Indoor Activity Detection and Recognition for Sport Games Analysis

Activity recognition in sport is an attractive field for computer vision research. Game, player and team analysis are of great interest and research topics within this field emerge with the goal of automated analysis. The very specific underlying rules of sports can be used as prior knowledge for the recognition task and present a constrained environment for evaluation. This paper describes recognition of single player activities in sport with special emphasis on volleyball. Starting from a per-frame player-centered activity recognition, we incorporate geometry and contextual information via an activity context descriptor that collects information about all player's activities over a certain timespan relative to the investigated player. The benefit of this context information on single player activity recognition is evaluated on our new real-life dataset presenting a total amount of almost 36k annotated frames containing 7 activity classes within 6 videos of professional volleyball games. Our incorporation of the contextual information improves the average player-centered classification performance of 77.56% by up to 18.35% on specific classes, proving that spatio-temporal context is an important clue for activity recognition.Comment: Part of the OAGM 2014 proceedings (arXiv:1404.3538

How Can Education for Sustainable Development (ESD) Be Effectively Implemented in Teaching and Learning? An Analysis of Educational Science Recommendations of Methods and Procedures to Promote ESD Goals

Education for sustainable development (ESD) has been a task assigned to schools and universities since the mid-1990s. This global movement spawned ESD research in numerous fields, including, among others, didactics and educational sciences, as well as sustainability sciences. In this article, we analyze the state of research on reliable recommendations of means (more precisely, teaching and learning methods and procedures) to promote the ESD goals. Within the framework of systematic literature analysis, we compared and evaluated 17 scientific publications from the field of ESD. Using qualitative content analysis, we scanned the 17 articles for recommendations of means of ESD and the cited evidence for their effectiveness. The findings show two groups of recommended means, differing particularly in the degree of learner autonomy and the quality of evidence for their effectiveness. We discuss possible tasks that can be derived from these findings for didactic research on ESD, and we make a suggestion for further teaching action

How Can Education for Sustainable Development (ESD) Be Effectively Implemented in Teaching and Learning? An Analysis of Educational Science Recommendations of Methods and Procedures to Promote ESD Goals

Education for sustainable development (ESD) has been a task assigned to schools and universities since the mid-1990s. This global movement spawned ESD research in numerous fields, including, among others, didactics and educational sciences, as well as sustainability sciences. In this article, we analyze the state of research on reliable recommendations of means (more precisely, teaching and learning methods and procedures) to promote the ESD goals. Within the framework of systematic literature analysis, we compared and evaluated 17 scientific publications from the field of ESD. Using qualitative content analysis, we scanned the 17 articles for recommendations of means of ESD and the cited evidence for their effectiveness. The findings show two groups of recommended means, differing particularly in the degree of learner autonomy and the quality of evidence for their effectiveness. We discuss possible tasks that can be derived from these findings for didactic research on ESD, and we make a suggestion for further teaching action