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Animating your students – Promoting active learning through animations
Donald P. French, Ph. D.Department of Zoology
Oklahoma State [email protected]
zoology.okstate.edu/zoo_lrc/biol1114
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Overview
Why use animations?
How to involve students using animations
Where to get suitable animations
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What am I NOT talking about
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Why use animations?
Dual-coding TheoryPresented together, visual and auditory materials allow the brain to use either for retrieving information (Paivio, 1986; Sanger & Greenowe 2000)
Animations may promote formation of dynamic mental models resulting in deeper encoding and more expert-like models (Abraham and Williamson (1995).
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…and
Guided explorations using visualizations helped college students engage in active learning and construct knowledge (Khoo and Koh 1998).
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However….Animations without narration are ineffective if students cannot determine to what the elements and actions within the animation refer (Mayer & Anderson 1991).
More effective if words and animations presented contiguously (Mayer & Anderson 1991).
Live narration appears to work better than recorded (Burke et al. 1998)
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Narration still teacher-centered!
Constructivist teaching is not about what the teacher tells the students…
…It is about what the teacher has the students do.
Let the students do the talking and explaining
Let the instructor do the guiding
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How People Learn
People are not blank slates or empty vessels to be filled
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They don’t retain isolated informationThey must organized it
But how does this organization arise?
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Organization reflects connections
Concept
factfact
Fact
Concept
Concept
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Theory of Constructivism
People come with prior knowledge
People must find a connection between new and old knowledge to be able to incorporate the new
Some prior knowledge may be misconceptions that must be (self)identified and changed
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Students must be actively engaged
Thomas Lord (2002) provided examples of how properly designed challenge questions can be used to provide students opportunity to “uncover” concepts.Scott Cooper – Formative Assessment in Large Biology Lecture (MIC-2003) – PBL / Student InteractionsDarrel Pearson – Assessing Learning Outcomes (MIC-2003) – Performance Assessment / Providing Context /Active Learning
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Animations can provide tool to allow students to gather information they need
Jose Flores – Animated Multivariable Calculus (MIC 2003) – Student Interactions
Animations can provide students with non-verbal guide to the information
Students translate visual information to words with instructor’s guidance
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How to use animations…..
Present a visualization of a concept
Allow students time to observe
Provide students basic printed image
Have students record/describe their observations
Flow lines, arrows, labels
Have students work in collaborative setting.
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Don - Stop talking and let them see what you are talking about !
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Sample image v. animation
(Contact McGraw-Hill for Lewis Life 4e animations)or view this alternative from OSU
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How to use…. (continued)
Keep class open to questions and requests
Fill in information as needed/requested
Guide students by helping them recall related phenomena & interpret
Have student propose explanations of phenomenon (or hypotheses for)
Write out complete explanationSteps
Function
Variables that affect
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Sample Image v. Animation 2
(Contact McGraw-Hill for Lewis Life 4e animations)
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…and
This sets up the opportunity for dialogue where the instructor can
assess students understanding
guide students to correction of misconceptions
and students can work together to construct concepts
This is NOT a replacement for actual experiments or other active-learning techniques – it is another tool.
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Style issuesLevel of complexityRealism Sound effects
Add realism – heart soundsAdd humor/entertainment – pinballConfuse students – vacuum cleaner
Text explanationsAnother mode of information transferTempt students to copy and ignore discussionDiscourages students from developing explanations in their own words
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Sources of AnimationsMake your own
GIF animator ($45) – animated .gifFireworks ($99) – animated .gifFlash ($99) – flash .swf
Some interactivity, Very web friendly, timeline, frame-by-frame, tweening, path
Director ($500) – shockwave, .exeAs above + tremendous control, 3D, interactivity, complexity; very steep learning curve
Authorware ($500) – WWW, .exepath animation, tremendous control, interactivity, Computer based instruction, less difficult to program, integrates with above
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Sources of AnimationsGet from textbook Publisher
(Contact McGraw-Hill for Lewis Life 4e animations)
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Sources of Animations - WWW
Copyright © Gary E. KaiserAll Rights ReservedUpdated: May 24, 2001http://student.ccbc.cc.md.us/biotutorials/protsyn/peptidea.html
Sample animation of Protein Synthesis
Sample animation of botulism and synaptic transmission
Copyright © Dr. Glen SongerUniversity of Arizona 1998http://www.microvet.arizona.edu/Courses/MIC420/lecture_notes/clostridia/clostridia_neurotox/movie/botulinum_movie.html
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Get from WWW.MERLOT.ORG
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Find Peer Reviewed Materials
Shockwave Flash
Object
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Thank You
zoology.okstate.eduLearning Resources Center Biology 1114 Introduction for Visitors