This article has been accepted for publication in a future issue of this journal, but has not been
fully edited. Content may change prior to final publication. Citation information: DOI 10.1109/RITA.2016.2589479, IEEE
Revista Iberoamericana de Technologias del Aprendizaje
Andrés Fernando Jiménez López, Marla Carolina Prieto Pelayo and Ángela Ramírez Forero
Teaching Image Processing in Engineering
Using Python

Abstract—This paper describes the experience during the
execution of a project that applied the PBL methodology for
teaching an undergraduate course on image processing at the
Universidad de los Llanos. During this project the learners,
students of electronics engineering and computer science, were
able to complement their lectures, process and manipulate
images, and build their own image processing tools using
Python programming language. This paper shows students’
projects resulting from the application of key concepts of image
processing and pattern analysis supported by the PBL
methodology.
Index Terms— Engineering, Image Processing, Learning,
Project, Software
I. INTRODUCTION
Image Processing (IP) is a subcategory of digital signal
processing. It is an image manipulation science using
computers to perform specific procedures according to the
applications and user requirements, such as: filtering,
cutting, segmentation, compression, and recognizing [1]. It
is a knowledge area that has captured the attention of
researches and scholars for the development and
improvement of algorithms for applications in robotics,
communications, remote sensing, biomedicine, navigation
and optic metrology, among others [2], [3].
Laboratory practices are pedagogic activities, and in the IP
study these activities are performed using specialized
software [4]. Commercial image processing software such
as Photoshop, CorelDraw, Ulead Photoimpact, among
others, operate as black boxes hiding details about the
algorithms, logic, and methods they use [5] and denying any
manipulation of their source code [6]. After using these
commercial software packages, students become experts in
these tools, but not in image processing. Although this
approach may be appropriate for digital designers, it is not
for future electronics engineers and computer scientists.
 programming language created by Guido Van Rossim.
A. F. Jiménez. Universidad de los Llanos, Faculty of Basic Sciences
and Engineering (FCBI), research group of Dynamical Systems,
Villavicencio, Colombia, ajimenez@unillanos.edu.co.
M. C. Prieto. Universidad de los Llanos, Faculty of Basic Sciences and
Engineering (FCBI), research group of Dynamical Systems, Villavicencio,
Colombia, marla.prieto@unillanos.edu.co.
A. Ramírez. Universidad de los Llanos, Faculty of Basic Sciences and
Engineering (FCBI), research group of Dynamical Systems, Villavicencio,
Colombia, angela.ramirez.forero@unillanos.edu.co.
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Although there are efforts for developing tools for teaching
IP and commercial packages for laboratory application of IP,
such as MATLAB [1] and Khoros [7], they have the same
disadvantages as commercial tools for image handling, in
addition to the license costs [8]. There are also independent
non-commercial platforms developed in C or Java [9],
environments for image analysis like IPLab [10], collections
of routines and classes without environment [11], and a
large number of independent interactive applets on the
Internet that allow us to understand algorithms related to the
subject. Several universities have implemented virtual
courses on image processing [12], with the option of
manipulating images online [5].
Learning image processing algorithms requires strong
foundations on linear algebra, multivariate analysis, and
signal processing, topics that may be difficult to understand
for students. For this reason, software tools are necessary to
assist the students in grasping these concepts [10]. Learning
and teaching image processing fundamentals can be more
effective through the visual representation of algorithms and
the experimental work of students [13]. The IP visualization
can be considered as a factor of cognitive impulse, while the
textual plane description requires a little imagination and
interpretive skills, with a pedagogic positive result when
viewing tools for the demonstration of basic aspects of
image processing [14]. Most applications including
videogames, computer graphics, image and video post-
processing, estimation and motion compensation, are
implemented using software solutions on general purpose
processors [15].
Software applications are useful in IP learning and must be
easy to learn; the tasks of IP must be able to be implemented
in small programs and complex algorithms using subtasks,
the programs must run faster, the image displaying must be
simple and fast, and displaying the processing progress must
be possible in each one of their stages [16]. Essentially, it
seeks to use a software tool that allows learning to use a
program language while appling theoretical concepts, which
can easily develop applications using programming
languages like MATLAB, C++, C, Java, Visual Basic,
Python, among others.
In the image processing course offered at the Universidad de
los Llanos, Python is used to achieve integrated learning,
and develop skills for producing high quality software
applicable to research and design of advanced level projects.
Python is an interpreted and multipurpose high-level
During the last years it has become one the most used
languages for software development. Python can be used in
various operating systems and platforms, such as Windows,
Mac OS X, Linux, smartphones, and embedded systems.
For teaching image processing, in addition to the software
tool, it is important to use the Project Based Learning (PBL)
method, which allows students to define the purpose of a
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Revista Iberoamericana de Technologias del Aprendizaje
product, identify the market, do research, create plans,
design, and develop the product. The full process is
authentic, referred to a real production, and uses students’
ideas and full assignments [17]. Because of this, students
focus on achieving solutions to nontrivial problems,
