Teaching Of Computer Graphics Research Articles

TO THE QUESTION ABOUT INTRODUCTION O F INFORMATION TECHNOLOGIES IN AN EDUCATIONAL PROCESS ON ARTISTICALLY-GRAPHIC FACULTIES

The problem of introduction of new information technologies in the process of the special preparation of artiststeachers is examined in the article. On the basis of analysis of possibilities of the known graphic programs the ways of improvement of teaching of computer graphics are traced.

Computer Graphics teaching challenges: Guidelines for balancing depth, complexity and mentoring in a confinement context

We discuss challenges, methodologies, and approaches for teaching Computer Graphics (CG) courses in a confinement context, together with assessing the experience and the proposal of guidelines. Our approach balances CG topics’ depth with creating relevant and attractive content for a CG course while coping with communication, support, and assessment issues. These are especially important in a pandemic context where online classes may reduce students’ engagement and hinder communication with educators. We refined the model used over the last years based on a two-stage approach (first tutorial, then project-based) relying on an in-house WebGL-based educational library – WebCGF – that simplifies onboarding while keeping connections to the underlying concepts and technologies. The confinement constraints led to complement that model with additional collaborative tools and mentoring strategies. Those included, apart from the standard synchronous remote classes, the use of a group communication tool for structured community engagement and video presentation, and a Git-based code management system specifically configured for classes and groups, which allowed following more closely the development process of each student. Results show that the performance and students’ engagement achieved was similar to that of recent years, which led us to a set of guidelines to consider in these contexts.

Test problems composition methodology of different degrees of difficulties for the "Computer graphics" discipline

Improving the effectiveness of education in the teaching of computer graphics is the organization of the educational process using new information and communication technologies, as well as quality control of the learning modules. With this in mind, the article provides a theoretical analysis of the methodology of compiling test questions from computer graphics and some related graphic disciplines. The relationship of factor theory to the graphical sciences has been identified. As a result, the three-level test task system structure based on specific formulas and their factors has been studied so far. Also, the system of assessment of students in four categories was tested using a general automated software tool for questionnaires and test control. Based on the results, mathematical statistical analysis was performed, and the range of variation of the four categories was shown.

Distributed application launching for high quality graphics in synchronous distance education

Previous ITiCSE papers have reported on Network EducationWare (NEW), an open source software system that supports synchronous and asynchronous distance education easily and inexpensively via the Internet. This paper reports on an innovative capability recently added to NEW that enables simultaneous execution of applications on all participating computers in both Windows and Linux systems, and explains how we have used this capability to teach a course in Computer Graphics online. Teaching graphics in this way previously was impossible because transmitting the visual output of graphics programs in real time with good quality is too demanding for normal Internet connections. This problem was solved by using the NEW application launcher to invoke Java classes, provided by the instructor, on all student computers simultaneously. The capability works with modest Internet capacity and also is captured in recorded sessions for asynchronous use. We explain how the NEW capability works and describe its use in online teaching of Computer Graphics.

A PBL Experience in the Teaching of Computer Graphics

Abstract Project‐Based Learning (PBL) is an educational strategy to improve student's learning capability that, in recent years, has had a progressive acceptance in undergraduate studies. This methodology is based on solving a problem or project in a student working group. In this way, PBL focuses on learning the necessary tools to correctly find a solution to given problems. Since the learning initiative is transferred to the student, the PBL method promotes students own abilities. This allows a better assessment of the true workload that carries out the student in the subject. It follows that the methodology conforms to the guidelines of the Bologna document, which quantifies the student workload in a subject by means of the European credit transfer system (ECTS). PBL is currently applied in undergraduate studies needing strong practical training such as medicine, nursing or law sciences. Although this is also the case in engineering studies, amazingly, few experiences have been reported. In this paper we propose to use PBL in the educational organization of the Computer Graphics subjects in the Computer Science degree. Our PBL project focuses in the development of a C++ graphical environment based on the OpenGL libraries for visualization and handling of different graphical objects. The starting point is a basic skeleton that already includes lighting functions, perspective projection with mouse interaction to change the point of view and three predefined objects. Students have to complete this skeleton by adding their own functions to solve the project. A total number of 10 projects have been proposed and successfully solved. The exercises range from human face rendering to articulated objects, such as robot arms or puppets. In the present paper we extensively report the statement and educational objectives for two of the projects: solar system visualization and a chess game. We report our earlier educational experience based on the standard classroom theoretical, problem and practice sessions and the reasons that motivated searching for other learning methods. We have mainly chosen PBL because it improves the student learning initiative. We have applied the PBL educational model since the beginning of the second semester. The student's feedback increases in his interest for the subject. We present a comparative study of the teachers' and students' workload between PBL and the classic teaching approach, which suggests that the workload increase in PBL is not as high as it seems.

