Storyboard - Table of contents
Chapter 1. The research question
1.1 Introduction to the research question
1.2 The research question
1.3 Background to the research question
1.4 The research report
Chapter 2. Overview
2.1 Overview of the sections within this thesis
2.2 Defining the scope of this project
2.3 Analogies for learning
2.4 Gender issues
Chapter 3. Literature review
3.1 Introduction
3.2 Revaluating the concrete
3.3 Knowledge representation and animation
3.4 Conceptual models and diagnostic tools
3.5 Exploring the Zone of Proximal Development (ZPD)
Chapter 4. Explanatory Animation Framework
4.1 Introduction to the EAF
4.2 A new definition of animation being "Variant graphics." (Jacobs 2007)
4.3 The ongoing praxis known as the Explanatory Animation Framework (EAF) (Jacobs 2008).
4.4 Mayer's Multimedia theory
4.5 Working with digital media
4.6 The pedagogical-technological divide
Chapter 5. Research methodology
5.1 Introduction to the research methodology
5.2 Epistemology - Constructionism
5.3 Theoretical perspective - Symbolic interactionism
5.4 Methodology - Practitioner action research
5.5 Methods - Case study
5.6 Assumptions
5.7 Limitations
5.8 Issues of validation and trustworthiness
5.9 Multiple methods (QUAL-qual)
Chapter 6. Data collection
6.1 Introduction to Data collection
6.2 Links to the data generated by all 8 participants:
6.3 Synopsis of the 12 data sources
Chapter 7. Data analysis
7.1 Introduction to Data analysis
7.2 Discussion of the 12 data sources
7.3 Classification table of the 12 data sources
7.4 Reviews of the 8 participants:
7.5 Multiple levels of analysis
Chapter 8. Ideation
8.1 Ideation
8.2 Modelling creativity
Chapter 9. Conclusion
9.1 Insights into conceptual consolidation
9.2 Conceptual consolidation theory
9.3 Explanatory animation creation can be a powerful diagnostic tool
9.4 Explanatory animation design and conceptual consolidation are parallel processes
9.5 Diagnosis and prognosis as metaphors for assessment
9.6 Commentaries can help demystify metacognition
Chapter 10. Implications
10.1 Partial versus simplistic explanations
10.2 Decision making
10.3 Emphasis should remain on the learning process
10.4 Student engagement is essential for learning but should not be the focus of teaching
10.5 Students need variety
10.6 Paradoxically - more is less
10.7 1 to 1 teaching implications for integration aides
10.8 "Save as" is a practical example of archiving and creativity
Chapter 11. Appendices
11.1 Media wall
11.2 Biography
11.4 Examples of educational animations
11.5 Storyboard attendance rolls 2010 and 2011.
11.6 Glossary
11.7 List of tables
11.8 List of figures
11.9 Archives