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 Dr James Vassie, Shiva Abdoli, Prof Sami Kara
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.
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.
How do you make an animation? 1. Write a script 2. Draft a rough storyboard 3. Build a detailed storyboard 4. Record the voiceover 5. Construct the animation Steve Taylor, the voice of Kurzgesagt
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?
How did students respond? (n=13) On a scale of 1 to 5, with 1 being the lowest and 5 being the highest, how On a scale of 1 to 5, with 1 being the lowest and 5 being the highest, how much did you enjoy these animations? effective were these animations at introducing you to the key concepts of sustainability and life cycle engineering? I loved them! (5) Extremely effective! (5) Effectiveness of animations Student enjoyment I liked them. (4) Very effective. (4) They were okay. (3) Somewhat effective. (3) I did not like them. (2) Not very effective. (2) I hated them. (1) Completely ineffective. (1) 0 1 2 3 4 5 6 7 8 0 1 2 3 4 5 6 7 8 Number of students Number of students What about the H5P interactive layer of questions: On a scale of 1 to 5, Would you like to see more animations similar to these in this course or with 1 being the lowest & 5 being the highest, how effective were they in other courses? testing your understanding of the content and reinforcing these key 12 concepts as you watched the animations? 11 10 Effectiveness of interactive layer Extremely effective! (5) Number of students 9 8 Very effective. (4) 7 6 Somewhat effective. (3) 5 4 Not very effective. (2) 3 2 Completely ineffective. (1) 1 0 0 1 2 3 4 5 6 7 8 No. Maybe. Yes! Number of students Student response
Enga-gene education: Explaining concepts in genetics using 3D animation Dr Vanessa Huron and Dr Paul Waters
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 .
The process Comprehensive storyboarding of the 3D animation by the academic and educational developer. Creation of the 3D animation by a freelancer through Upwork.
The product https://www.youtube.com/watch?v=h7_lMjH2Ux4
Capturing students' attention with animation https://www.youtube.com/watch?v=ld-xFjosuqo Dr Nicole Saintilan, Dr Peta Hay
Questions? Contact: Dr James Vassie: j.vassie@unsw.edu.au Dr Vanessa Huron: vanessa.huron@unsw.edu.au Dr Nicole Saintilan: nicole.saintilan@unsw.edu.au
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