Proceedings Sixth International Conference on Information Visualisation (2002)
July 10, 2002 to July 12, 2002
Muqeem Khan , American University of Sharjah
<p>It is every academic?s dream that students can hold their place in the job market or in higher education. Furthermore, schools try their best to acquire equipment and human resources to help students excel. But there are many hurdles and constraints that have to be faced in an academic environment as compared to a production house. In order to get the maximum result, an instructor has to set parameters. These parameters are based on two things: <li>Student?s capabilities and their background.</li> <li>Resources at hand.</li></p> <p>Within the above parameters, I formed an expectation from each student. I had to have this expectation well defined because the students I was teaching had no knowledge of three-dimensional graphics at all. It was the first time they had experienced modeling, rendering, and animation, and it was the first time I had taught computer graphics. I created exercises based on design methodology that would separate ideation from the implementation process. This is important in any production related pipeline too. Regardless of required software and hardware capabilities, expectations were set in the beginning and were clear to both instructor and students. Consequently, at the end of the term both, educator and learners were satisfied with the result.</p>
M. Khan, "Bringing Production Work Flow to a Classroom Teaching," Proceedings Sixth International Conference on Information Visualisation(IV), London, England, 2002, pp. 522.