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This book examines educational semiotics and the representation of knowledge in school science. It discusses the strategic integration of animation in science education. It explores how learning through the creation of science animations takes place, as well as how animation can be used in assessing student’s science learning. Science education animations are ubiquitous in a variety of different online sites, including perhaps the most popularly accessed YouTube site, and are also routinely included as digital augmentations to science textbooks. They are popular with students and teachers and are a prominent feature of contemporary science teaching. The proliferation of various kinds of science animations and the ready accessibility of sophisticated resources for creating them have emphasized the importance of research into various areas: the nature of the semiotic construction of knowledge in the animation design, the development of critical interpretation of available animations, the strategic selection and use of animations to optimize student learning, student creation of science animations, and using animation in assessing student science learning. This book brings together new developments in these research agendas to further multidisciplinary perspectives on research to enhance the design and pedagogic use of animation in school science education. Chapter 1 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
The integration of machine learning techniques and cartoon animation research is fast becoming a hot topic. This book helps readers learn the latest machine learning techniques, including patch alignment framework; spectral clustering, graph cuts, and convex relaxation; ensemble manifold learning; multiple kernel learning; multiview subspace learning; and multiview distance metric learning. It then presents the applications of these modern machine learning techniques in cartoon animation research. With these techniques, users can efficiently utilize the cartoon materials to generate animations in areas such as virtual reality, video games, animation films, and sport simulations
Written in an easy to follow manner with practical exercises, this book takes you through every aspect of Anime Studio, guiding you to create your own original cartoon. Learning Anime Studio is for newcomers to Anime Studio or animation in general. Hobbyists and newcomers with ambitions of being an animator will get the most out of this book. However, intermediate and long time users will be able to use various chapters as a reference to some of Anime Studio’s tools and features. The book also serves as a guide for the new enhancements introduced in Anime Studio Pro 10.
Research Paper from the year 2016 in the subject Guidebooks - School, Education, Pedagogy, Auckland University of Technology, language: English, abstract: The book is the description of a model of how young people learn about animation and machinima and looks at three key themes: creativity, which is the process of developing original ideas that have value, media literacy which is the knowledge, skills and competencies that are required to use and interpret media, and culture which influences critical and creative behaviour. The study draws from Raymond Williams' definition of culture, Lev Vygotsky's work on the development and use of creativity and Paul Well's analysis of animation language. It looks at the history of animation as an art form and a popular medium, the debate about high and popular culture, the history of art education and aesthetics and media education and criticality. The research consists of case studies of action research that explore approaches to 'camera-less' animation, drawn animation, model animation and machinima, as carried out in Norfolk Secondary Schools and Schome Park, a secure 3D virtual world for thirteen to seventeen year olds, set in Teen Second Life. The book argues that (1) Animation and machinima offer a multidisciplinary model of creativity that allows for play, imagination and fantasy, but it also needs a literacy framework to develop students' creativity in order to produce animations that are original and valuable from a critical perspective. (2) Youth culture changes the way young people engage with animation. (3) Worthwhile learning about animation and machinima has some domain-specific elements, it needs specific knowledge and depends on multimodal choices and media literacies. In all of this, the study proposes ways to consolidate art and media education, new media arts and their respective practices and pedagogies. Good teaching and learning are key factors that foster positive learning progression and are standards by which the quality of young peoples' creative work can be encouraged, understood and evaluated.
Macromedia Flash is fast becoming the Web's most widely used platform for creating rich media with animation and motion graphics, but mastering Flash isn't easy. Most entry-level books teach through simple examples that concentrate on either animation or scripting, but rarely both together. To get the most from Flash 8, you not only need to be proficient in programming/interface design, you need the creativity for story telling and the artistic insights to design fluid animation. Flash 8: Projects for Learning Animation and Interactivity teaches Flash design rather than simply Flash itself. With a standalone series of walkthroughs and tutorials for Flash beginners coming from a graphics field, this book teaches Flash in the context of real-world projects. Rather than learn a Flash tool for the sake of it, you learn which areas of Flash are important, and which are less used, simply by seeing how typical content is actually created. And rather than a text-heavy approach, this graphically rich book leads you through hands-on examples by illustration. Each project in the book starts with goals and broad sketches before moving to design and scripting. This helps you understand design intent-the why of the process-rather than just learning the interfaces and the how of it all. Along the way, you'll create Flash content that includes traditional animation techniques (as seen in full-length animated features), and ActionScript-based interactive animation, such as custom web site interface designs. You also learn how to combine both traditional animation techniques and ActionScript to create feature-rich Flash assets from the ground up. Co-authored by educational developers with years of experience creating compelling content, interfaces, and applications, Flash 8: Projects for Learning Animation and Interactivity offers a content-driven approach that is also inspiration-driven. You learn because you're accomplishing something tangible, not because you think you need to know how a tool works. If you want to understand how various features of Flash come together to create a final end design, this book provides you with both the insight and the know-how.
This book provides groundbreaking evidence demonstrating how student-authored explanatory animations can embody and document learning as an exciting new development within digital pedagogy. Explanatory animations can be an excellent resource for teaching and learning but there has been an underlying assumption that students are predominately viewers rather than animation authors. The methodology detailed in this book reverses this scenario by putting students in the driver’s seat of their own learning. This signals not just a change in perspective, but a complete change in activity that, to continue the analogy, will forever change the conversation and make redundant phrases like “Are we there yet?” and “How much longer?” The digital nature of such practices provides compelling evidence for reconceptualising explanatory animation creation as a pedagogical activity that generates multimodal assessment data. Tying together related themes to advance approaches to evidence-based assessment using digital technologies, this book is intended for educators at any stage of their journey, including pre-service teachers.
The two-volume set LNCS 8523-8524 constitutes the refereed proceedings of the First International Conference on Learning and Collaboration Technologies, LCT 2014, held as part of the 16th International Conference on Human-Computer Interaction, HCII 2014, in Heraklion, Crete, Greece in June 2014, jointly with 13 other thematically similar conferences. The total of 1476 papers and 220 posters presented at the HCII 2014 conferences were carefully reviewed and selected from 4766 submissions. These papers address the latest research and development efforts and highlight the human aspects of design and use of computing systems. The papers thoroughly cover the entire field of human-computer interaction, addressing major advances in knowledge and effective use of computers in a variety of application areas. The total of 93 contributions included in the LCT proceedings were carefully reviewed and selected for inclusion in this two-volume set. The 45 papers included in this volume are organized in the following topical sections: design of learning technologies; novel approaches in eLearning; student modeling and learning behavior; supporting problem-based, inquiry-based, project-based and blended learning.
Professionals who use multimedia documents as a tool to communicate concepts will find this a hugely illuminating text. It provides a comprehensive and up to date account of relevant research issues, methodologies and results in the area of multimedia comprehension. More specifically, the book draws connections between cognitive research, instructional strategies and design methodologies. It includes theoretical reviews, discussions of research techniques, ad original experimental contributions. The book highlights essential aspects of current theories, and trends for future research on the use of multimedia documents.
This work is a complete guidebook to setting up and running a digital animation studio - selecting and using software, creating and executing storyboards, and producing professional quality footage.
