Animation Tools

What are Animation Tools?

Animation tools are a software or program that allows you to make a sequence of images or videos for didactic or entertaining purposes. While there have been basic animation tools, such as the animating available on PowerPoint, more complex animating tools, such as PowToon and Scratch.

How can they be used to foster creativity?

Both PowToon and Scratch are an interactive program, which allows for both independent and collaborative learning. Independent learning results in more student’s engagement, and thus allows them to be more confident with their creative choices (Duchesne & McMaugh, 2016), while group learning leads to an intermingling of ideas, which results in greater self-reflection and creative practices (Vygotsky, 1977). PowToon allows students to make simple animated clips from a range of different animations. The large variety of styles and characters available on the program means that students have more options, and hence more control over their learning. Scratch is an animation program that uses basic coding to create games, short movies and more. Scratch is completely interactive, and the programming possibilities with the simple code provided allows students a lot of flexibility. Similarly, to PowToon’s, Scratch has a large resource of ready-made characters, settings and actions that ensures students can experiment and create whatever they envisaged.

How do they influence pedagogical practice?

The synergism of these programs ensures that students can participate in authentic learning, which can improve their motivation and attitudes towards their learning ((Bower, M., Howe, C., McCredie, N., Robinson, A. & Grover, D., 2014). However, there are possibilities that the prefabrication animation that these tools provide could lead to less experimentation and less variation across the class. It has also been suggested that animations may prove to be too convoluted, or too quick for students to perceive accurately (Yung & Paas, 2015). Considering that the design process is integral to the creative process and critical thinking, students may receive few creative benefits from using these programs (Burnette, 2005).  In some cases, it could imbed the idea of a “perfect” image, or presentation, which could hamper the student’s experimentation process. Ronald Beghetto and James Kaufman argue that it is imperative to teach students to be cautious of failure (2013), however, failure, and understanding that perfection doesn’t exist, is something that should belong in the experimentation process of creativity.

PowToon

Retrieved from: https://www.youtube.com/watch?v=f-fXKOIWMqI

Scratch

Retrieved from: https://youtu.be/98awWpkx9UM

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References

Educational Video Games

What are Educational Video Games?

Educational Video Games are typically computer-generated games that educate the player for either training or academic purposes. These games can often be more entertaining than educational, but nonetheless generate greater engagement and motivation, which leads to more participation in the classroom (Annetta, L., 2008).

How can it be used to foster creativity?

Computer games can be used for all subjects as a means of fostering creativity. James Gee’s “Good Games for Learning” (2005) classification can be used to assess the benefits of games, such as their ability to promote interactivity, active participation, student agency and build identity. For example, the non-linear narrative in the open world of Minecraft allows students to imbed their personal interests and emotions, thus creating an authentic voice within their work (Beavis, 2006). This increases self-efficacy, which encourages creative thinking and class engagement (Fredricks, Blumenfeld & Paris, 2004). This combination of interactivity and authenticity allows for a holistic learning experience through a range of different mediums and environments (Duchesne & McMaugh, p. 470, 2005). The act of play allows students to reflect upon their creations, facilitating cognitive development. As students use games such as Minecraft to create different settings and structures, they will learn to formulate new and more innovative ideas, thus allowing creativity to flourish (Vygotsky, 1977; Vandenberg, 1986).

How does it influence pedagogical practice?

Leonard Annetta argues that in order for a game to be educationally beneficial, it must have an instructional context, with a specific focus on cooperative learning activities (2008). The entertaining aspects of the game results in higher levels of student positivity resulting in a more motivating and engaging learning experience. This leads to greater student participation and has been found to motivate introverted students (Annetta, 2008) as well as students of low socioeconomic background (Ke, 2008). Taking time to teach the students how to use the program would need to be taken into consideration, but it has been shown that the game’s visuals expedites this process (Ke, 2008). However, there is a great potential for students to be distracted by the more entertaining elements of the games, which could inhibit the students in meeting their learning goals.

