Virtual Whiteboards
Description:
Apps that allow multiple users to edit an image simultaneously from their own devices. For my purposes, one that allows instructors and students to post images and then draw and write on top would be best. Twiddla is a free, browser-based app that can do all of the above.
This technology would augment critique sessions in any course that involves drawing or animation (nearly every course in the Digital Animation program).
My critique sessions are currently run like this: I open a student’s image in an image editing program on my desktop (which is being cloned to the big classroom monitors), and then lead a discussion about the work, occasionally making alterations to the image based on student suggestions or my own observations. Whiteboard software would allow students to make these alterations too.
- Would allow students to communicate a visual idea directly, and in a manner that can be readily viewed by all.
- Would facilitate student participation and create a much more collaborative learning experience.
-Sessions would likely be more difficult to manage. Turn-taking would have to be enforced on two communication channels (verbal and visual) rather than just one.
Links:
https://www.youtube.com/watch?v=_8wAAeiHQ_E
http://blog.langevin.com/blog/2015/03/09/whiteboards-in-the-virtual-classroom/
Description
Monitors that allow users to mark directly on the screen using a stylus (pen). Plugs into a tower like a regular monitor and sits on your desktop. Can be tilted and rotated like an analogue animation desk. Larger and more responsive than a touch tablet. The industry standard is the Wacom Cintiq (pictured below), which is quite pricy, but less expensive alternatives are on the horizon.
How I would incorporate:
This technology would augment or transform virtually all of the core content of the Digital Animation program. It would replace pencil and paper in the traditional animation courses, whiteboard in lectures and group discussion, and mouse/traditional tablet in courses that involve image editing programs. Could also be used in concert with the above mentioned virtual whiteboard software to enhance critiques.
Pros:
Concept-Mapping Software
Description
Concept-maps are diagrams that illustrate relationships between concepts. They typically consist of boxes or ovals (nodes) that are labeled with concepts, ideas, etc., and lines linking nodes, which are labeled according to the nature of the relationship. Concept-mapping software allows users to create, edit and save concept maps on a desktop or other device.
How I would incorporate:
This technology would be most useful in courses where students design and develop animated characters. There are several such courses in our program. Concept/mind mapping software would be an ideal tool for brainstorming and mapping out characters’ various traits, motivations, histories, and relationships. It could be used in instructor-led group sessions, in smaller groups, or individually.
Pros:
-The maps produced would be infinitely editable and easy to archive and disseminate, unlike the messy and impermanent whiteboard maps that we currently use.
-Maps produced in software would allow the incorporation of pictures and hyperlinks (again, unlike those made on physical whiteboard).
Cons:
-The software has a limited pallet of styles for the nodes and links whereas the physical whiteboard maps would allow more creative freedom in that regard.
Links:
http://www.inspiration.com/visual-learning/concept-mapping
http://ar.cetl.hku.hk/am_cm.htm
Description:
Apps that allow multiple users to edit an image simultaneously from their own devices. For my purposes, one that allows instructors and students to post images and then draw and write on top would be best. Twiddla is a free, browser-based app that can do all of the above.
This technology would augment critique sessions in any course that involves drawing or animation (nearly every course in the Digital Animation program).
My critique sessions are currently run like this: I open a student’s image in an image editing program on my desktop (which is being cloned to the big classroom monitors), and then lead a discussion about the work, occasionally making alterations to the image based on student suggestions or my own observations. Whiteboard software would allow students to make these alterations too.
- Would allow students to communicate a visual idea directly, and in a manner that can be readily viewed by all.
- Would facilitate student participation and create a much more collaborative learning experience.
-Sessions would likely be more difficult to manage. Turn-taking would have to be enforced on two communication channels (verbal and visual) rather than just one.
Links:
https://www.youtube.com/watch?v=_8wAAeiHQ_E
http://blog.langevin.com/blog/2015/03/09/whiteboards-in-the-virtual-classroom/
 |
Example of notes and "draw-over" provided by an instructor
|
Description
Monitors that allow users to mark directly on the screen using a stylus (pen). Plugs into a tower like a regular monitor and sits on your desktop. Can be tilted and rotated like an analogue animation desk. Larger and more responsive than a touch tablet. The industry standard is the Wacom Cintiq (pictured below), which is quite pricy, but less expensive alternatives are on the horizon.
How I would incorporate:
This technology would augment or transform virtually all of the core content of the Digital Animation program. It would replace pencil and paper in the traditional animation courses, whiteboard in lectures and group discussion, and mouse/traditional tablet in courses that involve image editing programs. Could also be used in concert with the above mentioned virtual whiteboard software to enhance critiques.
Pros:
-Students
would gain experience using a tool that is becoming ubiquitous in the animation
industry
-Provides much finer and much more direct control than a mouse or traditional tablet
-Would eliminate the need for scanners, cameras and other devices used for digitizing images
-In general, would make for a less cumbersome and mediated learning experience.
Cons:
-Expensive, difficult to repair or clean.
-Not as responsive as traditional media.
Links:
https://www.youtube.com/watch?v=SkLkuGf7_3k
https://www.youtube.com/watch?v=8gG99_eD_JA
-Provides much finer and much more direct control than a mouse or traditional tablet
-Would eliminate the need for scanners, cameras and other devices used for digitizing images
-In general, would make for a less cumbersome and mediated learning experience.
Cons:
-Expensive, difficult to repair or clean.
-Not as responsive as traditional media.
Links:
https://www.youtube.com/watch?v=SkLkuGf7_3k
https://www.youtube.com/watch?v=8gG99_eD_JA
 |
The Wacom Cintiq
|
Concept-Mapping Software
Description
Concept-maps are diagrams that illustrate relationships between concepts. They typically consist of boxes or ovals (nodes) that are labeled with concepts, ideas, etc., and lines linking nodes, which are labeled according to the nature of the relationship. Concept-mapping software allows users to create, edit and save concept maps on a desktop or other device.
How I would incorporate:
This technology would be most useful in courses where students design and develop animated characters. There are several such courses in our program. Concept/mind mapping software would be an ideal tool for brainstorming and mapping out characters’ various traits, motivations, histories, and relationships. It could be used in instructor-led group sessions, in smaller groups, or individually.
Pros:
-The maps produced would be infinitely editable and easy to archive and disseminate, unlike the messy and impermanent whiteboard maps that we currently use.
-Maps produced in software would allow the incorporation of pictures and hyperlinks (again, unlike those made on physical whiteboard).
Cons:
-The software has a limited pallet of styles for the nodes and links whereas the physical whiteboard maps would allow more creative freedom in that regard.
Links:
http://www.inspiration.com/visual-learning/concept-mapping
http://ar.cetl.hku.hk/am_cm.htm
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