Development of a Web Based Training system and Courseware for Advanced Computer Graphics Courses Enhanced by Interactive Java Applets (original) (raw)

A manual to teach computer graphics by Java

1996

Techniques of computer graphics are used in various fields; education, business, science and so on. It is difficult to edit a conventional manual about the computer graphics related with texts and pictures. We developed a system to make students understand the complicated concepts of computer graphics through a screen aided by the manual. The computer network is expected to communicate with many distributed people by texts, pictures, sounds, etc. through the World Wide Web (WWW) [2]. JAVA [5] is one of such utilities to help the virtual machine environment on WWW that can manage computer network accessibility. In order to teach computer graphics at the department of computer sciences, a local network is applied as similar as Internet.

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.

The suitability of the Java language for computer-graphics and visualisation research

Proceedings Sixth International Conference on Information Visualisation, 2002

The potential and the limitations of the Java language for graphics and visualisation research are evaluated. Evidence is offered that Java is adequate for high-performance computing, and still has the added benefit of the portability of its compiled byte code over a wide range of platforms. It is demonstrated that, contrary to popular belief, there is an efficient way for reading and writing individual pixels. It is also demonstrated that graphics primitives can be drawn in one memory access per pixel even without pointer arithmetics. Just-in-time and hot-spot compiler technologies considerably improve the speed of the executable code, though some penalty remains for dynamic binding. Some inconsistencies and flaws in the design and implementations of the Java class libraries are noted. In general, however, Java offers both portability and adequate performance of the executable code, and also increased productivity due to its extensive class libraries, therefore it should be a serious consideration for researchers, developers and educators in graphics and visualisation.

Distance Learning in Computer Graphics

2012

Computer graphic courses are pretty established in most computer graphics degrees worldwide. Distance learning has been gaining popularity as fast internet access from home has been reaching wider areas around the world. If we combine this with the fact that the popularity of video games all over the world has made the technology required for rendering real time graphics widely available and affordable, we have the perfect environment for teaching computer graphics through distance learning universities. In this paper, we explain our experience in teaching Computer Graphics basics for the last 10 years at the distance teaching university Universitat Oberta de Catalunya (UOC). By using materials that include interactive applets which allow the student to play with basic Computer Graphics concepts, we observe that students can understand the course despite the teacher not being present in the learning process.

Developing acm computing curriculum courseware on graphics & visual computing

2002

We combine previously unrelated requirements and approaches for an online support of classes for graphics and vision. ACM Computing Curriculum provides the contents guidelines, TU Graz fundamental lecture on Graphics and Visual Computing implements the lecture notes, with frequent hyperlinks into the slides. Awarded applets at pg.netgraphics.sk offer the interactive experience. Algorithm animation, open problems and knowledge tests enhance the topics understanding and feedback. All the abovementioned main components represent the layers of a long term educational project. All the features will be presented or exemplified to the workshop audience either online or using videos. Besides addressing ethical issues in computer graphics curricula in the sense by Bannatyne et al., use of VR techniques and constructivistic approach by Wen-Tsai Su, we discuss the teaching experience from Japan, Slovakia, and Austria within the framework of global online set of refereed resources, as proposed in SIGCSE 2002 BOF on Computer Graphics by Steve Cunningham.

New possibilities in the introductory graphics course for computer science majors

Computer Graphics(ACM), 1999

This column is the third in a series that re-examines the introductory computer graphics course for undergraduate computer science majors. In the ten years since the last format discussions on this subject, much has changed in the technology and practice of the discipline. To learn more about this change, several educators, including Scott Grissom, Lew Hitchner, Bill Jones, Susan Reiser and Rosalee Wolfe solicited syllabi form educators who teach this course, and the results were published in the February 1999 issue of Computer Graphics.

Designing a Java graphics library for CS 1

ACM SIGCSE Bulletin, 1998

In recent years, there has been considerable interest in using Java in introductory computer science courses. The advantages of choosing Java, however, must be balanced against two significant drawbacks: the instability caused by the rapid evolution of the Java toolkits and the complexity of the graphics model for new students. This paper outlines a strategy for teaching Java that eliminates these problems. The first component of that strategy is a set of low-level classes, DBCanvas and XGraphics, which together offer a double-buffered graphics model that is well matched to student intuition. The second component is a set of higher-level classes, principally Collage and Widget, which make it easy to introduce object-oriented techniques at the beginning of CS1. The sources for these classes are available on the Web at the URL http://cse.stanford.edu/java