 

References

  • Annetta, L. (2008). Video Games in Education: Why They Should Be Used and How They Are Being Used. Theory Into Practice. Taylor & Francis, Ltd. p.233. Retrieved from: https://www.jstor.org/stable/40071547
  • Beavis, C., O’Mara, J. & McNeice, L. (2012). Digital games: Literacy in action. Wakefield Press. p75.
  • Duchesne, S. & McMaugh, A. (2016). Educational Psychology for Learning and Teaching (5th). Cengage Learning Australia Pty Limited.
  • Ke, F. (2008). Computer Games Application within Alternative Classroom Goal Structures: Cognitive, Metacognitive, and Affective Evaluation. Educational Technology Research and Development. pp. 539-556. Retrieved from: https://www.jstor.org/stable/25619945
  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A.H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research. American Educational Research Association pp. 59-109. Retrieved from: https://www.jstor.org/stable/3516061
  • Gee, J. P. (2005). Good video games and good learning. Phi Kappa Phi Forum, 85(2), 33-37.
  • Vandenberg, B. (1986). Play theory. In G. Fein & M. Rivkin, (Eds.), The young child at play, (pp. 17-22). Washington, DC: NAEYC.
  • Vygotsky, L. S. (1977). Play and its role in the menal development of the child. In M. Cole (Ed), Soviet developmental psychology. White Plains, NY: M. E. Sharpe. pp.76-99 (Original work published 1933/1966.)
  • Image: https://tinyurl.com/y333v3ka

Augmented Reality

What is Augmented Reality?

Augmented reality is the integration of digital information within the real-world environment. Unlike virtual reality’s complete simulation of an environment, augmented reality uses the existing environment and superimposes new perceptual information across different sensory modalities, such as visual, haptic or auditory. This overlay often occurs immediately as the information is received from a camera or input device. There are two main kinds of AR. Marker/Recognition Based AR uses codes and references to superimpose an image or animation. Location Based AR uses inbuilt GPS software and cameras to recognise the location and then superimposes images onto the landscape being viewed (Bower, M., Howe, C., McCredie, N., Robinson, A. & Grover, D., 2014).

How can it be used to foster creativity?

The benefits of AR in the classrooms is becoming increasingly apparent, with more and more interest and studies being written about the technology (Bacca, J., Baldiris, S., Fabregat, R., Graf, S. & Kinshuk, 2014). It has already been shown to increase student motivation and to meet student learning outcomes, which is an integral part in developing student’s creative capabilities (Bower et al., 2014). AR app’s that we used, such as Froggipedia, uses realistic graphics and situated learning to improve engagement and facilitate learning, particularly in science-based subjects (Antonioli, M., Blake, C. & Sparks, K., 2014). The AR feature of Google Translate has linguistic benefits as it contextualises information to create new experiences and increase creative thinking (Bacca et al., 2014). Other apps, such as QuiverVision, introduces a more arts-based creativity. While it was might be considered more entertaining than educational, it’s interactivity and uniqueness allows for a positive experience which promotes creative learning. For example, it could be used as a stimulus for a creative writing task in English. Due to the interactivity and authenticity of AR, it is proving to positively change student’s attitudes towards their learning (Bower et al., 2014).

How does this influence pedagogical practice?

AR has great potentials in the classroom, from ease of use to increased engagement. Studies conducted by Billinghurst and Dunser (2012) has shown that AR is able to overcome text-based limitations, allowing students “to absorb the material according to their preferred learning style” (p60) (Bower et al., 2014). AR’s ability to exceed these physical limitations further lends itself to students with physical or intellectual disabilities. AR technology can easily be accessed through different mediums, such as laptop or smartphone devices, therefore making it convenient for any location or scenario. Some of the AR apps contain few educational benefits and could potentially serve as a distraction in class. There can also be issues with the cost of some of the AR apps that could make them unavailable to the class, however they are often not too expensive.

