graphics presentations.”

  8. Course Topics • Fundaments of Digital Image; • Visual Perception; • Image formation; • Sampling and Quantization; • Operators and Image Transformation; • Pattern Recognition; • Representation and Geometric Modeling in Graphics Environments; • Texture Mapping; • Image Composition and Blending; • Camera Modeling and Calibration; • Stereo Vision; • Illumination and Shading in Image Synthesis.

  9. Course References • R.C.Gonzalez; R.E.Woods. “Digital Image Processing.” 2nd ed. Prentice Hall, 2001. • J.C. Russ, “The Image Processing Handbook”, CRC Press, Inc., 1992. • J.D. Foley, A. van Dam, S.K. Feiner, J.F. Hughes, "Computer Graphics - Principles and Practice", Second Edition in C, Addison-Wesley, 1996. • Hearn, D. & Baker, M. P. “Computer Graphics with OpenGL.” Third Edition. Prentice-Hall, 2004.

  10. Methodology • Lectures in a computer laboratory: mixing theory and practice • Evaluation: homework exercises, a mid-term project, and a final-term project • The projects consisted of elaborating a computer program that applies computer graphics and image processing concepts respectively

  11. Course Details • First offer: 2008, from mid-Feb. to late-May • Two instructors: one for image processing, and other for computer graphics • Five graduate students enrolled • Topic presentation (in ppt), and lab guide with instructions of programming • Main tools: • MATLAB – for image processing • OpenGL & C/C++ – for graphics processing

  12. Only Basic Processing Examples

  13. Results • Evaluation by Students • The course and the instructors were considered either satisfactory or very satisfactory by all the students. • In their comments, the laboratory activities and the projects were considered very motivating for them.

  14. Results • Evaluation by Instructors • Students performance: satisfactory performance for the proposed activities • Grading

  15. Results • Evaluation by Instructors • Two top students submitted their projects to different local symposiums and both were accepted • D.C.Pereira; M.Z.Nascimento; L.P.B.Scott; C.S.Kurashima. “Avaliação de Filtros Wavelets Aplicados no Pré-Processamento de Imagens Mamográficas”. In: Anais do XI Congresso Brasileiro de Informática em Saúde, Campos do Jordão, 2008. • O.Bassani Neto; C.S.Kurashima; M.Z.Nascimento. “OCR4JkanjiCards: Exploring Japanese Character Recognition”. In: Technical Posters of the XXI Brazilian Symposium on Computer Graphics and Image Processing (SIBGRAPI 2008), Campo Grande, MS, 2008. p. 9-10.

  16. Results • Evaluation by Instructors • a positive aspect of the course was the practical activities in the computer laboratory and the course projects that are able to result in research work • the laboratory activities and the projects were considered very motivating

  17. Discussion • Of course the exceptional projects are not the usual case, nor is an expected this result for all students in the future. • And because of this, the instructors discussed about the heterogeneity of the group of students enrolled in the course. • So, the hypothesis is that even if a student has low skills in computation and programming languages, our methodology still allows students to reach the goals of the course.

  18. Conclusions • This course was planned to teach only fundamentals aspects and basic concepts in computer graphics and image processing, since we had some restrictions like the short term’s length and scope of the graduate program.

  19. Conclusions • The instructors believe the teaching approach, in which combined theoretical lectures with practical experiences in the laboratory, is positive for the students learning process on the several topics of this course. Moreover, if good students are enrolled, interesting results may arise in the end.

  20. Limitations • Heterogeneous group of students maybe enrolled in the course. • The course topics are not deeply presented at all, and further readings are optional.

  21. Future Plans • Future plans for this course include elaboration of more practical laboratory activities, including examples of usage in several fields of research, so as to serve as references for students work. • We also plan to use this methodology approach in the undergraduate courses related to computer graphics and image processing for B.Sc. program on Information Engineering of UFABC

  22. Final Summary • Contributions of this work • A teaching experience on CG & IP jointly • Limited Topics of Curricula • Course approach • Insertion in Information Engineering

  23. Acknowledgements • To our colleagues: • Coordinators of Master Program in Information Engineering • Students • Thanks to CAPES for their financial support

  24. Thank you for your attention We are very likely to receive your suggestions and collaboration. Thanks! {celso.kurashima, marcelo.nascimento}@ufabc.edu.br

More Related