EG2024

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https://diglib.eg.org/handle/10.2312/3606947

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Browsing EG2024 by Subject "Applied computing → Interactive learning environments"

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    Holistic Approach to Modular Open Educational Resources for Computer Graphics
    (The Eurographics Association, 2024) Diller, Florian; Püschel, Fabian; Stockemer, Julian; Böhm, Klaus; Wiebel, Alexander; Sousa Santos, Beatriz; Anderson, Eike
    In this paper, we present a novel holistic approach to open education resources (OER) in computer graphics (CG). Holistic on the one hand refers to the diversity and the interlinked integration of the materials we included in the devised educational modules, on the other hand, it corresponds to the public availability of our work, which manifests in various aspects. Each of our three-part educational modules consists of slides, an experiential education web application (''exploratory''), and a quiz for knowledge assessment. These materials are closely interlinked, as they each teach the same topic from different perspectives and refer to each other. Yet, the resources can be used independently to add additional value to various teaching styles and programs. This modularity and the overall public availability were one of the primary goals of our project. Consequently, every resource is licensed under Creative Commons and developed using open standards or freely usable tools, so that teaching staff from universities and schools can modularly include, adapt, and build upon our resources. The OER aspect is not only reflected by licensing; the complete publishing, design, and development process was formed to serve the general public. Our work is based on an experiential learning approach and does not analyze the pedagogical methodology. Instead, in addition to presenting the devised learning materials, the present paper investigates to what extent the learning materials can support teaching and learning computer graphics. We took several measures to evaluate our approach: 1) teaching staff was interviewed regarding the usability and acceptance of the technologies we used; 2) a usability expert was consulted to assess our system; 3) the developed resources were integrated into existing lectures and the performance of students with and without the assistance of the interactive education applications was compared. The responses to our approach were exclusively positive