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Item The Four I's Recipe for Cooking Up Computer Graphics Exercises and Assessments(The Eurographics Association, 2014) Peters, Christopher E.; Anderson, Eike Falk; Jean-Jacques Bourdin and Joaquim Jorge and Eike AndersonThe design of meaningful student activities, such as lab exercises and assignments, is a core element of computer graphics pedagogy. Here, we briefly describe our efforts towards making the process of defining and structuring computer graphics activities more explicit. We focus on four main activity categories that are building blocks for practical course design: Independent, Iterative, Incremental and Integrative. These ``Four I's'' of computer graphics activity provide the fundamental ingredients for explicitly defining the design of activity-oriented computer graphics courses with the potential to deliver significant artefacts that may, for example, constitute a portfolio of work for assessment or presentation to employers. The categorisations are intended as the first steps towards more clearly structuring and communicating exercise specifications in collaborative course development settings.Item Generating ASCII-Art: A Nifty Assignment from a Computer Graphics Programming Course(The Eurographics Association, 2017) Anderson, Eike Falk; Jean-Jacques Bourdin and Amit SheshWe present a graphics application programming assignment from an introductory programming course with a computer graphics focus. This assignment involves simple image-processing, asking students to write a conversion program that turns images into ASCII Art. Assessment of the assignment is simplified through the use of an interactive grading tool.Item AnimDiff: Comparing 3D Animations for Revision Control(The Eurographics Association, 2017) Madges, George; Miles, Idris; Anderson, Eike Falk; Adrien Peytavie and Carles BoschThe process of animating a complex 3D character can be a time consuming activity which may take several iterations and several artists working in collaboration, each iteration improving some elements of the animation but potentially introducing artifacts in others. At present there exists no formal process to collate these various revisions in a manner that allows for close examination of their differences, which would help speed up the creation of 3D animations. To address this we present a method for equivalence checking and displaying differences between differing versions of an animated 3D model. Implemented in a tool that allows selective blending of animations, this provides a first step towards a 3D animation revision control system.Item The New CGEMS - Preparing the Computer Graphics Educational Materials Source to Meet the Needs of Educators(The Eurographics Association, 2017) Anderson, Eike Falk; Duchowski, Andrew; Liarokapis, Fotis; Redford, Adam; Jean-Jacques Bourdin and Amit SheshACM SIGGRAPH and Eurographics are restarting CGEMS, the Computer Graphics Educational Materials Source, an on-line repository of curricular material for computer graphics education. In this context, the question that we ask ourselves is: ''How can CGEMS best meet the needs of educators''? The aim of this forum is to provide the audience with an idea of the purpose of CGEMS - a source of educational materials for educators by educators - and to give them an opportunity to contribute their views and ideas towards shaping the new CGEMS. Towards this purpose, we have identified a number of issues to resolve, which the panel will put forward to the participants of the forum for discussion.Item No More Reinventing the Virtual Wheel: Middleware for Use in Computer Games and Interactive Computer Graphics Education(The Eurographics Association, 2010) Anderson, Eike Falk; Peters, Christopher E.; L. Kjelldahl and G. BaronoskiThe creation of application frameworks for teaching computer graphics has always been a time-consuming task, alleviated by the use of graphics API s that allow students more scope in investigating and creating graphics programs. A boom in Open Source software and the increasing growth of the game middleware industry has created a huge number of alternatives to choose from. Despite the adoption of such API s for teaching and experimentation, centralised sources of information regarding components are not commonplace; the process for gathering information about components may be cumbersome and is often left to chance. Here, we provide details of accessible middleware of relevance to the teaching of computer games and graphics curricula. Additionally, we describe concerns and considerations when introducing the use of middleware into a curriculum.Item Using Augmented Reality as a Medium to Assist Teaching in Higher Education(The Eurographics Association, 2010) Liarokapis, Fotis; Anderson, Eike Falk; L. Kjelldahl and G. BaronoskiIn this paper we describe the use of a high-level augmented reality (AR) interface for the construction of collabo- rative educational applications that can be used in practice to enhance current teaching methods. A combination of multimedia information including spatial three-dimensional models, images, textual information, video, anima- tions and sound, can be superimposed in a student-friendly manner into the learning environment. In several case studies different learning scenarios have been carefully designed based on human-computer interaction principles so that meaningful virtual information is presented in an interactive and compelling way. Collaboration between the participants is achieved through use of a tangible AR interface that uses marker cards as well as an immer- sive AR environment which is based on software user interfaces (UIs) and hardware devices. The interactive AR interface has been piloted in the classroom at two UK universities in departments of Informatics and Information Science.Item Real-Time Smoke Rendering and Light Interaction(The Eurographics Association, 2010) Bass, Christopher J.; Anderson, Eike Falk; Anders Hast and Ivan ViolaIn computer graphics, smoke can be represented by using particle systems. Adding shadows to particle systems can go a long way to improve visuals and realism. Our work is concerned with external shadows cast onto a particle system by an occluding object, for which shadow mapping is combined with the particle system in an implementation that uses the Graphics Processing Unit (GPU).Item Reverse Skew-T - A Cloudmaking Tool for CG(The Eurographics Association, 2013) McLoughlin, Leigh; Anderson, Eike Falk; Miguel Chover and A. Augusto de SousaWe present 'Reverse Skew-T', a tool that allows users to direct a physically inspired simulation of layered clouds. To achieve this, we extend existing models for cloud simulation and provide a graphical user interface for providing important simulation parameters to our system.Item Differencing and Merging for 3D Animation Revision Control(The Eurographics Association, 2017) Madges, George; Miles, Idris; Anderson, Eike Falk; Pierre Benard and Daniel SykoraVersion Control System (VCS) techniques for managing the creation of 3D computer generated models exist for static 3D models, however, there are no solutions for revision control of the animation data from animated 3D models. A precondition for any type of VCS is the ability to compare two versions of an item, to identify the differences between them and to combine these. To this end, we propose a novel 3-way difference, merging and conflict resolution technique for 3D animation data.Item Turtle Fractals and Spirolaterals: Effective Assignments for Novice Graphics Programmers(The Eurographics Association, 2018) Anderson, Eike Falk; Post, Frits and Žára, JiríThis paper presents an effective assignment in the shape of a computer graphics application from an introductory computing course with a graphics programming flavour. The assignment involves basic 2D computer graphics used in combination with fundamental algorithmic elements to create a simple drawing application. Students are first asked to create a data structure and appropriate functions replicating the operations of a Turtle graphics system and then to use this turtle for drawing either fractals or spirolateral curves.