Explanatory Animations in the Classroom (eBook)

Student-Authored Animations as Digital Pedagogy

Brendan Jacobs (Autor)

eBook Download: PDF

2020 | 1st ed. 2020
XII, 80 Seiten
Springer Singapore (Verlag)
978-981-15-3525-3 (ISBN)

Infos

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.


Dr Brendan Jacobs spent most of his career in primary school classrooms before publishing an early example of a multimodal PhD dissertation through the University of Melbourne.  Since entering academia, he has published widely in journals and spoken at various international conferences on learning and technology.  Brendan works in teacher education as a lecturer at the Mackay City campus of CQUniversity Australia.

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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 "e;Are we there yet?"e; and "e;How much longer?"e;  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.

Produkt-Details

• Erscheint lt. Verlag: 6.3.2020
• Reihe/Serie: SpringerBriefs in Education
• Reihe/Serie: SpringerBriefs in Education
• Zusatzinfo: XII, 80 p. 28 illus., 24 illus. in color.
• Sprache: englisch
• Themenwelt: Schulbuch / Wörterbuch ► Unterrichtsvorbereitung ► Unterrichts-Handreichungen
• Themenwelt: Geisteswissenschaften ► Psychologie ► Allgemeine Psychologie
• Themenwelt: Geisteswissenschaften ► Psychologie ► Verhaltenstherapie
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule
• Schlagworte: conceptual consolidation • digital scholarship • explanatory animation creation • explanatory animation framework (EAF) • Learning and Instruction • mental models • multimodal theses and dissertations (MTDs) • mutual zones of proximal development • Project-based learning • Reverse engineering Explanatory Animation Learning Method • variant graphics
• ISBN-10: 981-15-3525-6 / 9811535256
• ISBN-13: 978-981-15-3525-3 / 9789811535253