@inproceedings{education:1-2:2012,
crossref = {education-proc},
author = {Gitta Domik and David Ebert and Jörn Kohlhammer and Holly Rushmeier and Beatriz Sousa Santos and Daniel Weiskopf},
title = {{Visualization Curriculum Panel - or The Changes We Have Made to Our Visualization Courses Over the Last 10 Years}},
pages = {1-2},
URL = {http://diglib.eg.org/EG/DL/conf/EG2012/education/001-002.pdf},
DOI = {10.2312/conf/EG2012/education/001-002},
abstract = {The last ten years have seen profound changes in algorithms, techniques, and applications of visualization. Additionally, we see changes in the sophistication and expectations of our students in visualization courses. This panel will reflect changes in teaching visualization courses through the personal reflections of renowned researchers and educators on their alterations on course content over the past 10 years}
}

@inproceedings{education:3-8:2012,
crossref = {education-proc},
author = {Jorge Martín-Gutiérrez, Peña Fabiani, M. Dolores Meneses-Fernández, David C. Pérez-López, and Luis Abselán},
title = {{Adaptation of Electrical Laboratory Systems through Augmented Reality for Optimization of Engineering Teaching University}},
pages = {3-8},
URL = {http://diglib.eg.org/EG/DL/conf/EG2012/education/003-008.pdf},
DOI = {10.2312/conf/EG2012/education/003-008},
abstract = {This paper introduces an Augmented Reality (AR) application for teaching practices of electrical engineering. In order to improve the autonomy of students and their self-ability we have developed several new practical AR-manuals for being used in the Electric Machines Laboratory. We have used these AR-manuals and the classic ones finding an improvement in learning and motivation of students. The augmented information consists of 3D models, animations and sounds which are superimposed over real objects helping the students in the training of specific tasks. The AR application and the learning environment have been designed based on the principles of interaction between man and machine so the virtual information is presented in an attractive way. Every user provided with a tablet PC or HMD with webcam will be able to visualize on screen the virtual objects added to the real scene. Only one mark has been included in the setting which allows visualization of the virtual information so just one gesture from the user is needed for changing the information. The interactive AR interface has been tested in the laboratory of electrical engineering at a Spanish university.}
}

@inproceedings{education:9-16:2012,
crossref = {education-proc},
author = {Gustavo Salvador, David Pérez, Mario Ortega, Emilio Soto, Mariano Alcañiz, and Manuel Contero},
title = {{Evaluation of an Augmented Reality Enhanced Tabletop System as a Collaborative Learning Tool: A Case Study on Mathematics at the Primary School}},
pages = {9-16},
URL = {http://diglib.eg.org/EG/DL/conf/EG2012/education/009-016.pdf},
DOI = {10.2312/conf/EG2012/education/009-016},
abstract = {Tabletop systems provide a big multi-touch surface suitable for multiple users to gather around it that can interact with the information collaboratively in a face-to-face manner. This kind of device is well adapted to be exploited in education, combining the advantages of e-learning systems with collaborative learning environments, which are adequate in educational paradigms based on constructivism and knowledge building. This article presents the capabilities of our in house developed tabletop system as a collaborative learning tool, which has been enriched with Augmented Reality capabilities and designed to follow the principles of Ubiquitous Computing and Natural Interfaces. The evaluation of the system was performed in a real educational context. Experience was driven to compare the tabletop learning scenario to other standard learning approaches. The evaluation method was centered on three parameters: efficiency, usability/satisfaction and motivation. Results conclude that tabletops represent a promising technology that can be applied successfully in educational contexts.}
}

@inproceedings{education:17-24:2012,
crossref = {education-proc},
author = {Veronica Sundstedt and Martin Lanner},
title = {{Evaluation of a Curriculum for Technical Artists}},
pages = {17-24},
URL = {http://diglib.eg.org/EG/DL/conf/EG2012/education/017-024.pdf},
DOI = {10.2312/conf/EG2012/education/017-024},
abstract = {A Technical Artist requires a unique set of skills to act as a bridge between artists and programmers in digital entertainment development. Our newly developed Technical Artist in Games (TAG) program is regulated under the national Higher Education Regulation (HER) in Sweden. This paper analyses the fit between the program and requirements from both the HER and the computer games industry. The analysis is done by evaluating the course content of the TAG program in relation to the HER and thirty job advertisements. The aim of this evaluation is to investigate how well the program prepares students for their future roles in industry.}
}

