the future in computer graphics...

The Future in ComputerGraphics Education

Report from the joint Eurographics-SIGGRAPH workshop onComputer Graphics and Visualization

Education (GVE’99)Coimbra, Portugal, July 1999

Report from the jointReport from the joint Eurographics-SIGGRAPH workshop on Eurographics-SIGGRAPH workshop onComputer Graphics and VisualizationComputer Graphics and Visualization

Education (GVE’99)Education (GVE’99)Coimbra, Portugal, July 1999Coimbra, Portugal, July 1999

The Future inComputer Graphics Education

Chair:Michael B. McGrath

Panelists:Werner HansmannDena E. EberJudith R. BrownJosé Carlos Teixeira

Chair:Chair:Michael B. McGrathMichael B. McGrath

Panelists:Panelists:Werner Werner HansmannHansmannDenaDena E. E. Eber EberJudith R. BrownJudith R. BrownJosé Carlos TeixeiraJosé Carlos Teixeira

The Future inComputer Graphics Education

For further information see:

www.eg.org/WorkingGroups/GVE/GVE99

www.education.siggraph.org/conferences/GVE99

For further information see:For further information see:

www.www.egeg.org/.org/WorkingGroupsWorkingGroups/GVE/GVE99/GVE/GVE99

www.education.www.education.siggraphsiggraph.org/conferences/GVE99.org/conferences/GVE99

Computer Graphics in theCS Curriculum

Werner HansmannUniversity of Hamburg, Germany

[email protected]

Werner HansmannWerner HansmannUniversity of Hamburg, GermanyUniversity of Hamburg, Germany

hansmannhansmann@@informatikinformatik..uniuni--hamburghamburg.de.de

Computer Graphicsin the CS Curriculum

Overview

• Questions

• Recommendations

• Conclusions

OverviewOverview

•• QuestionsQuestions

•• RecommendationsRecommendations

•• ConclusionsConclusions


Questions

• How do we teach: top-down or bottom-up?

• At what level should we be teaching CG?

• What is the job market for our students?

• What skills should students have?

• What topics should be taught?

• What is the balance of lecture/reading/lab/projects?

• What is the role of collaboration?

QuestionsQuestions

•• How do we teach: top-down or bottom-up?How do we teach: top-down or bottom-up?

•• At what level should we be teaching CG?At what level should we be teaching CG?

•• What is the job market for our students?What is the job market for our students?

•• What skills should students have?What skills should students have?

•• What topics should be taught?What topics should be taught?

•• What is the balance of lecture/reading/lab/projects?What is the balance of lecture/reading/lab/projects?

•• What is the role of collaboration?What is the role of collaboration?


How do we teach?

• Trend towards top-down using high level API

– start with API

– replace API pieces with students´ own details

• Top-down first course can raise students´ motivationin a second course

How do we teach?How do we teach?

•• Trend towards top-down using high level APITrend towards top-down using high level API

–– start with APIstart with API

–– replace API pieces with students´ own detailsreplace API pieces with students´ own details

•• Top-down first course can raise students´ motivationTop-down first course can raise students´ motivationin a second coursein a second course


At what level should we be teaching?

• 3rd year out of 4 year program of study

• Prerequisites:

– programming, algorithms, data structures

– 3D analytic geometry, linear algebra

• Benefits for other CS courses:

– CG is a source of examples for motivation

– solidifies knowledge of math and programming

At what level should we be teaching?At what level should we be teaching?

•• 3rd year out of 4 year program of study3rd year out of 4 year program of study

•• Prerequisites:Prerequisites:

–– programming, algorithms, data structuresprogramming, algorithms, data structures

–– 3D analytic geometry, linear algebra3D analytic geometry, linear algebra

•• Benefits for other CS courses:Benefits for other CS courses:

–– CG is a source of examples for motivationCG is a source of examples for motivation

–– solidifies knowledge of math and programmingsolidifies knowledge of math and programming


What is the job market for our students?

• Scientific visualization

• Entertainment

• Web-based applications

• CAD / CAM

• Software companies developing graphics packages

• System development where general graphics skills orevent-driven programming is required

What is the job market for our students?What is the job market for our students?

