Sílabo de Taller de investigación 2 en Ingeniería Eléctrica

Los contenidos que la asignatura desarrolla son los siguientes: Planificación y estructuración de la investigación; desarrollo del Proyecto de Investigación; desarrollo de la metodología y presentación de resultados; sustentación del informe final del trabajo de investigación

The current state of research of wire arc additive manufacturing (WAAM): a review

Wire arc additive manufacturing is currently rising as the main focus of research groups around the world. This is directly visible in the huge number of new papers published in recent years concerning a lot of different topics. This review is intended to give a proper summary of the international state of research in the area of wire arc additive manufacturing. The addressed topics in this review include but are not limited to materials (e.g., steels, aluminum, copper and titanium), the processes and methods of WAAM, process surveillance and the path planning and modeling of WAAM. The consolidation of the findings of various authors into a unified picture is a core aspect of this review. Furthermore, it intends to identify areas in which work is missing and how different topics can be synergetically combined. A critical evaluation of the presented research with a focus on commonly known mechanisms in welding research and without a focus on additive manufacturing will complete the review

Exploiting Spatio-Temporal Coherence for Video Object Detection in Robotics

This paper proposes a method to enhance video object detection for indoor environments in robotics. Concretely, it exploits knowledge about the camera motion between frames to propagate previously detected objects to successive frames. The proposal is rooted in the concepts of planar homography to propose regions of interest where to find objects, and recursive Bayesian filtering to integrate observations over time. The proposal is evaluated on six virtual, indoor environments, accounting for the detection of nine object classes over a total of ∼ 7k frames. Results show that our proposal improves the recall and the F1-score by a factor of 1.41 and 1.27, respectively, as well as it achieves a significant reduction of the object categorization entropy (58.8%) when compared to a two-stage video object detection method used as baseline, at the cost of small time overheads (120 ms) and precision loss (0.92).</p

Da imersão à criação : cartografando experiências estéticas de estudantes com a realidade virtual

A Realidade Virtual (RV) vem sendo bastante explorada no âmbito da educação no Brasil e no mundo, sendo o seu uso intensificado a partir da pandemia da Covid-19. Entretanto, a maioria das pesquisas dedicadas ao assunto investigam a usabilidade de ferramentas RV para o ensino-aprendizagem a partir do desenvolvimento de softwares e aplicações, sendo os processos derivados deste uso pouco explorados nas pesquisas, especialmente no campo das ciências humanas, como Artes e Letras. Nessa direção, considera-se que a consequente popularização da RV e demais tecnologias imersivas também traz como problematização o modo como o observador interage e sente os elementos audiovisuais e sua forma de apropriação em processos estético-educacionais. A presente tese tem como objetivo cartografar as experiências estéticas originadas na implementação da tecnologia de RV com alunos em espaços não-formais de aprendizagem, cujos dados cultivados com estudantes buscam responder como as experiências estéticas em RV podem potencializar o aprendizado da arte no espaço não-formal. Para tanto, utilizou-se como metodologia a prática cartográfica de investigação, com o intuito de acompanhar os processos traçados pela pesquisadora e estudantes. Esta tese analisa duas práticas artístico-pedagógicas conduzidas em contextos não-formais de aprendizagem: a primeira, realizada como uma oficina remota sobre a RV, com a participação de sete estudantes com idades entre 8 e 12 anos. A segunda prática foi realizada no NRW-Forum Düsseldorf, durante estadia de pesquisa na Alemanha, com a participação de três estudantes universitárias com idades que variam de 21 a 27 anos. O manejo de análise percorreu três fases principais: (1) Realidade Virtual Cinematográfica: desenvolvendo a educação do olhar, (2) Produção de narrativas: A RV como fomento de experiências artísticas e de design e, (3) Pistas para a pedagogia da percepção e a construção de mundos virtuais por estudantes, nas quais busca-se dialogar com os principais referenciais trazidos na tese, assim como levantar novas problematizações relacionadas às propriedades estéticas e pedagógicas das experiências apresentadas. Assim, os dados cultivados ao longo desta tese mostram, portanto, que as experiências estéticas RV indicam caminhos para a aprendizagem da linguagem da arte em suas múltiplas manifestações audiovisuais, de forma a contribuir para o desenvolvimento da gramática audiovisual inerente à estética RV, bem como ao fortalecer a educação estética de estudantes no âmbito das práticas pedagógicas formais e não-formais.Virtual Reality (VR) has been widely explored in education in Brazil and around the world, and its use has intensified since the Covid-19 pandemic. However, most research devoted to this subject investigates the usability of VR tools for teaching-learning from the development of software and applications, and the processes originated from this use are little explored, especially in the field of humanities, such as Arts and Letters. In this direction, it is considered that the increasing popularization of VR and other immersive technologies also brings the problematization of how the spectator interacts and feels the audiovisual elements and how they are appropriated in the aesthetic-educational processes. This thesis aims to map the aesthetic experiences that arise from the implementation of VR technology with students in non-formal learning environments, whose data cultivated with students seek to answer how aesthetic experiences in VR can enhance art learning in the non-formal setting. For this purpose, the cartographic method was employed, in order to follow the processes outlined by the researcher and students. This thesis analyses two artistic-pedagogical practices conducted in non-formal learning settings: the first one was carried out as a remote workshop on VR, with the participation of seven students aged 8-12 years old. The second practice was conducted at NRW-Forum Düsseldorf, during a research stay in Germany, with the participation of three university students aged 21-27. The handling of analysis went through three main phases: (1) Cinematic Virtual Reality: developing the education of gaze, (2) Production of narratives: VR as fostering artistic and design experiences and, (3) Clues for the pedagogy of perception and the construction of virtual worlds by students, in which it seeks to dialogue with the major references brought in the thesis, as well as to raise new problematizations related to the aesthetic and pedagogical properties of the experiences presented. Thus, the data cultivated throughout this thesis show, therefore, that VR aesthetic experiences can indicate paths for learning the language of art in its multiple audiovisual manifestations, in order to contribute to the development of the audiovisual grammar inherent to VR aesthetics, as well as by strengthening the aesthetic education of students within formal and non-formal pedagogical practices