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Introducing students to complex topics using the power of 2D animation
Dr James Vassie, Shiva Abdoli, Prof Sami Kara
The The Inspired d Le Learning S Sum ummit 2018 Student as - - PowerPoint PPT Presentation
The The Inspired d Le Learning S Sum ummit 2018 Student as - - PowerPoint PPT Presentation
The The Inspired d Le Learning S Sum ummit 2018 Student as Partners: Enriching Education, Building Careers Thursday 27 September UNSW Sydney #ILS2018 unsw.to/ILS2018 Introducing students to complex topics using the power of 2D animation
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GSOE9340 Life Cycle Engineering
- This year PVCE digitally uplifted Prof Sami Kara’s course, Life Cycle Engineering.
– It covers LCE principles and practices by following a typical product life cycle.
- Existing course resources (PDFs) did not allow the students to engage with content.
- The digital uplift aimed to:
– Develop engaging/interactive online resources. – Allow lecture time to be used more effectively.
- We considered different ways of conveying key
concepts and facts concerning sustainability and life cycle engineering early on in the course. – This could be achieved by a two-part animation series.
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Why animations?
- STEM animations are effective because:
– They break down very complex topics to viewers who have never studied them. – They are engaging, inspiring and insightful. – They encourage the viewers to research the topic once the video finishes.
- Flat or 2D-style is employed by a number
STEM communication channels on YouTube.
- We chose to mimic the German channel
Kurzgesagt — In a Nutshell (shown on right).
- Kurzgesagt have developed a number of
animations, covering topics across STEM, economics and social sciences.
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How do you make an animation?
Steve Taylor, the voice of Kurzgesagt
1. Write a script 2. Draft a rough storyboard 3. Build a detailed storyboard 4. Record the voiceover 5. Construct the animation
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What was the outcome?
Animation series is hosted on UNSWelearning YouTube channel: 1. Relative to Absolute Sustainability: Staying within the Planetary Boundaries 2. Life Cycle Engineering: Technology-Based Solution to Sustainability?
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How did students respond? (n=13)
1 2 3 4 5 6 7 8 I hated them. (1) I did not like them. (2) They were okay. (3) I liked them. (4) I loved them! (5) Number of students Student enjoyment On a scale of 1 to 5, with 1 being the lowest and 5 being the highest, how much did you enjoy these animations? 1 2 3 4 5 6 7 8 Completely ineffective. (1) Not very effective. (2) Somewhat effective. (3) Very effective. (4) Extremely effective! (5) Number of students Effectiveness of animations On a scale of 1 to 5, with 1 being the lowest and 5 being the highest, how effective were these animations at introducing you to the key concepts of sustainability and life cycle engineering? 1 2 3 4 5 6 7 8 Completely ineffective. (1) Not very effective. (2) Somewhat effective. (3) Very effective. (4) Extremely effective! (5) Number of students Effectiveness of interactive layer What about the H5P interactive layer of questions: On a scale of 1 to 5, with 1 being the lowest & 5 being the highest, how effective were they in testing your understanding of the content and reinforcing these key concepts as you watched the animations? 1 2 3 4 5 6 7 8 9 10 11 12 No. Maybe. Yes! Number of students Student response Would you like to see more animations similar to these in this course or
- ther courses?
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Enga-gene education: Explaining concepts in genetics using 3D animation
Dr Vanessa Huron and Dr Paul Waters
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The context
1. Students struggled to understand the concept of genetic inheritance. 2. Students had difficulty engaging with the laboratory resources. 3. Depth of teaching provided by the different tutors was highly inconsistent.
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The process
- Comprehensive
storyboarding of the 3D animation by the academic and educational developer.
- Creation of the 3D
animation by a freelancer through Upwork.
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The product
https://www.youtube.com/watch?v=h7_lMjH2Ux4
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Capturing students' attention with animation
Dr Nicole Saintilan, Dr Peta Hay https://www.youtube.com/watch?v=ld-xFjosuqo
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