High-Level Synthesis Based VLSI Architectures for Video Coding

High Efficiency Video Coding (HEVC) is state-of-the-art video coding standard. Emerging applications like free-viewpoint video, 360degree video, augmented reality, 3D movies etc. require standardized extensions of HEVC. The standardized extensions of HEVC include HEVC Scalable Video Coding (SHVC), HEVC Multiview Video Coding (MV-HEVC), MV-HEVC+ Depth (3D-HEVC) and HEVC Screen Content Coding. 3D-HEVC is used for applications like view synthesis generation, free-viewpoint video. Coding and transmission of depth maps in 3D-HEVC is used for the virtual view synthesis by the algorithms like Depth Image Based Rendering (DIBR). As first step, we performed the profiling of the 3D-HEVC standard. Computational intensive parts of the standard are identified for the efficient hardware implementation. One of the computational intensive part of the 3D-HEVC, HEVC and H.264/AVC is the Interpolation Filtering used for Fractional Motion Estimation (FME). The hardware implementation of the interpolation filtering is carried out using High-Level Synthesis (HLS) tools. Xilinx Vivado Design Suite is used for the HLS implementation of the interpolation filters of HEVC and H.264/AVC. The complexity of the digital systems is greatly increased. High-Level Synthesis is the methodology which offers great benefits such as late architectural or functional changes without time consuming in rewriting of RTL-code, algorithms can be tested and evaluated early in the design cycle and development of accurate models against which the final hardware can be verified

Wavelet based stereo images reconstruction using depth images

It is believed by many that three-dimensional (3D) television will be the next logical development toward a more natural and vivid home entertaiment experience. While classical 3D approach requires the transmission of two video streams, one for each view, 3D TV systems based on depth image rendering (DIBR) require a single stream of monoscopic images and a second stream of associated images usually termed depth images or depth maps, that contain per-pixel depth information. Depth map is a two-dimensional function that contains information about distance from camera to a certain point of the object as a function of the image coordinates. By using this depth information and the original image it is possible to reconstruct a virtual image of a nearby viewpoint by projecting the pixels of available image to their locations in 3D space and finding their position in the desired view plane. One of the most significant advantages of the DIBR is that depth maps can be coded more efficiently than two streams corresponding to left and right view of the scene, thereby reducing the bandwidth required for transmission, which makes it possible to reuse existing transmission channels for the transmission of 3D TV. This technique can also be applied for other 3D technologies such as multimedia systems. In this paper we propose an advanced wavelet domain scheme for the reconstruction of stereoscopic images, which solves some of the shortcommings of the existing methods discussed above. We perform the wavelet transform of both the luminance and depth images in order to obtain significant geometric features, which enable more sensible reconstruction of the virtual view. Motion estimation employed in our approach uses Markov random field smoothness prior for regularization of the estimated motion field. The evaluation of the proposed reconstruction method is done on two video sequences which are typically used for comparison of stereo reconstruction algorithms. The results demonstrate advantages of the proposed approach with respect to the state-of-the-art methods, in terms of both objective and subjective performance measures

Paper-based Mixed Reality Sketch Augmentation as a Conceptual Design Support Tool

This undergraduate student paper explores usage of mixed reality techniques as support tools for conceptual design. A proof-of-concept was developed to illustrate this principle. Using this as an example, a small group of designers was interviewed to determine their views on the use of this technology. These interviews are the main contribution of this paper. Several interesting applications were determined, suggesting possible usage in a wide range of domains. Paper-based sketching, mixed reality and sketch augmentation techniques complement each other, and the combination results in a highly intuitive interface

What did the Romans ever do for us? ‘Next generation’ networks and hybrid learning resources

Networked learning is fundamentally concerned with the use of information and communication technologies (ICT) to link people to people and resources, to support the process of learning. This paper explores some current and forthcoming changes in ICT and some potential implications of these developments for networked learning. Whilst we aim to avoid taking a technologically determinist stance, we explore the potential for future practice and how some educational and pedagogic practices are evolving to exploit and shape the digital environment. We argue that we can change both the ways in which connections between people (learners and other learners; learners and tutors) are made and the nature of the resources that learning communities (particularly distributed communities) can engage with. In doing this we draw on two strands of work. Firstly, we draw on the ‘IBZL Education’ a UK Open University initiative to develop new scholarship in the context of STEM (Science, Technology, Engineering and Mathematics) through which educators are encouraged to think about technological change in the next five to ten years and ways in which we can intervene and shape these developments. We use problem-based learning as an example of a learning experience that can be difficult to implement in a networked learning environment. IBZL identified two broad strands of significant technological development. 'Superfast' broadband networks that are capable of supporting novel applications are being rolled in the UK (and elsewhere). Also, boundaries between the real and virtual worlds are becoming blurred as in the ‘internet of things’ where, for example, RFID tags enable information about the real world to be brought into the virtual one. We use the term ‘artefact’ to describe designed components, whether entirely digital, such as a computer forum, or material, such as a tablet PC. Networked ‘hybrid’ technologies of virtual and material components have may great potential for use in education. Secondly, we illustrate how these changes may be beginning to happen in distance education using the example of TU100 My Digital Life, a new introductory Open University. . TU100 Students use an electronics board in their own homes to work on a programming problem in collaboration other students through a tutor-led tutorial in a web conferencing system. We also note some of the evident complexity that establishing such resources as part of wider infrastructures of networked learning would be likely to involve

