Education 2005

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https://diglib.eg.org/handle/10.2312/249

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    Computer Graphics Courseware
    (The Eurographics Association, 2005) Ullrich, T.; Fellner, Dieter W.; Jean-Jacques Bourdin and Hugh McCabe
    A lot of courseware tools suffer from the almost mutually exclusive goals of ease of usability on the one hand and extensibility and flexibility on the other hand. In most cases the tools are either ready-to-use applications (e.g. a virtual lab) or complex tool sets which need a long period of domain-specific adjustment. This paper presents the courseware environment AlgoViz which primarily addresses this problem. The AlgoViz project provides a software collection which is currently focused on the visualization of fundamental computer graphics algorithms and geometric modeling concepts. The intention is to build a collection of components, that can easily be combined to new applications. Supporting a purely visual programming paradigm, AlgoViz offers the possibility to create new demonstration applications without having to write a single line of source code. To demonstrate its potential AlgoViz comes with a variety of examples already forming a valuable computer graphics tutorial.
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    Efficient Architecture for Low-Cost Adaptive 3D Graphics-Based E-Learning Applications
    (The Eurographics Association, 2005) Salgado, Luis; Bescos, Jesus; Moran, Francisco; Cabrera, Julian; Estalayo, Enrique; Cubero, Jose; Jean-Jacques Bourdin and Hugh McCabe
    This work describes the design and implementation of the Virtual Reality Tool (VRT), a core component within the educational platform developed for the European research project IST-2001-33184, SLIM-VRT (Self Learning Integrated Methodology Virtual Reality Tool). The main objective of this project is to propose an alternative for integrated maritime self-learning on board and ashore based on the use of interactive multimedia and low-cost 3D graphics technologies. The integration of the Virtual Reality Tool in the educational platform involves the incorporation of 3D graphic experiences to the educational process. Based on VRML and other standard tools, the VRT-enabled case studies are used for those learning activities in which the students interact with a virtual environment either to access multimedia information associated to relevant objects/devices in the scene, or to manipulate those devices to carry out specific simulations of operational tasks identified in the case study. With the aim of fulfilling the user s requirements and learning needs identified within this field of application, the design of the VRT has required specific developments to overcome VRML limitations and make it possible to: (i) customize dynamically both the education programme and the multimedia content according to the specific user s and terminal profiles; (ii) manage efficiently the interactivity with the virtual environment to adapt in realtime the learning process, according to student s actions; and (iii) design and implement multiple case studies based on the same virtual environments, thus minimizing the modelling effort.
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    Function-based Shape Modeling Framework in Multilevel Education
    (The Eurographics Association, 2005) Pasko, A.; Adzhiev, V.; Goto, Y.; Vilbrandt, C.; Jean-Jacques Bourdin and Hugh McCabe
    We describe how an approach to the development of a shape modeling and visualization framework based on the rapidly progressing function representation can be used in education. The modeling language and software tools are being developed within an international HyperFun Project. We applied the theoretical framework and software tools on different levels of education starting from elementary schools to doctoral thesis research in various areas related to mathematics, computer graphics, programming languages, artistic design and animation. We illustrate the presented approach by the practical experience examples from different educational institutions and countries
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    A PBL Experience in the Teaching of Computer Graphics
    (The Eurographics Association, 2005) Marti, E.; Gil, D.; Julia, C.; Jean-Jacques Bourdin and Hugh McCabe
    Project Based Learning (PBL) is an educational strategy to improve students learning capability which, in recent years, has had a progressive acceptation in undergraduate studies. This methodology is based on solving a problem or project in a student working group. In this way, PBL focuses on learning the necessary tools to correctly find a solution to given problems. Since the learning initiative is transferred to the student, the PBL method promotes students own abilities. This allows a better assessment of the true workload that carries out the student in the subject. It follows that the methodology conforms to the guidelines of the Bologna document, which quantifies the student workload in a subject by means of ECTS (European Credit Transfer System). PBL is currently applied in undergraduate studies needing of strong practical training such as medicine, nursing or law sciences. Although this is also the case in engineering studies, amazingly, few experiences have been reported. In this paper we propose to use PBL in the educational organization of the Computer Graphics subjects in the Computer Science degree. Our PBL project focuses in the development of a C++ graphical environment based on the OpenGL libraries for visualization and handling of different graphical objects. The starting point is a basic skeleton which already includes lighting functions, perspective projection with mouse interaction to change the point of view and 3 predefined objects. Students have to complete this skeleton by adding their own functions to solve the project. A total number of 10 projects have been proposed and successfully solved. The exercises range from human face rendering to articulated objects, such as robot arms or puppets. In the present paper we extensively report the statement and educational objectives for two of the projects: solar system visualization and a chess game. We report our earlier educational experience based on the standard classroom theoretical, problem and practice sessions and the reasons that motivated searching for other learning methods.We have mainly chosen PBL because it improves the student learning initiative. We have applied the PBL educational model since the beginning of the second semester. The student s feedback increases in his interest for the subject. We present a comparative study on the teachers and students workload between PBL and the classic teaching approach, which suggests that the workload increase in PBL is not as high as it seems.
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    Preface
    (The Eurographics Association, 2005) -; Jean-Jacques Bourdin and Hugh McCabe
    Preface and Table of Contents
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    Using 3D Graphics for Learning and Collaborating Online
    (The Eurographics Association, 2005) Monahan, T.; McArdle, G.; Bertolotto, M.; Jean-Jacques Bourdin and Hugh McCabe
    Today, the use of e-learning is common place. E-learning courses are now becoming prevalent on the Internet. They offer students great flexibility as well as a wide range of subjects. Traditionally the majority of these courses provide learners with text-based material and allow them to contact the course tutor via email. Virtual Reality (VR) has a lot to offer the e-learning paradigm. 3D virtual worlds can give people a sense of belonging and, as they mimic the real world, they are a natural way to access information. This paper describes CLEV-R, a collaborative learning environment with Virtual Reality. This environment uses VR and multimedia to deliver learning material to students in a stimulating and motivating manner. By using a suite of communication tools, students can learn, collaborate and socialise on line.
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    Virtual Reality Course - A Natural Enrichment of Computer Graphics Classes
    (The Eurographics Association, 2005) Zara, J.; Jean-Jacques Bourdin and Hugh McCabe
    This paper shows how the Virtual Reality (VR) course can naturally extend and practice a wide range of Computer Graphics (CG) principles and programming techniques. Thanks to real-time processing requirements, the attention is paid to efficient modeling conventions, time saving rendering approaches, and user interfaces allowing a smooth navigation in a virtual environment. All these issues play an important role especially when designing virtual worlds targeted to the web, i.e. utilizing VRML/X3D standards. The paper presents a structure and related information of the VR course that has been taught at various universities during the last six years. Our experience clearly demonstrates that students appreciate its contents even if they already completed courses on 3D graphics.
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    Visual Learning for Science and Engineering
    (The Eurographics Association, 2005) Brown, Judith R.; Cunningham, Steve; Hansmann, Werner; McGrath, Michael B.; Jean-Jacques Bourdin and Hugh McCabe
    Visual Learning is the use of graphics, images and animations to enable and enhance learning. <br>The goal of this study is to make faculty in science, computer science, and engineering disciplines aware of the potential for learning through visual means and to encourage them to use visual methods for teaching. Exploiting the visual senses of students can engage their interests and enhance learning. These active visual methods have the potential to increase the number of students, especially women and minorities.