Our university carries out various research projects. Among others, the project Schluckspecht is an interdisciplinary work on different ultra-efficient car concepts for international contests. Besides the engineering work, one part of the project deals with real-time data visualization. In order to increase the efficiency of the vehicle, an online monitoring of the runtime parameters is necessary. The driving parameters of the vehicle are transmitted to a processing station via a wireless network connection. We plan to use an augmented reality (AR) application to visualize different data on top of the view of the real car. By utilizing a mobile Android or iOS device a user can interactively view various real-time and statistical data. The car and its components are meant to be augmented by various additional information, whereby that information should appear at the correct position of the components. An engine e.g. could show the current rpm and consumption values. A battery on the other hand could show the current charge level. The goal of this paper is to evaluate different possible approaches, their suitability and to expand our application to other projects at our university.
In the age data digitalization, important applications of optics and photonics based sensors and technology lie in the field of biometrics and image processing. Protecting user data in a safe and secure way is an essential task in this area. However, traditional cryptographic protocols rely heavily on computer aided computation. Secure protocols which rely only on human interactions are usually simpler to understand. In many scenarios development of such protocols are also important for ease of implementation and deployment. Visual cryptography (VC) is an encryption technique on images (or text) in which decryption is done by human visual system. In this technique, an image is encrypted into number of pieces (known as shares). When the printed shares are physically superimposed together, the image can be decrypted with human vision. Modern digital watermarking technologies can be combined with VC for image copyright protection where the shares can be watermarks (small identification) embedded in the image. Similarly, VC can be used for improving security of biometric authentication. This paper presents about design and implementation of a practical laboratory experiment based on the concept of VC for a course in media engineering. Specifically, our contribution deals with integration of VC in different schemes for applications like digital watermarking and biometric authentication in the field of optics and photonics. We describe theoretical concepts and propose our infrastructure for the experiment. Finally, we will evaluate the learning outcome of the experiment, performed by the students.
The International Year of Light and Light-Based Technologies 2015 (IYL 2015) was celebrated around the world. Worldwide activities were organized to highlight the impact of optics and photonics on life, science, economics, arts and culture, and also in education. With most of our activities at Offenburg University of Applied Sciences (Offenburg/Germany), we reached our own students and the general population of our region: - University for Children: “The Magic of Light“ winter lecture program and “Across the Universe with Relativity and Quantum Theory” summer lecture program - “Students Meet Scientists” - “A Century of General Relativity Theory” lecture program Nevertheless, with some of our activities we also engaged a worldwide audience: - IYL 2015 art poster collection (Magic of Light and No Football, Just Photonics) - Smart Interactive Projection - Twitter Wall - “Invisible Light” - Live broadcasting of the total lunar eclipse - Film Festival Merida Mexico The authors will highlight recent activities at our university dedicated to promote, celebrate, and create a legacy for the IYL 2015.
Practical exercises are a crucial part of many curricula. Even simple exercises can improve the understanding of the underlying subject. Most experimental setups require special hardware. To carry out e. g. a lens experiments the students need access to an optical bench, various lenses, light sources, apertures and a screen. In our previous publication we demonstrated the use of augmented reality visualization techniques in order to let the students prepare with a simulated experimental setup. Within the context of our intended blended learning concept we want to utilize augmented or virtual reality techniques for stationary laboratory exercises. Unlike applications running on mobile devices, stationary setups can be extended more easily with additional interfaces and thus allow for more complex interactions and simulations in virtual reality (VR) and augmented reality (AR). The most significant difference is the possibility to allow interactions beyond touching a screen. The LEAP Motion controller is a small inexpensive device that allows for the tracking of the user’s hands and fingers in three dimensions. It is conceivable to allow the user to interact with the simulation’s virtual elements by the user’s very hand position, movement and gesture. In this paper we evaluate possible applications of the LEAP Motion controller for simulated experiments in augmented and virtual reality. We pay particular attention to the devices strengths and weaknesses and want to point out useful and less useful application scenarios.
The Paper presents the design and development of a blended learning concept for an engineering course in the field of color representation and display technologies. A suitable learning environment is crucial for the success of the teaching scenario. A mixture of theoretical lectures and hands-on activities with practical applications and experiments, combined with the advantages of modern digital media is the main topic of the paper. Blended learning describes the didactical change of attendance periods and online periods. The e-learning environment for the online period is designed toward an easy access and interaction. Present digital media extends the established teaching scenarios and enables the presentation of videos, animations and augmented reality (AR). Visualizations are effective tools to impart learning contents with lasting effect. The preparation and evaluation of the theoretical lectures and the hands-on activities are stimulated and affects positively the attendance periods. The tasks and experiments require the students to work independently and to develop individual solution strategies. This engages and motivates the students, deepens the knowledge. The authors will present their experience with the implemented blended learning scenario in this field of optics and photonics. All aspects of the learning environment will be introduced.
