The Four I's recipe for cooking up computer graphics exercises and assessments

This source preferred by Eike Anderson

Authors: Peters, C.E. and Anderson, E.F.

http://eprints.bournemouth.ac.uk/22799/

http://www.eg.org/

Start date: 7 April 2014

Journal: Eurographics 2014 - Education Papers

Publisher: The Eurographics Association

ISSN: 1017-4656

DOI: 10.2312/eged.20141029

The design of meaningful student activities, such as lab exercises and assignments, is a core element of computer graphics pedagogy. Here, we briefly describe our efforts towards making the process of defining and structuring computer graphics activities more explicit. We focus on four main activity categories that are building blocks for practical course design: Independent, Iterative, Incremental and Integrative. These "Four I's" of computer graphics activity provide the fundamental ingredients for explicitly defining the design of activity-oriented computer graphics courses with the potential to deliver significant artefacts that may, for example, constitute a portfolio of work for assessment or presentation to employers. The categorisations are intended as the first steps towards more clearly structuring and communicating exercise specifications in collaborative course development settings.

This data was imported from Scopus:

Authors: Peters, C.E. and Anderson, E.F.

http://eprints.bournemouth.ac.uk/22799/

Journal: Computer Graphics Forum

Volume: 33

Issue: 2

Pages: 33-35

eISSN: 1467-8659

ISSN: 0167-7055

DOI: 10.2312/eged.20141029

© The Eurographics Association 2014. The design of meaningful student activities, such as lab exercises and assignments, is a core element of computer graphics pedagogy. Here, we briefly describe our efforts towards making the process of defining and structuring computer graphics activities more explicit. We focus on four main activity categories that are building blocks for practical course design: Independent, Iterative, Incremental and Integrative. These "Four I's" of computer graphics activity provide the fundamental ingredients for explicitly defining the design of activity-oriented computer graphics courses with the potential to deliver significant artefacts that may, for example, constitute a portfolio of work for assessment or presentation to employers. The categorisations are intended as the first steps towards more clearly structuring and communicating exercise specifications in collaborative course development settings.

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