Tutor feedback and possible validation questions

The feedback on the course submission document was mostly positive. The aims and learning outcomes which were clearly written and the presentation of the course details at the very start of the presentation was very useful in putting the document in context.

The team would need to present the market research we’ve done to indicate that there is a need for this course. In term of resources, we need present the panel which of these resources in place. In this case all physical resources are in place, but we need to acquire the latest version of the necessary software (such 3D Studio Max).

One main aspect that needs to be covered is how the programme will be evaluated and how does that link into the university Quality Assurance system.

Final review and individual justification

Our team reviewed the course specification produced to make sure we included all the necessary elements. Some minor changes were made.

Over the Easter break the team members worked on the individual justification and during the last meeting we reviewed each others report.

Assessment Strategies ands Support Structure

The assessment of the course will be 100% coursework. The aims of the coursework are to demonstrate the student’s ability to investigate and show examples of various modelling methods (Coursework #1), as well as produce a high quality 3D animated character (Coursework #2). The coursework has incorporated formative assessments as milestones. The milestone for Coursework #1 will check the students’ proposal (pre-production) for a character and the tutors will provide oral feedback. As part of the assessment, Coursework #2 will include a demonstration to check the students’ work in producing the animation. The students will receive written feedback, including feedback on their report (a 1500 word evaluation) and the demonstration marking form.

In the lab sessions towards the end of the academic year will use peer assessment. Students will be required to assess an animation produced by a colleague to help them develop a range of skills such as measurement, observation, reasoning and working in teams. "What a student discusses with others and what a student teaches others enable him or her to acquire understanding and master learning." (Silberman, p6).

The Support Structure chapter of the course specification takes in consideration issues such on-line material, Support for non-English students, support surgeries for students who may need extra help, online forum, extenuating circumstances, etc.

Reference

Silberman, Mel. (1996). Active Learning: 101 Strategies to Teach Any Subject. Publisher: Allyn & Bacon, ISBN-10: 0205178669

Indicative Content, Reading List and Resources

The indicative content was set and it was mainly deduced from the aims and learning outcomes. It explains what principles, techniques and technologies will be taught on the course.

To promote active learning, the course needs to be well equipped in terms of resources: for the lecture, a lecture room equipped with ICT capabilities to increase the efficiency and effectiveness of teaching; for the tutorial, a room equipped with computer for the lecturer, projector and individual computers for each student; and lab space for the lab sessions. Also, the necessary software (such as 3D Studio Max) needs to be installed on all computers and provided to the students.

The teaching material will be on the course website, together with other material on Advanced Modelling and Character Animation, such as online-based learning, so students could always refer to it at later stages. Because some of the concepts are explained with the use of colours and animation, this would be lost if only paper handouts would be provided. It is also a faster and cheaper way to get information to students.

Regarding the reading list, Nigel proposed a few books that he has already been working with and further suitable books were identified through group research.

References

Hatfield, Susan Rickey. (1995). The Seven Principles in Action. Anker Publishing Company: Bolton, MA.

Silberman, Mel. (1996). Active Learning: 101 Strategies to Teach Any Subject. Publisher: Allyn & Bacon, ISBN-10: 0205178669

Establishing Learning and Teaching Strategies

The proposed course requires three hours a week for teaching purposes, divided in one hour on each of the following- lecture, interactive tutorial and laboratory session.

Educational research has shown that students who are actively involved in the learning activity will learn more than students who are passive recipients of knowledge. Interactive lecturing can promote active involvement from of the students and the lecturer. "Active Learning is not merely a set of activities, but rather an attitude on the part of both students and faculty that makes learning effective” (Hatfield, p 40)

The proposed course will promote active learning. As Silberman (1996) suggests, lectures will provide real-life illustrations of the ideas, by using tools such as 3D Studio Max to build animations in front of the students. The lecturers will make comparison between the content of the lecture and knowledge the students already have about animation modelling. To enable students to see as well as hear what is being said, a variety of media will be used, such as verbal presentation and visual slides with the lecture notes.

The interactive tutorial and laboratory session will support learning in lectures and provide students with practical skills, which are an essential part of competence in a discipline such Animation modelling. During the interactive tutorials, with the help of ICT (i.e. computer and projector), the tutor will apply various animation modelling techniques presented during the lecture and build animations in front of the class. The students will be able to build animations on their computer at the same time as their tutor. The tutor will ask questions and encourage students, as well, to ask questions about the process. The practical work will help students develop expertise in critical enquiry and problem solving.

