Path: utzoo!utgpu!news-server.csri.toronto.edu!rpi!usc!wuarchive!mit-eddie!bloom-beacon!eru!sow
From: sow@cad.luth.se (Sven-Ove Westberg)
Newsgroups: comp.graphics.visualization
Subject: Re: Out of the lab, into the classroom 2nd try
Message-ID: <1782@eru.mt.luth.se>
Date: 8 Apr 91 07:24:26 GMT
References: <1991Apr2.202227.13796@agate.berkeley.edu> <1779@eru.mt.luth.se> <216@rins.ryukoku.ac.jp>
Organization: University of Lulea, Sweden
Lines: 24


|In article  <1779@eru.mt.luth.se> I wrote
|>I dont think it is possible to give a course in visualization without
|>some "real" applications where the students understand the application.
|>

In article <216@rins.ryukoku.ac.jp> will@rins.ryukoku.ac.jp (will) writes:
|u (Andy Rose) writes:

|	A point well made, I suppose I can find real data.  I acually imploy
|	the same idea to the RiGS-e system, (using real case studys in the more
|	advanced areas).  The RiGS-e system teaches more than just theory, one
|	of it's main goals was to educated how to apply the theory in real
|	cases.

Not only real data, the system must be used as a part of a "real" course.
It is very important that the scientists sees computer visualization
as a tool. That they can use, by them self, in their applications. 

Or if it is a separate course coperate with the other teachers so
you know something about the students different application areas.
And why not let them do the exercises on their particular problems.

Sven-Ove Westberg, CAD, University of Lulea, S-951 87 Lulea, Sweden.