Visual Comfort Assessment for Stereoscopic Image Retargeting

In recent years, visual comfort assessment (VCA) for 3D/stereoscopic content has aroused extensive attention. However, much less work has been done on the perceptual evaluation of stereoscopic image retargeting. In this paper, we first build a Stereoscopic Image Retargeting Database (SIRD), which contains source images and retargeted images produced by four typical stereoscopic retargeting methods. Then, the subjective experiment is conducted to assess four aspects of visual distortion, i.e. visual comfort, image quality, depth quality and the overall quality. Furthermore, we propose a Visual Comfort Assessment metric for Stereoscopic Image Retargeting (VCA-SIR). Based on the characteristics of stereoscopic retargeted images, the proposed model introduces novel features like disparity range, boundary disparity as well as disparity intensity distribution into the assessment model. Experimental results demonstrate that VCA-SIR can achieve high consistency with subjective perception

The potential role of ePortfolios in the Teaching Excellence Framework

Current debates on HE policy in the UK are dominated by the evolving Teaching Excellence Framework (TEF) which will soon involve the government establishing key metrics.  In this context, and seizing this valuable moment in policy formation, we here provide a brief foray into the multiple aspects of ‘teaching excellence’ (TE) as a basis to highlight both the complexity of identifying ways to measure it and the shortcomings of existing official developments.  In the absence of a clear conceptual understanding of the learning processes and the role of teaching which apparently underpins the TEF, we present a model of the learning process to which the indicators currently proposed by the authorities can be related.  We propose that ePortfolios can play a special role in the TEF in capturing the qualitative outcomes of learning processes which, importantly, reflect the student perspective in terms of goals, learning experiences and achievement.  These are both crucial yet missing elements of the proposals to date. Finally, we provide some examples of how information from ePortfolios could be used by HE institutions to enhance their institutional submissions to the TEF.

Finnish pupils’ success in mathematics: factors that contribute to Finnish pupils’ success in mathematics

This report focuses on the factors that contribute positively to Finnish pupils’ success in mathematics and considers the implications for policy and practice in England. Includes examples of items from the PISA and TIMSS test

The Learning Effectiveness of Cross-Discipline Collaboration within Media Production BA Projects

This paper considers the learning potential released by teaching to groups across different disciplines within media production. A single six week unit was delivered to eighteen groups of students, each group comprising a mix from BA Television Production, BA Interactive Media Production and BA Scriptwriting for Film and Television, all at level C. Each group of approximately nine students was required to create a DVD programme with associated website on the topic of ‘crime prevention’. The paper considers the logistics of organising and delivering the programme and the ways in which staff and students related to the cross-discipline nature of the unit. It also considers the approaches taken to assess the students and their project work. The investigation involved a mixture of questionnaires and interviews conducted after completion of the unit

Laptops for teachers: An evaluation of the TELA scheme in schools (Years 4 to 6)

The purpose of this evaluation was to investigate the impacts of the Laptops for Teachers Scheme (referred to from here as the TELA scheme) on Years 4 to 6 teachers’ work over a period of three years (2004-2006) and to record emerging changes in laptop use. The investigation focused on the Ministry of Education expectation (Ministry of Education, 2004) that teacher access to a laptop for their individual professional use would lead to gains in confidence and expertise in the use of ICTs, to efficiencies in administration, would contribute to teacher collaboration and support the preparation of high quality lesson resources. It was also anticipated that teacher would use their laptop in the classroom for teaching and learning