What's the BETT?

The Bett summit opens today in the ExCel Arena in London offering an insight into the future of technology within education.  Its purpose is to inspire and open our minds to the possibility of innovative technological breakthroughs that could be seen in future learning environments.

 

 

This planned arena conference offers all persons working or interested in educational technology a plethora of innovative breakthrough products that are believed to enhance learning allowing the learner an infinite learning space.

But, is technology necessary in education, and does it benefit the learner in any way?

Teachers plan for every lesson and within that plan, the intended use of technology is incorporated.  However, Aubusson et al (2014) explain that this can be dependant on the teachers technological ability and efficiency, and the schools regulations and policy.  Aubusson, et al (2014) study on technology in education found that technology has a positive learning impact and an enjoyable rich task experience for the learner.

Atis (2013) disagrees, arguing that technology in school is rapidly growing to meet the learners needs, educationally and socially, however its over use in the classroom was noted as having a negative affect on the learner.  Atis (2013) further explains that computer use does not always meet the need of the learner's engagement especially when the technology is not used to its best advantage.

However, Yanez and Coyle (2010) explain how multi-modal technology; using audio, visual and tactile products cater to all learning styles and provide an interesting and enjoyable learning experience.  The learner is said to have the ability to visualise problems rather than misunderstand verbalised direction and have increase cognitive visual recall after learning with technology.  However, the authors go on to explain that technology in education can come with problems of their own.  There is the problem with internet access or a slow connection, or calibration difficulties on interactive whiteboards. Studies have revealed that new technology in schools are, in some cases, not used to  full advantage.  Teaching professionals could use the new equipment as a simple replacement to the old and some do not allow the learner to use the technology therefore the teacher remains to deliver learning, not allowing the learner to take learner ownership. 
The authors call for more research for a deepening of understanding of technology learning and state that teaching professionals should be instructed on soft wear and usage to implement the intended use successful learning in this manner.

We live in a technological age where even the youngest children can use I Pads, mobile telephones and use a mouse on a lap top.  The internet holds an infinite amount of knowledge to learn from and allows communication from contacting friends, following iconic people or to people in other counties around the world.  Educational software and applications can engage the learner, making the learning experience fun and hands on, more than a book or having a lesson delivered.  There is, nonetheless. a call for a balanced learning environment, one rich with many different learning resources, however, technology as a cognitive and tactile learning tool that offers a rich and meaningful learning experience can not be ignored in todays technological age.

Animation for Learning

There is no denying that visual technology can engross a person so much so that person were asked to repeat what they have watched a detailed description is often verbalised back.  Nonetheless, when it comes to learning, do visual spaces really help a learner and develop their thinking skills and deepen their knowledge?

Animation in learning could be regarded a dyadic genre of learning. Firstly, the making of an animation through either manipulation or computer programmes such as Zu3D can develop a multitude of essential skills.  Secondly, viewing animation as a learning tool to explain domain specific information can enhance the learners ability to understand more deeply than when explained verbally.

Learning through Making.

In this fast moving, technological world, children remain to develop the same basic skills but in a more current and up to date way. Making stop-motion animation draws and develops many skills in the learner.  To begin with an idea has to be thought, then discussed with a learning group, developing communication skills and tolerance, or thought through by the individual.  As animation is regarded a mechanism to tell a story, a story board must be developed to organise these thoughts and ideas using organisation and literacy skills using higher order thinking. Then with the manipulation of material that is used for the animation fine motor skills are developed. Finally photographing each frame and developing sound encourages tolerance and patience along with motor skills.

 

Lowe (2003) argues that manipulation of materials to form stop-motion animation fosters a deeper learning experience than computer animation.  However computer animation through Go!Animate and Scratch as a growing teaching resource are said to provide rich learning experiences for children in topics ranging from language through to history and mathematics.  So the 21st Century educator cannot ignore growing technological educational tool to stimulate the modern learner.

To allow me to experience of model making for animation we were given the opportunity to produce a clay model from scratch.  With modelling clay I made a man.

During this process we were advised to model our characters from one ball of modelling clay as to prevent limbs from detaching when moving them.  I began with the head and moved onto the body.  The thought process was stimulating my own higher order thinking skills as I thought deeply to analyse and evaluate my actions.  I had to think about body shape, proportion, weight distribution for balance and strength for the durability of my model.  Then the smaller details had to be moulded, the nose, mouth and eyes for example took patience and fine motor skills. The whole process was deeply thoughtful as well as a creative learning experience which is transferable to any learning environment with any age group.

