Developing acm computing curriculum courseware on graphics & visual computing (original) (raw)
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This workshop was organized because the authors believe that computer graphics is a key technology in computational science, and so computational science students must get a good grounding in computer graphics in order to contribute fully to the field. In the first of the papers [CUNSH] included in these workshop notes, we discuss the roles of computer graphics packages and computer graphics programming in computational science and argue that students need to develop the understanding of visual communication in the sciences that can only be obtained by developing graphical presentations from first principles. In this paper we also show the link between computer graphics and the modeling and simulation techniques that are important in computational science. In the second of the papers in these notes [CUN02a] we discuss how a beginning computer graphics course can include scientific problem-solving and visual communication, as would be needed in a computer graphics course intended for computational science. Between them, we make the case for a computer graphics course as part of a computational science curriculum.
Web based Teaching of Computer Graphics: Concepts and Realization of an Interactive Online Course
Siggraph, 1997
Topics within computer graphics still cannot be adequately presented and explored with traditional teaching methodologies and tools. An integrative approach to combine lectures, examples, programming exercises, documentation etc. is greatly needed, this supported by a common sophisticated interface. We discuss and present the concept, realization, evaluation, and experiences through a computer graphics course developed at our Lab focusing on this need. It is one of the first complete computer graphics course on the World Wide Web combining course text, programmed examples and course exercises in a common hypertext framework.
Innovative Instruction Of Computer Graphics
2001 Annual Conference Proceedings
For over 20 years fundamental and applied research from various disciplines has been effectively integrated into Computer Graphics resulting in developments that undoubtedly have had an important impact on the way Architectural Engineering is taught. Courses on Computer Graphics that have replaced the instruction of Descriptive Geometry in most Architectural Engineering curricula, are mainly focused on methods for the communication of knowledge and information about the design of a building and its representation. This paper presents a personal effort to address Computer Graphics in the Architectural Engineering Curriculum not only as a representational and visualization tool but also as a means of extending spatial understanding and as a method of informing the design process. Towards this effort a body of knowledge mainly from Descriptive Geometry has been integrated into the instruction of Computer Graphics courses. Concepts such as parametric form development, topological surfaces, as well as advanced visualization procedures, including kinematic simulations, have also been added to the body of knowledge covered by these courses.
Computer graphics instruction in VizClass
ACM Transactions on Computing Education / ACM Journal of Educational Resources in Computing, 2005
VizClass is a university classroom environment designed to offer students in computer graphics and engineering courses up-to-date visualization technologies. Three digital whiteboards and a three-dimensional stereoscopic display provide complementary display surfaces. Input devices include touchscreens on the digital whiteboards, remote keyboards, data gloves, and hand-position sensors.
E.,”Computer Graphics education in different curricula: analysis and proposal for courses
2015
This paper studies how Computer Graphics is taught and proposes a course on 2D Computer Graphics and Image Processing as an alternative to the traditional 3D Computer Graphics course. This unconventional course is motivated by an analysis of more than 70 Computer Science curricula. This analysis considers many aspects: Computer Graphics, Image Processing, and Human-Computer Interaction courses; curricula such as Computer Engineering, Computer Science, Information Technol-ogy, and Software Engineering; the difference between introductory and advanced courses; and universities known for their leadership in Computer Graphics as well as mainstream universities. The analysis suggests that given the different types of universities and curricula, there should be more alternative courses tailored to the needs of particular curricula. Developing such courses can be difficult and time con-suming, so a methodology is proposed to describe a course with information useful for others who could be...
The art and science of computer graphics
ACM SIGCSE Bulletin, 1994
This paper describes a course in computer graphics which is designed for students with little or no background in computer science. The course is centered around custom software which was designed with the pedagogical goals in mind. The goals of the course, the software, and some experiences at two institutions are discussed.
Teaching visual aspects in an introductory computer graphics course
Computers & Graphics, 2002
Computer science students contemplating a career in graphics need to develop a visual sense, but traditional course topics do not meet this need. Visual analysis is a teaching technique developed for computer science instructors that helps impart this ability. Requiring a minimal amount of classroom time, visual analysis imparts a broad knowledge of visual effects not covered in a traditional introductory course. Through the use of a few visual cues, students learn to visually identify surface algorithms, shaders and lighting techniques. An interactive software package called TERA (Tool for Exploring Rendering Algorithms) provides nearly a million image combinations that students can use to practice their visual identification skills. As a result, students gain a broader knowledge of graphics and become better program developers.