Together, we draw on an action research project funded by the Manchester Metropolitan University’s Centre for Excellence in Learning and Teaching to introduce animation as a form of undergraduate student assessment in 2015. The project was one of a number aimed at supporting new techniques in learning and teaching. The central aim of this innovative approach to assessment was to use problem based learning so that students became innovators in the development of real world learning (Freire, 2011). Morgan (2012) asserts that in learning core concepts, students can experience issues in translating these to threshold concepts in real life situations through liminal spaces. One of the outcomes of the project was the co-creation of learning materials by students and lecturers for other students. The project was evaluated by students, both formatively and post assessment, and alongside the lecturers’ diaries, contributes to research evidence in the Higher Education sector on student’s perceptions of and engagement with the use of animation. In discussing our key findings, we consider whether animations are a useful form of assessment and reflect on the new approach and our pedagogic practice.
This presentation is relevant to lecturers, learning technologists, curriculum developers, and as animations do not need language to tell a story, will be of interest to educators from other countries. Students will lead the presentation and critically reflect on examples of their animations, and the removal of traditional divisions between learner and teacher as we learnt how to animate together.
Ainsworth, S. (2008). ‘How do animations influence learning?’ In D.Robinson and G.Schraw (eds.) Current Perspectives on Cognition, Learning and Instruction: Recent Innovations in Educational Technology that Facilitate Student Learning. Pp 37-67. Information Age Publishing.
Freire, P. (2011). Pedgagogy of the Oppressed. New York: Continuum.
Lam and McNaught (2006) ‘Design and evaluation of online course containing media-enhanced learning materials.’ Educational Media International, 43(3) pp.1992-318.
Morgan, H. (2012) ‘The Social Model of Disability as a Threshold Concept: Troublesome Knowledge and Liminal Spaces in Social Work Education.’ Social Work Education: The International Journal, 31(2) pp. 215-226.
New Media Consortium (NMC) (2015). 2015 NMC Horizon Report. Higher Education Edition.Texas, USA: New Media Consortium.