generating questions, consulting, discussing ideas, making
predictions, designing work plans and/or experiments,
collecting and analyzing information, establishing
conclusions, communicating results, questioning, creating or
improving products and processes [18].
PBL is a pedagogical strategy for teaching in engineering,
which is complemented to be used in industrial projects and
impact on the university community and the region, offering
an experience as authentic as possible. Besides, it is also
directed to develop these projects in an interdisciplinary
way, with the collaboration of other agencies or departments
of engineering [19].
This paper describes the experience during the execution of
a project that applied the PBL methodology for teaching an
undergraduate course on image processing at the
Universidad de los Llanos. It also explains some projects
developed during the course. These projects provided a
solution to environmental needs, besides allowing students
to conceptualize different topics through the interaction with
various stages of processing, and the focus on understanding
the algorithms and codes used.
The software developed in each course project was based on
QT4 and Python 2.7, which allows for the application of the
results to image processing and other fields such as
engineering and physics. Some applications developed in
the course have been important for institutional projects of
Universidad de los Llanos: Design and Implementation of a
virtual-remote laboratory for Mechanics – kinematic
practices; for the evaluation of remote practices using
digital image processing; and the Design and
implementation of a computer assisted system for Ronchi
Test at Universidad de los Llanos – SAPRULL, for the
optimization of image acquisition processes, and the
identification of abnormalities in the manufacture of
mirrors.
II. IMAGE PROCESSING COURSE
The image processing course at the Universidad de los
Llanos is organized in modules: python programming;
image processing fundamentals; introduction to digital
image processing; image types – color images; image and
video acquisition; object in motion detection; user graph
interface in python; image formation engineering; pixel
operations; image segmentation: borders and contours,
representation and description, morphologic operators, optic
instruments, image analysis for wave front analysis, image
transformations and remote sensing. These modules are
studied in seventeen weeks, each week with six class hours:
two for studying theory, two for studying programming, and
two for tutoring. Programming modules in Python and
Graphic User Interface use the six hours of the
corresponding week in programming activities. Each
module has a structure that includes the following parts:
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- Introduction. It is a description of applications and benefits
of the content to be studied.
- Module scheme. Topics of each module explained at the
beginning of “II. Image Processing Course”.
- Module Objectives. Capabilities and knowledge to be
acquired at the end of the module.
- Content. Concepts, equations, and fundamental procedures
that support the topics being studied in the module. This
includes visual aids such as slideshows in .pptx format
prepared by the instructor, whose purpose is to deliver the
content to the students in an appealing way.
- Development of Python applications. Implementation of
algorithms and Python programs to support the study of the
topics.
- Summary. Highlight the basics covered in the module.
- Workshop - Evaluation. Developing a workshop in class
that allows the students to advance towards the final project.
According to the procedures seen in class, each student team
adapt the examples studied in class to the needs of their final
project.
During the course three theoretical-practical exams and a
final project are executed. The midterm tests consist of a
written exam (50% of final grade) and a project progress
(50% of final grade). Some of the projects developed in the
course have been: a) Determining characteristics of the
freely falling object equation and the inclined plane using
image processing, b) Grading the Saber-Pro test using image
processing, c) Guiding vehicles using light bars and color
detectors.
The image processing course relies on the ARCS model
(Attention, Relevance, Confidence and Satisfaction), which
is widely used in the development of learning materials [20].
This model, developed by John M. Keller [21], has been
reported as one of the most effective models for the
development of attractive materials for teaching sequential
control [22], robot´s control [23], and digital image
processing [20].
III. RESULTS OF PROJECT BASED LEARNING
The practical application of concepts consists of a final
Project and three project progress, normally with
incremental difficulty and developed in teams. The final
project is agreed between the professor and the students, so
it is achievable. During its execution students develop all the
abilities and apply basic image processing algorithms.
The projects begin with a non-trivial question, whose
answer requires critical thinking and scaffolding; therefore,
students must search for the most efficient way to perform a
task, balance the evidence, review original ideas, develop a
plan, and summarize the most important points of an
argument. The process is also based on the concept of
constructivism, by which students learn to create new ideas
or concepts based on their current and prior knowledge.
The projects are centered on the students, who are in
charge of leading and defining their content. The projects
focus on real-world problems, are sensitive to the local
culture, and seek to obtain tangible products that can share
with the target audience, taking into account academic
aspects, life and work skills, with opportunities for feedback
and evaluation by experts, opportunities for reflection, self-
evaluation by the student and a real evaluation or assessment
This article has been accepted for publication in a future issue of this journal, but has not been fully edited. Content may change prior to final publication. Citation information: DOI 10.1109/RITA.2016.2589479, IEEE
Revista Iberoamericana de Technologias del Aprendizaje

