Education

Permanent URI for this collection

https://diglib.eg.org/handle/10.2312/235

Interactive Learning of Computer Graphics Algorithms

[meta data] [files:
edu1.pdf
]
Pan, Zhigeng
; 
Lun, Hung Pak
; 
Gao, Rong

A Refereed Server for Educational CG Content

[meta data] [files:
edu5.pdf
]
Figueiredo, Frederico C.
; 
Eber, Dena E.
; 
Jorge, Joaquim A.

A Virtual Laboratory for Computer Graphics Education

[meta data] [files:
edu3.pdf
]
Pettersson, L. W.
; 
Jensen, N.
; 
Seipel, S.

Learning by doing: A Case for Constructivist 3D Virtual Learning Environment

[meta data] [files:
edu2.pdf
]
Hu, Weihua
; 
Zhu, Jiejie
; 
Pan, Zhigeng
; 
Li, Yanfeng
; 
Ju, Cunhui

Preface

[meta data] [files:
eduintro.pdf
]

Drag and Drop Scripting: How To Do Hypermedia Right

[meta data] [files:
edu4.pdf
]
Hanisch, F.
; 
Straßer, W.

BibTeX (Education)
@inproceedings{
:10.2312/eged.20031000,

booktitle = {
Eurographics 2003 - Education Papers},

editor = {
title = {{
Interactive Learning of Computer Graphics Algorithms}},

author = {
Pan, Zhigeng
 and 
Lun, Hung Pak
 and 
Gao, Rong
},
year = {
2003},

publisher = {
Eurographics Association},


ISSN = {1017-4656},

DOI = {
/10.2312/eged.20031000}

}
@inproceedings{
:10.2312/eged.20031004,

booktitle = {
Eurographics 2003 - Education Papers},

editor = {
title = {{
A Refereed Server for Educational CG Content}},

author = {
Figueiredo, Frederico C.
 and 
Eber, Dena E.
 and 
Jorge, Joaquim A.
},
year = {
2003},

publisher = {
Eurographics Association},


ISSN = {1017-4656},

DOI = {
/10.2312/eged.20031004}

}
@inproceedings{
:10.2312/eged.20031002,

booktitle = {
Eurographics 2003 - Education Papers},

editor = {
title = {{
A Virtual Laboratory for Computer Graphics Education}},

author = {
Pettersson, L. W.
 and 
Jensen, N.
 and 
Seipel, S.
},
year = {
2003},

publisher = {
Eurographics Association},


ISSN = {1017-4656},

DOI = {
/10.2312/eged.20031002}

}
@inproceedings{
:10.2312/eged.20031001,

booktitle = {
Eurographics 2003 - Education Papers},

editor = {
title = {{
Learning by doing: A Case for Constructivist 3D Virtual Learning Environment}},

author = {
Hu, Weihua
 and 
Zhu, Jiejie
 and 
Pan, Zhigeng
 and 
Li, Yanfeng
 and 
Ju, Cunhui
},
year = {
2003},

