0x010088F6312065A70A44B630A6848498EAD80093CFEAFE161DC94D83C7C5C9A5A748B8

The reference group report from H23 did not contain many actionable elements, which could be the result of the fact that TDT4230 can be considered a rather 'mature' course. Changes made:o Topics were explained in a more relaxed manner, including in-lecture exercises, to give students more time to digesto Regarding memorization, it was mentioned that students should understand concepts, rather than memorize, and that the exam would include any secondary information necessary; maybe this should have been stressed even more strongly regarding some formulae It sems that presenting a taste of TDT4230 in the pre-requisite course TDT4195 went down very well and this was repeated this year in TDT4195 H23:o a video of students' achievements from the previous yearo having a previous year student talk to candidate students (for TDT4230) in TDT4195 An invited lecture from ARM regarding the industrial relevance of the course always went down well and ARM were nice enough to repeat this action in V23 for TDT4230.

The course content is incrementally updated each year, taking out topics that become dated and introducing new topics that we foresee as having a lasting value. To this end, this year we introduced for example a new object representation scheme, via Gaussians, that was presented in a conference in Summer 2023 and has already been incorporated in many Graphics packages (aka Gaussian Splatting). The course class is relatively small (with ~50 registered students and ~25 actively participating) but virtually ALL those participating are extremely motivated with the subject, which can be seen from their class presence as well as their projects and presentations on project mini-conference day. It also seems that there is quite a bit of interaction between the students, many of whom have Graphics as a hobby. The project mini-conference went quite well and the availability of good pizza increased the informal interactions in the middle of the presentation day. The new weighting of 50% for the examination and 50% for the practical elements seems to match the course and students very well, especially since many of them overachieve in the project work. The 3-hour length of the examination with a combination of a broad range of simple questions and a few in-depth questions seemed quite appropriate and it seems that students had ample time, as many of them had finished at the 2 hour mark, when the lecturer went to the examination hall for questions. Summing up, we believe that the students have achieved both the theoretical (mathematical and algorithmic) and the practical (project, OpenGL) aims of the course to a good degree.

The reference group report is attached. This year's reference group provided some useful practical actionable points.

NTNU:TIA:REST

Institutt for datateknologi og informatikk

Department of Computer Science

D: Ingen trykte eller håndskrevne hjelpemidler tillatt. Bestemt, enkel kalkulator tillatt.

Engelsk

Mer om vurdering

Anbefalte forkunnskaper

Emnet TDT4195 Grunnleggende visuell databehandling eller tilsvarende kunnskaper.

Faglig innhold

Geometriske modeller og forenklinger av dem. Modellering med parametriske kurver og flater. Geometrisk culling. Belysningsmodeller og ambient okklusjon i 3D og i skjerm rommet. Bruk av teksturer. Strålesporing. Animasjonsteknikker. Generering av skygger. Prinsipper for visualisering. Algoritmer for visualisering. Virtuell og utvidet virkelighet. Spesielle emne. For mer informasjon se også: https://www.idi.ntnu.no/grupper/vis/teaching/ og emnet på Blackboard.

Kursmateriell

Læringsutbytte

Kunnskaper: Kandidaten vil tilegne seg avanserte kunnskaper om prinsipper og algoritmer i grafikk og visualsiering. Ferdigheter: Kandidaten vil heve sine ferdigheter i programmering innen grafikk og visualisering gjennom arbeid med praktiske oppgaver. Generell kompetanse: Kandidaten skal oppnå en dypere forståelse av avanserte prinsipper og algoritmer i datagrafikk og visualisering. Kandidaten skal forstå potensialet i bruken av datagrafikk og visualisering. Kandidaten skal besitte grunnlaget for ut å utføre forskningsoppgaver eller for å involvere seg i kommersielle anvendelser på feltet.

Læringsformer og aktiviteter

Forelesninger og øvinger. Ekskursjoner. Undervisning og eksamen vil bli gjennomført på engelsk. Studentens besvarelse kan være på norsk eller engelsk. Eksamen vil bli gjennomført digitalt.

