Education Papers

Permanent URI for this collection

https://diglib.eg.org/handle/10.2312/270
Frontmatter

Preface and Table of Contents

[meta data] [files:
000_frontmatter_edu09.pdf
]
Domik, G.
; 
Scateni, R.
Games in Education

Applications of Multitouch and Gaming Technology for the Classroom

[meta data] [files:
001-006.pdf
]
Muto, William
; 
Dobies, Justin
; 
Diefenbach, Paul
Games in Education

On the Provision of a Comprehensive Computer Graphics Education in the Context of Computer Games: An Activity-Led Instruction Approach

[meta data] [files:
007-014.pdf
]
Anderson, Eike Falk
; 
Peters, Christopher E.
Games in Education

Learning by Fixing and Extending Games

[meta data] [files:
015-021.pdf
]
Costantini, Giulia
; 
Maggiore, Giuseppe
; 
Cortesi, Agostino
Teaching Computer Graphics to Undergraduates

Using processing.org in an Introductory Computer Graphics Course

[meta data] [files:
023-028.pdf
]
Pellicer, Jordi Linares
; 
Blanes, Jordi Santonja
; 
Tormos, Pau Micó
; 
Frau, David Cuesta
Teaching Computer Graphics to Undergraduates

Easel: A Java Based Top-Down Approach to 3D Graphics Education

[meta data] [files:
029-036.pdf
]
Rhodes, Philip J.
; 
Yan, Baoqiang
Teaching Computer Graphics to Undergraduates

Applet Competition as an Educational Tool in Creating Novel e-Textbook

[meta data] [files:
037-044.pdf
]
Czanner, Silvester
; 
Ferko, Andrej
; 
Stugel, Juraj
; 
Nunukova, Pavla
Teaching More than the Standard CG Curriculum

Introducing Students to Empirical Methods in CG and HCI Courses through User Studies

[meta data] [files:
045-049.pdf
]
Santos, Beatriz Sousa
; 
Dias, P.
; 
Silva, S.
; 
Ferreira, C.
; 
Madeira, J.
Teaching More than the Standard CG Curriculum

How to Write a Visualization Research Paper: The Art and Mechanics

[meta data] [files:
059-066.pdf
]
Laramee, Robert S.
Teaching More than the Standard CG Curriculum

Teaching Quaternions is not Complex

[meta data] [files:
051-058.pdf
]
McDonald, John
Interdisciplinarity

Teaching Computer Graphics in the Context of Theatre

[meta data] [files:
067-072.pdf
]
Schweppe, Marla K.
; 
Geigel, Joe
Interdisciplinarity

Computer Animation Curriculum: An Interdisciplinary Approach

[meta data] [files:
073-080.pdf
]
Larboulette, Caroline

BibTeX (Education Papers)
@inproceedings{
10.2312:eged.20091010,

booktitle = {
Eurographics 2009 - Education Papers},

editor = {
G. Domik and R. Scateni
},
title = {{
Preface and Table of Contents}},

author = {
Domik, G.
 and 
Scateni, R.
},
year = {
2009},

publisher = {
The Eurographics Association},


DOI = {
10.2312/eged.20091010}

}
@inproceedings{
10.2312:eged.20091011,

booktitle = {
Eurographics 2009 - Education Papers},

editor = {
G. Domik and R. Scateni
},
title = {{
Applications of Multitouch and Gaming Technology for the Classroom}},

author = {
Muto, William
 and 
Dobies, Justin
 and 
Diefenbach, Paul
},
year = {
2009},

publisher = {
The Eurographics Association},


DOI = {
10.2312/eged.20091011}

}
@inproceedings{
10.2312:eged.20091012,

booktitle = {
Eurographics 2009 - Education Papers},

editor = {
G. Domik and R. Scateni
},
title = {{
On the Provision of a Comprehensive Computer Graphics Education in the Context of Computer Games: An Activity-Led Instruction Approach}},

author = {
Anderson, Eike Falk
 and 
Peters, Christopher E.
},
year = {
2009},

publisher = {
The Eurographics Association},


DOI = {
10.2312/eged.20091012}

}
@inproceedings{
10.2312:eged.20091013,

booktitle = {
Eurographics 2009 - Education Papers},

editor = {
G. Domik and R. Scateni
},
title = {{
Learning by Fixing and Extending Games}},