•• Scientific visualizationScientific visualization

•• EntertainmentEntertainment

•• Web-based applicationsWeb-based applications

•• CAD / CAMCAD / CAM

•• Software companies developing graphics packagesSoftware companies developing graphics packages

•• System development where general graphics skills orSystem development where general graphics skills orevent-driven programming is requiredevent-driven programming is required


What skills should students have?

• Communication / social / management skills

• Esthetic sensibility

• Technical skills (cf. topics)

• Ability to know how to learn: eg.

– ability to acquire knowledge of a new system ontheir own

What skills should students have?What skills should students have?

•• Communication / social / management skillsCommunication / social / management skills

•• Esthetic sensibilityEsthetic sensibility

•• Technical skills (Technical skills (cfcf. topics). topics)

•• Ability to know how to learn:Ability to know how to learn: eg eg..

–– ability to acquire knowledge of a new system onability to acquire knowledge of a new system ontheir owntheir own


What topics should be taught?

• Rendering pipeline, coordinate systems

• Event-driven programming

• Basic geometric modeling, hierarchical modeling

• Introduction to color theory

• Physics of illumination, interaction of light and matter

• Hidden line / hidden surface removal, shading

• Simple animations and interaction

• Special course: Visualization

What topics should be taught?What topics should be taught?

•• Rendering pipeline, coordinate systemsRendering pipeline, coordinate systems

•• Event-driven programmingEvent-driven programming

•• Basic geometric modeling, hierarchical modelingBasic geometric modeling, hierarchical modeling

•• Introduction to color theoryIntroduction to color theory

•• Physics of illumination, interaction of light and matterPhysics of illumination, interaction of light and matter

•• Hidden line / hidden surface removal, shadingHidden line / hidden surface removal, shading

•• Simple animations and interactionSimple animations and interaction

•• Special course: VisualizationSpecial course: Visualization


What is the balance oflecture/reading/lab/projects?

• Lecturing method: use power of our medium, CG

• Present lecture on concepts and technical basis

• Lectures vs. labs and projects:

– lectures must be general, as opposed to

– different lab exercises for different categories ofstudents

• CG textbooks should be reference texts

What is the balance ofWhat is the balance oflecture/reading/lab/projects?lecture/reading/lab/projects?

•• Lecturing method: use power of our medium, CGLecturing method: use power of our medium, CG

•• Present lecture on concepts and technical basisPresent lecture on concepts and technical basis

•• Lectures Lectures vsvs. labs and projects:. labs and projects:

–– lectures must be general, lectures must be general, as opposed toas opposed to

–– different lab exercises for different categories ofdifferent lab exercises for different categories ofstudentsstudents

•• CG textbooks should be reference textsCG textbooks should be reference texts


What is the role of collaboration?

• Inter-disciplinary:

– Arts

– Animation

– Engineering

– Scientific visualization applications

• Group projects

What is the role of collaboration?What is the role of collaboration?

•• Inter-disciplinary:Inter-disciplinary:

–– ArtsArts

–– AnimationAnimation

–– EngineeringEngineering

–– Scientific visualization applicationsScientific visualization applications

•• Group projectsGroup projects


Conclusions

• Rendering pipeline remains important

• 3 essential features of beginning CG course:

– CG is fundamentally 3 D

– a great deal of CG is interactive

– CG is fundamentally visual

• CG has rich potential as capstone course

• Graduate CG education depends on institutions´ /instructors´ specialties

ConclusionsConclusions

•• Rendering pipeline remains importantRendering pipeline remains important

•• 3 essential features of beginning CG course:3 essential features of beginning CG course:

–– CG is fundamentally 3 DCG is fundamentally 3 D

–– a great deal of CG is interactivea great deal of CG is interactive

–– CG is fundamentally visualCG is fundamentally visual

•• CG has rich potential as capstone courseCG has rich potential as capstone course

•• Graduate CG education depends on institutions´ /Graduate CG education depends on institutions´ /instructors´ specialtiesinstructors´ specialties

COMPUTER ARTS CURRICULUMIN HIGHER EDUCATION

Dena Elisabeth [email protected]

DenaDena Elisabeth Elisabeth Eber Eberdeberdeber@@christochristo..bgsubgsu..eduedu

