From another thread:
[QUOTE=Aleksandar;1238234]Hey guys, how about moving discussion to another thread? All stuff now relates to teaching OpenGL and have nothing in common with display lists.
Teaching graphics is really interesting topics. Since 2004 I’ve been thinking of switching to pure shader based OpenGL course as a part of Computer Graphics course on undergraduate studies, but until now nothing is changed. I’ve been discourage by my coleagues, suggesting that shader based aproach is complicated for that kind of course. Even with immediate mode rendering it is pretty hard for students to do everything I give them for lab exercises. Since this is the first and only CG course, there are a lot of concepts they have to accept.
As you’ve probably noticed, I want to do everything by myself, and that’s the policy I imposed to my students in order to make them understand what’s really happening under the hood. Writting a framework for dealing with shaders is not a simple task. But if I do it for them, they’ll probably copy that framewor for other projects as being ultimate solution, which is certainly not. We have to give students knowledge how to use OpenGL not certain home-built framework.[/QUOTE]
I teach two graphics courses, one purely about CG and one where advanced CG topics relevant for game programming are a large part. The first one is extremely old, founded some time in the early 80’s, and I got it on my hands a decade ago. When I got it it had no ambition for high performance whatsoever, which I immediately changed. OpenGL got in soon. Shaders entered in 2004 when I started the second course. At that time, a"pure shader" was out of the question. Shaders were moved to the first in 2008 (because the topic was so important that it couldn’t wait for the second). This winter, I kicked out immediate mode for good, for the simple reason that 3.2 is finally propagated far enough to be considered commonplace. (There were still students in the course who had problems with unsupported OSes.)
This was a major revision, of course. All labs were completely rewritten, much of my course book was rewritten, and all lectures had to be revised. Much work, lots of just-in-time changes. The response from the students was very positive. They liked to know that they were taught modern CG, and the price in complexity was worth it (and it wasn’t as bad as it seems since all transform code turns into straight math operations and you actually win some ground there, simplification). The students performed at least as well as before (I would say that the number of downright amazing student projects grew), and in the course evaluation, they liked my approach and I even got praise for my overdrive-speed-rewritten text book as one of the best they had had (despite all the glitches that have to follow a fast revision). So the move was quite successful so I think it was worth the work.
The question of support code, frameworks, add-ons, whatever you may call them, is more relevant than before. In the labs, we use quite a bit of in-house support code for managing shaders, loading textures and models and for math operations, and that package had to grow when moving to 3.2.
So if you teach OpenGL, have you moved to 3.2 or similar non-depricated OpenGL, and how was the move?