 

References

Bower, M., Howe, C., McCredie, N., Robinson, A. & Grover, D. (2014) Augmented Reality in education – cases, places and potentials, Educational Media International. Retrieved from: https://doi.org/10.1080/09523987.2014.889400

Bacca, J., Baldiris, S., Fabregat, R., Graf, S. & Kinshuk. (2014). Augmented Reality Trends in Education: A Systematic Review of Research and Applications. Journal of Educational Technology & Society, Vol. 17, No. 4. International Forum of Educational Technology & Society. Retrieved from: https://www.jstor.org/stable/10.2307/jeductechsoci.17.4.133

Antonioli, M., Blake, C. & Sparks, K. (2014). Augmented Reality Applications in Education. The Journal of Technology Studies, Vol. 40. Epsilon Pi Tau, Inc. Retrieved from: https://www.jstor.org/stable/43604312

Robotics

What are Robots?

Robots are difficult to define as their functions and levels of autonomy differ so greatly from each other. A general definition would be a physical machine that can be programmed by a computer with the intention of executing tasks automatically or autonomously. Robots are sometimes given humanoid features, such as faces, eyes or arms, or contain some level of artificial intelligence, but this is not a defining or consistent attribute.

How can it be used to foster creativity?

Programming skills are required for the use of robots, which aids in the development of students computational thinking (Jung, S., & Won, E. S., 2018), and therefore increases their creative and cognitive capabilities (Wing, 2006). The innumerable possibilities in both the construction of the robot and the coding allows for divergent thinking and autonomous learning, which further promotes creativity within the students (Yeh, Y. & Lin, C.F., 2015). Our class used the robot kit mBot, which allowed us to create a computer program for the robot. We were tasked with making the robot go in a square. This required problem solving and computational skills, as we had to create the code through trial and error in order to achieve the correct movement for our mBot. This was a very difficult process, however, as we had little experience in computing, and would thus need to be taken into account for our own classrooms.

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How does this influence pedagogical practice?

The presence of Robots is increasing within our day to day lives, so it seems only logical to use them in the classroom as a means of authentic learning. There are even instances where robots have acted as tutors within the classroom*. However, if you have little experience in programming or robotics, it may be quite time-consuming and therefore difficult to utilise within the classroom environment. There is also the concern that students may be distracted by the novelty of the product which would hinder the learning benefits. However, studies show that robots benefit students in all faculties of their education, from numeracy and literacy, to abstract thinking, cognitive flexibility and social awareness (Jung, S., & Won, E. S., 2018). Robotics from as complex as LEGO Engineering or m Bot, to simpler ones such as BlueBot, allow for a range of different learning strategies at different stages of education.

*Humanoid Robot in the Classrooms

 

References

Jung, S., & Won, E. S. (2018). Systematic review of research trends in robotics education for young children. Sustainability, 10(4), 905. Retrieved from: https://www.mdpi.com/2071-1050/10/4/905/pdf

Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. Retrieved from: https://dl-acm-org.simsrad.net.ocs.mq.edu.au/citation.cfm?doid=1118178.1118215

Yeh, Y. & Lin, C.F. (2015). Aptitude-Treatment Interactions during Creativity Training in E-Learning: How Meaning Making, Self-Regulation, and Knowledge Management Influence Creativity. International Forum of Educational Technology & Society. Retrieved from: https://www.jstor.org/stable/10.2307/jeductechsoci.18.1.119

Featured Image: https://tinyurl.com/yysohqls

Microcomputers

What are Micro-Computers?

Microcomputer is an electronic device which uses a microprocessor to carry out basic arithmetic and operational processes as instructed by a computer program. Microcomputers are small in size and are thus able to fit on a single board, which allows it to be used within a wide variety of electronics, ranging from mobile phones to computers. Not only do Microcomputers contain microprocessors, but they can also contain graphics and data and memory storage.

