Camera calibration and the acquisition of Euclidean 3D measurements have so far been considered necessary requirements for overlaying three-dimensional graphical objects with live video. In this article, we describe a new approach to videobased augmented reality that avoids both requirements: It does not use any metric information about the calibration parameters of the camera or the 3D locations and dimensions of the environment's objects. The only requirement is the ability to track across frames at least four fiducial points that are specified by the user during system initialization and whose world coordinates are unknown. Our approach is based on the following observation: Given a set of four or more noncoplanar 3D points, the projection of all points in the set can be computed as a linear combination of the projections of just four of the points. We exploit this observation by 1) tracking regions and color fiducial points at frame rate, and 2) representing virtual objects in a non-Euclidean, affine frame of reference that allows their projection to be computed as a linear combination of the projection of the fiducial points. Experimental results on two augmented reality systems, one monitor-based and one head-mounted, demonstrate that the approach is readily implementable, imposes minimal computational and hardware requirements, and generates real-time and accurate video overlays even when the camera parameters vary dynamically.
Students in Rochester Institute of Technology'sSoftware Engineeringprogram gain an appreciation for the importance of design in their second year when they work on a term-long team-based software project. Student comments oJim express an eagerness to be taught more about rhe design of larger soJiware systems. Our next course, Engineering of Software Subsystems, aims to achieve that outcome. This paper describes the evolution of this design course.
The course was initially delivered as three one-hour lectures and one two-hour lab per week. Particularly in lectures, the students were not engaged to actively learn the material. The course has taken several evolutionary steps moving from its initial low level of active learning to where it now is mostly under the control of student teams participating as active learners. Dora from one offering of the course suggests improved course evaluation ratings and a noticeable increase in student appreciation for the textbook.Index Terms -Active learning, Design patterns. Problembased learning, Software engineering education.
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