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dc.contributor.authorPeters, Christopher E.en_US
dc.contributor.authorAnderson, Eike Falken_US
dc.contributor.editorJean-Jacques Bourdin and Joaquim Jorge and Eike Andersonen_US
dc.date.accessioned2014-12-16T07:06:19Z
dc.date.available2014-12-16T07:06:19Z
dc.date.issued2014en_US
dc.identifier.issn1017-4656en_US
dc.identifier.urihttp://dx.doi.org/10.2312/eged.20141029en_US
dc.description.abstractThe 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.en_US
dc.publisherThe Eurographics Associationen_US
dc.titleThe Four I's Recipe for Cooking Up Computer Graphics Exercises and Assessmentsen_US
dc.description.seriesinformationEurographics 2014 - Education Papersen_US


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