Using VisTrails and Provenance for Teaching Scientific Visualization

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dc.contributor.authorSilva, Cláudio T.en_US
dc.contributor.authorAnderson, Eriken_US
dc.contributor.authorSantos, Emanueleen_US
dc.contributor.authorFreire, Julianaen_US
dc.contributor.editorEduard Groeller and Holly Rushmeieren_US
dc.date.accessioned2015-02-27T10:19:10Z
dc.date.available2015-02-27T10:19:10Z
dc.date.issued2011en_US
dc.description.abstractOver the last 20 years, visualization courses have been developed and offered at universities around the world. Many of these courses use established visualization libraries and tools (e.g. VTK, ParaView, AVS, VisIt) as a way to provide students a hands-on experience, allowing them to prototype and explore different visualization techniques. In this paper, we describe our experiences using VisTrails as a platform to teach scientific visualization. VisTrails is an open-source system that was designed to support exploratory computational tasks such as visualization and data analysis. Unlike previous scientific workflow and visualization systems, VisTrails provides a comprehensive provenance management infrastructure. We discuss how different features of the system, and in particular, the provenance information have changed the dynamics of the Scientific Visualization course we offer at the University of Utah. We also describe our initial attempts at using the provenance information to better assess our teaching techniques and student performance.en_US
dc.description.number1
dc.description.seriesinformationComputer Graphics Forumen_US
dc.description.volume30
dc.identifier.doi10.1111/j.1467-8659.2010.01830.xen_US
dc.identifier.issn1467-8659en_US
dc.identifier.urihttps://doi.org/10.1111/j.1467-8659.2010.01830.xen_US
dc.publisherThe Eurographics Association and Blackwell Publishing Ltd.en_US
dc.titleUsing VisTrails and Provenance for Teaching Scientific Visualizationen_US
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