publisher = {
Eurographics Association},


ISSN = {1017-4656},

DOI = {
/10.2312/eged.20031001}

}
@inproceedings{
:10.2312/eged.20031003,

booktitle = {
Eurographics 2003 - Education Papers},

editor = {
title = {{
Drag and Drop Scripting: How To Do Hypermedia Right}},

author = {
Hanisch, F.
 and 
Straßer, W.
},
year = {
2003},

publisher = {
Eurographics Association},


ISSN = {1017-4656},

DOI = {
/10.2312/eged.20031003}

}

Browse

Recent Submissions

Now showing 1 - 6 of 6
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    Interactive Learning of Computer Graphics Algorithms
    (Eurographics Association, 2003) Pan, Zhigeng; Lun, Hung Pak; Gao, Rong
    Nowadays, computer graphics course is usually taught with traditional teaching methodologies and tools, which has its own limitations. In this paper, we present an online interactive computer graphics tutorial. The practical part of the tutorial consists of example programs on the computer in which the users can test the theoretical concepts and generate their own experiences. The integration of the different theoretical and practical parts of the course is realized through a common Web-based interface to the system. The main objective is to allow the users to learn and practice with the algorithms of computer graphics. Two versions of the system in Chinese and English language are implemented.
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    A Refereed Server for Educational CG Content
    (Eurographics Association, 2003) Figueiredo, Frederico C.; Eber, Dena E.; Jorge, Joaquim A.
    Computer graphics has evolved considerably over the past few decades. As computer science, digital arts, and other areas of study that use computer graphics continue to evolve and gain new substance, educators have come to master new content and achieve deeper understandings of computers and imagery. As the core field becomes more mature, educators in all computer graphics disciplines have a greater need for high-quality curricular resources. Offering excellent educational materials is an important service to the community of educators. Such support will empower both young and seasoned educators alike to benefit from and contribute to the work of others. In this way, we can achieve a higher standard of teaching worldwide. The purpose of our work is to provide tools to foster such a community of computer graphics educators. We will present a system that will act as the means for their work to be appraised, assessed and made available to others through an online server for refereed educational content in computer graphics. In this paper we describe the basis for and highlight some of the starting requirements of CGEMS, the online Computer Graphics Educational Materials Server. This is organized around a web-based groupware application that supports the submission, review, acquisition, and archiving of curricular resources.
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    Item
    A Virtual Laboratory for Computer Graphics Education
    (Eurographics Association, 2003) Pettersson, L. W.; Jensen, N.; Seipel, S.
    We specify a 3D network-distributed virtual environment (DVE) where students learn computer graphics programming. The client/server software consists of a programming environment, the 3D DVE that is used to develop dynamic link libraries (DLLs) to generate 3D graphics. The software distributes a DLL to remote clients in an automatic way, and allows students to view the output of the DLL together in the interactive 3D DVE. A field study will evaluate the use, usability, and usefulness of the 3D DVE by an analysis of the discourse between students. We hypothesize that the software supports autonomous and collaborative learning of computer graphics principles and are valuable for readers that teach 3D computer graphics to students at remote universities.
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    Learning by doing: A Case for Constructivist 3D Virtual Learning Environment
    (Eurographics Association, 2003) Hu, Weihua; Zhu, Jiejie; Pan, Zhigeng; Li, Yanfeng; Ju, Cunhui
    This paper puts forward an idea that 3D virtual learning environment (3DVLE ) is an effective way to improve the feasibility of implementing constructivist learning theory in distance education. In this paper, we first give an outline of constructivist learning theory and analyze the relationship between 3DVLE and constructivist learning theory. Then we provide a learning and designing scheme on Web-based system. Finally, we briefly describe our 3DVLE system, present system architecture and some implementation considerations. The main goal of our system is to show the potential of designing constructivist virtual learning environment to enable an active, friendly learner-centered learning.
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    Preface
    (Eurographics Association, 2003)
  • Thumbnail Image
    Item
    Drag and Drop Scripting: How To Do Hypermedia Right
    (Eurographics Association, 2003) Hanisch, F.; Straßer, W.
    The rising interest in repositories for educational material consolidates efforts of the diversied educational community. Developers, teachers, and designers have recognized the need for collaboration in order to create the best-possible learning objects, and, moreover, to preserve and reuse them. Developing learning objects in the field of Computer Graphics is archetypical in several aspects; we naturally face the needs for complex visualizations, we bring along profound knowledge in human-computer interaction, and we are familiar with the underlying technology. Nevertheless, interactive visualizations are supported little in current learning technology standards, especially with regards to metadata and interoperability. Standards enable educators to browse and search repositories, integrate the object of preference into their curriculum, and adapt it to their needs. To raise sympathies for interactivity and clarify its denotation, we identify three approaches: (1) the developer's view of interactivity as user interface characteristics, (2) the educator's view of interaction between internal and external knowledge representation, and (3) the communication theorist's view that provides a qualitative framework based on learning theories. We reformulate the results in terms of Computer Graphics principles and illustrate the impact of a consequent implementation of great interactivity in Web-based teaching with components of our own courses. Most notably, we propose a visual scripting paradigm that communicates not only a learning objects data, but functionality, through Drag and Drop operations on images.