How can it be used to foster creativity?

Constructing codes and programs for Microcomputers requires computational thinking, which build upon student’s creative skills. Students are able to use these devices to break down large and complex tasks, through abstract reasoning, with equally intricate systems of their own devising (Wing, 2006). This form of problem solving allows students to expand their cognitive capabilities which is integral to Five phases of a creative process (Laurilland, 2012). In our class we were given a microcomputer called Micro:bit, and were given the task of programming it to play “Scissors, paper, rock”, as well as test the dryness of soil. Even though we had the code already written for us, it still gave us an opportunity to explore the different ways we could alter that code, to give us different results and produce different graphics. It was also an excellent opportunity for us to contemplate what other uses we could have for this device in our everyday lives, and how that might be applicable to the classroom.

 

How does this influence pedagogical practice?

For the most part micro-computers are inexpensive, lightweight and small, which makes them an easy item to have in the classroom. Furthermore, their capability of increasing student’s awareness of computational thinking has many benefits in their metacognition, such as posing questions like “What can humans do better than computers? and What can computers do better than humans?” (pg 33) (Wing, 2006). Furthermore, the limitlessness of the machines and their coding capabilities makes it possible for students to apply this authentically to their own lives and will give them an opportunity to create technology that benefits them. However, for students who are less scientifically based, creating codes may be somewhat of a challenge. It also has its limitations for English subjects and would be predominantly more relevant for science-based subjects.

References

Luarillard, D. (2012). Teaching as a design science. Patterns and principles for learning and technology. NY: Routledge

Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. Retrieved from: https://dl-acm-org.simsrad.net.ocs.mq.edu.au/citation.cfm?doid=1118178.1118215

 

Feature Image retrieved from https://bit.ly/2HRLmJN

 

 

3D Printing

What is 3D printing?

3D printing is the process of making three dimensional objects from computer programs and files. It achieves this through an additive process, which is the gradual layering of the printing material upon itself. The usability, adaptability and limitlessness of 3D printing has shown itself to be an incredibly advantageous technology in fostering creativity and innovative problem solving.

How can it be used to foster creativity?

A large component of the 3D printing process is the design aspect, which Burnette explains is integral to creativity and critical thinking and can allow students to be more organised and improve their decision-making capabilities (2005).

One such activity undertaken by Makers Empire with St Stephen School Students was for them to create walking support for their teacher’s daughter using 3D printing. This encouraged student’s creativity by revealing to them the processes required for design, promoting hands-on learning and allowing for authenticity as students were able to apply their design thinking to a real circumstance. The applicability of these skills using 3D printing creates an authentic and creative learning environment which stimulates motivation and increases attentiveness in learning (Bower, 2017).

Programs such as Sketchup can make designs for 3D printers and allow for the construction of multiple and varied solutions. This ensures that there is no ‘correct’ solution, thus promoting a plethora of different ideas and experimentation, whilst lessening students fear of failure (Jonassen, D.H., Lee, C. B., Yang, C.-C, & Laffey, J., 2005).

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3D printing can be used throughout multiple disciplines, such as making moulds in Food Technology, producing models of hearts in Science and replicating fossils that students would otherwise not be able to interact with.  This supports student’s design processes and engagement through interactivity in all areas of their education.

How does this influence pedagogical practice?

Due to the design aspects of 3D printing, this technology could potentially be used for any design related curriculum outcome in the syllabus. 3D printing allows for students to work both independently and collaboratively, resulting in a greater amalgamation of ideas from different levels of learning and personal backgrounds. Currently, 3D printers use a lot of energy and plastics, and may encourage greater consumption, which has environmental implications (Lifset, 2017). However, as the technology is popular, it is likely that it will develop quickly and new solutions to the waste and energy consumption can be addressed. As it takes several hours to print out students works, lessons would have to be formatted in a specific way to ensure that all students receive their work equally and in time for them to reflect upon the creative and design processes.

