MCAD MFA

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Shannon Gilley ’14, Computer Animation

April 10, 2014

SCI-CANDY:

Animation-Based Learning and the Next Wave of Science Education

The educational animation “Geothermal Energy: Enhancing Our Future” illustrates recent advances in renewable energy research while examining current theory in using animation as a science education tool. A year in the making, this 14 minute-long animation uses carefully designed static and moving visual schemas and narration, built on a foundation of cognitive research on how people learn from animation. A broad array of decisions can tip the efficacy of an animated instructional tool: it is important to note that animation is not inherently effective in instruction, and the designer is called upon to understand and apply best practices that will aid the learner.

Working closely with a subject matter expert (such as a scientist in the field), the designer’s charge is to translate academic information into a format that can be digested by laypeople without sacrificing the integrity of that information–and do so in a way that holds the viewer’s interest. 3D animation’s ability to depict objects and spaces in a relatively literal fashion, controlling the level of detail as appropriate to the instructional goal, showing visuospatial elements from multiple angles by moving a virtual camera, distorting space and time for purposes of presentation and clarification, and using aural narration in concert with visual content are but some of the powerful arrows in the designer’s quiver … but they must be used wisely. For meaningful learning to result, an experienced artist’s creative intuition and technical mastery over the computer animation medium must coexist with pedagogical guidance to create an effective learning tool.

In creating this project, my hope is to cultivate appreciation for the value of animation as science education among the academic and animation communities, and to catalyze the working relationships that are starting to emerge between the two groups. Despite our very different points of reference, or perhaps because of them, we can share innovations and their potential impacts with the public in new and exciting ways. Together we can foster greater interest in the sciences (especially among the current “media generation” of K-12 students) and help produce the next wave of global problem-solvers.

Shannon Gilley '14

Shannon Gilley '14

Shannon Gilley '14

Shannon Gilley '14

Shannon Gilley '14

Shannon Gilley '14