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Author |
Enric Marti; Debora Gil; Carme Julia |
![download PDF file pdf](http://refbase.cvc.uab.es/img/file_PDF.gif)
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Title |
A PBL experience in the teaching of Computer Graphics |
Type |
Conference Article |
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Year |
2005 |
Publication |
EUROGRAPHICS Proceedings |
Abbreviated Journal |
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Volume |
5 |
Issue |
1 |
Pages |
95-103 |
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Keywords |
project-based learning; computer graphics education; Open GL; rendering techniques; computer animation techniques; Graphics packages; Hierarchy and geometric transformations; Animation; Color; shading; shadowing and texture; fractals; hidden line/surface removal; Problem Based Learning |
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Project-Based Learning (PBL) is an educational strategy to improve student’s learning capability that, in recent years, has had a progressive acceptance in undergraduate studies. This methodology is based on solving a problem or project in a student working group. In this way, PBL focuses on learning the necessary tools to correctly find a solution to given problems. Since the learning initiative is transferred to the student, the PBL method promotes students own abilities. This allows a better assessment of the true workload that carries out the student in the subject. It follows that the methodology conforms to the guidelines of the Bologna document, which quantifies the student workload in a subject by means of the European credit transfer system (ECTS). PBL is currently applied in undergraduate studies needing strong practical training such as medicine, nursing or law sciences. Although this is also the case in engineering studies, amazingly, few experiences have been reported. In this paper we propose to use PBL in the educational organization of the Computer Graphics subjects in the Computer Science degree. Our PBL project focuses in the development of a C++ graphical environment based on the OpenGL libraries for visualization and handling of different graphical objects. The starting point is a basic skeleton that already includes lighting functions, perspective projection with mouse interaction to change the point of view and three predefined objects. Students have to complete this skeleton by adding their own functions to solve the project. A total number of 10 projects have been proposed and successfully solved. The exercises range from human face rendering to articulated objects, such as robot arms or puppets. In the present paper we extensively report the statement and educational objectives for two of the projects: solar system visualization and a chess game. We report our earlier educational experience based on the standard classroom theoretical, problem and practice sessions and the reasons that motivated searching for other learning methods. We have mainly chosen PBL because it improves the student learning initiative. We have applied the PBL educational model since the beginning of the second semester. The student’s feedback increases in his interest for the subject. We present a comparative study of the teachers’ and students’ workload between PBL and the classic teaching approach, which suggests that the workload increase in PBL is not as high as it seems. |
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Dublin; Ireland; September 2005 |
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EUROGRAPHICS |
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IAM;ADAS; |
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IAM @ iam @ MGJ2005 |
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1593 |
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Author |
Enric Marti; Debora Gil; Carme Julia |
![download PDF file pdf](http://refbase.cvc.uab.es/img/file_PDF.gif)
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Title |
Una experiència en PBL per a la docència de Gràfics per Computador |
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2005 |
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II Jornades d’innovació Docent |
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Aprenentatge Basat en Projectes; Aprenentatge Basat en Problemes; Problem Based Learning; ECTS; EEES; Computer Graphics; OpenGL. |
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En aquest article es presenta una experiència en ABP feta el curs 2004-05 en Gràfics per Computador 2, assignatura optativa de 3er curs d’Enginyeria Informàtica impartida a l’ETSE. En l’article s’explica l’organització docent abans d’ABP, basada en classes magistrals. Després es mostra l’organització en ABP i es quantifica en ECTS l’esforç de l’alumne en ambdues organitzacions. Essent conscient del diferent interès de l’alumnat per l’assignatura, se’ls hi ofereix dos itineraris: el de classes magistrals i d’ABP. Es mostren alguns resultats dels alumnes d’ABP i també les primeres enquestes realitzades als alumnes. S’exposen les conclusions en el primer any de l’experiència, plantejant temes de discussió. S’ha procurat que la proposta no desbordi l’esforç del professorat. Per això s’ofereix el doble itinerari, per a canalitzar per ABP els alumnes més interessats i permetre a la resta que realitzin el curs amb l’organització clàsica de l’assignatura: classes magistrals de teoria, problemes i pràctiques. |
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IAM;ADAS; |
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IAM @ iam @ MGJ2005c |
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1594 |
