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

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

Journal: Computer Graphics Forum

Volume: 33

Issue: 2

Pages: 33-35

eISSN: 1467-8659

ISSN: 0167-7055

DOI: 10.2312/eged.20141029

Abstract:

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.

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

Source: Scopus

The Four I’s Recipe for Cooking Up Computer Graphics Exercises and Assessments

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

Conference: Eurographics 2014

Dates: 7-11 April 2014

Journal: Eurographics 2014 - Education Papers

Publisher: The Eurographics Association

ISSN: 1017-4656

DOI: 10.2312/eged.20141029

Abstract:

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.

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

http://www.eg.org/

Source: Manual

Preferred by: Eike Anderson

The Four I’s Recipe for Cooking Up Computer Graphics Exercises and Assessments

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

Conference: Eurographics 2014

Publisher: The Eurographics Association

ISSN: 1017-4656

Abstract:

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.

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

http://diglib.eg.org/handle/10.2312/eged.20141029.033-035

Source: BURO EPrints