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

生物学中的一些过程对于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，创建逼真的事件描述，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，或者要求用户解释他们所看到的内容。 目前的动画项目涉及生物学家，媒体开发人员和评估专家的跨学科团队。 但目前，每个团队都在相对孤立的情况下工作。 这个RCN-UBE项目将把动画团队聚集在一起，讨论生物教育中动画的多个方面，并看看是否有潜力建立一个大规模的合作网络。 25名受邀者将参加为期两天的会议，通过小型和大型小组互动交流知识和技术层面的方法。 小组互动将侧重于比较动画或评估计划的方法，而大组互动将侧重于讨论为什么整个项目能够成功地捕捉用户的想象力。智力优势：这个新的网络将创建一个论坛，用于比较：1）动画技术; 2）与每种技术相关的挑战和好处; 3）评估计划;以及4）所创建资源的学习价值。 动画的开发和完善过程的讨论也是预期的。 我们认为，在方法上的共性将出现，我们计划开发这些在一个白色文件，定义动画作为生物学教学工具的现状，并提供指导新用户。更广泛的影响：邀请参加孵化器会议的最初群体在四个方面是多样化的：（1）它包括在细胞水平上工作的科学家，以及研究微生物、植物和动物的生物学家;（2）它包括专门从事本科教育、博物馆科学和专业培训的教师;（3）它涉及学生的观点;（4）它包括研究微生物、植物和动物的生物学家。以及（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人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提高。 这张白色纸将对其他进入生物学动画领域的人有价值。网络成员有小规模和大规模传播成果的经验，因此互动应该是会议参与者的变革和广泛的社区。这个项目是由生物科学理事会和教育和人力资源理事会，本科教育司共同资助的，作为他们努力支持本科生物学教育的愿景和变革的一部分。

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.