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’