Multimedia delivery in the future internet

The term “Networked Media” implies that all kinds of media including text, image, 3D graphics, audio and video are produced, distributed, shared, managed and consumed on-line through various networks, like the Internet, Fiber, WiFi, WiMAX, GPRS, 3G and so on, in a convergent manner [1]. This white paper is the contribution of the Media Delivery Platform (MDP) cluster and aims to cover the Networked challenges of the Networked Media in the transition to the Future of the Internet. Internet has evolved and changed the way we work and live. End users of the Internet have been confronted with a bewildering range of media, services and applications and of technological innovations concerning media formats, wireless networks, terminal types and capabilities. And there is little evidence that the pace of this innovation is slowing. Today, over one billion of users access the Internet on regular basis, more than 100 million users have downloaded at least one (multi)media file and over 47 millions of them do so regularly, searching in more than 160 Exabytes1 of content. In the near future these numbers are expected to exponentially rise. It is expected that the Internet content will be increased by at least a factor of 6, rising to more than 990 Exabytes before 2012, fuelled mainly by the users themselves. Moreover, it is envisaged that in a near- to mid-term future, the Internet will provide the means to share and distribute (new) multimedia content and services with superior quality and striking flexibility, in a trusted and personalized way, improving citizens’ quality of life, working conditions, edutainment and safety. In this evolving environment, new transport protocols, new multimedia encoding schemes, cross-layer inthe network adaptation, machine-to-machine communication (including RFIDs), rich 3D content as well as community networks and the use of peer-to-peer (P2P) overlays are expected to generate new models of interaction and cooperation, and be able to support enhanced perceived quality-of-experience (PQoE) and innovative applications “on the move”, like virtual collaboration environments, personalised services/ media, virtual sport groups, on-line gaming, edutainment. In this context, the interaction with content combined with interactive/multimedia search capabilities across distributed repositories, opportunistic P2P networks and the dynamic adaptation to the characteristics of diverse mobile terminals are expected to contribute towards such a vision. Based on work that has taken place in a number of EC co-funded projects, in Framework Program 6 (FP6) and Framework Program 7 (FP7), a group of experts and technology visionaries have voluntarily contributed in this white paper aiming to describe the status, the state-of-the art, the challenges and the way ahead in the area of Content Aware media delivery platforms

Using Augmented Reality as a Medium to Assist Teaching in Higher Education

In this paper we describe the use of a high-level augmented reality (AR) interface for the construction of collaborative educational applications that can be used in practice to enhance current teaching methods. A combination of multimedia information including spatial three-dimensional models, images, textual information, video, animations and sound, can be superimposed in a student-friendly manner into the learning environment. In several case studies different learning scenarios have been carefully designed based on human-computer interaction principles so that meaningful virtual information is presented in an interactive and compelling way. Collaboration between the participants is achieved through use of a tangible AR interface that uses marker cards as well as an immersive AR environment which is based on software user interfaces (UIs) and hardware devices. The interactive AR interface has been piloted in the classroom at two UK universities in departments of Informatics and Information Science

Machinima interventions: innovative approaches to immersive virtual world curriculum integration

The educational value of Immersive Virtual Worlds (IVWs) seems to be in their social immersive qualities and as an accessible simulation technology. In contrast to these synchronous applications this paper discusses the use of educational machinima developed in IVW virtual film sets. It also introduces the concept of media intervention, proposing that digital media works best when simply developed for deployment within a blended curriculum to inform learning activity, and where the media are specifically designed to set challenges, seed ideas, or illustrate problems. Machinima, digital films created in IVWs, or digital games offer a rich mechanism for delivering such interventions. Scenes are storyboarded, constructed, shot and edited using techniques similar to professional film production, drawing upon a cast of virtual world avatars controlled through a human–computer interface, rather than showing real‐life actors. The approach enables academics or students to make films using screen capture software and desktop editing tools. In student‐generated production models the learning value may be found in the production process itself. This paper discusses six case studies and several themes from research on ideas for educational machinima including: access to production; creativity in teaching and learning; media intervention methodology; production models; reusability; visualisation and simulation