| 31. |
- Valtonen Örnhag, Marcus, et al.
(författare)
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Enforcing the General Planar Motion Model : Bundle Adjustment for Planar Scenes
- 2020
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Ingår i: Pattern Recognition Applications and Methods - 8th International Conference, ICPRAM 2019, Revised Selected Papers. - Cham : Springer International Publishing. - 0302-9743 .- 1611-3349. - 9783030400132 ; 11996 LNCS, s. 119-135
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Konferensbidrag (refereegranskat)abstract
- In this paper we consider the case of planar motion, where a mobile platform equipped with two cameras moves freely on a planar surface. The cameras are assumed to be directed towards the floor, as well as being connected by a rigid body motion, which constrains the relative motion of the cameras and introduces new geometric constraints. In the existing literature, there are several algorithms available to obtain planar motion compatible homographies. These methods, however, do not minimise a physically meaningful quantity, which may lead to issues when tracking the mobile platform globally. As a remedy, we propose a bundle adjustment algorithm tailored for the specific problem geometry. Due to the new constrained model, general bundle adjustment frameworks, compatible with the standard six degree of freedom model, are not directly applicable, and we propose an efficient method to reduce the computational complexity, by utilising the sparse structure of the problem. We explore the impact of different polynomial solvers on synthetic data, and highlight various trade-offs between speed and accuracy. Furthermore, on real data, the proposed method shows an improvement compared to generic methods not enforcing the general planar motion model.
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| 32. |
- Wernemyr, Claes, 1949, et al.
(författare)
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Users’ experience of a virtual reality architectural model compared with users’ experience of the completed building
- 2003
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Ingår i: Proceedings of the 1st international conference on advanced research in virtual and rapid prototyping. ; , s. 363-370, s. 363-370
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Konferensbidrag (refereegranskat)abstract
- This research investigated how the employees of a company experienced a VR-model of an office building that was to be their future work place and how that VR-experience com¬pared with the employees’ experience of the completed building. About two years after the VR-showings the building was completed and the staff had moved into the building. The results for the employees who saw the VR-presentation for the Semantic environment de¬scrip¬tion scale (SMB) comparing the experiences of the VR-model with the experiences of the completed real building suggested that the experience of the VR-model gave a fairly accurate representation of the experience of the real building However, the reactions to the VR-model were more appreciative after the VR-show as compared with when the VR-model was compared with the real building.
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| 33. |
- Örnhag, Marcus Valtonen, et al.
(författare)
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Planar motion bundle adjustment
- 2019
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Ingår i: ICPRAM 2019 - Proceedings of the 8th International Conference on Pattern Recognition Applications and Methods. - : SCITEPRESS - Science and Technology Publications. - 9789897583513 ; , s. 24-31
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Konferensbidrag (refereegranskat)abstract
- In this paper we consider trajectory recovery for two cameras directed towards the floor, and which are mounted rigidly on a mobile platform. Previous work for this specific problem geometry has focused on locally minimising an algebraic error between inter-image homographies to estimate the relative pose. In order to accurately track the platform globally it is necessary to refine the estimation of the camera poses and 3D locations of the feature points, which is commonly done by utilising bundle adjustment; however, existing software packages providing such methods do not take the specific problem geometry into account, and the result is a physically inconsistent solution. We develop a bundle adjustment algorithm which incorporates the planar motion constraint, and devise a scheme that utilises the sparse structure of the problem. Experiments are carried out on real data and the proposed algorithm shows an improvement compared to established generic methods.
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| 34. |
- Aasa, Anna, et al.
(författare)
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Collecting dialect data and making use of them an interim report from Swedia 2000
- 2000
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Ingår i: Proceedings FONETIK 2000. ; , s. 17-20
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper consists of two, somewhat disparate parts. In the first part, some experiences of two years of fieldwork are summarized, concentrating, as the subtitle suggests, on the very heart of phonetic fieldwork: the encounters and interviews with the informants. As a result of the fieldwork, the project now has access to recordings from approximately 1300 speakers of more than 100 dialects of Swedish. We are currently initiating research on various aspects of the sound patterns of these dialects. The second part of the paper is meant to give an overview of some of our research plans for the near future.
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| 35. |
- Carlsson, Håkan, 1973, et al.