Grafikk og visualisering

Informatikk

Teknologiske fag

Cybersikkerhet og datakommunikasjon - master

Datateknologi - masterstudium (5-årig)

Master of Science in Informatics

Datateknologi - masterstudium (2-årig)

Ingeniørvitenskap og IKT - masterstudium (5-årig)

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This was the first fully physical delivery after Corona. In general, I believe that it was a very positive experience for both myself and the students. There was significant interaction from the students, which showed their interest. Despite more than 50 registered students, about half regularly attended lectures; could this be the trail effect of Corona? Observation over the years should answer this. The guest lectures by ARM Trondheim, the local branch of a well-known company that develops the graphics part of microprocessors, went down very well and they subsequently offered a masters project which was taken up by 2 students from this course. It would be important to continue with this activity. The final student projects were extremely impressive; when asked, one student reported spending a month on this (way out of the requirements) because he was doing his hobby. A video of excerpts from the student projects will be compiled as usual and uploaded on the course website. In general a large portion of the students in this course are extremely motivated (some from playing video games) and therefore one should expect a higher average grade than a non-special-interest course. Physical lectures and examination re-instated.50% weight for examination + 50% weight for practical work was maintaned despite switching to physical mode.

Learning OutcomesThe course content is re-visited annually and in 2023 included the following topics: Geometric models and their simplification. Modeling with parametric curves and surfaces. Geometry culling. Illumination models and ambient occlusion in 3D and in screen space. Texture mapping. Ray tracing. Animation techniques. Shadow generation. Visualization principles. Visualization algorithms. Virtual and augmented reality. Special topics. The guest lecture by ARM was on ray tracing. In addition to the theory (lectures), programming skills in OpenGL (texturing and illumination) as well as experience in realizing a large graphics project based on individual interests, are used to help students acquire practical skills and better understand the concepts.The students thus build upon knowledge and skills acquired in the pre-requisite course TDT4195. Teaching and learning activitiesIt was a relief to be back in a physical lecture room! The hybrid mode of last year was very challenging but the totally virtual mode of the year before was generally OK, as also reported by students. The course comprised 2 slots of physical lectures per week as well as a lab session in Cybele, where the students could enquire about problems with their exercises with the Teaching Assistant (TA). The TA gave them feedback on the exercises as well as helped them to come over practical obstacles and was very much liked by the students. In the future, fully digital lectures could be used as an emergency backup. For one of the teaching slots we were given a collaboration room (R22) which was not ideal as it was very broad and narrow and students from the sides could not easily see the slides or blackboard. We should avoid such a room in the future by stating it in the requirements. The large student projects were presented in a mini-conference where all students were encouraged to participate the whole day, which was followed by pizza. This was tested to the limit this year with 25 students and could NOT scale further; so if there is further increase in active students we need to re-evaluate this by either having a 2 day conference (if time allows), parallel sessions, or cancelling it. Students with Mac’s had problems with OpenGL (as usual) and some ended up using the Cybele lab for their exercises. We should probably state this from the outset. AssessmentIn the past couple of years, it was seen that the weakest part of digital courses was the home exam, which suffers from integrity issues, and led to student grades shooting up. It was thus a big relief that a physical digital exam could be held again this year. One thing that we kept from Corona time was the shift of the weights to 50% exam + 50% assignments (from the previous 70% exam + 30% assignments). This was received well by the students who feel that they expend great effort on the assignments and this is better reflected with the current scheme.

Ingen trykte eller håndskrevne hjelpemidler tillatt. Bestemt, enkel kalkulator tillatt.

Elektronikk - masterstudium (5-årig)

Kommunikasjonsteknologi og digital sikkerhet - masterstudium (5-årig)