@inproceedings{education:25-32:2012,
crossref = {education-proc},
author = {Matteo Dellepiane and Roberto Scopigno},
title = {{Teaching 3D Acquisition for Cultural Heritage: a Theory and Practice Approach}},
pages = {25-32},
URL = {http://diglib.eg.org/EG/DL/conf/EG2012/education/025-032.pdf},
DOI = {10.2312/conf/EG2012/education/025-032},
abstract = {The paper presents the experience of a course (3D Graphics for Cultural Heritage) in the context of Humanistic Informatics degree. The goal of the course was to present an overview of the techniques for the acquisition of 3D models of real objects. The focus was put on freeware/open source solutions that could give the students the possibility to experiment directly on the data, and possibly apply them in their future activities. The acquisition techniques were divided in three groups: 3D scanning, Dense Stereo Reconstruction and Re- Lightable Images. Moreover, general concepts about 3D Graphics, remote visualization, and planning of projects were part of the subjects. The final project for each student consisted in a practical acquisition of a real objects, using one of the proposed techniques. The results of the projects showed that high quality 3D acquisition is now possible even with low-cost devices and freeware tools, and that it can be a strongpoint for the career of future young CH professionals.}
}

@inproceedings{education:33-40:2012,
crossref = {education-proc},
author = {Nicoletta Adamo-Villani and Marcus Oania and David Whittinghill and Jacob Brown and Stephen Cooper},
title = {{Building a Serious Game to Teach Secure Coding in Introductory Programming Courses}},
pages = {33-40},
URL = {http://diglib.eg.org/EG/DL/conf/EG2012/education/033-040.pdf},
DOI = {10.2312/conf/EG2012/education/033-040},
abstract = {We report the development and initial evaluation of a serious game that, in conjunction with appropriately designed matching laboratory exercises, can be used to teach secure coding and Information Assurance (IA) concepts across a range of introductory computing courses. The IA Game is a role-playing serious game (RPG) in which the student travels through seven computer techno-inspired environments (IA concept rooms); in each environment he/she learns a different IA concept. After playing each level, the student completes a related CS educational module comprised of a theory lesson and a lab assignment. The game is being created with a user-centered iterative approach that includes two forms of evaluation: formative and summative. In this paper we report the findings of an initial formative evaluation of the first 2 game levels with a group of undergraduate students.}
}

@inproceedings{education:41-48:2012,
crossref = {education-proc},
author = {Irene Cheng and Olenka Bilash and Walter F. Bischof and Anup Basu},
title = {{Next Generation Handheld Graphics Edutainment for Learning in Adaptive Student Centric Environments: Constraints and Benefits}},
pages = {41-48},
URL = {http://diglib.eg.org/EG/DL/conf/EG2012/education/041-048.pdf},
DOI = {10.2312/conf/EG2012/education/041-048},
abstract = {Graphics is being used as an effective tool in visual communication, e.g. Second Life, Google city scene and Microsoft scene reconstruction. It is already changing social, cultural, commercial and educational environments. 3D representations complement text and 2D images because they provide a depth perspective, enhancing user experience for understanding abstract and complex concepts, as well as inducing the feeling of immersion. These benefits have led to the adoption of 3D content in a game-like environment for educational and other applications. While main stream multimedia technology has started to revolutionize the way content is captured and delivered to households (e.g., multimedia Television, 3DTV, for entertainment), mobile multimedia content is anticipated to emerge in parallel and be more and more pervasive in day-to-day life. Streamlined and cutting edge graphical content with increasingly rich semantics will soon be widely available on mobile devices. Keeping these emerging and fast growing technologies in mind, this paper focuses on investigating the constraints and benefits of handheld graphics in education, in particular on supporting curriculum designers and teachers to deliver high quality learning environment to users. We have implemented a handheld edutainment prototype system, which has been used as a test-bed by a group of teachers. From our evaluation we observe that while the education community can benefit from mobile graphics on handheld in a number of aspects, there are obvious constraints that prevent extension and immediate adoption of the technology in adaptive edutainment. We anticipate that developers will be able to design more effective student centric graphics edutainment learning systems on handheld devices by utilizing our findings.}
}