COMPUTER ARTSCURRICULUM

Areas of ConcernAreas of ConcernAreas of Concern•• ContentContent

–– Overall Curriculum Overall Curriculum

–– Course Work Course Work

•• Interdisciplinary IssuesInterdisciplinary Issues

•• Teaching Issues Teaching Issues

•• Assessment Assessment

•• Focus Areas Focus Areas

CONTENT

Overall CurriculumOverall CurriculumOverall Curriculum

•• Span many disciplinesSpan many disciplines

–– Computer science,Computer science,filmfilm

–– Other academics Other academics

•• Determine focus areasDetermine focus areas

–– GeneralGeneral

–– Topic based Topic based

•• Flexible evolvingFlexible evolvingcurriculumcurriculum

CONTENT

Course WorkCourse WorkCourse Work•• Focus on creative andFocus on creative and

technical conceptstechnical concepts

•• Ground digital arts inGround digital arts inhistory & theoryhistory & theory

•• Stress problem solvingStress problem solvingand resourcefulnessand resourcefulness

CONTENT

Course WorkCourse WorkCourse Work

•• Group & individualGroup & individualcommunication skillscommunication skills

•• Introduction courseIntroduction course

–– Digital concepts Digital concepts

–– Variety of expression Variety of expression

CONTENT

Course WorkCourse WorkCourse Work•• FoundationsFoundations

–– Include digital visualInclude digital visualconcepts as part ofconcepts as part offoundations for allfoundations for all

–– Require traditionalRequire traditionalfoundations for allfoundations for allcomputer art studentscomputer art students

–– TimeTime

•• Start computer art coreStart computer art coreas soon as possibleas soon as possible

INTERDISCIPLINARY ISSUES

Foster EnvironmentsThat Encourage:Foster EnvironmentsFoster EnvironmentsThat Encourage:That Encourage:

•• DialogueDialogue

•• Collaboration andCollaboration andcommon projectscommon projectsbetweenbetween

–– DepartmentsDepartments

–– DisciplinesDisciplines

–– CulturesCultures

–– IndustryIndustry

TEACHING ISSUES

Critical IssuesCritical IssuesCritical Issues•• Limited resourcesLimited resources

•• Funding & technicalFunding & technicalsupportsupport

•• Teacher workloadTeacher workload

Basic CompetencyBasic Competency

•• Prior to collegePrior to college

•• Provide course work forProvide course work forthose without backgroundthose without background

ASSESSMENT

Still Need to DevelopStill Need to DevelopStill Need to Develop•• Objective ways toObjective ways to

measuremeasure

–– Student achievementStudent achievement

–– Departmental progressDepartmental progress

•• Internal and externalInternal and externalevaluationevaluation

FOCUS AREAS

Disciplines in Digital ArtsDisciplines in Digital ArtsDisciplines in Digital Arts

••The stillThe still

––Imaging, 3D modelingImaging, 3D modeling

••TimeTime

––Animation, videoAnimation, video

••InteractivityInteractivity

––Interactive CDs, webInteractive CDs, web

••Interdisciplinary (in art)Interdisciplinary (in art)

––Photography, paintingPhotography, painting

SUMMARY ANDCONCLUSION

The use of computers in the arts:The use of computers in the arts:The use of computers in the arts:•• Builds on artistic traditionsBuilds on artistic traditions

•• Embraces new forms ofEmbraces new forms ofcreativitycreativity

RecommendationsRecommendations

•• Encompass artistic & technicalEncompass artistic & technicalconcepts, problem solving,concepts, problem solving,expression, & collaboration inexpression, & collaboration incoursescourses

•• Balance art & technology Balance art & technology

SUMMARY ANDCONCLUSION

Technology will change, but good art fundamentalswill not.Technology will change, but good art fundamentalsTechnology will change, but good art fundamentalswill not.will not.

