Reflection on animation and systems thinking Day 1.
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Transcript of Reflection on animation and systems thinking Day 1.
![Page 1: Reflection on animation and systems thinking Day 1.](https://reader036.fdocuments.us/reader036/viewer/2022082821/5697c02e1a28abf838cda45a/html5/thumbnails/1.jpg)
Reflection on animation and systems thinking
Day 1
![Page 2: Reflection on animation and systems thinking Day 1.](https://reader036.fdocuments.us/reader036/viewer/2022082821/5697c02e1a28abf838cda45a/html5/thumbnails/2.jpg)
What did you learn?
• By making an animation?• By watching other groups’
animations?
![Page 3: Reflection on animation and systems thinking Day 1.](https://reader036.fdocuments.us/reader036/viewer/2022082821/5697c02e1a28abf838cda45a/html5/thumbnails/3.jpg)
Why animation?
• Depiction of abstract concepts and systems
• Dynamic• Readily integrated with science
content• Little production and post-production
time needed
![Page 4: Reflection on animation and systems thinking Day 1.](https://reader036.fdocuments.us/reader036/viewer/2022082821/5697c02e1a28abf838cda45a/html5/thumbnails/4.jpg)
Adjust animation to fit your needs
• Pre-production:– Degree of scaffolding can vary easily, e.g.,
• Grades 8-12: Provide a scenario for students• Higher Ed: Ask students to research primary
literature or create an animation that captures concepts of their own scientific research
• System analysis can similarly be adjusted – from simple causal loop diagram to computer simulation
– Components include research, diagram or model system, write narration, create storyboard
![Page 5: Reflection on animation and systems thinking Day 1.](https://reader036.fdocuments.us/reader036/viewer/2022082821/5697c02e1a28abf838cda45a/html5/thumbnails/5.jpg)
Adjust animation to fit your needs
• Production:– Paper- or clay-mation (or other
malleable/moveable objects or materials)–Whiteboard or illustrated animation– Computer animation (much more time-
intensive)
• Post-production:– Little editing necessary
• Distribution