[24].

These projects are designed in a way that allows the students

to learn algorithms for the improvement and extraction of
image information with a specific purpose. Students’
projects aimed to determining new procedures,
methodologies, and models to promote learning.
Engineering students develop practical applications for
learning in their courses and study groups, and providing
solutions to environmental needs. For developing the
software applications the Python libraries: opencv, numpy,
pyqt, sys, os and matplotlib were used.

The project is developed throughout the semester, so that

two weeks before finalizing the course, students have
developed 80% of procedures, algorithms, graphical user
interfaces, and programs. In this way, the final work consists
in adjusting and improving the procedures. Some
developments conducted by students in the course are:
1. Count and classification of rods in mill trucks.
2. Recognition of fingerprints.
3. Detection of empty parking spaces.
4. Motion detection alarms for home automation.
5. Detection and classification of vehicles moving on
a road.
6. Iris Recognition.
7. Character recognition for sign language.
8. Fruit sizing using machine vision.
9. Recognition of character in license plates.
10. Detection of vegetation using a vehicle in the
field.
11. Detection and characterization of Ronchi
patterns in curve mirrors. Some results are
mentioned below.
Fig. 1. User graph Interface ANGMAR – Image Processing V1.0. Source:
Authors
B. Fingerprint recognition as a security mechanism.
Natalia Barbosa.
This project presents the implementation of a biometric
system that validates and accepts only the fingerprints that
matches the ones stored in a database. For this process an
image is acquired through a fingerprint capture device, and
then adapted to acquire its main characteristics (minutiae,
branching and terminations, Fig. 2). Digital image
processing and some mathematical algorithms, such as mean
and median filtering, are used for improving the image and
mapping it with the Crossing Number formula. The
performance of the fingerprint recognition system is based
on the precision of the algorithm it uses.

A. Design and Implementation of an acquisition and

analysis system for Ronchigrams, using Digital
Image Processing. Marla Prieto.

Manufacture of mirrors and lenses at Universidad de los

Llanos has taken place during the last 25 years. It has
distinguished itself in design and manufacturing processes
of different optical elements in Colombia. The
manufacture of mirrors involves three phases: design,
construction, and testing. One of the tests performed is the
Ronchi test [25], wherein the operator performing the test
qualitatively analyses the interference patterns according
to their experience. Therefore, this project aims at
developing a tool to optimize the validation process in the
manufacture of mirrors by means of digital image
processing. Figure 1 shows a graphical user interface
(GUI) developed during the project, which allows the
users to run four basic procedures:
Fig. 2. Terminations (left) and Bifurcations (right). Source: Natalia
Barbosa.
The processes performed on the images are: segmentation,
filtering, noise removal, management of the cavity and
binarization, skeletonization, labeling, removal of invalid
tags, and comparison, Fig. 3. A 4500 digital fingerprint
reader device is used. This device has its own functions and
libraries; however, they are not used because the purpose of
the exercise is to generate proprietary algorithms with
Python.

- Motion control, with the threads: center of Finally, all the minutiae information obtained, Fig. 4, is
curvature and focus. compared with information saved in a database of known
- Image and Video Acquisition. fingerprints: if the minutiae number coincides with the
- Preprocessing, with threads: thresholding, spatial minutiae number of a fingerprint of database, it is accepted;
filters, image transformation, thresholding otherwise it is rejected.
algorithms and save final data.
- Processing: Ronchigram analysis.

