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Teaching Virtual Environments — Nick Avis and Derek Wills

Nick and Derek started by discussing their MSc in Computer Graphics and Virtual Environments course at Hull. This started in 1994 when it had 8 students, rising to 13 in 1995/6 and is expected to be over 25 in 1996/7. The student backgrounds include computer science, physics, business studies, etc. The department has EPSRC support

 

The course involves eight taught modules plus dissertation project:

 

• Computer Graphics

• Visualization

• Object oriented Software Engineering

• Computing Skills

• Project Skills

• Graphics Application Systems

• High Performance Computing for Graphics

• Virtual Environments

 

The speakers see virtual reality as the integration of:

 

• Computer Graphics

• Visualization

• Object Oriented Software Engineering

• Computing Skills

• Project Skills

• Graphics Application Systems

• High Performance Computing for Graphics

 

The course involves both taught modules and practicals and the assessment is through exams and coursework. Open book exams and 100% coursework are being considered.

 

Hardware ranges from PCs to unix workstations and a ratio of 1 workstation to 2 students is the aim. dVS/dVISE (version 2, upgraded to version 3)is used as the package for most applications.

 

Examples of projects include:

 

the use of stereoscopic vision in arthroscopy training
video walkthroughs
interactive soft object animation tool
Monte-Carlo radiosity

 

Group projects are also undertaken.

 

The department collaborates with various companies including: PERA
Halifax, VR Solutions Ltd

 

Student feedback and lessons learnt include:

 

• students find module enjoyable/challenging

• exposure to new concepts is enjoyable

• students expect exposure to immersive technology which is achieved through a trip to SGI Reality Centre to see state-of-the art systems/peripherals

 

This is an ever changing area and the course needs constant update. There also needs to be a greater robustness of software tools with systems not yet sufficiently stable. There is a need for standards in this area and for support of teachers. Textbooks are needed.

 

The speakers suggested that people could be helped by the following:

 

• need to collaborate to produce robust, high quality teaching material

• on-line archives of models etc

• executable lecture notes

• better textbooks

• loan equipment?

• support on curriculum development

• identify VE centres to develop key components of lecture material

• list of visiting speakers

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