(författare)
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General User Surveys and Other Methods for Quality Assessment – User Knowledge and Evidence-Based Library Development
- 2019
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Ingår i: 10th International Evidence Based Library and Information Practice Conference EBLIP, 16-19 June 2019 Glasgow, Scotland, University of Strathclyde.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Aim A key component of library management is meeting the needs of our users. This requires continuous analysis of user experience followed by library development. The aim of this study was to better understand the use and effect of general user surveys (GUS) and other methods of gathering user input for quality assessment and improvement of library activities. Methods Data collection was done via surveys, which were sent out to the library directors of all 308 European LIBER university libraries. The response rate was 42%. After survey collection the free-text answers were coded and categorised and then the results were analysed. Results A majority of the responding libraries (77%) have performed a GUS during the last four years. Of these libraries, 54% reported changes to services based on the surveys. The most common method of obtaining user input was by placing a digital “user suggestion box” on the library website. The next most common method entailed using systematic processes to ensure continuous quality improvements. Discussion/conclusion Nearly half of libraries develop their own survey instruments. Appropriate follow-up after the survey was important in order to assure library development. The key step was producing a written report, which increased success in changes to services by nearly 50%. Changes were observed in all traditional library areas, with most changes reported for the areas of physical library standard, communication/marketing and quality of information literacy education. The changes implemented were typically small steps leading to substantial improvements, rather than larger strategic shifts. Small libraries have limited resources and difficulty arranging large user surveys. They reported higher usage of methods performed in the physical library. The library strengths most valued by users were in the areas of the physical library, researcher support- especially in the area of scholarly communication- and information literacy education. User feedback helps build institutional profile and image. Analysis of the different methods revealed information regarding which methods give the best understanding of the users.
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| 36. |
- Carlsson, Håkan, 1973, et al.
(författare)
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User Knowledge Management – How University Libraries Analyse User Needs and Develop Services
- 2018
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Ingår i: Proceedings of the 39th annual IATUL conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The demands on library services are quickly changing in a continually updating digital age. This increases the importance of a good understanding of the needs and demands of the users. In order to sample and follow the change in user needs library organisations analyse their efforts using a series of different methods. In a recent survey distributed to all 301 European LIBER university libraries, we asked questions pertaining to methods for quality development, particularly implementation of general user surveys (GUS). Among the 127 answering libraries (42%) we analysed how library services can be developed via a user-centred approach. In general, libraries engaged in explorative methods, such as UX techniques or process mapping, displayed an increased understanding of what the users find as library strengths. On the other hand libraries using primarily reporting tools such as balanced scorecard showed little or no such effect. The library strengths most valued by users in the study were in the areas of the physical library, researcher support - especially in the area of scholarly communication - and information literacy tuition. Several answers indicate that user feedback has helped build institutional profile and image. The results also give an indication of how general user surveys can best be used. Appropriate follow-up after the survey is important in gaining usable results. The key step was the production of a written report, which resulted in a nearly 50% increased chance of obtaining changes in services. Most libraries developed their own surveys for the effort. Services most commonly changed after performing a GUS were in the areas of the physical library, followed by communication/marketing and information literacy tuition. A GUS most often leads to a number of minor service improvements rather than large strategic shifts. This work was commissioned and supported by the former LIBER Working Group on Research and Education.
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| 37. |
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| 38. |
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| 39. |
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| 40. |
- Dymitrow, Mirek, et al.
(författare)
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Geography’s three problems seen through the prism of one educational challenge
- 2022
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Ingår i: Nordic Geographers’ Meeting 2022 (Multiple Nordic Geographies), 19–22 June 2022, Joensuu, Finland.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- As the modern society becomes larger and increasingly diverse, its problems become more elusive and solutions far-fetched. This puts pressure on relevant education. Geographical knowledge, whose raison d’être has always been to deal with complexity, should therefore be in high demand, but isn’t. In this presentation we want to investigate why this is the case, by outlining three major problems geography education faces today and what potential solutions there might be. #1) Geography as a societal need: Geography’s traditional status as a synthesizing science is not well translated to the “sustainability mindset” that currently saturates educational curricula. This leads to decreasing numbers of geography students who seek out explicitly “sustainability-oriented” courses, which are often taught by teachers without a solid synthesizing background. Simultaneously, geography’s potential is reduced at pre-university levels where it is still associated with a stereotype (mostly cartography and ‘pub quiz’ knowledge). #2) Geography as an identity: Being “a specialist on being a generalist” is a frustrating motto for many geography students, who are inculcated that expertise is usually vertical. Inability to capitalize on horizontal expertise causes a personal crisis that impedes learning and embracing geography as a professional identity. #3 Geography as a competence: Being a holistic “for real” cannot be reduced to knowing a multitude of facts but requires foremost an understanding of how differences in opinion (underlying diametrically different sustainability strategies and solutions) arise. This requires a broad epistemological base. However, philosophy of science is not taught at pre-graduate level, while new students are becoming increasingly opinionated on contested topics. Departing from teaching experience at 4 Nordic universities, we suggest adding a “sensitizing phase” to the most critical stages of geography’s first-year education. A sensitizing phase is a targeted and deepened/extended course introduction, designed to a) focus on the strengths of geography and its boundaries to other realms of knowledge; b) providing continuous moral support to students to instill geography’s identity; c) teaching techniques how to handle complexity (knowledge reduction, extrapolation, epistemological breadth). We conclude that this approach allays confusion, primes the students towards the relevance of geography knowledge, and inculcates them into a spirit of life-long learning.
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