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Generelt / GeneralCOVID caused the entire course being held in a hybrid way, it started fully online and thereafter since it became possible some students have joined the classroom. The final exam had to be a home exam.  It seems that the lectures and the online/and physical lab sessions went well, since we acquired skills in on-line teaching (see below). Some practical lessons learned:o Record lectures and leave them online o Use a drawing pad as a virtual whiteboard and make it available after the lectureo Use a high-quality microphone, although that became cumbersome once back in the auditorium However, the online home exam was not a very positive experience, from the lecturer's side, as it required a huge amount of preparation and testing the student’s knowledge was difficult especially since they could communicate with others on the course.  Guest lectures do contribute to student motivation and we should continue with this activity if possible. Video excerpts from the final projects were combined into a single demo video and uploaded onto the Visual Computing lab website in order to gratify current students for their effort as well as to inspire future students to participate in this course, see:https://www.idi.ntnu.no/grupper/vis/teaching/#student-projects Læringsutbytte / Learning outcomeThe course content is re-visited annually and in 2022 included the following topics: Modeling, Texturing, Illumination and Ambient Occlusion, Culling, Parametric Shapes, Visualization Principles and Algorithms, ray tracing, Virtual and Augmented reality as well as perspective correction and advanced rotations. Three invited lectures have been added so that the students could gain insights into practical uses of graphics and visualization in the industry. The lectures were from ARM, Cognite and Schlumberger and were well received by the students. In addition to the theory (lectures), programming skills in OpenGL (texturing and illumination) as well as experience in realizing a large graphics project based on individual interests, are used to help students acquire practical skills and better understand the concepts. The students thus build upon knowledge and skills acquired in the pre-requisite course TDT4195. Undervisningsformer / Teaching and learning activities:The course was taught in a hybrid fashion, due to COVID. The experience with hybrid teaching was OK, however it is really difficult to cater to 2 very different audiences. Also since all the material (including recordings of the sessions) were available online many students chose to watch these offline. That could be also because of the unfortunate time for the course. To make digital teaching work, we took the following steps:o Digital lectures consisted of the lecturer, the slides and an online whiteboardo All materials were recorded and the recording was made available to the students Final student presentations of their project work was decided to be physical, to stimulate some interaction and practice their presentation skills. However it was allowed to have pre-recorded videos or Teams presentations for students that could not be physically present. One disadvantage of distance teaching was a lower live participation in the lectures, as the students could watch the recording at a later time. One possible reason that many students preferred distance teaching is that TDT4230 is an advanced course and most students are very interested in the field, making the need for motivation from physical lectures less important.    Vurderingsformer / Form of assessment:As TDT4230 is an advanced course and most students are extremely interested in the field, it was felt that TDT4230 should be graded rather than just pass/fail.  Since the exam had to be a home exam, it was decided to reduce its weight from the usual 70% to 50%, the rest 50% to be given to the 2 exercises and final project (10%+10%+30% respectively). The exercises and project test in-depth understanding. Breadth of knowledge was tested by a digital home exam. The preparation of the digital home exam was extremely time-consuming. The execution of the exam was smooth, but questions can naturally be raised about its integrity; this may have not been a huge issue in TDT4230 however, as we more or less knew the students from the assignments and participation. The students who did well in the assignments generally also did well in the exam. Still, the portion of students graded with A this year far outstripped previous years, raising concerns. In conclusion, distance teaching was relatively positive, hybrid teaching was difficult, and a digital exam is difficult and of questionable integrity. If another home exam was necessary in the future, we could consider dropping the exam altogether and increasing the range of assignments, perhaps with some written ones (with text answers, no code), in order to test breadth of knowledge.

Mappevurdering gir grunnlag for sluttkarakter i emnet. I mappen inngår avsluttende skriftlig eksamen (70%) og arbeider(30%). Resultat for delene angis i %-poeng, mens sensur for hele mappen (sluttkarakter) angis med bokstavkarakter. Ved utsatt eksamen (kontinuasjonseksamen) kan skriftlig eksamen bli endret til muntlig eksamen. Dersom studenten også etter utsatt eksamen har sluttkarakteren F/ikke-bestått, må studenten gjenta hele emnet neste studieår. Arbeider som teller med i sluttkarakteren må gjentas.

Geometriske modeller og forenklinger av dem. Modellering med parametriske kurver og flater. Geometrisk culling. Belysningsmodeller og ambient okklusjon i 3D og i skjerm rommet. Bruk av teksturer. Strålesporing. Animasjonsteknikker. Generering av skygger. Prinsipper for visualisering. Algoritmer for visualisering. Virtuell og utvidet virkelighet. Spesielle emne. For mer informasjon se også: https://www.idi.ntnu.no/grupper/vis/teaching/ og emnet på Blackboard. 

