Teaching visual aspects in an introductory computer graphics course (original) (raw)
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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. Through the use ...
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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.
ACM SIGGRAPH Computer Graphics, 2000
Although it is a requisite skill for success in industry, visual literacy in graphics is intimidating to computer science and art students. Computer science majors are uneasy about using their eyes to examine images while art students may not have much background in the technical terminology. This column is the second in a two-part series that discusses an interdisciplinary teaching technique that overcomes these obstacles. Part one was published in Computer Graphics 34(1) February 2000, pp. 24-26. With this approach students become more familiar with the limits and possibilities of the medium of computer graphics, learn how to analyze and talk about what visual images might mean and develop a deeper understanding of time constraints. In addition, they gain confidence with technological terminology and the idea of suggesting alternative algorithms to create a desired visual "look." As a result both computer science and art students become more able to communicate effectively about and with visual imagery.
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.
Computers Graphics and Learning
1994
The first of the topics begins with an overview of instructional computer graphics. This leads into an overview of the status of instructional visual research including discussions on visual perception, visual cognition, and theories on storing visual information in short-term and long-term memory. More practical application information is found in the next few chapters covering when and how static and animated graphics should be integrated into computer based instruction. The book concludes with a consideration of the role visuals play with multimedia. The useful information of each chapter is delivered with a cautious and wise nature. Rieber introduces his book with the first principle of instructional graphics, which I found to be very insightful. It reads, "There are times when pictures can aid learning, times when pictures do not aid learning but do no harm, and times when pictures do not aid learning and are distracting." The general premise throughout the book is th...
Bringing the introductory computer graphics course into the 21st century
COMPUT GRAPHICS(PERGAMON), 2000
The field of computer graphics has matured greatly since the formal statement of the introductory undergraduate course for computer science majors was created for ACM/IEEE Curriculum 91, and introductory courses need to reflect the substantive changes in the discipline. Recent discussions with graphics educators and a syllabus survey have found six trends in recent course offerings. Perhaps these findings will evolve into a basis upon which people can develop courses that fit their local needs as well as reflecting the changing field.