Computer Graphics forTeaching

Judith R. BrownThe University of IowaJudithJudith R. Brown R. BrownThe University of IowaThe University of Iowa


Andres Iglesias


J. Miguel Leitao


Pavel Slavik & FrantisekHrdlicka


Issues

• Finding what exists already

• Finding other educators

• Lack of recognition/rewards

• Difficulty measuring effectiveness

• Challenges understanding otherdisciplines/cultures

• Inadequate hardware/software/networks

IssuesIssues

•• Finding what exists alreadyFinding what exists already

•• Finding other educatorsFinding other educators

•• Lack of recognition/rewardsLack of recognition/rewards

•• Difficulty measuring effectivenessDifficulty measuring effectiveness

•• Challenges understanding otherChallenges understanding otherdisciplines/culturesdisciplines/cultures

•• Inadequate hardware/software/networksInadequate hardware/software/networks


Recommendations

• SIGGRAPH/Eurographics portal of resources

• Work towards effective internationalcommunications

• Seek collaborations

– multidisciplinary

– multi-cultural

– industrial

RecommendationsRecommendations

•• SIGGRAPH/SIGGRAPH/EurographicsEurographics portal of resources portal of resources

•• Work towards effective internationalWork towards effective internationalcommunicationscommunications

•• Seek collaborationsSeek collaborations

–– multidisciplinarymultidisciplinary

–– multi-culturalmulti-cultural

–– industrialindustrial


Projects

• Compile list of current resources

• Review current and new resources

• Refereed journal on computer graphics and teaching

– list existing publications with educational sections

– proposed book “Computer Graphics: Tools &Techniques for Teaching”

ProjectsProjects

•• Compile list of current resourcesCompile list of current resources

•• Review current and new resourcesReview current and new resources

•• Refereed journal on computer graphics and teachingRefereed journal on computer graphics and teaching

–– list existing publications with educational sectionslist existing publications with educational sections

–– proposed book “Computer Graphics: Tools &proposed book “Computer Graphics: Tools &Techniques for Teaching”Techniques for Teaching”


Projects

• Investigate tools for collaborating

– interdisciplinary classes

– joint classes across distance

– students interacting globally

• Note importance of networks

– local, national, international

ProjectsProjects

•• Investigate tools for collaboratingInvestigate tools for collaborating

–– interdisciplinary classesinterdisciplinary classes

–– joint classes across distancejoint classes across distance

–– students interacting globallystudents interacting globally

•• Note importance of networksNote importance of networks

–– local, national, internationallocal, national, international


Iowa - TaiwanCollaboration

Computer GraphicsCourseware

José Carlos TeixeiraUniversity of Coimbra - Portugal

[email protected]

José Carlos TeixeiraJosé Carlos TeixeiraUniversity of Coimbra - PortugalUniversity of Coimbra - Portugal

[email protected]@mat.ucuc.pt.pt

Courseware Authoring Process

Produce courseware for better teaching andlearning

• follow the technological developments

• support individual, online and more autonomouslearning

– learner model

– distribution and interaction with the content

– model the knowledge acquisition

Produce courseware for better teaching andProduce courseware for better teaching andlearninglearning

•• follow the technological developmentsfollow the technological developments

•• support individual, online and more autonomoussupport individual, online and more autonomouslearninglearning

– learner model

– distribution and interaction with the content

– model the knowledge acquisition


Assume a cooperative approach withdifferent roles

• teacher: concept, pedagogic and didactic,assessment

• artist: graphics design

• multimedia expert: multimedia production

• programmer: simulations, …

• …

Don’t forget quality certification !

Assume a cooperative approach withAssume a cooperative approach withdifferent rolesdifferent roles

•• teacher:teacher: concept, pedagogic and didactic,concept, pedagogic and didactic,assessmentassessment

•• artist:artist: graphics designgraphics design

•• multimedia expert:multimedia expert: multimedia productionmultimedia production

•• programmer:programmer: simulations, …simulations, …

•• ……

Don’t forget quality certification !Don’t forget quality certification !


Idea Generation

Didactic Review

MultimediaProduction

Programming Simulations Design and Layout

Creation

Content Selection and Structure

• Source selection• Evaluation• Migration• New material• References -> Nodes

Delivery

Assessment Tests

Quality Verification

Cycle

Self tests given by the Students

Feedback by the reviewers

Cost of Courseware Production

High-quality courseware is very expensive

• 1 study hour could represent 100 hours ofdevelopment !

Cost depends on:• content

• media used

• use of templates

• reuse of previously developed material

Don’t forget the production management !

High-quality courseware is very expensiveHigh-quality courseware is very expensive

•• 1 study hour could represent 100 hours of1 study hour could represent 100 hours ofdevelopment !development !

Cost depends on:Cost depends on:•• contentcontent

•• media usedmedia used

•• use of templatesuse of templates

•• reuse of previously developed materialreuse of previously developed material

Don’t forget the production management !Don’t forget the production management !