author = {
Costantini, Giulia
 and 
Maggiore, Giuseppe
 and 
Cortesi, Agostino
},
year = {
2009},

publisher = {
The Eurographics Association},


DOI = {
10.2312/eged.20091013}

}
@inproceedings{
10.2312:eged.20091014,

booktitle = {
Eurographics 2009 - Education Papers},

editor = {
G. Domik and R. Scateni
},
title = {{
Using processing.org in an Introductory Computer Graphics Course}},

author = {
Pellicer, Jordi Linares
 and 
Blanes, Jordi Santonja
 and 
Tormos, Pau Micó
 and 
Frau, David Cuesta
},
year = {
2009},

publisher = {
The Eurographics Association},


DOI = {
10.2312/eged.20091014}

}
@inproceedings{
10.2312:eged.20091015,

booktitle = {
Eurographics 2009 - Education Papers},

editor = {
G. Domik and R. Scateni
},
title = {{
Easel: A Java Based Top-Down Approach to 3D Graphics Education}},

author = {
Rhodes, Philip J.
 and 
Yan, Baoqiang
},
year = {
2009},

publisher = {
The Eurographics Association},


DOI = {
10.2312/eged.20091015}

}
@inproceedings{
10.2312:eged.20091016,

booktitle = {
Eurographics 2009 - Education Papers},

editor = {
G. Domik and R. Scateni
},
title = {{
Applet Competition as an Educational Tool in Creating Novel e-Textbook}},

author = {
Czanner, Silvester
 and 
Ferko, Andrej
 and 
Stugel, Juraj
 and 
Nunukova, Pavla
},
year = {
2009},

publisher = {
The Eurographics Association},


DOI = {
10.2312/eged.20091016}

}
@inproceedings{
10.2312:eged.20091017,

booktitle = {
Eurographics 2009 - Education Papers},

editor = {
G. Domik and R. Scateni
},
title = {{
Introducing Students to Empirical Methods in CG and HCI Courses through User Studies}},

author = {
Santos, Beatriz Sousa
 and 
Dias, P.
 and 
Silva, S.
 and 
Ferreira, C.
 and 
Madeira, J.
},
year = {
2009},

publisher = {
The Eurographics Association},


DOI = {
10.2312/eged.20091017}

}
@inproceedings{
10.2312:eged.20091019,

booktitle = {
Eurographics 2009 - Education Papers},

editor = {
G. Domik and R. Scateni
},
title = {{
How to Write a Visualization Research Paper: The Art and Mechanics}},

author = {
Laramee, Robert S.
},
year = {
2009},

publisher = {
The Eurographics Association},


DOI = {
10.2312/eged.20091019}

}
@inproceedings{
10.2312:eged.20091018,

booktitle = {
Eurographics 2009 - Education Papers},

editor = {
G. Domik and R. Scateni
},
title = {{
Teaching Quaternions is not Complex}},

author = {
McDonald, John
},
year = {
2009},

publisher = {
The Eurographics Association},


DOI = {
10.2312/eged.20091018}

}
@inproceedings{
10.2312:eged.20091020,

booktitle = {
Eurographics 2009 - Education Papers},

editor = {
G. Domik and R. Scateni
},
title = {{
Teaching Computer Graphics in the Context of Theatre}},

author = {
Schweppe, Marla K.
 and 
Geigel, Joe
},
year = {
2009},

publisher = {
The Eurographics Association},


DOI = {
10.2312/eged.20091020}

}
@inproceedings{
10.2312:eged.20091021,

booktitle = {
Eurographics 2009 - Education Papers},

editor = {
G. Domik and R. Scateni
},
title = {{
Computer Animation Curriculum: An Interdisciplinary Approach}},

