Joint Regression and Ranking for Image Enhancement

Research on automated image enhancement has gained momentum in recent years, partially due to the need for easy-to-use tools for enhancing pictures captured by ubiquitous cameras on mobile devices. Many of the existing leading methods employ machine-learning-based techniques, by which some enhancement parameters for a given image are found by relating the image to the training images with known enhancement parameters. While knowing the structure of the parameter space can facilitate search for the optimal solution, none of the existing methods has explicitly modeled and learned that structure. This paper presents an end-to-end, novel joint regression and ranking approach to model the interaction between desired enhancement parameters and images to be processed, employing a Gaussian process (GP). GP allows searching for ideal parameters using only the image features. The model naturally leads to a ranking technique for comparing images in the induced feature space. Comparative evaluation using the ground-truth based on the MIT-Adobe FiveK dataset plus subjective tests on an additional data-set were used to demonstrate the effectiveness of the proposed approach.Comment: WACV 201

The Blended Learning Unit, University of Hertfordshire: A Centre for Excellence in Teaching and Learning, Evaluation Report for HEFCE

The University of Hertfordshire’s Blended Learning Unit (BLU) was one of the 74 Centres for Excellence in Teaching and Learning (CETLs) funded by the Higher Education Funding Council for England (HEFCE) between 2005 and 2010. This evaluation report follows HEFCE’s template. The first section provides statistical information about the BLU’s activity. The second section is an evaluative reflection responding to 13 questions. As well as articulating some of our achievements and the challenges we have faced, it also sets out how the BLU’s activity will continue and make a significant contribution to delivery of the University of Hertfordshire’s 2010-2015 strategic plan and its aspirations for a more sustainable future. At the University of Hertfordshire, we view Blended Learning as the use of Information and Communication Technology (ICT) to enhance the learning and learning experience of campus-based students. The University has an excellent learning technology infrastructure that includes its VLE, StudyNet. StudyNet gives students access to a range of tools, resources and support 24/7 from anywhere in the world and its robustness, flexibility and ease of use have been fundamental to the success of the Blended Learning agenda at Hertfordshire. The BLU has comprised a management team, expert teachers seconded from around the University, professional support and a Student Consultant. The secondment staffing model was essential to the success of the BLU. As well as enabling the BLU to become fully staffed within the first five months of the CETL initiative, it has facilitated access to an invaluable spectrum of Blended Learning, research and Change Management expertise to inform pedagogically sound developments and enable change to be embedded across the institution. The BLU used much of its capital funding to reduce barriers to the use of technology by, for example, providing laptop computers for all academic staff in the institution, enhancing classroom technology provision and wirelessly enabling all teaching accommodation. Its recurrent funding has supported development opportunities for its own staff and staff around the institution; supported evaluation activities relating to individual projects and of the BLU’s own impact; and supported a wide range of communication and dissemination activities internally and externally. The BLU has led the embedding a cultural change in relation to Blended Learning at the University of Hertfordshire and its impact will be sustained. The BLU has produced a rich legacy of resources for our own staff and for others in the sector. The University’s increased capacity in Blended Learning benefits all our students and provides a learning experience that is expected by the new generation of learners in the 21st century. The BLU’s staffing model and partnership ways of working have directly informed the structure and modus operandi of the University’s Learning and Teaching Institute (LTI). Indeed a BLU team will continue to operate within the LTI and help drive and support the implementation of the University’s 2010-2015 Strategic plan. The plan includes ambitions in relation to Distance Learning and Flexible learning and BLU will be working to enable greater engagement with students with less or no need to travel to the university. As well as opening new markets within the UK and overseas, even greater flexibility for students will also enable the University to reduce its carbon footprint and provide a multifaceted contribution to our sustainability agenda. We conclude this executive summary with a short paragraph, written by Eeva Leinonen, our former Deputy Vice-Chancellor, which reflects our aspiration to transform Learning and Teaching at the University of Hertfordshire and more widely in the sector. ‘As Deputy Vice Chancellor at Hertfordshire I had the privilege to experience closely the excellent work of the Blended Learning Unit, and was very proud of the enormous impact the CETL had not only across the University but also nationally and internationally. However, perhaps true impact is hard to judge at such close range, but now as Vice Principal (Education) at King's College London, I can unequivocally say that Hertfordshire is indeed considered as the leading Blended Learning university in the sector. My new colleagues at King's and other Russell Group Universities frequently seek my views on the 'Hertfordshire Blended Learning' experience and are keen to emulate the successes achieved at an institutional wide scale. The Hertfordshire CETL undoubtedly achieved not only what it set out to achieve, but much more in terms of scale and impact. All those involved in this success can be justifiably proud of their achievements.’ Professor Eeva Leinonen, Vice Principal (Education), King's College, Londo

Fully-automatic inverse tone mapping algorithm based on dynamic mid-level tone mapping

High Dynamic Range (HDR) displays can show images with higher color contrast levels and peak luminosities than the common Low Dynamic Range (LDR) displays. However, most existing video content is recorded and/or graded in LDR format. To show LDR content on HDR displays, it needs to be up-scaled using a so-called inverse tone mapping algorithm. Several techniques for inverse tone mapping have been proposed in the last years, going from simple approaches based on global and local operators to more advanced algorithms such as neural networks. Some of the drawbacks of existing techniques for inverse tone mapping are the need for human intervention, the high computation time for more advanced algorithms, limited low peak brightness, and the lack of the preservation of the artistic intentions. In this paper, we propose a fully-automatic inverse tone mapping operator based on mid-level mapping capable of real-time video processing. Our proposed algorithm allows expanding LDR images into HDR images with peak brightness over 1000 nits, preserving the artistic intentions inherent to the HDR domain. We assessed our results using the full-reference objective quality metrics HDR-VDP-2.2 and DRIM, and carrying out a subjective pair-wise comparison experiment. We compared our results with those obtained with the most recent methods found in the literature. Experimental results demonstrate that our proposed method outperforms the current state-of-the-art of simple inverse tone mapping methods and its performance is similar to other more complex and time-consuming advanced techniques

Toward a model of computational attention based on expressive behavior: applications to cultural heritage scenarios

Our project goals consisted in the development of attention-based analysis of human expressive behavior and the implementation of real-time algorithm in EyesWeb XMI in order to improve naturalness of human-computer interaction and context-based monitoring of human behavior. To this aim, perceptual-model that mimic human attentional processes was developed for expressivity analysis and modeled by entropy. Museum scenarios were selected as an ecological test-bed to elaborate three experiments that focus on visitor profiling and visitors flow regulation

Strategies for Mobile Web Design

This paper presents a literature review on the topic of web design, specifically with regard to mobile web design. The aim of the review is to identify and analyze major strategies and approaches to design for small-screen-size devices. Three strategies consistently appeared across the reviewed literature, namely, responsive web design, adaptive web design, and separate site. The analysis of these strategies intends to provide a clear understanding of their advantages and disadvantages, in terms of cost and user experience