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Revista Iberoamericana de Technologias del Aprendizaje

Where and is the number of partitions.

The calculation of the volume of fruits is achieved by

means of solids of revolution and numerical integration. An
ultrasonic sensor used to measure distances between fruit
c) and camera is shown in Fig. 5.
a) b)

d) e) f)
Fig. 3. a) Fingerprint acquisition with digital Fingerprint Reader.
Development of Python algorithms: b) preprocessing – Filtering, c)
segmentation, d) morphological operations - Close, e) skeletonization, f)
minutiae labeling, Terminations (White), bifurcation (Gray). Source:
Natalia Barbosa.

Fig. 5. Image capture option. Source: Diego Rojas, Alan Herrera.

D. Videogame Driver using Vision Machine. Andrés

Zambrano, Cristian Torres.

The recognition of a wheel to control the motion of the

Fig. 4. Labeling of Correct Minutiae, Terminations (White), Bifurcation
(Gray). Source: Natalia Barbosa.
vehicle in a videogame by using color detection is the base
of this project. Turning the steering wheel to the left or right
sides sends a signal to the videogame and the vehicle turns
accordingly; as we approach the wheel to the camera the
vehicle accelerates and slows in opposite direction, Fig 6.
Performing a connection between Python and the videogame
allows the emulation of keywords on the videogame
execution. Figure 7 shows a GUI, developed for connecting
Python and the Need of Speed videogame, where the game
can be controlled by a wheel designed for that purpose.

C. Fruit Sizing using machine Vision. Diego Rojas,

Alan Herrera.

The purpose of this project is to develop a useful tool for

automatic fruit classification. Algorithms for calculating
integrals are used, particularly concepts related to solids of
revolution. The disk method, a numerical integration
technique, is used to calculate the volume of fruits. The
following functional blocks of the system developed through
this project. are: a) conditioning of lighting, noise capture
and scene occlusion, b) image acquisition, c) filtering and
image correction, d) object segmentation, e) calculation of
the dimensional parameter, which is defined by equation 1,
and approximated to equation 2.

Fig. 6. a) Steering wheel, b) Turn to the Right, c) Turn to the Left, d)

accelerate, e) slow. Source: Authors.

(2)

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Revista Iberoamericana de Technologias del Aprendizaje

can use to evaluate an experimental result and the veracity

of data to make a report.

For this task we have developed a Python application that

allows data acquisition of an object in motion using a
camera, and delivers the experimental data using a table
(which is data that student will receive through the virtual–
remote platform). The application also establishes the
regression equation of the experiment data (useful Tool for
qualification by teacher), and compares the information
Fig. 7. a) Graphic User Interface, b) Application execution. Source: Andrés obtained by student analysis with the results through the
Zambrano, Cristian Torres. implemented algorithm. This algorithm is under
development at the Universidad de los Llanos for the
research project titled “Design and Implementation of a
E. Hand signs recognition using machine vision with
remote laboratory for Mechanics – kinematic practices” in
Python and Opencv. Juan Reinoso.
the Dynamic Systems research group.

The stages of the system developed for the number detection
by hand gestures involve: defining scene background color,
image acquisition, processing, filtering, segmentation,
defining characteristics, recognition, and interpretation.
Figure 7 shows the results obtained in the development of
the application, in which the numbers from one to five is
highlighted by sign language.
F Method to evaluate a uniformly accelerated
motion experiment. Authors
An important aspect when working with remote labs in
physics is how to verify the results obtained in the
experiment, in other words, which mechanism the student
The graphic user interface developed for the study of
uniformly accelerated motion by using digital image
processing is shown in Fig.9; Fig.10 shows the display
processing procedures and Fig.11 shows the resulting
regression graph delivering for the software development.
The aforementioned projects are the result of the
methodology applied in the digital image processing
course at the Universidad de los Llanos, where the
students developed skills to identify, formulate and solve
problems through the PBL methodology.

a) b) c)

d) e) f)
Fig 8. a) Graphic User Interface, Scene Background, numbers recognition: b) one, c) two, d) three, e) four, f) five. Source: Juan Reinoso.