Kunnskaper: Kandidaten vil tilegne seg avanserte kunnskaper om prinsipper og algoritmer i grafikk og visualsiering. Ferdigheter: Kandidaten vil heve sine ferdigheter i programmering innen grafikk og visualisering gjennom arbeid med praktiske oppgaver. Generell kompetanse: Kandidaten skal oppnå en dypere forståelse av avanserte prinsipper og algoritmer i datagrafikk og visualisering. Kandidaten skal forstå potensialet i bruken av datagrafikk og visualisering. Kandidaten skal besitte grunnlaget for ut å utføre forskningsoppgaver eller for å involvere seg i kommersielle anvendelser på feltet. 

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COVID caused the entire course being held online, including a home exam. It seems that the lectures (and to a lesser extent) the online lab sessions went well, since we acquired skills in on-line teaching (see below); this was also evident by the fact that more than half of the students indicated that they preferred online teaching. Some practical lessons learned:o Record lectures and leave them online for a limited amount of time (e.g. until the next lecture)o Use a drawing pad as a virtual whiteboard and make the whiteboard available after the lectureo Use a high quality microphone However, the online home exam was not a very positive experience, from the lecturer's side, as it required a huge amount of preparation and was of questionable integrity. In this relatively small course, integrity was a smaller concern as we more-or-less knew the students from the lectures and their practical deliveries and project presentations. However, if another home exam was necessary in the future, we could consider dropping the exam altogether and increasing the range of assignments, perhaps with some written ones (with text answers, no code), in order to test breadth of knowledge. Guest lectures do contribute to student motivation and we should continue with this activity if possible. Video excerpts from the final projects were combined into a single demo video and uploaded onto the Visual Computing lab website in order to gratify current students for their effort as well as to inspire future students to participate in this course, see:https://www.idi.ntnu.no/grupper/vis/teaching/#student-projects

The course content is re-visited annually and in 2021 included the following topics: Modeling, Texturing, Illumination and Ambient Occlusion, Culling, Parametric Shapes, Visualization Principles and Algorithms, ray tracing, Virtual and Augmented reality as well as perspective correction and advanced rotations (where a new parametric space continuous rotation method suitable for neural networks was introduced). An invited talk by our ex-student Daniel Fedai Larsen, who now works at ARM Trondheim, was given, sharing his experience on working in the local graphics industry and the relevance of the course. In addition to the theory (lectures), programming skills in OpenGL (texturing and illumination) as well as experience in realizing a large graphics project based on individual interests, are used to help students acquire practical skills and better understand the concepts. The students thus build upon knowledge and skills acquired in the pre-requisite course TDT4195.

The course was taught totally from a distance this year, due to COVID. The experience with distance teaching was quite positive, as the students felt free both in space (home) and time (due to recording). An online survey showed that a little more than half of the students preferred the online teaching compared to physical teaching and its restrictions. To make digital teaching work, we took the following steps:o Digital lectures consisted of the lecturer, the slides and an online whiteboardo All materials were recorded and the recording was made available to the students for 1 weeko Help on the OpenGL labs was also provided from a distance by the TA and mainly consisted of problem solving sessionso Online student presentations of their project work, to stimulate some interaction and practice their presentation skills One disadvantage of distance teaching was a lower live participation in the lectures, as the students could watch the recording.One possible reason that many students preferred distance teaching is that TDT4230 is an advanced course and most students are very interested in the field, making the need for motivation from physical lectures less important. A possible good avenue for the post-COVID world may be to combine physical and distance teaching, possibly starting out physical, turning to distance and then back to physical towards the end and the exam.

As TDT4230 is an advanced course and most students are extremely interested in the field, it was felt that TDT4230 should be graded rather than just pass/fail. Since the exam had to be a home exam, it was decided to reduce its weight from the usual 70% to 50%, the rest 50% to be given to the 2exercises and final project (10%+10%+30% respectively). The exercises and project test in-depth understanding. Breadth of knowledge was tested by a digital home exam. The preparation of the digital home exam was extremely time-consuming. The execution of the exam was smooth, but questions can naturally be raised about its integrity; this may have not been a huge issue in TDT4230 however, as we more or less knew the students from the assignments and participation. The students who did well in the assignments generally also did well in the exam. Still, the portion of students graded with A this year far outstripped previous years, raising concerns. In conclusion, distance distance was positive but a digital exam is difficult and of questionable integrity. If another home exam was necessary in the future, we could consider dropping the exam altogether and increasing the range of assignments, perhaps with some written ones (with text answers, no code), in order to test breadth of knowledge.

