Learning Deep Representations of Appearance and Motion for Anomalous Event Detection

We present a novel unsupervised deep learning framework for anomalous event detection in complex video scenes. While most existing works merely use hand-crafted appearance and motion features, we propose Appearance and Motion DeepNet (AMDN) which utilizes deep neural networks to automatically learn feature representations. To exploit the complementary information of both appearance and motion patterns, we introduce a novel double fusion framework, combining both the benefits of traditional early fusion and late fusion strategies. Specifically, stacked denoising autoencoders are proposed to separately learn both appearance and motion features as well as a joint representation (early fusion). Based on the learned representations, multiple one-class SVM models are used to predict the anomaly scores of each input, which are then integrated with a late fusion strategy for final anomaly detection. We evaluate the proposed method on two publicly available video surveillance datasets, showing competitive performance with respect to state of the art approaches.Comment: Oral paper in BMVC 201

Online real-time crowd behavior detection in video sequences

Automatically detecting events in crowded scenes is a challenging task in Computer Vision. A number of offline approaches have been proposed for solving the problem of crowd behavior detection, however the offline assumption limits their application in real-world video surveillance systems. In this paper, we propose an online and real-time method for detecting events in crowded video sequences. The proposed approach is based on the combination of visual feature extraction and image segmentation and it works without the need of a training phase. A quantitative experimental evaluation has been carried out on multiple publicly available video sequences, containing data from various crowd scenarios and different types of events, to demonstrate the effectiveness of the approach

A Mimetic Strategy to Engage Voluntary Physical Activity In Interactive Entertainment

We describe the design and implementation of a vision based interactive entertainment system that makes use of both involuntary and voluntary control paradigms. Unintentional input to the system from a potential viewer is used to drive attention-getting output and encourage the transition to voluntary interactive behaviour. The iMime system consists of a character animation engine based on the interaction metaphor of a mime performer that simulates non-verbal communication strategies, without spoken dialogue, to capture and hold the attention of a viewer. The system was developed in the context of a project studying care of dementia sufferers. Care for a dementia sufferer can place unreasonable demands on the time and attentional resources of their caregivers or family members. Our study contributes to the eventual development of a system aimed at providing relief to dementia caregivers, while at the same time serving as a source of pleasant interactive entertainment for viewers. The work reported here is also aimed at a more general study of the design of interactive entertainment systems involving a mixture of voluntary and involuntary control.Comment: 6 pages, 7 figures, ECAG08 worksho

Teaching humanoid robotics by means of human teleoperation through RGB-D sensors

This paper presents a graduate course project on humanoid robotics offered by the University of Padova. The target is to safely lift an object by teleoperating a small humanoid. Students have to map human limbs into robot joints, guarantee the robot stability during the motion, and teleoperate the robot to perform the correct movement. We introduce the following innovative aspects with respect to classical robotic classes: i) the use of humanoid robots as teaching tools; ii) the simplification of the stable locomotion problem by exploiting the potential of teleoperation; iii) the adoption of a Project-Based Learning constructivist approach as teaching methodology. The learning objectives of both course and project are introduced and compared with the students\u2019 background. Design and constraints students have to deal with are reported, together with the amount of time they and their instructors dedicated to solve tasks. A set of evaluation results are provided in order to validate the authors\u2019 purpose, including the students\u2019 personal feedback. A discussion about possible future improvements is reported, hoping to encourage further spread of educational robotics in schools at all levels