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304024 (v.2) Ed 421- Learning with Animation Technologies
Area: | Department of Education |
Credits: | 25.0 |
Contact Hours: | 3.0 |
Lecture: | 1 x 2 Hours Weekly |
Workshop: | 1 x 1 Hours Weekly |
Syllabus: | Uses of animation in educational resources. Visual perception, cognition and learning from animated displays. Positive and negative effects of animation. Animation principles and procedures. Classes of educational animation and their application to support learning. Graphic design characteristics of animation and learners' interpretation. Design and development of effective educational animations. |
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Unit Outcomes: | On successful completion of this unit, students will have- Given an account of perceptual and cognitive principles that influence learning from animations. Designed original animations that facilitate learning. Used computers to prepare and present educational animations. Converted existing static visuals into animations in order to improve their effectiveness as resources for learning. Developed ancillary materials that support learning from animations. Produced activities and materials that enable students to use self-generated animations as tools for learning. |
Texts and references listed below are for your information only and current as of September 30, 2003. Some units taught offshore are modified at selected locations. Please check with the unit coordinator for up-to-date information and approved offshore variations to unit information before finalising study and textbook purchases. |
Unit References: | Lowe, R.K. (1999), Extracting Information From an Animation During Complex Visual Learning. European Journal of Psychology of Education, 14, 225-244. Mayer, R.E. and Moreno, R. (2002), Animation as an Aid to Multimedia Learning. Educational Psychology Review, 14, 87-89. Milheim, W.D. (1993), How to Use Animation in Computer Assisted Learning. British Journal of Review, 24, 171-178. Narayanan, N.H. and Hegarty, M. (2000), Communicating Dynamic Behaviours - Are Interactive Multimedia Presentations Better than Static Mixed-Mode Presentations? In M. Anderson, P. Cheng and V. Haarslev (eds.), Theory and Application of Diagrams (pp. 178-193). Heidelberg, Springer. Tversky, B., Morrison, J.B. and Betrancourt, M. (2003), Animation - Does it Facilitate Learning? International Journal of Human-Computer Studies. Schnotz, W., Bochheler, J. and Grzondziel, H. (1999), Individual and Cooperative Learning with Interactive Animated Pictures. European Journal of Psychology of Education, 14, 245-265. |
Unit Texts: | No prescribed texts. |
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Unit Assessment Breakdown: | Assignment 1 30%, Assignment 2 40%, Quizzes 30%. This is by grade/mark assessment. |
Field of Education: | 70300 Curriculum and Education Studies (Narrow Grouping) | HECS Band (if applicable): | 1 |
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Extent to which this unit or thesis utilises online information: | Not Online | Result Type: | Grade/Mark |
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Availability
| Year | Location | Period | Internal | Area External | Central External | | 2004 | Bentley Campus | Semester 1 | Y | | | | 2004 | Bentley Campus | Semester 2 | Y | | |
Area
External | refers to external course/units run by the School or Department, offered online or through Web CT, or offered by research. |
Central
External | refers to external course/units run through the Curtin Bentley-based Distance Education Area |
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