EG 2016 - Education Papers

Permanent URI for this collection

https://diglib.eg.org/handle/10.2312/15063

Preface and Table of Contents

A Trip to Arts for Computer Graphics Students

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Lucie Svobodova, Pavel Slavik, and Jiri Zara

A Visualisation Course in a Game Development Curriculum

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Veronica Sundstedt

Aiming High: Undergraduate Research Projects in Computer Graphics and Animation

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Eike Falk Anderson, Valery Adzhiev, and Oleg Fryazinov

20 Years of the Central European Seminar on Computer Graphics

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Martin Ilčík, Ivana Ilčíková, Andrej Ferko, and Michael Wimmer

Peer Review: Does it really help students?

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Ben Kenwright

Lowering the Entry Barrier for Students Programming Virtual Reality Applications

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Martin Lambers

The Online Anatomical Human: Web-based Anatomy Education

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Noeska Smit, Cees-Willem Hofstede, Annelot Kraima, Daniel Jansma, Marco deRuiter, Elmar Eisemann, and Anna Vilanova

Agile Curriculum Design for the Creative Industries

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Ian J. Palmer, J. Ralley, and D. Davenport

A Video Games Technologies Course: Teaching, Learning, and Research

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Gonçalo Amador and Abel Gomes

MOOCs in Computer Graphics

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Jean-Jacques Bourdin

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EUROGRAPHICS 2016: Education Papers Frontmatter
(Eurographics Association, 2016) Beatriz Sousa Santos; Jean-Michel Dischler;
A Visualisation Course in a Game Development Curriculum
(The Eurographics Association, 2016) Sundstedt, Veronica; Beatriz Sousa Santos and Jean-Michel Dischler
Visualisation courses can often be found as part of a computer science curriculum. These basic or advanced level courses are often taught in terms of information visualisation, scientific visualisation or a combination of both. Other visualisation courses focus more on visual aesthetics. This paper presents and discusses a visualisation course curriculum which is aimed at students specifically studying computer science programmes with a focus on digital game development. Since computer games of today keep generating an increasing amount of data it is more important than ever to educate our game development students with the theory behind visualisation and key data visualisation techniques. In the design and evaluation of the visualisation in games curriculum, it was found that concepts within the area of visualisation are relevant to many areas of digital games. This paper describes the curriculum for a university course which might not be commonly found in traditional game development programmes. It particularly presents the course structure and the lessons learned which together with existing literature demonstrate important concepts to consider in the area of visualisation in games.
Peer Review: Does it really help students?
(The Eurographics Association, 2016) Kenwright, Ben; Beatriz Sousa Santos and Jean-Michel Dischler
Student peer review has long been a method for increasing student engagement and work quality.We present notes on teaching tips and techniques using peer review as a means way to engage students interest in the area of computer graphics and interactive animation. We address questions, such as, when feedback fails, why students should be ‘trained’ on feedback, and what constitutes a ‘constructive’ review. We present a case study around the structure and workings of a module - and its success in encouraging collaborative working, group discussions, public engagement (e.g., through wikis and events), and peer review work.
Lowering the Entry Barrier for Students Programming Virtual Reality Applications
(The Eurographics Association, 2016) Lambers, Martin; Beatriz Sousa Santos and Jean-Michel Dischler
In Computer Graphics, it is common practice to accompany lectures with hands-on tutorials and/or project assignments that allow students to write and run their own interactive graphics applications. In the special case of Virtual Reality courses, this approach is difficult to maintain since the software requirements pose a high entry barrier to students. In this paper, we propose a technique to significantly simplify Virtual Reality application programming, and implement it in an easy-to-use framework that supports the full range of typical Virtual Reality hardware setups, from head-mounted displays to multi-node, multi-GPU render clusters. The framework lowers the entry barrier for students and allows them to focus on course goals instead of fighting software complexities.
A Trip to Arts for Computer Graphics Students
(The Eurographics Association, 2016) Svobodova, Lucie; Slavik, Pavel; Zara, Jiri; Beatriz Sousa Santos and Jean-Michel Dischler
Complex and sophisticated projects, on which information technologists and artists meet and cooperate, often require an understanding of possible problems and solutions seen from both sides. While artists (creators) are usually somewhat familiar with current technologies, e.g. the Computer Graphics (CG) field, programmers are not well educated in the arts and their understanding of artistic needs is thus insufficient. In order to improve the education of CG students towards fine arts, we have created a BSc course on Art and Graphics design and have been running it for seven years. We consider this approach to education at a technologically oriented university as unusual and rare, but highly valuable for CG students. This paper describes the content of the course, summarizes the experience gained, and evaluates its usefulness for CG students in the subsequent MSc study program.