 

 

References

Bower, M. (2017). Design of Technology-Enhanced Learning: Integrating Research and Practice. 1st Emerald Publishing Limited, UK.

Burnette, C. (2005). What is design thinking? Retrieved from http://www.idesignthinking.com/01whyteach/01whyteach.html

Jonassen, D.H., Lee, C. B., Yang, C.-C, & Laffey, J. (2005). The collaboration principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 247-270). New York, NY; Cambridge University Press. Retrieved from https://doi.org/10.1017/CBO9780511816819.017

Lifset, R. (2017). 3D Printing and Industrial Ecology: Environmental Dimensions of Additive Manufacturing and 3D Printing. Journal of Industrial Ecology. Yale; Wiley. Retrieved from https://doi.org/10.1111/jiec.12669

Feature Image: https://bit.ly/2TQxNjU

 

Virtual Reality

What is virtual reality (VR)?

Virtual Reality (VR) is a computer-generated immersive experience that places students within a simulated environment. This can be achieved through devices, such as ClassVR headsets, or simply through sandbox and MMORPG computer programs, such as Minecraft. VR allows students to manipulate a predominantly limitless environment which further increases their curiosity, creativity and motivation (Joseph Psotka, 2013). While Ronald Beghetto and James Kaufman consider it necessary to teach students to be cautious of failure (2013), it should instead be considered as an integral part of the creativity cycle. VR encourages the creative cycle through experimentation, failure and modification.

How can it be used to foster creativity?

ClassVR

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ClassVR

ClassVR is a newly available fully-integrated headset that allow students to be transported into the virtual world. Teachers describe how much more engaged their students became, especially the more hesitant writers.  In one particular class, students walked across the surface of the moon using VR and were then asked to write a story from the perspective of an astronaut. This experience allowed students to write more graphically and aided in students finding own voice.

EDUCATION MINECRAFT 

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Education Minecraft

Minecraft has an “Education Edition” which offers instructional videos and advice for teachers desiring to use the program in the classroom, with lesson plan suggestions such as:

Building the world of your texts

Students of all ages would be able to interact with and create the settings of texts. This would enable students to become a part of the story and further their understanding of how setting and characters interact. It could also act as inspiration for their own creative works.

Creative writing projects

These projects use worlds created by designers who work for Minecraft and allow students to explore different regions to draw inspiration from for their creative works. The immersive aspects of the program aid in the creation of realistic and compelling stories.

How does this influence pedagogical practice?

While this technology is certainly exciting, devises such as the ClassVR headsets can be expensive with current prices for a set of 8 at US$1699. However, programs such as Minecraft only require a Windows account, making it more affordable and accessible for the classroom environment. For students who live in remote areas or who have physical disabilities, VR allows them to visit locations that they otherwise might not be able to. Furthermore, it’s interactivity and the potential for fabrication supports creativity and higher-order thinking, and thus ensures that the focus is upon how the technology can be used to benefit individuals, as oppose to the technology itself (Loveless, A., Burton, J., & Turvey, K. 2006).

 

References

Loveless, A., Burton, J., & Turvey, K. (2006). Developing conceptual frameworks for creativity, ICT and teacher education. Thinking Skills and Creativity, 1(1), 3-13. Available at:http://www.sciencedirect.com/science/article/pii/S1871187105000027

Beghetto, R. A., & Kaufman, J. C. (2013). Fundamentals of Creativity. Educational Leadership, 70(5), 10-15. Available at: http://www.ascd.org/publications/educational-leadership/feb13/vol70/num05/Fundamentals-of-Creativity.aspx

Psotka, J. (2013). Educational Games and Virtual Reality as Disruptive Technologies. Grand Challenges and Research Directions in e-Learning of the 21th Century Vol. 16, No. 2. pp. 69-80. Available at: https://www.jstor.org/stable/10.2307/jeductechsoci.16.2.69