Editors in-chief: Frank Hanisch, WSI/GRIS; Joaquim Jorge, IST/UTL
Check the CGEMS Editorial Statment and Policy
Abstract: In the
following we describe the authoring guidelines for CGEMS materials. The
CGEMS – Computer Graphics Educational Materials Source is a free online
repository for educators and students in Computer Graphics (CG) and related
fields. Materials are refereed by recognized members of the international CG community
and exhibited at the annual SIGGRAPH conference.
Keywords: Computer graphics and related fields, educational
material, peer reviews.
CGEMS materials can be submitted anytime online at http://www.cgems.inesc.pt. Before
preparing your educational work, please read the CGEMS Editorial Statement
and Policies available online. Most important, check your material against
the CGEMS scope (computer graphics and related fields) and copyright (academic
fair use). Acceptability and reviewing criteria are listed in Section 4.
After registration, upload your submission as zip
file. The zip file must include material documentation in Word or PDF format. Details
on preparing the documentation are given in Section 3. If you encounter
problems in preparing your documentation, please contact the CGEMS editors.
You can use this Documentation Template for Word.
2 Submission Types
CGEMS considers educational material in the following categories:
- Curriculum: The body of knowledge (BOK) of a specific curriculum with knowledge areas, units, and exemplary topics.
- Complete Module: A self-contained, single-topic teaching
unit, e.g. a book or course slides.
- Course Syllabus: A course description with a sequence of
educational units, course requirements and student readings.
- Lab Notes: An annotated laboratory session with a list for
materials, equipment, and procedures required to conduct the experiments.
- Problem Set: Student assignment with underlying rational
- Teaching Gem: An innovative bit of teaching material that
highlights an approach to teaching a particular problem.
- Student Work: Annotated, representative bodies of student
work, e.g. images, videos, interactive pieces that can be used as support
materials for classes.
Submitted curricula should be formatted as follows. Any BOK must be structured into three levels (SIGITE 2005). The first level lists knowledge areas, particulary disciplinary subfields identified by a two- or three-letter abbreviation. The second level lists individual, smaller units within a knowledge area; a numeric suffix is added to the area. Each unit can be further subdivided into a set of topics; topics are merely examples and neither formally prescriptive or proscriptive. Please state the BOK in an unformatted text file.
Other materials can be given in any common format. Be sure to check the acceptability and review criteria stated in Section 4.
CGEMS material documentation
is meant to explain and contextualize your contribution, first and foremost for
other educators who will be using it in their educational setting. Documentation
can be brief, but should include objectives, background, and references as
- Title, authors, affiliation, and contact information.
- Abstract: A brief paragraph that summarizes rather than
introduces the content of the submitted documentation. This should be a single
paragraph that states all of the main points of the documentation but most
importantly the conclusions attained.
- Keywords: Name three to five words describing the content
best, e.g. taken from the CGEMS keywords that are listed online as part of the
- Introduction: One to three paragraphs that introduce the
content of the paper, state the problem that was addressed, and review previous
works on the same theme. It is used to prepare the reader for the material that
is to follow.
- Educational Goals: One to three paragraphs that state the
educational goals that were derived from the problem stated in the introduction.
Learning objectives should clearly specify what the student is expected to
demonstrate in a final exam. Use standard educational terminology, e.g. Bloom’s
The novice learns about a concept in an educational setting. As a first goal, (s)he
can memorize the concept and use its vocabulary.
The concept can be explained in own words. The student can reconstruct given
examples or proofs. (S)he recognizes lacks in understanding and has gained the
ability to ask questions.
A concept is learned flexible enough to put it into practice, i.e. the student
can transfer it to a modified setup. Custom examples can be generated.
Students in computer science fields should be able to implement the concept and
to state the algorithm’s correctness.
- Methodology: Several paragraphs that describe both the
educational component(s) created to meet the stated educational goals, and how
they were used in an educational setting – at what level, in a lecture, a lab
or for an assignment, etc. It should enable the reader to actually apply the
material. If needed, list technical requirements and interface usage.
- Assessment: One to two paragraphs that discuss how the
educational component(s) were evaluated with respect to the stated educational
goals. State the assessment methods used, how data was acquired and analyzed,
and whether or not the component(s) met the goals.
- Conclusion: A summary paragraph that essentially indicates
the lessons learned by the author(s). This paragraph can also be used to
suggest further work on new or improved components.
- References: Related work and student reading, sorted alphabetically
by the lead author’s last name. ACM reference formats should be used with items
cited as (Lastname Year) in the text. Student reading for single concepts
should state chapters, sections, and pages.
Authors Year. Title. Journal Volume(Issue),
Publisher, City, ch. Chapters.Sections, pp. Pages. URL.
Two Authors: Lastname1, Initials1, and Lastname2,
Cited as (Lastname1 and Lastname2 Year).
More Authors: Lastname1, Initials1,
Lastname2, Initials2, Lastname3, Initials3,...
Cited as (Lastname et al. Year)
- Figures: Include at least one preview of the material.
Figures must include descriptive captions and can be placed between sections.
4 Reviewing and Publishing
Submitted materials become
checked by the CGEMS Editors-in-Chief (EIC) against basic acceptability criteria
for scope, copyright, technical barriers, documentation, and style.
- Scope: Does the material
address education in CG or related fields? Your submission should match
with at least one of the categories listed in the CGEMS Editorial
Statement and Policies.
- Copyright: Can the
material be used under academic fair use? Make sure you agree with the
granted material use as stated in the CGEMS Editorial Statement and
- Technical barriers: Does
your submission use common codecs, software, or hardware? CGEMS reviewers
and users should not encounter technical problems.
documentation: Have you created the material documentation? See
- Incomplete material: Are
all fonts, images, videos, classes, etc., bundled with the submission?
- Style: Basic educational requirements for consistency
and style must be fulfilled.
Valid submissions enter the
CGEMS reviewing cycle. The system notifies the contact authors about the new
status of their submission. At least three reviewers evaluate the material with
the following review criteria.
- Rating and comments for
- Pedagogical content
- Scientific content
- Quality of exposition
- Supported formats for text, image, audio, video, interactive
- Supported platforms
- Supported browsers
- Overall recommendation and comments
Once materials are accepted
and considered ready to be published by the EIC, they are catalogued and made
available to the CGEMS community.
The CGEMS supports
the CG community in collecting and sharing educational values. Publishing under
academic fair use assures that materials are available for classroom use with
due credit being assigned. The next server versions will support community-side
comments and rating, and strengthen peer recognition by adding CGEMS member profiles.
Assunção, S., Figueiredo, F., Jorge, J. 2002. Proposal for a CG Educational Content Online Submission and Reviewing System. Eurographics/SIGGRAPH Workshop on Computer Graphics
Education. Bristol, UK. http://virtual.inesc.pt/cge02
Bloom, B. S. 1956. Taxonomy of Educational Objectives:
Book 1 Cognitive Domain. Longman, London.
Cunningham, S. 2000. GVE’99: Report of the 1999 Eurographics/SIGGRAPH
workshop on graphics and visualization education. ACM SIGGRAPH Computer
Graphics 33(4), ACM, pp. 96–102.
Figueiredo, F., Eber, D. E., Jorge, J. 2004. Refereed
digital publication of computer graphics educational materials. Computers &
Graphics 28(1), Elsevier, pp. 119–124.
SIGITE - Special Interest Group on Information Technology Education, 2005. Computing Curricula
Information Technology Volume. ACM, p.53. http://www.acm.org/education/curric_vols/IT_October_2005.pdf