20 Years of the Central European Seminar on Computer Graphics
(The Eurographics Association, 2016) Ilčík, Martin; Ilčíková, Ivana; Ferko, Andrej; Wimmer, Michael; Beatriz Sousa Santos and Jean-Michel Dischler
The Central European Seminar on Computer Graphics is an annual scientific seminar for undergraduate students of computer graphics, vision and visual computing. Its main mission is to promote graphics research and to motivate students to pursue academic careers. An international committee of experts guides their research work for several months. At the end, students present their results at a three days seminar to an audience of approx. 100 students and professors. All attendants actively participate in discussions and workshops focused on academic skills and career planing for young researchers. Interactive sessions on innovation help them to identify the value of their ideas and motivate them to continue in their work.
Aiming High: Undergraduate Research Projects in Computer Graphics and Animation
(The Eurographics Association, 2016) Anderson, Eike Falk; Adzhiev, Valery; Fryazinov, Oleg; Beatriz Sousa Santos and Jean-Michel Dischler
Among educators, the promotion of undergraduate research is a much debated topic, with issues arising from questions as to how it can be integrated with undergraduate degree programmes and how to structure its delivery. Undergraduate research is also considered important by employers, as can be seen in case of the computer game development and visual effects industries who demand that universities produce graduate software developers with not only vocational but also with rather advanced research skills. In this paper we present a successful undergraduate research course, implemented for one of our undergraduate degree programmes. It includes teaching and learning focussed on the nature of small team research and development as encountered in the creative industries dealing with computer graphics, computer animation and game development. We discuss our curriculum design and issues in conducting undergraduate research that we have identified through several iterations of the course.
Agile Curriculum Design for the Creative Industries
(The Eurographics Association, 2016) Palmer, Ian J.; Ralley, J.; Davenport, D.; Beatriz Sousa Santos and Jean-Michel Dischler
The creative industries thrive on novelty and technology, demanding professionals who can innovate, deliver to demanding briefs and constantly reinvent processes to match new problems. Traditional educational approaches can deliver some of these to a high level, but the demand for graduates who can thrive in these conditions is increasing. Escape Studios has reputation for rapidly upskilling graduates and making them ‘studio ready’ and is now moving to offer degree programmes including team working skills and commercial awareness impossible to include in its existing short intensive courses. This paper outlines the design process involved in creating these new programmes and provides case studies of some experiments in studio-based learning using industry briefs, peer and self-assessment and iterative working.
The Online Anatomical Human: Web-based Anatomy Education
(The Eurographics Association, 2016) Smit, Noeska; Hofstede, Cees-Willem; Kraima, Annelot; Jansma, Daniel; deRuiter, Marco; Eisemann, Elmar; Vilanova, Anna; Beatriz Sousa Santos and Jean-Michel Dischler
The Online Anatomical Human (OAH) is a web-based viewer for studying anatomy. It is based on real human anatomy and incorporates medical image data in linked 2D and 3D views that students can freely interact with. Our application is the only to support 2D and 3D views based on real medical imaging data. The main goal of this anatomical online resource is to serve as an educational platform available to anyone with access to a modern web browser. Users can annotate regions, add comments, and provide hyperlinks to additional media. By making our work accessible to medical experts, we can ensure an increasing amount of information, leading to an evergrowing gain in educational value. The OAH will be used in an upcoming Massive Open Online Course (MOOC) to teach anatomy of the pelvis and will be made available to students worldwide via the web.
MOOCs in Computer Graphics
(The Eurographics Association, 2016) Bourdin, Jean-Jacques; Beatriz Sousa Santos and Jean-Michel Dischler
Since their first presentations, MOOCs have been advertized as the future of higher education as well as a solution against the increase of tuition fees. This panel is introduced by an experiment of MOOCs in Computer Graphics. Our purpose is to give some material to encourage the audience to discuss the opportunity of a common material for teaching Computer Graphics.
A Video Games Technologies Course: Teaching, Learning, and Research
(The Eurographics Association, 2016) Amador, Gonçalo; Gomes, Abel; Beatriz Sousa Santos and Jean-Michel Dischler
In the last decade, several higher education institutions began to provide courses and/or degrees in games content creation, games design, and games development, largely because of the astonishing growth of games as one of the most powerful industries worldwide. This paper presents the course entitled “Video Games Technologies”, including its history, goals and methodology, as part of a MSc degree in Computer Science and Engineering. The focus is on the technologies, techniques, algorithms, data structures, and mathematics behind the design and development of game engines, instead of games themselves.

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