@inproceedings{education:49-56:2012,
crossref = {education-proc},
author = {Andrew T. Duchowski},
title = {{TECHNI Photons: Evolution of a Course in Data Structures}},
pages = {49-56},
URL = {http://diglib.eg.org/EG/DL/conf/EG2012/education/049-056.pdf},
DOI = {10.2312/conf/EG2012/education/049-056},
abstract = {This paper presents the evolution of a data structures and algorithms course based on a specific computer graphics problem, namely photon mapping, as the teaching medium. The paper reports development of the course through several iterations and evaluations, dating back five years. The course originated as a problem-based graphics course requiring sophomore students to implement Hoppe et al.'s algorithm for surface reconstruction from unorganized points found in their SIGGRAPH '92 paper of the same title. Although the solution to this problem lends itself well to an exploration of data structures and code modularization, both of which are traditionally taught in early computer science courses, the algorithm's complexity was reflected in students' overwhelmingly negative evaluations. Subsequently, because implementation of the kd-tree was seen as the linchpin data structure, it was again featured in the problem of ray tracing trees consisting of more than 250,000,000 triangles. Eventually, because the tree rendering was thought too specific a problem, the photon mapper was chosen as the semester-long problem considered to be a suitable replacement. This paper details the resultant course description and outline, from its now two semesters of teaching.}
}

@inproceedings{education:57-64:2012,
crossref = {education-proc},
author = {Tim McLaughlin and Stephanie Keske},
title = {{Evaluation of Students' Skills in Remote Collaboration for Creative Problem Solving in Computer Graphics}},
pages = {57-64},
URL = {http://diglib.eg.org/EG/DL/conf/EG2012/education/057-064.pdf},
DOI = {10.2312/conf/EG2012/education/057-064},
abstract = {Use of distributed teams of artists and engineers is becoming more prevalent in computer graphics oriented industries. Developing the skills required to work as a team through the complex sequential development and production process of animated films, visual effects, and commercial productions is a part of many academic programs that focus on computer graphics. However, the development of the skills required to communicate and coordinate this kind of work across a distributed team is currently a rare curriculum feature, and may not even be recognized as a separate set of issues from localized collaboration. This paper reports on an effort to assess this problem through pilot projects that focus on discovering how adept students are at working as members of distributed teams. We tightly controlled the tools of communication -email, chat, and video-conferencing- to determine the impact of each modality on creative problem solving while teams of students from four locations attempted to coordinate their work to produce short 30-second computer animations. Assessment by industry professionals of the originality found in the aesthetic and technical results of the student projects suggests that the students, overall, are deficient in two areas that are essential to successful creative collaboration: communication that contributes to awareness among distant partners, and communicating in ways that build consensus and solves problems. Though these issues also exist for co-located teams, their significance is likely heightened in distance collaboration projects. These issues might also impact the manner in which companies that use distributed teams incorporate various modalities of communication technology into their production pipelines.}
}

@inproceedings{education:65-72:2012,
crossref = {education-proc},
author = {Antoni Chica, Marta Fairén, and Nuria Pelechano},
title = {{Distance Learning in Computer Graphics}},
pages = {65-72},
URL = {http://diglib.eg.org/EG/DL/conf/EG2012/education/065-072.pdf},
DOI = {10.2312/conf/EG2012/education/065-072},
abstract = {Computer graphic courses are pretty established in most computer graphics degrees worldwide. Distance learning has been gaining popularity as fast internet access from home has been reaching wider areas around the world. If we combine this with the fact that the popularity of video games all over the world has made the technology required for rendering real time graphics widely available and affordable, we have the perfect environment for teaching computer graphics through distance learning universities. In this paper, we explain our experience in teaching Computer Graphics basics for the last 10 years at the distance teaching university Universitat Oberta de Catalunya (UOC). By using materials that include interactive applets which allow the student to play with basic Computer Graphics concepts, we observe that students can understand the course despite the teacher not being present in the learning process.}
}

@inproceedings{education:73-80:2012,
crossref = {education-proc},
author = {Heinrich Fink and Thomas Weber and Michael Wimmer},
title = {{Teaching a Modern Graphics Pipeline Using a Shader-based Software Renderer}},
pages = {73-80},
URL = {http://diglib.eg.org/EG/DL/conf/EG2012/education/073-080.pdf},
DOI = {10.2312/conf/EG2012/education/073-080},
abstract = {Shaders are a fundamental pattern of the modern graphics pipeline. This paper presents a syllabus for an introductory computer graphics course that emphasizes the use of programmable shaders while teaching raster-level algorithms at the same time. We describe a Java-based framework that is used for programming assignments in this course. This framework implements a shader-enabled software renderer and an interactive 3D editor. We also show how to create attractive course materials by using COLLADA, an open standard for 3D content exchange.}
}

@proceedings{education-proc,
editor = {Giovanni Gallo and Beatriz Sousa Santos},
title = {EG 2012 - Education Papers},
year = {2012},
isbn = {-},
issn = {1017-4656},
address = {Cagliari, Sardinia, Italy},
publisher = {Eurographics Association}
}