The laboratory work will give students the chance to build similar applications by themselves and to improve students' understanding of the animation modelling methods. The tutor will be present to monitor the students’ progress and provide help when needed.

Setting the Course Aims and Learning Outcomes

The next step in designing the “Advanced Modelling and Character Animation” was to formulate the aims and learning outcomes of the course. The aims we formulated give a general idea of what the learning outcomes will show in more detail.

Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning activity. They represent one of the essential building blocks for transparent higher education systems and “can provide one of the most direct indicators of the intended level and depth of any programme of learning” (Race, 2006, p32).

When designing the course learning outcomes we took in consideration the content, level and standard of the course. The outcomes reflect the course focus as designing and producing 3D animations techniques. This is a level 3 course, and the level is reflected by greater emphasis on more complex skills such as comparison of modelling methods and evaluation of the use of 3D animation techniques using story telling. The learning outcomes are expressed in terms of what is required from the students to pass the course .

The learning outcomes are built on the outcomes of previous levels, which are the pre-requisites of the course. The course is designed as a follow up of the level 2 course “3D Animation” (COMP1289).

Reference

Race, P. (2006) Course Design and Evaluation – Study Text, University of Greenwich

Course Aims

This unit is designed to develop students’ modelling and animation skills. The student will use advanced techniques, used in industry, to develop character modelling and animation skills.

· To provide an advanced / comprehensive understanding of NURBS (non-uniform, rational B-spline) modelling.

· To develop the students’ use of modelling techniques related to character development and design.

· Produce and apply life-like quality materials to models

· To examine and discuss current trends in the animation industries.

· To provide the students with advanced modelling and animation skills.

· Demonstrate the use of animation in storytelling.

Course Learning Outcomes

On successful completion of this unit, students will be able to:

A. Critically compare a variety of modelling methods (NURBS, Spline, Poly).

B. Show the use of pre-production methods to create storyboards, treatments, detailed references and sketchbooks and design characters.

C. Use a 3D Animation program to produce high quality and detailed characters.

D. Critically evaluate the use of 3D animation techniques using story telling.

E. Use a scripting language and expressions to control an element of character animation.

F. Demonstrate and implement a ‘render farm’

Choosing a course design approach

Our team decided to propose and design the course called Advanced Modelling and Character Animation. The main reason for choosing this course was the positive feedback from students on the 3D Animation course they study in the second level. This encouraged us to consider a follow up course for the third level which would provide the students with advanced modelling and animation skills, preparing them better for the industry.

Based on the students’ feedback and animation industry demands, we managed to identify what learners need from this course. From the five curriculum planning models proposed by Knight (2002 p 170-171), rational planning and assessment-led planning were considered for this course as design approaches as both models start with the identification of learner needs. We have decided to adopt the rational planning model as it is suitable for a team exercise on course development: being a structured model, each aspect of developing the course can be set as a separate group task (e.g. learner needs, learning outcomes, teaching strategies, etc). The course design approach was discussed with my mentor, which agreed with Knight’s argument that in real life the course design approach would not be as structured.

Moore and Kearsley‘s (1996) general principle (see below) were discussed in the last group meeting as a good guidelines to evaluate the course design.

The course rationale was outlined as a course for original and creative minds who want to explore specialist areas of animation and develop a portfolio ready for industry.

References

Knight, P. (2002) Being a Teacher in Higher Education, Buckinghamshire: Open University Press ISBN 0335209300

Moore, M., and G. Kearsley. 1996. Distance education: A systems view. Belmont, CA: Wadsworth Publishing.

Twelve general principles to consider when evaluating any course design: Moore and Kearsley (1996)

1. Good structure—Course materials must be well defined and display internal consistency among different parts of the course.
2. Clear objectives—Identify suitable learning experiences and subsequent evaluation.
3. Small unit— The content and course organization should be presented in small units, preferably that correspond to a single instructional objective or learning activity.
4. Planned participation—Opportunities for student interaction should be embedded throughout the course materials.
5. Completeness—Extensive commentary or examples should be provided.
6. Repetition—Important ideas are reinforced to compensate for distractions and memory limitations.
7. Synthesis—Important ideas are woven together (usually in summaries).
8. Stimulation—Materials capture and hold the attention of students through varied formats, content, or guest participation.
9. Variety—Format and media variety are present to appeal to student interests, backgrounds, and learning styles.
10. Open-ended—Assignments, examples, and problems allow students to adapt the content to their own situations.
11. Feedback—Regular feedback is provided on assignments and student progress in the course.
12. Continuous evaluation—Effectiveness of materials, media, and instructional strategies are routinely assessed using a variety of methods.