author = {
Larboulette, Caroline
},
year = {
2009},

publisher = {
The Eurographics Association},


DOI = {
10.2312/eged.20091021}

}

Browse

Recent Submissions

Now showing 1 - 12 of 12
  • Thumbnail Image
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    Preface and Table of Contents
    (The Eurographics Association, 2009) Domik, G.; Scateni, R.; G. Domik and R. Scateni
    Preface and Table of Contents
  • Thumbnail Image
    Item
    Applications of Multitouch and Gaming Technology for the Classroom
    (The Eurographics Association, 2009) Muto, William; Dobies, Justin; Diefenbach, Paul; G. Domik and R. Scateni
    Multi-point touch screens have enjoyed recent popularity due to their natural tendency to create highly intuitive and user-friendly systems for even the novice user. We believe that multitouch is well-suited for educational purposes, since it engages users through an invisible interface and natural, gestural interaction, as well as promoting collaborative learning through equal access, as opposed to individual or "driver and co-pilot" learning at a traditional computer workstation. In this paper, we adopt this powerful interface and combine it with 3D simulation and gaming technology to create a novel teaching tool, incorporating digital learning content co-developed with educators and providing access for administration and student assessment.
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    On the Provision of a Comprehensive Computer Graphics Education in the Context of Computer Games: An Activity-Led Instruction Approach
    (The Eurographics Association, 2009) Anderson, Eike Falk; Peters, Christopher E.; G. Domik and R. Scateni
    Over the past decade the development of computer games which originated in academia with the creation of Spacewar at MIT in 1961 has evolved into an accepted academic discipline, closely related to the field of computer graphics. Games courses can be found embedded in traditional computer science degrees or as dedicated degree programmes for students aiming to work in the games industry. In this paper we present a studentcentred, activity-led approach to teaching computer graphics in the context of a computer games technology undergraduate degree. We describe our computer graphics related courses and demonstrate how they are formed by the activity-led teaching methodology.
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    Learning by Fixing and Extending Games
    (The Eurographics Association, 2009) Costantini, Giulia; Maggiore, Giuseppe; Cortesi, Agostino; G. Domik and R. Scateni
    This paper reports the results of experiencing computer graphics and videogames programming as a way to support the learning process of undergraduate courses on Programming and on Software Engineering, in a "fixing and extending" approach. In particular, we show how some XNA-based tools may provide a successful environment which enhances not only skills and abilities in programming (in the small and in the large, respectively), but also stimulates interest in the theoretical aspects covered in these courses.
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    Using processing.org in an Introductory Computer Graphics Course
    (The Eurographics Association, 2009) Pellicer, Jordi Linares; Blanes, Jordi Santonja; Tormos, Pau Micó; Frau, David Cuesta; G. Domik and R. Scateni
    Created in 2001 in the Aesthetics and Computation Group at MIT, processing.org environment and language has become the tool of choice for hundreds of artists, designers and computer graphics developers. The efforts in the development of any kind of computer graphics application is extremely reduced with processing, thanks to its simple environment, language (a Java dialect) and libraries. In the present work we will describe its benefits in any introductory computer graphics course, describing an actual experience and comparing its results with the use of other traditional approaches (OpenGL + GLUT).
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    Easel: A Java Based Top-Down Approach to 3D Graphics Education
    (The Eurographics Association, 2009) Rhodes, Philip J.; Yan, Baoqiang; G. Domik and R. Scateni
    We describe Easel, a simple 3D graphics pipeline implementation targeted toward undergraduate Computer Graphics education. Easel is an interactive system written entirely in Java, which presents unique challenges and opportunities for teaching not only 3D Graphics, but also a well-reasoned approach to software engineering and development. Achieving a reasonable frame rate in addition to correct results requires students to think carefully about performance, ease of implementation and maintainability.
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    Applet Competition as an Educational Tool in Creating Novel e-Textbook
    (The Eurographics Association, 2009) Czanner, Silvester; Ferko, Andrej; Stugel, Juraj; Nunukova, Pavla; G. Domik and R. Scateni
    We introduce a long-term competition-oriented project, using learning by doing (applets). The output of this project is updated every year at http://www.netgraphics.sk/. Many undergraduate students at the University of Warwick and the Comenius University compete in developing the e-Textbook, called Computer Graphics Virtual Textbook. The current version offers supplementary material for particular CG courses but it is also an independent source of information for all people interested in CG. There is currently 126 students enrolled for this competition. Every year, the number of valuable applets or applet innovations is lower than the total number of students. The three winners of 2008 round of applet competition will be announced before Christmas (and their creations will be presented at the SCCG09 conference). The best units of this project will be submitted to CGEMS.
