Satu Alaoutinen

Randomized or probabilistic Hough transform: unified performance evaluation

Abstract Rapid computation of the Hough transform is necessary in very many computer vision applications. One of the major approaches for fast Hough transform computation is based on the use of a small random sample of the data set rather than the full set. Two different algorithms within this family are the randomized Hough transform (RHT) and the probabilistic Hough transform (PHT). There have been contradictory views on the relative merits and drawbacks of the RHT and the PHT. In this paper, a unified theoretical framework for analyzing the RHT and the PHT is established. The performance of the two algorithms is characterized both theoretically and experimentally. Clear guidelines for selecting the algorithm that is most suitable for a given application are provided. We show that, when considering the basic algorithms, the RHT is better suited for the analysis of high quality low noise edge images, while for the analysis of noisy low quality images the PHT should be selected.

Student self-assessment in a programming course using bloom's revised taxonomy

This study presents a simple student self-assessment tool that can be used to motivate learning and to follow a students progress. The tool is a survey questionnaire that uses Blooms Revised Taxonomy as the base for its scale. The results show that students can place their knowledge along the taxonomy-based scale quite well, and they feel that it could help their learning. It also provides the teacher with a more objective basis for measuring the level of knowledge gained than the general scales. The scale is designed for a programming course, but with modifications it can be used in other classes too.

From tacit to acknowledged knowledge

This paper presents a proposal to acknowledge the importance of tacit course knowledge to students and transform this knowledge into a valuable asset. When a student or an employer reads course descriptions they usually miss a lot of important information. Course descriptions and the transcript of records normally state only the professional goals. In this paper we show an analysis of courses delivered in Information Technology department and analyze the skills, which are acquired from tacit knowledge throughout the curricula. We propose that this tacit knowledge should be analyzed, published and advertised both to students and employers.

Academic honesty in cross-border education-opinions of involved students

This paper analyzes the specific features of academic honesty in cross-border degree education between Finland and Russia, as seen by students involved in this process. We collected valuable information concerning particular cases of dishonesty as well as some relevant system-level data by doing a Web-based survey. The survey was carried out on our own freshmen and advanced students and on our distance students in Russia. This research was primarily quantitatively oriented, and we used several independent techniques to discover significant dependencies in the feedback provided. The results clearly show the students interest in the topic itself and the evident existence of culture-dependant honesty issues, which cannot be underestimated in the case of a long-term educational partnership.

Improving the Technical Infrastructure of a Programming Course

Decreasing interest in computer science and programming has caused trouble to many institutions recently. To tackle this issue an active improvement of the first programming course was started four years ago. In this paper the adopted action research approach is described together with the improved results from the course. The improvement actions have so far focused on the technical infrastructure of the course including the used programming language, development environment, weekly assignments, course project, and teaching materials. Even though the technical infrastructure still has deficiencies, the limit of improvement possible with efforts focusing on the technical aspects is approaching, and continued improvement requires moving the improvement focus on the pedagogical aspects.