However, it is not only modelling that can be used in animation for learning.  Any materials can be used such as paper, cloth or even the learners themselves as seen in this Children's FLY! workshop production.



An example of children working together to create stop-motion animation

Learning through Watching.

It is argued that watching animation as a tool for learning can be complex and it is important that certain criteria are met so that it benefits the learning process. Lowe (2003) explains that for a learner to benefit from watching animation it must be designed specifically to meet the domains learning criteria. Then the animation itself must not have too much going on as it is possible the learner will focus their attentions on an area which is not relevant. It is also important that the learner can extract the information and organise this information cognitively within areas of already conceptualised knowledge.  For this to work, the learner must have some knowledge of the subject before they view any form of visual learning tool. If the learner, for example has no knowledge that a ball bounces up and down and they view a visual learning tool that explains to them a ball bounces from side to side, the learner will internalise this misconception. It is also explained that any intrinsic, form, or extrinsic positional transformations must be relevant to the subject domain or those changes could cause misconceptions.  However, these forms of change within an animation can enhance the learning if contrasted to the background giving the learners eye direction.  Ainsworth (2008) adds to this by explaining the importance of segmenting animation; the learner has control over the viewing experience.

It also important to recognise, as Ploetzner and Schlag (2013) explain, cognitive theory of multimedia learning developed by Richard Mayer in 2001.  Mayer theorises that the working brain can become overloaded with information so it is important for teaching professionals to organise their animation for learning in a way that can optimise the students learning experience and internalisation of maximum knowledge.

 

Nonetheless, if these criteria are successfully met Lowe (2003) argues that using animations to explain subject matter does in fact aid learning allowing a fruitful and enjoyable learning experience for the student.

 

 

Breadwinners: Animation

The earliest animations recorded are argued to be as cave paintings, then later examples are seen from ancient Egypt, Iran and China.  The first animation ever recorded was in 1900 called the Enchanted Drawing and was regarded in those days as black magic and witchcraft.

These days animation is a daily viewing.  It is seen in adverts, children's channels, as adult cartoons and on the big screen.  Breadwinners is a regular animation in my home.  My ten year old enjoys watching it very much and I often hear her laughing...loudly, while watching.

 

 

This animation is screened on Nickelodeon's Nicktoons and it's primary audience are children even though as an adult I enjoy it very much too. James (2014) for the New York Times explains, Breadwinners is a cartoon about two ducks, SwaySway and Bubdeuce who are best friends.  Their job; delivering bread in a rocket fuelled van, comes with mishap and mayhem but stands to deliver an underlying message the they"always deliver and never give up."

 

Animator Gary (Doodles) DiRaffaelle and writer Steve Borst invented Breadwinners in a Studio City apartment dubbed 'The Doodle Chamber' in 2013 and was aired for the first time in February 2014. Milligan (2014) for Animation Magazine states that the animators use 2D animation using digital technology giving it a retro video game experience, producing a fresh new concept in cartooning.

This is a long way away from animations from the past.  If we reflect upon one of the earlier popular cartoons, Mickey Mouse we can see a huge difference in technique and quality.  However in its day it was considered ground-breaking.

 

 

Walt Disney's first animation with sound was Steamboat Willie and was first shown November 18th 1928 and is a primary example of stop motion animation.  You can see just by viewing this cartoon how animation has changed with the invention of new technologies in the past 86 years since this Mickey Mouse animation. Dialogue was minimal when making Steamboat Willie as pairing sound with animation was extremely primitive.  The animation itself was drawn frame by frame to coincide with  the tempo, beat and dialogue and was incorporated onto the film itself and not separately as was the norm; the first sound on film technology of its kind.

 

Walt Disney was argued to have found himself bankrupt having to sell his car to pay for Steamboat Willie to be made and was turned down at first, whereas  DiRaffaelle used technology himself and uploaded his pilot Breadwinners onto You Tube where it was noticed by Nickelodeon; a very different start for both. You can also see that the subject matter is completely different revealing how much the tastes of children and what is allowed to be viewed on television these days is worlds away from each other.  Mickey Mouse can regarded as a wholesome innocent cartoon, however the Breadwinners collect bodily excretions!  But without the work of pioneers like Walt Disney would we have the animation we have today?