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    Introducing Students to Empirical Methods in CG and HCI Courses through User Studies
    (The Eurographics Association, 2009) Santos, Beatriz Sousa; Dias, P.; Silva, S.; Ferreira, C.; Madeira, J.; G. Domik and R. Scateni
    Empirical methods are increasingly important in the computing profession. Computer scientists and engineers must be capable of designing and conducting experiments in order to test and evaluate new methods and complex systems. Moreover, the pervasive use of computers as tools for interdisciplinary research also demands a strong foundation in the scientific method. Yet, traditional curricula do not devote much attention to this issue and, until recently, almost no effort has been made towards explicitly identifying empirical concepts and skills needed by computer scientists/engineers, and developing methods to integrate them into the standard curriculum. In this paper an argument is made for introducing the use of empirical methods into courses in the areas of Computer Graphics and Human-Computer Interaction. Two suites of user studies that have been developed and performed for three years, with the collaboration of students from different courses at various levels, either as experiment designers (advanced students), experimenters or merely participants (younger students), are described. These experiments have also been used to promote an earlier introduction to research as advocated in the scope of the Bologna process.
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    How to Write a Visualization Research Paper: The Art and Mechanics
    (The Eurographics Association, 2009) Laramee, Robert S.; G. Domik and R. Scateni
    This paper attempts to explain the mechanics of writing a research paper in visualization. This serves as a useful starting point for those who have never written a research paper before or have very little previous experience. Afterall, no one is born knowing how to write one. And yet, there are certain elements, a commonality, that should be found in virtually all good visualization research papers. We give our recommendations as to each section a good research paper consists of as well as what each section contains. This manuscript itself follows our recommended structure. We believe that paper writing should start with the abstract. The abstract can be approximately 6-12 sentences. It s a difficult starting point, but it forces the author to write down a concise description of what they re researching and what the benefits are. Chances are, if the author can t start out by writing an abstract, then it is not clear in the author s mind what the paper should be about. Of course the abstract will be refined and updated during the paper writing process. The abstract should concisely (1) identify the research topic, (2) describe the novelty of the presented work, and (3) identify the benefits and advantages that result.
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    Teaching Quaternions is not Complex
    (The Eurographics Association, 2009) McDonald, John; G. Domik and R. Scateni
    Quaternions are used in many fields of science and computing, but teaching them remains challenging. Students can have a great deal of trouble understanding essentially what quaternions are and how they can represent rotation matrices. In particular, the similarity transform qvq-1 which actually achieves rotation, can often be baffling even after they ve seen a full derivation. This paper outlines a constructive method for teaching quaternions, which allows students to build intuition about what quaternions are, and why simple multiplication is not adequate to represent a rotation. Through a set of examples, it demonstrates exactly how quaternions relate to rotation matrices, what goes wrong when qv is naively used to rotate vectors, and how the similarity transform fixes the problem.
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    Teaching Computer Graphics in the Context of Theatre
    (The Eurographics Association, 2009) Schweppe, Marla K.; Geigel, Joe; G. Domik and R. Scateni
    Since the spring of 2004 the authors have coordinated efforts in teaching computer graphics within courses in their disciplines of computer science and computer graphics design, while collaborating on virtual theatre productions. On the computer science side one course is devoted exclusively to building the infrastructure necessary to produce participatory virtual theatre over the Internet. Some projects in CS extend beyond that single course into projects in other courses and some aspects have developed into thesis projects. On the design side, students in several different courses design and construct elements and assets for the production. In a modeling course, students design and build the sets. In a character design course, students design and build the characters. The design professor serves as artistic director and the CS professor as the technical director. This paper describes the advantages of this approach and tells of our experiences in teaching graphics in this theatrical context for both computer science and design.
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    Computer Animation Curriculum: An Interdisciplinary Approach
    (The Eurographics Association, 2009) Larboulette, Caroline; G. Domik and R. Scateni
    This paper presents a Computer Animation curriculum worth 2.5 ECTS intended for graduate students enrolled in a Master s degree of Computer Graphics, Video Games and Virtual Reality. The content of the lecture fits the recommendations made for the topic of Animation I at the Computer Graphics Education Workshop [BCFH06] that was held in Vienna in 2006. The main novelty is, in addition to presenting a detailed curriculum, its interdis- ciplinary aspect. Indeed, while it is intended for a Computer Science degree, it also aims at teaching some artistic and software use aspects.