Theoretical details about optics and photonics are not common knowledge nowadays. Physicists are keen to scientifically explain ‘light,’ which has a huge impact on our lives. It is necessary to examine it from multiple perspectives and to make the knowledge accessible to the public in an interdisciplinary, scientifically well-grounded and appealing medial way. To allow an information exchange on a global scale, our project “Invisible Light” establishes a worldwide accessible platform. Its contents will not be created by a single instance, but user-generated, with the help of the global community. The article describes the infotainment portal “Invisible Light,” which stores scientific articles about light and photonics and makes them accessible worldwide. All articles are tagged with geo-coordinates, so they can be clearly identified and localized. A smartphone application is used for visualization, transmitting the information to users in real time by means of an augmented reality application. Scientific information is made accessible for a broad audience and in an attractive manner.
Monitors are in the center of media productions and hold an important function as the main visual interface. Tablets and smartphones are becoming more and more important work tools in the media industry. As an extension to our lecture contents an intensive discussion of different display technologies and its applications is taking place now. The established LCD (Liquid Crystal Display) technology and the promising OLED (Organic Light Emitting Diode) technology are in the focus.
The classic LCD is currently the most important display technology. The paper will present how the students should develop sense for display technologies besides the theoretical scientific basics. The workshop focuses increasingly on the technical aspects of the display technology and has the goal of deepening the students understanding of the functionality by building simple Liquid Crystal Displays by themselves.
The authors will present their experience in the field of display technologies. A mixture of theoretical and practical lectures has the goal of a deeper understanding in the field of digital color representation and display technologies. The design and development of a suitable learning environment with the required infrastructure is crucial. The main focus of this paper is on the hands-on optics workshop “Liquid Crystal Display in the do-it-yourself”.
In many scientific studies lens experiments are part of the curriculum. The conducted experiments are meant to give the students a basic understanding for the laws of optics and its applications. Most of the experiments need special hardware like e.g. an optical bench, light sources, apertures and different lens types. Therefore it is not possible for the students to conduct any of the experiments outside of the university’s laboratory. Simple optical software simulators enabling the students to virtually perform lens experiments already exist, but are mostly desktop or web browser based. Augmented Reality (AR) is a special case of mediated and mixed reality concepts, where computers are used to add, subtract or modify one’s perception of reality. As a result of the success and widespread availability of handheld mobile devices, like e.g. tablet computers and smartphones, mobile augmented reality applications are easy to use. Augmented reality can be easily used to visualize a simulated optical bench. The students can interactively modify properties like e.g. lens type, lens curvature, lens diameter, lens refractive index and the positions of the instruments in space. Light rays can be visualized and promote an additional understanding of the laws of optics. An AR application like this is ideally suited to prepare the actual laboratory sessions and/or recap the teaching content. The authors will present their experience with handheld augmented reality applications and their possibilities for light and optic experiments without the needs for specialized optical hardware.
The paper will present how the students learn to find technical solutions in color management by using adequate digital devices and recognize the specific upcoming tasks in this area. Several issues, problems and their solutions will be discussed. The scientific background offer specific didactical solutions in this area of optics. Color management is the major item of this paper. Color management is a crucial responsibility for media engineers and designers. Print, screen and mobile applications must independently display the same colors. Predictability and consistency in the color representation are the aims of a color management system. This is only possible in a standardized and audited production workflow. Nowadays digital media have a fast-paced development process. An increasing number of different digital devices with different display sizes and display technologies are a great challenge for every color management system. The authors will present their experience in the field of color management. The design and development of a suitable learning environment with the required infrastructure is in the focus. The combination of theoretical and practical lectures creates a deeper understanding in the area of the digital color representation.
A broad theoretical knowledge in Optics and Photonics is essential for media engineers. A combination of theory in the lectures augmented by practical work during the laboratory experiments forms the foundation of our gradual approach in communicating clearly and intensively all of the required topics. All laboratory experiments are guided but carried out by the students themselves and produced with a modern high-speed camera. This offers possibilities to analyze and iterate very fast phenomena. The slow motion footage makes it easily to analyze, to measure and to calculate certain sequences. This leads to a very intensive discussion regarding the provided topics and the used camera technology, resulting in a high standard knowledge transfer. Physics get now visible and more accessible for students.
This paper presents how the students execute and analyze experiments using modern technology. The results are prepared as media-friendly computer animation and video recordings.
The digital revolution is going full steam ahead, with a constantly growing number of new devices providing a steady increase in complexity and power. Most of the success is based on one important invention: the microprocessor/microcontroller. In this paper the authors present how to integrate microcontrollers and optical sensors in the curricula of media engineering by combining subjects of media technology, optics, information technology and media design. Hereby the aim is not to teach these topics separate from each other, but to bring them together in interdisciplinary lectures, projects and applications. Microcontrollers can be applied in various ways to teach content from the fields of optics and photonics. They can be used to control LEDs, displays, light detectors and infrared sensors, which makes it possible to build measuring instruments like e.g. a lux meter, a light barrier or an optical distance meter. The learning goals are to stimulate the student’s interest in the multiplicity of subjects related to this course and to support a deeper understanding of the close connections between them. The teaching method that the authors describe in their paper turned out to be very successful, as the participants are motivated to bring in their own ideas for projects, they spend more time than requested and as many students return to the courses as tutors. It is an example for effectual knowledge transfer and exchange of ideas among students.