The rapid expansion of availability, affordability and implementation of immersive media technologies in the market place has spawned an increasing interest in integration of design and production methodologies into higher education curriculum, while simultaneously posing a host of challenges to educators when with regards to resources, pedagogy and identifying industry needs. This panel brings together the directors of programs from Texas A&M University, The Ringling College of Art + Design, and Drexel University who have integrated immersive media into existing programs in visualization, as well as launched entire degree programs focused on the teaching design and production methodologies, to share and discuss their experiences with fellow
While much of the traditional terminology of visual effects survives, the role of computers has transformed the way in which filmmakers are able to realize their vision. To support these filmmakers, effects teams must understand both how visual effects have been created in the past and how to develop software to deliver them in the modern context. The assignment we present here is designed to be part of a computing programme that provides an opportunity for students to develop such software in a near realistic setting. We do this by asking the students to work in small groups to replicate a classic visual effect that was originally created in camera.
In this Groovy Assignment submission, we present a VR Ride assignment that challenges students to create a fully interactive VR computer graphics experience integrated with a themed ride. For this assignment, a ride is an apparatus that fully supports the users weight, utilizes the user's body motions as a primary input for computer interactivity, and provides haptic feedback relevant to the VR experience.
The assignment is designed to inspire and motivate creative thinking and cross disciplinary collaboration with faculty and students from outside the scope of those traditionally involved in programs focused on computer graphics and interaction.
The assignment can be easily scaled, by utilizing wholly existing, found or purchased platforms (exercise equipment such as a rowing machine or stationary bike) for use with small groups of students if desired. In the example presented, students from Electrical Engineering, Mechanical Engineering, Industrial Design, Game Design, VR & Immersive Media, Animation & VFX and Game Design programs collaborated using primarily found or recycled components to build a bespoke, human powered "VR Cycle" ride, integrated with original VR experiences developed for the ride.
Image glitching and data-bending are used to introduce image formats, data manipulation, and data visualization to beginning CS students and non-major students taking computing courses with no coding required.
Panelists from various industry sub-segments involved with computer graphics and interactive techniques discuss preparation students must have to get initial access and employment in industry. Individual representatives talk both generally, and specifically (as examples) about their own companies. What entry-level applicants should have (and not have) on resumes, portfolios, and demo reels will be discussed and shown.
Industry segments represented include game development/design, animation, special/visual effects, and production for motion pictures. Discussion includes preparation, training, and attributes students need to enter the workforce. Examining both short- and long-term needs, the panelists take a step back and look at trends and changes that have taken place and may take place.
Questions considered include how schools can help students transition to industry, and what students can do on their own to be pro-active in obtaining requisite credentials. Getting noticed is a subject for discussion as well as what students should do/include and not do/include in demo reels and resumes as a way to help educators help students.
David Bachman is a professor of Mathematics at Pitzer College in Claremont, CA, where also teaches computer science, and has co-taught classes on design with faculty in the art department. He received a PhD in 1999 from the University of Texas at Austin, and has since published over 20 research articles, three books, and received two grants from the National Science Foundation. For the last nine years David has been combining techniques from mathematics, biology, and computer science to produce 3D printed artwork, which has been shown in galleries across the country.