Complex analysis in computer graphics course

This presentation describes our experience in computer graphics teaching.

The development of a digital library to support the teaching of computer graphics and visualization

The ACM SIGGRAPH Education Committee web site is being evolved into a Digital Library that will be a worldwide resource for Graphics and Visualization Education. We discuss the history of the website, including a long-standing partnership with the National Science Foundation, and the current work to evolve it into a Digital Library. Finally, we discuss a proposed vision of the future of the Digital Library and how we are working to achieve that vision.

A nontraditional computer graphics course for computer science students

The recent theoretical and technological advancement in computer graphics has brought not only exciting changes to the computing field but also new challenges to computer science educators. One of the challenges is effective teaching of computer graphics to computer science students. Several speakers at the SIGGRAPH "91 educators' program addressed various aspects of this theme (Owen, 1991; Schweitzer, 1991; Clevenger, 1991). A SIGGRAPH '92 panel consisting of representatives from academia and industry exchanged ideas and viewpoints on issues ranging from syllabus to the role of graphics in a computer science curriculum. I had the pleasure of being a member of that panel and this paper is a further elaboration of my brief statement in the conference proceedings (Schaller, 1992, 1993).The Department of Computer Science at Queens College offers computer graphics as an elective at the senior level for undergraduate students. The department also offers computer graphics at the graduate level. Since the majority of our graduate students have had no prior training in computer graphics, the two courses do not constitute a one-year sequence and the following considerations are applicable to both cases.The traditional way of teaching computer graphics to computer science students places an emphasis on vector graphics. After some general introduction, discussion typically proceeds to graphical primitives and their attributes, then windowing and geometric transformations, followed by segments and interactive techniques, leading to the use of a standard library such as GKS. Additional 3-D topics may include representation, transformation, projection and hidden surface removal algorithms. Color, and especially shading models, are not discussed until near the end of the semester.While this traditional approach has made invaluable contributions to computer graphics education, it needs to be improved in order to keep up with the rapid growth of the field over the last several years. In the next section, I present a nontraditional syllabus along with a detailed explanation. Sample assignments are in section 3. A comparison of the two syllabi and concluding remarks are in section 4.The computer graphics course described in this paper is quite similar to the course taught by Scott Owen (Owen, 1994).

Eurographics Workshops and Book Board Future Directions for Computer Graphics Teaching

Computer Graphics ForumVolume 7, Issue 3 p. 237-237 Eurographics Workshops and Book Board Future Directions for Computer Graphics Teaching First published: September 1988 https://doi.org/10.1111/j.1467-8659.1988.tb00617.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume7, Issue3September 1988Pages 237-237 RelatedInformation

A report on the use of FORTRAN-coded EXPLOR for the teaching of computer graphics and computer art

A FORTRAN-coded version of my EXPLOR language (for the production of images from ex plicit p atterns, l ocal o perations and r andomness) has been used to teach computer graphics and computer art to a collection of undergraduate students in art and computer science at the University of California at Santa Cruz. My conclusions are (1) that this particular language makes it possible for relatively inexperienced programmers readily to produce a wide variety of interesting designs, (2) that a rather significant scope and quality of computer graphics can be done with simply a line printer as the output device (other equipment became available during the program) and (3) that teaching of the important concepts of computing can be facilitated by the use of graphic output - i.e. graphics can be considered an effective approach to computing as well as vice versa.