RCN-UBE Incubator Proposal: Animated Discussions: Biologists and Visual Artists Foster Learning through Animations

生物学中的一些过程对初学者来说很难想象。一种解决方案是使用生物动画作为学习工具来模拟亚细胞过程，创建事件的逼真描述，并模拟用户可以改变参数以比较结果的条件。动画可以传达信息，允许用户可视化他们无法看到的过程，或者挑战用户解释他们所看到的。目前的动画项目涉及生物学家、媒体开发人员和评估专家组成的跨学科团队。然而，目前每个小组的工作都相对孤立。这个RCN-UBE项目将把动画团队聚集在一起，讨论动画在生物教育中的多个方面，并看看是否有可能建立一个大规模的合作网络。25位受邀参加为期两天的会议的人将通过小型和大型小组互动，在智力和技术层面上分享方法。小的小组互动将侧重于比较动画或评估计划的方法，而大的小组互动将侧重于讨论为什么整个项目成功地捕获了用户的想象力。智力优势：这个新的网络将创造一个比较论坛：1)动画技术；2)与每种技术相关的挑战和好处；3)考核方案；(4)资源创造的学习价值。动画开发和细化的过程的讨论也是预期的。我们认为，方法上的共性将会出现，我们计划在一份白皮书中发展这些共性，该白皮书定义了动画作为生物学教学工具的现状，并为新用户提供指导。更广泛的影响：最初邀请参加孵化器会议的小组在四个方面是多样化的：(1)它包括研究细胞水平的科学家，以及研究微生物，植物和动物的生物生物学家；（二）包括专门从事本科教育、博物馆科学和专业培训的教师；(3)涉及学生视角；(4)它汇集了生物学家、视觉艺术家（动画师）和评估专家。这种多样性将允许动画师和评估员之间进行技术讨论，以及跨生物学领域的更广泛讨论。参与者将相互学习，因此他们未来的工作将在范围、教育价值和技术上得到加强。该白皮书将对其他进入生物动画领域的人有价值。网络成员有小规模和大规模传播结果的经验，因此互动对会议参与者来说应该是变革性的，对社区来说应该是广泛的。该项目由生物科学理事会和本科教育司教育和人力资源理事会共同资助，作为支持本科生物学教育的愿景和变革的努力的一部分。

Some processes in biology are difficult for novice learners to visualize. One solution is to use biological animations as a learning tool to model sub-cellular processes, create photo-realistic depictions of events, and simulate conditions where users can vary parameters to compare outcomes. Animations can convey information, allow users to visualize processes they could not otherwise see, or challenge users to explain what they see. Current animation projects involve interdisciplinary teams of biologists, media developers, and often assessment specialists. However, at present, each team works in relative isolation. This RCN-UBE project will bring together animation teams to discuss multiple aspects of animation in biological education and to see if there is potential for a large-scale collaborative network. Twenty-five invitees to a two-day meeting will share approaches on both intellectual and technical levels through small and large group interactions. Small group interactions will focus on comparing methods of animation or assessment plans, whereas large group interactions will focus on discussions of why an entire project is successful at capturing the imagination of users. Intellectual Merit: This new network will create a forum for comparing: 1) animation techniques; 2) challenges and benefits associated with each technique; 3) assessment plans; and 4) the learning value of the resources created. A discussion of the process by which animations are developed and refined is also expected. We presume that commonalities in approach will emerge, and we plan to develop these in a white paper that defines the current status of animation as a teaching tool for biology and offers guidance to new users. Broader Impact: The initial group invited to the incubator meeting is diverse in four ways: (1) it includes scientists working at the cellular level, as well as organismal biologists who study microbes, plants, and animals; (2) it includes faculty who specialize in undergraduate education, museum science, and professional training; (3) it involves the student perspective; and (4) it brings together biologists, visual artists (animators), and assessment specialists. This diversity will allow for technical discussions among animators and evaluators, as well as broader discussions across areas of biology. Participants will learn from each other, so their future work will be enhanced in scope, educational value, and technique. The white paper will be valuable to others entering the animation field in biology. Network members have experience in small and large-scale dissemination of results, so interaction should be transformative for meeting participants and widespread for the community.This project is being jointly funded by the Directorate for Biological Sciences and the Directorate for Education and Human Resources, Division of Undergraduate Education as part of their efforts towards support of Vision and Change in Undergraduate Biology Education.