Media

Our specification of media:• mechanisms for the delivery of content to users

– education, arts, entertainment, …– communication between humans and

dissemination of information

Interactive media• active participation of the users -> feedback

Multiplicity of devices and standards• barrier to the creation and dissemination of media

Our specification of media:Our specification of media:•• mechanisms for the delivery of content to usersmechanisms for the delivery of content to users

– education, arts, entertainment, …– communication between humans and

dissemination of information

Interactive mediaInteractive media•• active participation of the users -> feedbackactive participation of the users -> feedback

Multiplicity of devices and standardsMultiplicity of devices and standards•• barrier to the creation and dissemination of mediabarrier to the creation and dissemination of media

Media

New frameworks for communication

• Web, interactive television, virtual environments, …

Knowledge to be acquired

• artists and technologists for media should have agood understanding of computer graphics, animationand image processing

New frameworks for communicationNew frameworks for communication

•• Web, interactive television, virtual environments, …Web, interactive television, virtual environments, …

Knowledge to be acquiredKnowledge to be acquired

•• artists and technologists for media should have aartists and technologists for media should have agood understanding of computer graphics, animationgood understanding of computer graphics, animationand image processingand image processing

Media

Design

• design criteria particular to each type of media

• visual design

• design of the process

• design of tools for media production

Quality

• choice of appropriate media to express the ideas

• economy in the use of media

DesignDesign

•• design criteria particular to each type of mediadesign criteria particular to each type of media

•• visual designvisual design

•• design of the processdesign of the process

•• design of tools for media productiondesign of tools for media production

QualityQuality

•• choice of appropriate media to express the ideaschoice of appropriate media to express the ideas

•• economy in the use of mediaeconomy in the use of media

Courseware use

Different issues for different types ofcourseware

• general-purpose courseware

– great pedagogic and didactic care

– modularity to allow the use by large

• specific courseware

– higher-level knowledge units

– less modular

– higher design and production costs

Different issues for different types ofDifferent issues for different types ofcoursewarecourseware

•• general-purpose coursewaregeneral-purpose courseware

– great pedagogic and didactic care

– modularity to allow the use by large

•• specific coursewarespecific courseware

– higher-level knowledge units

– less modular

– higher design and production costs

Courseware Use

Re-use of course materials

• use of the same courseware modules in theproduction of different courseware entities

Multiple use of course materials

• use of the same courseware modules by many users

Do we really re-use course materials ?

MODULARITY

Re-use of course materialsRe-use of course materials

•• use of the same courseware modules in theuse of the same courseware modules in theproduction of different courseware entitiesproduction of different courseware entities

Multiple use of course materialsMultiple use of course materials

•• use of the same courseware modules by many usersuse of the same courseware modules by many users

Do we really re-use course materials ?Do we really re-use course materials ?

MODULARITYMODULARITY

Modularity

Separation of Content from Structure

• sequence is not mixed with content

Autonomous sequences

• basic structured courseware

Database Management

• indexing system

• management of versions

Separation of Content from StructureSeparation of Content from Structure

•• sequence is not mixed with contentsequence is not mixed with content

Autonomous sequencesAutonomous sequences

•• basic structured coursewarebasic structured courseware

Database ManagementDatabase Management

•• indexing systemindexing system

•• management of versionsmanagement of versions

Co-operation SIGGRAPH-Eurographics

Digital LibraryDigital LibraryEducational Materials

and Resources

EurographicsEurographicsWorking Group on Education

EurographicsEurographicsConferences and

Workshops

SIGGRAPHSIGGRAPHEducation Committee

SIGGRAPHSIGGRAPHConferences and

Workshops

IEEEIEEEComputer Society

REVIEWProcess

Other Submissions

Courseware Issues

• encourage the implementation and use ofcourseware resource centres

• ensure confidence by quality control of thecourseware available

• teach instructors and students to effectively usecourseware

• improve international co-operation andnetworking to allow for an appropriate access toresources

• encourage the implementation and use ofcourseware resource centres

• ensure confidence by quality control of thecourseware available

• teach instructors and students to effectively usecourseware

• improve international co-operation andnetworking to allow for an appropriate access toresources

the future in computer graphics...

Documents