CMU Advanced Perception Seminar: Description and Syllabus
CMU Advanced Perception Seminar
Table of Contents
Advanced Perception Seminar Description
Bruce Maxwell, TA 1994-5
For 1994 and 1995, the Advanced Perception course has been taught as a graduate reading seminar, meeting once a week for 3-4 hours to discuss a set of papers covering a specific topic. The students are divided into small groups (2-4), and for a given week one of the groups is responsible for writing a set of critiques which briefly summarize and analyze the papers. All members of the class are expected to have read all the papers and all the critiques prior to arriving at class. During fall of 1995, we had 4 groups of 3 students each, and each group ended up doing 3 sessions.
On a typical day, either the instructor or another faculty member begins with a brief (~5 minutes) introduction of the topic, specifically addressing why the field is important, why they chose the particular set of papers, and some specific points to address in the discussion. For all but the first few weeks (on Physics-Based Vision), we always had another faculty member besides the instructor sit in on the class to provide experience and direction to the discussion. Getting visiting faculty from outside CMU is also an option and worked well with Rick Szeliski and Matthew Turk from Microsoft Research.
After the faculty introduction, the student reviewers for the week begin going through the papers. Typical practice for the past 2 years has been that the reviewer or reviewers for a given paper expand upon their critiques for 5-10 minutes with the purpose of leading off a discussion. The ensuing discussion can take anywhere from 20 minutes to an hour per paper. The instructor is responsible for keeping the discussion in a fruitful vein and making sure all students get a chance to participate. The instructor is also responsible for making sure that the important points are touched upon during the discussion, which will sometimes mean asking questions of the class. The instructor's role is especially important in the first few weeks when students are not used to the format. The instructor is also responsible for making sure the all the papers are covered (which sometimes means cutting off discussion and moving on). It also helps the discussion to have a TA who has taken the course before and can provide an additional voice during a lull.
One practice that has worked well is to go around the room a few times during the class and get answers from each person to a specific question. A common question we used was, "How do you rate this paper on a scale of 1-5?" These questions would often spark other discussions and helped to involve everyone in the class. For example, we would often ask the people who rated a paper either low or high to defend their position.
After two years doing this class, my comments on what makes a good critique are as follows:
1) Put the complete and correct citation for the paper on the critique.
2) Try to summarize the paper in a sentence and put this at the beginning. This can be contrasted with a sentence taken from the paper that attempts to do the same thing.
3) Give a brief summary of the paper, highlighting what is new, what is old, and what is important. Sometimes definitions or brief explanations of difficult or technical aspects of the paper are appropriate.
4) Do an analysis of the paper: is the paper important, is it written well, do the experiments back-up the claims, are the results interpreted correctly, are the experiments representative of where such a method would be used, is this ground-breaking research or just a modification of something else, does the paper integrate knowledge from other fields, what background did the author's come from, what are the weaknesses of the method, what are the strengths, do the authors discuss the limitations, are all of the assumptions specified, is there baloney or laborious math, how does the paper relate to other people's work, how general is the paper, is there adequate justification for models they use, are there any obvious extensions to the work, why didn't this paper solve the vision problem, is the method feasible, what is the new idea, are there significant typos, how does the paper compare or contrast with other papers that the class has read or are reading for that week? (Note: the last has not been emphasized much the past two years and in my opinion should be a more integral part of the course in the future.)
5) Provide a set of issues or questions to lead off a discussion. Some students have done this by asking a series of questions about the paper, whereas some have advocated very strong opinions for or against a given method. The latter, in my experience, seems to generate the more interesting discussions, but is not always possible for every paper.
This has been the one problem for this class. Class participation and critique writing should account for at least half of a student's grade. Otherwise, in the past two years there has only been a take-home final. In my opinion, there should also be a take-home mid-term. My feeling is that the exams should present the students with a task to solve and ask them to compare and contrast different solutions using methods that have been covered in class. It would also be an appropriate part of the mid-term to ask all of the students to do a critique of one paper so they can get feedback on their critique-writing skills.
T-2 weeks - reviewers meet with appropriate faculty member to get the set of papers and words of wisdom
T-1 week - reviewers give papers to the class
T-3 days - critiques distributed to the class
T - class - all students are expected to have read all of the papers and critiques
Introduction, explanation of class format and timeline, division into review groups, distribution of papers for week 2 to class and to reviewers. Following the business aspect of the class, we would generally spend 30-40 minutes discussing how to write a good critique.
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- R. Mohr, L. Morin, and E. Grosso, "Relative Positioning with Uncalibrated Cameras," Geometrical Invariance in Computer Vision, ed. J. Mundy and A. Zisserman, MIT Press, Cambridge, 1992, chapter 22.
- *J. L. Mundy and A. Zisserman, "Projective Geometry for Machine Vision," Geometrical Invariance in Computer Vision, ed. J. Mundy and A. Zisserman, MIT Press, Cambridge, 1992, chapter 23.
* These papers provided as optional background reading
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(Special Note: For this week critiques were written for and all members of the class read the first 3 papers. Each person in the class was also responsible for one of the remaining papers. After discussing the first 3 general papers, each student gave a 5 minute presentation of the method used in their paper and a brief summary of it's performance. The class spent the remainder of the class discussing the relative strengths and weaknesses of the various methods. This class was particularly good in that it gave the students a broad understanding of research in optical flow.)
- J. Bergen et. al., "Hierarchical Model-Based Motion Estimation," in Proceedings of European Conference on Computer Vision, 1992, pp. 237-252.
- J. Y. A. Wang and E. H. Adelson, "Layered Representation for Motion Analysis," in Proceedings of IEEE Conference on Computer Vision and Pattern Recognition, 1993, pp. 361-366.
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