This description of the process used and the problems encountered by an amateur super 8 film maker in producing a 13 minute film on a limited budget for use in formal library instruction at the University of California at Berkeley, provides practical advice to prospective film makers contemplating a similar project. The film uses animation to…

Describes: (1) the equipment used to develop instructional films using computer graphics; (2) how the films are constructed; and (3) the resulting modules. The modules focus on concepts students find difficult (such as operation of a simple latch), functional relationships, and dynamic problems. (JN)

Learning how to create smooth animation on the computer is a two-step process. Step one (discussed in SE 539 133) involves creating shapes. In the second step, students animate their newly created shapes. The programing necessary to accomplish the animation is discussed. (JN)

The author presents suggestions concerning the use of video in training programs. Suggestions involve viewing angles, use of humor or animation, models, subtitles and repetition, note taking, feedback, number of viewers, visual and auditory distractions, and use of data. (CT)

This paper provides a short review of the following basic approaches for generating animations so that teachers can determine the way best suited for them and be better prepared to select a tool addressing their needs: (1) using classical presentation tools such as PowerPoint; (2) visual editing using drag and drop or selection of options; (3)…

Discussed is the confusion of the human perceptual world with the perceptual environment of other organisms and possible effects of anthropomorphism on ecological principles. (CP)

Aspects covered include introducing the equipment, planning the movie, shooting the picture, editing the film, recording the sound track, and presenting the finished film to an audience. The steps involved in making an animated film are also outlined. (DLS)

The article provides teachers of elementary students with suggestions for incorporating the Super 8 movie camera in the classroom and for teaching simple filmmaking techniques as animation and special effects. (CL)

Describes a simple process for making an animated film by moving sand patterns on a lighted surface. (SJL)

Today's designers deal with a range of communication modes. These modes vary from hand gestures to sketches, physical models, and computer-generated images. It has been the norm to use these mediums throughout the process to visualize the intended design so that the potential users, designers, team members, and clients can understand the end…

As algorithms have been seen to be hard to teach and learn, teachers have tried to look for help in algorithm animation. While the effect of algorithm animation on learning has been studied, but not reliably evidenced, this study tries to approach the problem from a different perspective. Sixty hours of assignment sessions in an introductory…

This paper is based on the experience acquired in teaching materials science/engineering to first year university students. It has been observed that students struggle with some of the fundamental materials concepts addressed in the module/course. This applies to delivered lectures but extends to the incorporation of tutorial sessions provided…

This paper brings together the theory of the uncanny as it emerges in cultural theory, with an understanding of the uncanniness and troublesomeness seen to be inherent in certain understandings of teaching and learning in higher education. Drawing on research into students' experiences of learning in virtual worlds, it explores the sense in which…

Understanding the relationships between soil, landscape, and hydrology is important for making sustainable land management decisions. In this study, scientific visualization was explored as a means to visually represent the complex spatial and temporal variations in the hydrologic status of soils. Soil hydrology data was collected at seven…

In 2006, as a beginning teacher in a Western Sydney school, the author explored slow motion animation ("slowmation") as a strategy for teaching Year 4 students about equivalent fractions. She taught at this school five days a week, teaching Kindergarten, Year 4, and Year 5. Slowmation can be defined as a simplified version of claymation…