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This article has been accepted for publication in a future issue of this journal, but has not been fully edited. Content may change prior to final publication. Citation information: DOI 10.1109/RITA.2016.2589479, IEEE
Revista Iberoamericana de Technologias del Aprendizaje
Fig. 9. Principal Menu. Software to analyze data of Uniformly
Accelerated Motion. Source: Authors.
Fig.10. Processing software procedures for evaluating a uniformly
accelerated motion experiment. Defining centroids. Upper: Video
Frame acquired, lower Left: Object detection and Lower Right:
Centroid Detection. Source: Authors.
Fig.11. Software for evaluating a uniformly accelerated motion
experiment. Graphs obtained position, velocity and acceleration versus
time. Source: Authors
IV. EVALUATION OF THE TEACHING-LEARNING
METHODOLOGY
Project Based Learning seeks the students to get
involved actively in their learning process, highlighting
that they are the ones who direct their formation from a
situations-problem viewpoint, which they also transform
into their stimulus for learning, responding to this manner
to What? How? and For what? they learn [26]. Through
this system of teaching it is possible to develop strategies
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for problem solving, as well as specific skills in a
discipline, which has been selected as the basis for the
teaching of digital image processing.
The image processing course is an elective course offered
at the Universidad de los Llanos to electronics
engineering and computer science students in their
seventh semester. The teaching methodology presented in
this paper was applied between the second semester of
2014 and the second semester of 2015 (three groups of
students). In order to get feedback from the students, ten
questions that allow students to recognize the value of this
teaching-learning methodology were raised.
Table 1. Students surveyed in assessing the course of Digital Image
Processing
Semester 2014-2 2015-1 2015-2 Total
Students
9 13 15 37
surveyed
Source: Authors
The surveyed group consists of thirty seven students who
attended the course over the past three semesters,
described in Table 1. For the second semester of 2014
students who answered were nine, for the first semester
of 2015 thirteen students answered and for the second
semester of 2015 fifteen students answered. As can be
seen, the number of students has increased every
semester.
When we asked about the possibility of performing jobs
that allowed them to learn with the help of their
classmates, 100% of the surveyed agreed, showing that
the course methodology has facilitated collaborative
learning, where students are guided by the teacher, who
provides spaces that allow researching and solving
problems in working groups.
All students surveyed believe that teacher encourages the
use of audiovisual aids and other Tools, removing
leadership from the traditional net - blackboard and
proposes favorable pedagogical strategies in the teaching
of engineering issues as an important factor in the PBL
methodology.
We inquired whether the teaching tools used by the
teacher were sufficient, on which 36 students agreed;
only one student answered negatively, justifying his
response for the lack of bibliographic material to study
the theory of image processing with Python. As to
whether the teaching was clear in the topics discussed,
the 37 students responded affirmatively.
The theoretical foundation of IP, is made by the teacher in
his initial explanation, with the use of audiovisual aids
and practical examples of the subject using Python, so the
contents are reinforced, allowing the students to
assimilate the information better and understand it more
easily; for this reason the question whether the
methodology facilitates the understanding of fundamental
theoretical aspects of the subject, all the respondents gave
a positive response.
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Revista Iberoamericana de Technologias del Aprendizaje

All the respondents considered that the IP elective course
helped them to acquire skills to develop engineering
projects of analytic and proactive manner, since the
design of a project needs a careful analysis of the problem
or situation to work, propose alternatives of effective
solutions, making it possible to conceptualize the issue
through interaction with progressive results obtained in
the development of the final project.
The eighth question was intended to recognize those
attitudes that students are encouraged to possess in their
professional profile, from the following options:
1. Innovation with technology projects.
2. Update their knowledge and specialize in one
particular discipline.
3. To integrate and/or coordinate individuals and
interdisciplinary teams.
4. Having a high capacity for analysis and critical
thinking.
5. Participate in research and study groups.
6. Identify potential problems of the environment,
with a solution in engineering.
7. Develop and implement solutions to various
problems through their profession.
Table 3. Valuation of the methodology, compared to traditional.
Range from 1 to 5.
Value Definition Percentage
1 Very Low 0%
2 Low 0%
3 Medium 5%
4 High 56%
5 Very High 39%
Source: Authors
We required students to respond if the developed
methodology is better than the traditional one, taking into
consideration the experience lived in the classroom,
marking a numerical value in range of 1 to 5, where 1 is
(Very Low), 2 (Low), 3 (Medium), 4 (High) and 5 (Very
High), Table 3; in this question two students gave a value
of 3, twenty replied 4 and fifteen consider it as a Very
High, demonstrating the satisfaction of students with the
teaching methodology. We also explored the role played
by the students in their learning process by requesting a
numerical value in the scale described, whose results
showed that in self-learning and shared learning five
students evaluated themselves with a medium value,
twenty three responses with a High value and nine of the
surveyed gave a High Value, Table 4. These results
establish student motivation for individual work to get
involved in projects.

