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Teaching Stereo Vision in a Multicultural Classroom With Active Learning and Multimedia Resources for Enhanced Engagement
Abstract
This reflective case study examines the design, delivery, and outcomes of a session on stereo vision within a Computer Vision module aimed at undergraduate students. The session employed active learning, problem-based learning (PBL), and multimedia resources to engage students in understanding stereo vision concepts. Pedagogical strategies aligned with Bloom's taxonomy and educational theories such as constructivism and multimedia learning. The session's alignment with intended learning outcomes (ILOs) focused on theory application, evaluation of techniques, and the creative design of stereo vision systems. The case study evaluates the session's effectiveness based on student feedback, formative assessments, and observer insights. Challenges such as content pacing, technological issues, and cultural diversity were identified, with recommendations for future improvement. This study highlights the importance of interactive, inclusive teaching approaches in fostering engagement and deep learning in technical subjects.
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