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Author |
Enric Marti; Debora Gil; Marc Vivet; Carme Julia |
![find record details (via OpenURL) openurl](http://refbase.cvc.uab.es/img/xref.gif)
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Title |
Uso de recursos virtuales en Aprendizaje Basado en Proyectos. Una experiencia en la asignatura de Gráficos por Computador |
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2009 |
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15th Jornadas de Enseñanza Universitaria de la Informatica |
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Octava Jornada sobre Aprendizaje Cooperativo |
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JENUI |
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IAM;ADAS |
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IAM @ iam @ MRG2009b |
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1597 |
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Author |
Enric Marti; Debora Gil; Marc Vivet ; Carme Julia |
![download PDF file pdf](http://refbase.cvc.uab.es/img/file_PDF.gif)
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Title |
Balance de cuatro años de experiencia en la implantación de la metodología de Aprendizaje Basado en Proyectos en la asignatura de Gráficos por Computador en ingeniería Informática |
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Miscellaneous |
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2008 |
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Actas V Jornadas Internacionales de Innovación Universitaria |
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Aprendizaje cooperativo; aprendizaje basado en proyectos; experiencias docentes. |
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En este trabajo se presentan los resultados de la aplicación de la metodología del aprendizaje cooperativo a la docencia de dos asignaturas de programación en ingeniería informática. ‘Algoritmos y programación’ y ‘Lenguajes de programación’ son dos asignaturas complementarias que se organizan entorno a un proyecto común que engloba los contenidos de ambas asignaturas. En la docencia de una parte muy importante de estas asignaturas, la metodología del aprendizaje cooperativo se ha adaptado a sus características específicas. Como muestra de esta adaptación presentamos dos ejemplos de las actividades desarrolladas dentro de la docencia de estas asignaturas. Después de tres años de aplicación, el análisis a nivel cualitativo y cuantitativo de los resultados muestra que éstos son muy satisfactorios y que la aplicación del método cooperativo ha mejorado de forma considerable el rendimiento de los alumnos en ambas asignaturas. |
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IAM;ADAS |
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IAM @ iam @ MGV2008a |
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1598 |
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Enric Marti; Debora Gil; Marc Vivet; Carme Julia |
![find record details (via OpenURL) openurl](http://refbase.cvc.uab.es/img/xref.gif)
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Title |
Balance de cuatro años de experiencia en la implantación de la metodología de Aprendizaje Basado en Proyectos en la asignatura de Gráficos por Computador en ingeniería Informática |
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2008 |
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VIII Jornadas de Innovación Universitaria |
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IAM @ iam @ MGV2008b |
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1599 |
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Author |
Enric Marti; Debora Gil; Marc Vivet; Carme Julia |
![find record details (via OpenURL) openurl](http://refbase.cvc.uab.es/img/xref.gif)
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Title |
Uso de recursos virtuales en Aprendizaje Basado en Proyectos. Una experiencia en la asignatura de Gráficos por Computador |
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2008 |
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VIII Jornada sobre Aprendizaje Cooperativo, I Jornada sobre innovacion Docente |
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IAM @ iam @ MRG2008b |
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1600 |
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Enric Marti; Jordi Regincos;Jaime Lopez-Krahe; Juan J.Villanueva |
![find record details (via OpenURL) openurl](http://refbase.cvc.uab.es/img/xref.gif)
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Interpretación de dibujos lineales a mano alzada como objetos 3D |
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1992 |
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V Simposium Nacional de Reconocimiento de Formas y Análisis de Imágenes |
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Enric Marti; Jaume Rocarias; Debora Gil; Aura Hernandez-Sabate; Jaume Garcia; Carme Julia; Marc Vivet |
![download PDF file pdf](http://refbase.cvc.uab.es/img/file_PDF.gif)
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Uso de recursos virtuales en Aprendizaje Basado en Proyectos. Una experiencia en la asignatura de Gráficos por Computador |
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2009 |
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I Congreso de Docencia Universitaria |
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Aprendizaje Basado en Proyectos; Project Based Learning; Aprendizaje Cooperativo; Recursos Virtuales para el Aprendizaje Cooperativo; Moodle |
