Active Learning Strategies in Computer Graphics. Research Paper: Connecting Technology to Teaching and Learning.

Autor/inn/en	Curtis, Ronald; Najarian, John P.
Titel	Active Learning Strategies in Computer Graphics. Research Paper: Connecting Technology to Teaching and Learning.
Quelle	(2000), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Active Learning; Computer Assisted Instruction; Computer Graphics; Computer Science Education; Higher Education; Instructional Innovation; Learner Controlled Instruction; Learning Activities; Student Participation; Visual Stimuli + Suchen Sie Ihr Suchwort? Aktives Lernen; Computer based training; Computerunterstützter Unterricht; Computergrafik; Computer science lessons; Informatikunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational Innovation; Bildungsinnovation; Lernaktivität; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	When competing with mass media and other forms of information delivery, a verbal lecture does not have enough sensory impression. What students read in a passive framework is barely remembered, less so in pre-examination cramming. Weaker students have difficulties in reading, most notably with abstract and mathematical concepts. These problems are magnified in computer graphics, where mathematical expressions/structures and programming projects may prove too formidable. In this paper, active learning models are applied to computer graphics. Lectures are augmented in real time with student activities, inquiry-based reasoning, and other methods of initiating student contribution to the learning experience. This approach promotes a more comprehensive, deeper, and more memorable understanding of the theory, principles, and methodologies of computer graphics. A progression of such activities is presented as they are applied in the course. Six figures illustrate the text. Contains 14 references. (AEF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01