No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Teaching, Exploring, Learning—Developing Tutorials for In‐Class Teaching and Self‐Learning
Computer Graphics Forum
Abstract
This paper presents an experience report on a novel approach for a course on intermediate and advanced computer graphics topics. The approach uses Teachlet Tutorials, a combination of traditional seminar–type teaching with interactive exploration of the content by the audience, plus development of self-contained tutorials on the topic. In addition to a presentation, an interactive software tool is developed by the students to assist the audience in learning and exploring the topic's details. This process is guided through set tasks. The resulting course material is developed for two different contexts: (a) for classroom presentation and (b) as an interactive, self-contained, self-learning tutorial. The overall approach results in a more thorough understanding of the topic both for the student teachers as well as for the class participants. In addition to detailing the Teachlet Tutorial approach, this paper presents our experiences implementing the approach in our Advanced Computer Graphics course and presents the resultant projects. Most of the final Teachlet Tutorials were surprisingly good and we had excellent feedback from the students on the approach and course.
... American educators Beckhaus and Blom (2007) first introduced the concept of formative evaluation into the field of education. They believed that formative assessment can evaluate the content that students do not understand in the process of teaching. ...
To construct a scientific and effective curriculum assessment system of higher education is an effective measure to improve classroom teaching quality, a powerful guarantee to enhance students’ classroom participation and enthusiasm, and an important way to achieve fair learning evaluation. Based on a brief introduction of OBE and a comprehensive review of the current research situation of formative assessment, this paper analyzes the existing problems in the curriculum evaluation of higher education, and builds an OBE-based multiple formative evaluation system and tries to apply it in the “micro-lecture + PAD class”. Finally, the author carries out a controlled experiment and makes a quantitative analysis of the relevant data obtained in the experiment. The results of the study show that the OBE-based multiple formative assessment system plays a positive role in promoting students’ academic performance, improving their autonomous learning ability, and enhancing their self-confidence.
... Für das Teachlet-Konzept existiert bisher nur wenig ausgereifte Dokumentation. Seitdem Axel Schmolitzky den Grundstein [Sch05] gelegt hat, hat es abgesehen von Experimenten mit Teachlets außerhalb der Softwaretechnik [BB07] zwar viele Teachlets gegeben, aber kaum belastbare Dokumentation zum Thema an sich. ...
Teachlets als innovative Lehrmethode befinden sich seit 2004 im Praxiseinsatz, Literatur ist zum Thema allerdings kaum vorhanden und nicht auf dem aktuellen Stand. In dieser Arbeit wird die Teachlet-Praxis der letzten Jahre resümiert, die bisherige Definition des Begriffs auf ihre Zukunftsfähigkeit untersucht und erweitert, aktuelle Entwicklungen dargestellt und konzeptuelle Grenzen sowie weitere Möglichkeiten von Teachlets als Lehrform für Inhalte der Softwaretechnik diskutiert.
... Several teachlet laboratories have been conducted by the author. Another teacher at the University of Hamburg has adopted and extended the concept for a course to produce learning material for advanced computer graphics topics [3]. In the last TEACHLET LABORATORY conducted by the author, students anonymously graded different aspects of each others TEACHLETs after the FEEDBACK of each unit on prepared ballots. ...
This paper presents pedagogical patterns for the general context of teaching software concepts in classroom settings. These patterns are targeted at people who teach other people about software, whether in industry or at universities. The patterns are presented in Alexandrian Form, in conformance with the patterns of the Pedagogical Patterns Project. Four pedagogical patterns have been identified: SHOW IT RUNNING, SHOW PROGRAMMING, GROUP DESIGN CHALLENGE and LEARNERS DO CHALLENGE.
Teachlets are a new method originally developed to teach design patterns. Based on executable code, a problem is set that is to be solved collaboratively and interactively by all the participants of a teaching unit. A moderator is on hand to operate the computer, the development environment and video projector when called upon to do so. While deployable in themselves as an innovative teaching method, teachlets can also be used as a design object in seminar-like workshop events. In the course on advanced concepts of object-oriented programming described here, the participants themselves developed and used teachlets in a so-called teachlet laboratory.
During the last few decades, constructivist-oriented teaching methods have gained increasing support within primary education. This paper provides a short overview of two such constructivist epistemologies and describes a preliminary attempt to apply them in university-level graphics education. While the outcome of the attempt is difficult to evaluate, the reaction from the students raises some interesting issues concerning problem solving and efficiency in general.
Computer graphics has evolved considerably over the past few decades. As computer science, digital arts, and other areas of study that use computer graphics continue to evolve and gain new substance, educators have come to master new content and achieve deeper understandings of computers and imagery. As the core field becomes more mature, educators in all computer graphics disciplines have a greater need for high-quality curricular resources. Offering excellent educational materials is an important service to the community of educators. Such support will empower both young and seasoned educators alike to benefit from and contribute to the work of others. In this way, we can achieve a higher standard of teaching worldwide.The purpose of our work is to provide tools to foster such a community of computer graphics educators. We will present a system that will act as the means for their work to be appraised, assessed and made available to others through an online server for refereed educational content in computer graphics.In this paper we describe the basis for and highlight some of the starting requirements of CGEMS, the online Computer Graphics Educational Materials Server. This is organized around a web-based groupware application that supports the submission, review, acquisition, and archiving of curricular resources.
Constructivism is a theory of learning which claims that students construct knowledge rather than merely recieve and store knowledge transmitted by the teacher. Constructivism has been extremely influential in science and mathematics education, but much less so in computer science education (CSE). This paper surveys constructivism in the context of CSE, and shows how the theory can supply a theoretical basis for debating issues and evaluating proposals. An analysis of constructivism in computer science education leads to two claims: (1) students do not have an e#ective model of a computer, and (2) computers form an accessible ontological reality. The conclusions from these claims are that: (1) models must be explicitly taught, (2) models must be taught before abstractions, and (3) the seductive reality of the computer must not be allowed to supplant construction of models. Introduction The dominant theory of learning today is called constructivism. This theory claims that knowledge is actively constructed by the student, not passively absorbed from textbooks and lectures. Since the construction builds recursively on knowledge that the student already has, each student will construct an idiosyncratic version of knowledge. To
- Ben-Ari M.