Table 4. Learning Assessment.

Table 2. Attitudes that according to the student are stimulated in Value Definition Percentage
their professional profiles. Student number: 37. 1 Very Low 0%
Student Percentage 2 Low 0%
Option Definition Medium 14%
number 3
Innovation with 4 High 62%
1 31 84%
technology projects 5 Very High 24%
Update their Source: Authors
knowledge and
2 23 62%
specialize in one
particular discipline
V. CONCLUSIONS
To integrate and/or
coordinate individuals This paper has structured a logical method to make use of
3 14 38%
and interdisciplinary
teams advanced technologies in constructive learning. This
Having a high capacity approach is student-centered and uses interactive analysis
4 for analysis and 15 41% techniques which are essential in design context. The
critical thinking main benefit is that it provides a practical learning,
Participate in research
5
and study groups
19 51% without leaving aside the theoretical and mathematical
Identify potential concepts of the course. It is useful to facilitate its
6
environmental issues,
29 78%
understanding and stimulate the user to develop the
with a solution in subject of digital image processing.
engineering
Develop and
implement solutions to With the methodology referred students related training
7 various problems 30 81% contents to real practical applications, which provides a
through their degree of satisfaction with the usefulness of contents, in
profession contact with the real world in vital aspects of their
Source: Authors
professional exercise in business and research.
Results in Table 2 show that for most of respondents
skills 1, 6 and 7 were promoted, showing that students Python programming language is an excellent choice for
consider as an important factor the formulation and learning digital image processing, because it is an
development of innovated projects from the engineering interpreted language, with libraries dedicated to specific
area; concerning the application of the course tasks, which together allow obtaining robust and
methodology, it encourages students to design and successful software tools for teaching digital image
implement impact projects for their environment; processing, setting aside the black box of commercial
meanwhile, factors related to teamwork and critical software and allowing the manipulation of codes and
analysis have flaws and should be improved. essential algorithms.

The integration of Python and Qt4 enables the

development of powerful tools for the development of
software applications, which have been useful in

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This article has been accepted for publication in a future issue of this journal, but has not been fully edited. Content may change prior to final publication. Citation information: DOI 10.1109/RITA.2016.2589479, IEEE
Revista Iberoamericana de Technologias del Aprendizaje
application development. This tool allows complementing
the learning of digital image processing in the classroom;
integrating methodologies that give a different approach
to the traditional way of learning, passing from the white-
board to the interaction of knowledge with practical
implementation of new techniques and technologies that
provide tangible solutions to different approaches,
making students show more interest in themes of the
subject to confirm its importance through the experience.
VI. ACKNOWLEDGEMENTS
We thank the General Research Direction and the
research group on dynamical systems of the Faculty of
Basic Sciences and Engineering at the Universidad de los
Llanos, for their support in the development of the
project Design and Implementation of a virtual-remote
laboratory for Mechanics – kinematic practices in the
Universidad de los Llanos, code: FCBI-10-2014.
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[5] S. Poonam and S. Bhirud, "Interactive Web Based Learning: Image
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Ángela Ramírez. Electronic engineering at
Universidad de los Llanos –Villavicencio, Colombia.
Research group Dynamical systems, Villavicencio,
Colombia. Her research interests are: automation,
embedded systems and programming.
Marla Prieto. Electronic engineering at Universidad
de los Llanos –Villavicencio, Colombia. Research
group Dynamical systems, Villavicencio, Colombia.
Her research interests are: automation, embedded
systems and programming.
Andrés Jiménez. Electronic engineering at
Universidad Pedagógica y Tecnológica de Colombia,
Magister in Science–Physics of Universidad
Nacional de Colombia (2011). Research of
Dynamical System and Macrypt groups of
Universidad de los Llanos, Villavicencio, Colombia,
since 2013. Professor at the Mathematics and
Physics Department from the same university. His
research interests include image processing,
precision agriculture, physics simulation, remote
laboratories, optics and electrodynamics