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Presentamos una experiencia en Aprendizaje Basado en Proyectos (ABP) realizada los últimos cuatro años en Gráficos por Computador 2, asignatura de Ingeniería Informática, de la Escuela Técnica Superior de Ingeniería (ETSE) de la Universidad Autónoma de Barcelona (UAB). Utilizamos un entorno Moodle adaptado por nosotros llamado Caronte para poder gestionar la documentación generada en ABP. Primero se presenta la asignatura, basada en dos itinerarios para cursarla: ABP y TPPE (Teoría, Problemas, Prácticas, Examen). El alumno debe escoger uno de ellos. Ambos itinerarios generan una cantidad importante de documentación (entregas de trabajos y prácticas, correcciones, ejercicios, etc.) a gestionar. En la comunicación presentamos los espacios electrónicos Moodle de ambos itinerarios. Finalmente, mostramos los resultados de encuestas realizadas a los alumnos para finalmente exponer las conclusiones de la experiencia en ABP y el uso de Moodle, así como plantear mejoras y temas de discusión. |
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Vigo (Spain) |
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IAM;ADAS; |
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IAM @ iam @ MRG2009a |
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1602 |
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Author |
Enric Marti; Carme Julia; Debora Gil |
![download PDF file pdf](http://refbase.cvc.uab.es/img/file_PDF.gif)
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Title |
A PBL Experience in the Teaching of Computer Graphics |
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2007 |
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XVII Congreso Español de Informàtica Gráfica |
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25 |
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1 |
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95-103 |
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Project-Based Learning (PBL) is an educational strategy to improve student’s learning capability that, in recent years, has had a progressive acceptance in undergraduate studies. This methodology is based on solving a problem or project in a student working group. In this way, PBL focuses on learning the necessary tools to correctly find a solution to given problems. Since the learning initiative is transferred to the student, the PBL method promotes students own abilities. This allows a better assessment of the true workload that carries out the student in the subject. It follows that the methodology conforms to the guidelines of the Bologna document, which quantifies the student workload in a subject by means of the European credit transfer system (ECTS). PBL is currently applied in undergraduate studies needing strong practical training such as medicine, nursing or law sciences. Although this is also the case in engineering studies, amazingly, few experiences have been reported. In this paper we propose to use PBL in the educational organization of the Computer Graphics subjects in the Computer Science degree. Our PBL project focuses in the development of a C++ graphical environment based on the OpenGL libraries for visualization and handling of different graphical objects. The starting point is a basic skeleton that already includes lighting functions, perspective projection with mouse interaction to change the point of view and three predefined objects. Students have to complete this skeleton by adding their own functions to solve the project. A total number of 10 projects have been proposed and successfully solved. The exercises range from human face rendering to articulated objects, such as robot arms or puppets. In the present paper we extensively report the statement and educational objectives for two of the projects: solar system visualization and a chess game. We report our earlier educational experience based on the standard classroom theoretical, problem and practice sessions and the reasons that motivated searching for other learning methods. We have mainly chosen PBL because it improves the student learning initiative. We have applied the PBL educational model since the beginning of the second semester. The student’s feedback increases in his interest for the subject. We present a comparative study of the teachers’ and students’ workload between PBL and the classic teaching approach, which suggests that the workload increase in PBL is not as high as it seems. |
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Zaragoza; September 2007 |
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CEDI |
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IAM;ADAS; |
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IAM @ iam @ MJG2007a |
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1603 |
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Author |
Enric Marti; Carme Julia; Debora Gil |
![find record details (via OpenURL) openurl](http://refbase.cvc.uab.es/img/xref.gif)
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Title |
PBL en la docencia de gráficos por computador |
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Miscellaneous |
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2007 |
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VII Jornadas de Aprendizaje Cooperativo (JAC07) |
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1 |
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53-62 |
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Valladolid |
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IAM;ADAS; |
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IAM @ iam @ MJG2007b |
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1604 |
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