EG 2013 - Education Papers

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https://diglib7.eg.org/handle/10.2312/299

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    Introductory Graphics for Very Diverse Audiences
    (The Eurographics Association, 2013) Fairén, Marta; Pelechano, Nuria; Jean-Jacques Bourdin and Eva Cerezo and Steve Cunningham
    This paper presents our first experience teaching WebGL in a master s degree for a class of students with very different backgrounds. The main challenge was to prepare a course that would be engaging for students with computer graphics experience, and yet interesting and non-frustrating for those students unfamiliar with OpenGL. In this paper we explain how we prepared this course, and the project assignment to achieve our goal. The results achieved by the students show that the course succeeded in keeping different kinds of students engaged and excited with the implementation of their final project.
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    Project-Based Learning of Advanced Computer Graphics and Interaction
    (The Eurographics Association, 2013) Romero, Mario; Jean-Jacques Bourdin and Eva Cerezo and Steve Cunningham
    This paper presents an educational case study and its pedagogical lessons. It is a project-based course in advanced computer graphics and interaction, DH2413, conducted in the fall of 2012 at the Royal Institute of Technology (KTH), Stockholm, Sweden. The students and the teacher, the author, learned through a constructivist approach. The students defined and researched the material covered in class through their theme selection of original research projects which consisted of interactive graphics systems. The students demonstrated, taught, and discussed with each other what they had learned. Finally, the students openly presented their work to hundreds of people in large public venues. The teacher s role was to design the learning environment, guide the research, provide indepth lectures on the research material chosen by the students, and organize and motivate the students to produce accountable results. In synthesis, the pedagogical lessons are: 1) learning means building with self-motivation, guidance, and accountability; 2) self-motivation means trust and independence; 3) guidance means asking for less, not more; and 4) accountability means public presentations of working systems.
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    Scene Graph Creation And Management For Undergraduates
    (The Eurographics Association, 2013) Jones, Matthew; Shesh, Amit; Jean-Jacques Bourdin and Eva Cerezo and Steve Cunningham
    This paper describes the context and results of a student project related to scene graphs spanning several assignments in an undergraduate computer graphics course. The project progressively built an application that created a list of objects from an XML specification, modified it into a scene graph, implemented part-by-part animation and added point lights and textures. Students were encouraged to build creative models using implicit shapes. It was completed individually by 21 undergraduate students in three stages spanning 6-7 weeks. This project was further extended in the last two assignments by incorporating a ray tracer within it.
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    Student Project - Racing Launcher Game
    (The Eurographics Association, 2013) Anderson, Eike Falk; Jean-Jacques Bourdin and Eva Cerezo and Steve Cunningham
    We present a student group project, which takes a different spin on the driving game genre, turning it into a racing 'launcher' game. This undergraduate group project that students from different disciplines (ranging from 3D animation to software development) have worked on during the second year of their degrees not only aims for students to improve their teamworking skills but also to cultivate professional practice and demonstrate their creative skills. The presented project is a very good example of what our students can achieve in the limited time they have for their projects.