Dersom studenten også etter utsatt eksamen har sluttkarakteren F/ikke-bestått, må studenten gjenta hele emnet neste studieår. Arbeider som teller med i sluttkarakteren må gjentas.
Ved utsatt eksamen (kontinuasjonseksamen) kan skriftlig eksamen bli endret til muntlig eksamen.

Geometriske modeller og forenklinger av dem. Modellering med parametriske kurver og flater. Geometrisk culling. Belysningsmodeller og ambient okklusjon i 3D og i skjerm rommet. Bruk av teksturer. Strålesporing. Animasjonsteknikker. Generering av skygger. Prinsipper for visualisering. Algoritmer for visualisering. Virtuell og utvidet virkelighet. Spesielle emne. 

For mer informasjon se også: https://www.idi.ntnu.no/grupper/vis/teaching/ og emnet på Blackboard.

Kunnskaper: Kandidaten vil tilegne seg avanserte kunnskaper om prinsipper og algoritmer i grafikk og visualsiering.

Ferdigheter: Kandidaten vil heve sine ferdigheter i programmering innen grafikk og visualisering gjennom arbeid med praktiske oppgaver.

Generell kompetanse: Kandidaten skal oppnå en dypere forståelse av avanserte prinsipper og algoritmer i datagrafikk og visualisering. Kandidaten skal forstå potensialet i bruken av datagrafikk og visualisering. Kandidaten skal besitte grunnlaget for ut å utføre forskningsoppgaver eller for å involvere seg i kommersielle anvendelser på feltet.

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The course covered advanced graphics and visualization principles and algorithms, following up from TDT4195. The topics covered this year: Modeling, Texturing, Illumination and Ambient Occlusion, Culling, Visualization Principles and Algorithms, Ray Tracing, Virtual and Augmented Reality, Perspective Correction and Quaternions. ﻿The laboratory sessions covered (mainly) texturing and illumination in OpenGL.

Knowledge of advanced graphics and visualization principles and algorithms as described above. Topics are reconsidered each year and incremental updates are made. Last year, Ray Tracing was updated and re-introduced while AR and VR were introduced for the first time. Programming skills in OpenGL (texturing and illumination) as well as experience in realizing a large graphics project; this project is based on individual interests. The students thus build upon knowledge and skills acquired in TDT4195 which is a basic course in Visual Computing that most CS students should take, while TDT4230 is a specialist course intended for those wanting to go more in depth.

The lecture sessions are supplemented by In-Class exercises where the students are required to solve simple exercises related to the lecture material; the students thus learn by doing and the feedback has been very positive. These exercises are given out and the students solve them independently in about 5'; then the lecturer invites a student to present the solution, or presents the solution himself, if there are no student volunteers.In general this course has extremely motivated students, as it is a follow-up to TDT4195 and there are often in-class and after-class discussions. These can get quite involved and several of the students then register for a Master thesis in Visual Computing by the end of the course. Indicatively, there are ~12 Master students registered for 2020/21, mostly coming from TDT4230 Var 2020.

This year there was a major challenge with examinations and Corona. Given that the students in this course were very advanced and motivated, we chose to have a home examination with grades in order to give them the opportunity to realize their potential. The home examination was designed so as to be an open book exam, where students were required to use their knowledge to solve specific problems; in addition the exam was planned to occupy most of the 4-hour examination time slot. I was rather surprised by the results; apart from one student who wrote that he/she could not work from home, most other answers were quite original and had a usual distribution of achievement. Of course, creating such an exam took much longer. With respect to the evaluation of the student exercises and final project, they went quite smoothly, as students program on their own, get lab help (partly online this year) and deliver via BB as usual.

Geometriske modeller og forenklinger av dem. Modellering med parametriske kurver og flater. Geometrisk culling. Belysningsmodeller og ambient okklusjon i 3D og i skjerm rommet. Bruk av teksturer. Strålesporing. Animasjonsteknikker. Generering av skygger. Prinsipper for visualisering. Algoritmer for visualisering. Virtuell og utvidet virkelighet. Spesielle emne. 

Informatikk - masterstudium

Kommunikasjonsteknologi - masterstudium (5-årig)

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Grafikk og visualisering - TDT4230