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A. B. ABLE. E. L. 2008. FAMIS Animations as Teaching Tools and Laboratory Exercises:. Their Value and How to Make Them. Danton H. O’Day , PhD Department of Biology University of Toronto at Mississauga. Things I’ll Talk About. FAMIS Teaching Animations Animating with PowerPoint

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  1. A B ABLE E L 2008

  2. FAMIS Animations as Teaching Tools and Laboratory Exercises: Their Value and How to Make Them Danton H. O’Day, PhDDepartment of BiologyUniversity of Toronto at Mississauga

  3. Things I’ll Talk About • FAMIS Teaching Animations • Animating with PowerPoint • Pedagogical Parameters • Some Research Data • Student Comments • Future Research: A Call to Arms

  4. TEACHINGANIMATIONS

  5. FAMIS ANIMATIONS = FOCUSSED = ACCURATE = MODIFIABLE = INEXPENSIVE = SIMPLE • F • A • M • I • S

  6. Making FAMIS Animations .avi.mov.wmv.flv .swf PowerPoint CamtasiaStudio

  7. Which graphic wasmade in PowerPoint?

  8. Custom Animation Click onCustomAnimation Click onAddEffect HighlightItem Click onEntrance, Emphasis, Exitor CustomPath

  9. Use of Custom Animationin a Single Slide I Ron GonzalezGraduate Student UTM

  10. S H Cys Cys Disulfide Formation

  11. O ADP O P O O ATP Phosphorylation O Thr H Ser O H ProteinKinase

  12. Use of Custom Animationin a Single Slide II Nima VaezzadehUndergraduate Student UTM

  13. Aspects of DNA Synthesis

  14. 0137 BUS

  15. Animations: A Complete Story • A teaching animation covers a complete concept or event • It is made up of a series of component slides or cels • Animation occurs within slide: e.g., Custom Animation • Animation occurs by changing slides

  16. Value of Animations • Another means of communication • Facilitate understanding during lecture • Bring dynamic events to life • Give insight words & static images can’t • Value for web-based/distance learning • Provide greater “AccessAbility” • Value as a study tool for students

  17. Why Make Your Own Animations? • To communicate dynamic events • To reveal complex interactions • To save lecture time • No available animation exists • Available animations aren’t suitable An Example

  18. A Professor is not a molecule… Or, how I made a fool of myself and then I made a movie….

  19. Existing Animation Packages • Need to learn new program/approach • Steep learning curve for most • Most are relatively expensive • Producing animations is time-consuming • Once completed, animation not open to revisions/updates My Goal: Develop an easy method for making my own animations

  20. Pedagogical Parameters • Stage-appropriate material (Tversky & Morrison, 2002) • Images & text adjacent (Mayer, 2003) • Term (Text) spoken as it appears (Mayer, 2003) • Oral narration in conversational tone (Sweller, 1994; Lowe, 2003) • Give student some control (Tversky & Morrison, 2002) • Use visual cues to reflect change (e.g., Colour/Shape; Wilson-Pauwels, 1997)

  21. Use Common Sense • Know your goals • Consider your audience • Keep it simple • Keep it short • Focus & make goals clear • Remember: You’re not in competition with Dreamworks or Pixar Studios

  22. Sequence of Events in Makinga FAMIS Animation

  23. Camtasia™ Studio www.techsmith.com • PowerPoint™ 2003 or higher add-on • When animation ready: click “Record” • Recording starts and stops with presentation • Export animation in any current movie format • Education pricing: $179USD • 30 day free trial (full version) • Lot’s of other academic uses for program

  24. Research Part I:Animation vs Static Graphics • Students viewed either graphic with text or the animation with narration • Students filled out anonymous questionnaire:-Specific questions (10 questions)-Opinion questions-Control questions-Comments

  25. Questionnaire Results Group Treatment A (n = 21) Graphic viewed 1 to 2 times maximum B (n = 16) Graphic viewed 3 or more times over 15 minutes C (n = 16) Animation viewed 1 to 2 times maximum D (n = 33) Animation viewed 3 or more times over 15 minutes ANOVA 1-wayanalysis of variance: D significantlydifferent from A,B,C

  26. Student Comments • Animation was better than graphic (77%) • Many spontaneous comments on high quality of the animation • Prefer access to both graphic & animation • Each has its place/value • Issues with computer access for viewing animation

  27. Research Part II: Long Term Retention Initial Exposure Retention Graphic Graphic Animation Animation 100 80 60 Mean ± SEM (%) 40 20 0 Apoptosis Cholesterol Influenza Legend orNarration? No No Yes No No

  28. Research Part II: Summary • Long-term retention is better with animation than graphic whether or not a figure legend was present • FAMIS animations rival even 3D

  29. Future Research: Call to Arms • Length of animation • 2D vs 3D • Value of sounds • Value of classroom discussion • Interactivity • Other?

  30. Animations as Lab/Tutorial Exercises • Students can easily make animations • Serve as long-term or short-term project • Animate a pathway or event or process • Students show & tell—to share info./ideas • Result: -in-depth understanding of topic-learn how to translate info to animation-learn how to communicate complex ideas to others-skills learned are transferable

  31. emaildanton.oday@utoronto.ca Special Thanks • Aldona Budniak • Nima Vaezzadeh AcknowledgementThis work was supported by a grant from theInformation Technology Courseware Development Fund

  32. References • Lowe, 2003. Learning & Instruction 13: 157-176. • Mayer, 2003. Learning & Instruction 13: • O’Day, 2006. CBE—Life Sciences Education 5: 255-263 • O’Day, 2007. CBE—Life Sciences Education 6: 217-223 • O’Day, 2008. American Biology Teacher 70: 286-290 • Sweller, 1994. Learning & Instruction. 4: 295-312. • Tversky & Morrison, 2002. Journal of Human-Computer Studies. 57: 247-262. • Wilson-Pauwels, L. 1997. Journal of Biomedical Communication. 24: 12-16.

  33. TheEnd

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