Teaching Science Concepts in Higher Education Classes with Slow Motion Animation

Garry Hoban

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 1641–1646

Clay animation is a form of stop motion animation but is rarely used as a teaching approach in higher education classes because it is too tedious and time consuming. "Slow Motion Animation" (Slowmation) is a simplified form of clay animation that is ...

Topics: Science

Integrating a Reflective Framework within Web-Based Templates for Student and Teacher Self-Study

Garry Hoban

Annual Meeting of the American Educational Research Association 2000 (April 2000)

This paper explains how a World Wide Web site was designed to assist preservice teacher education students in reflecting upon their learning and to assist a teacher educator to reflect upon his teaching in university classes. The students reflected...

Using Web-based Templates to Support Reflection on Learning in University Classes

Garry Hoban

World Conference on Educational Media and Technology 2000 (2000) pp. 460–465

This paper explains how a WWW site was designed to assist preservice teacher education students in using a reflective framework to study how they learned in university classes. There were three phases in the reflective framework: (i) analysis; (ii)...

Topics: Preservice Teacher Education, Classrooms, Students

Supporting Action Learning with a Web-based Environment for Sharing Teaching Strategies

Garry Hoban; Anthony Herrington

World Conference on Educational Media and Technology 2004 (2004) pp. 3080–3084

Action learning involves a small group of six to eight people who meet regularly to share reflections and discuss ideas that they try out in practice. Key to the process of action learning is the sharing of personally relevant issues or problems in...

Topics: Learning Outcomes

Developing different forms of student feedback to promote teacher reflection: A 10-year collaboration

Garry Hoban; Geoff Hastings

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 22, No. 8 pp. 1006–1019

This paper describes a 10-year collaboration between a teacher educator and a high-school science teacher as they investigated different ways to gather student feedback to enhance teacher reflection. Four different procedures were developed during...

Language: English

Sharing teaching strategies online: Encouraging conversations about graduate attributes

Geraldine Lefoe; Garry Hoban

World Conference on Educational Media and Technology 2004 (2004) pp. 2248–2253

Graduate attributes are a key aspect of student outcomes during their university career. Although universities acknowledge their importance, there is little support for academics to develop teaching strategies to help students achieve these...

Topics: Students, Faculty

Why teachers are reluctant to use new technologies: Supporting teachers' action learning within a web environment

Garry Hoban; Anthony Herrington

World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 2581–2588

Action learning involves a small group (6-8 people) who meet regularly to share reflections and discuss ideas that they try out in practice. Key to the process of action learning is the sharing of personally relevant issues or problems in relation...

Topics: Schools, Teachers

Using "Slowmation" for Intentional Teaching in Early Childhood Centres: Possibilities and Imaginings

Marilyn Fleer; Garry Hoban

Australasian Journal of Early Childhood Vol. 37, No. 3 (September 2012) pp. 61–70

Increased national and international attention towards early childhood education has resulted in the development of an Australian "Early Years Learning Framework" (EYLF) called "Belonging, Being and Becoming" (DEEWR, 2009) for realising agreed...

Topics: Early Childhood Education

Learning Science through Creating a "Slowmation": A Case Study of Preservice Primary Teachers

Garry Hoban; Wendy Nielsen

International Journal of Science Education Vol. 35, No. 1 (2013) pp. 119–146

Many preservice primary teachers have inadequate science knowledge, which often limits their confidence in implementing the subject. This paper proposes a new way for preservice teachers to learn science by designing and making a narrated stop...

Using Slowmation to Engage Preservice Elementary Teachers in Understanding Science Content Knowledge

Garry F. Hoban

Contemporary Issues in Technology and Teacher Education Vol. 7, No. 2 (June 2007) pp. 75–91

Slow motion animation ("slowmation") is a new teaching approach that uses a simple animation process to engage learners in creating their own comprehensive animations of science concepts. In this paper, preservice elementary teachers used...

Topics: Standards, Professional Development, Preservice Teacher Education, Educational Technology, Computers

The 5 Rs: A New Teaching Approach to Encourage Slowmations (Student-Generated Animations) of Science Concepts

Garry Hoban; Wendy Nielsen

Teaching Science Vol. 56, No. 3 (September 2010) pp. 33–38

"Slowmation" (abbreviated from "Slow Animation") is a simplified way of making an animation that enables students to create their own as a new way of learning about a science concept. When students make a slowmation, they create a sequence of five...

Creating a narrated stop-motion animation to explain science: The affordances of “Slowmation” for generating discussion

Garry Hoban; Wendy Nielsen

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 42, No. 1 (August 2014) pp. 68–78

This case study investigated the nature of the discussions generated when three preservice primary teachers made a narrated stop-motion animation called “Slowmation” to explain the science concept of moon phases. A discourse analysis of the...

Language: English

Simplifying Animation to Encourage Preservice Teachers’ Science Learning and Teaching Using “Slowmation”

Garry Hoban; David McDonald; Brian Ferry; Sharon Hoban

World Conference on Educational Media and Technology 2009 (Jun 22, 2009) pp. 2838–2847

Preservice elementary teachers often lack science knowledge which reduces their confidence to teach science in schools. “Slowmation” (abbreviated from “Slow Animation”) is a simplified form of stop-motion animation that encourages preservice...

Science Teachers' Response to the Digital Education Revolution

Wendy Nielsen; K Alex Miller; Garry Hoban

Journal of Science Education and Technology Vol. 24, No. 4 (August 2015) pp. 417–431

We report a case study of two highly qualified science teachers as they implemented laptop computers in their Years 9 and 10 science classes at the beginning of the "Digital Education Revolution," Australia's national one-to-one laptop...

Using "Slowmation" for Animated Storytelling to Represent Non-Aboriginal Preservice Teachers' Awareness of "Relatedness to Country"

Anthony McKnight; Garry Hoban; Wendy Nielsen

Australasian Journal of Educational Technology Vol. 27, No. 1 (2011) pp. 41–54

In this study, a group (N=15) of final year non-Aboriginal preservice teachers participated in an elective subject that aimed to raise their awareness about Aboriginal ways of knowing. A vital aspect of the course was developing the preservice...

Articulating constructionism: Learning science though designing and making “slowmations” (student- generated animations)

Garry Hoban; Wendy Nielsen; Charles Carceller

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2010 (2010) pp. 433–443

This conceptual paper analyses several theoretical frameworks for “learning through making” using technology. First, the theoretical framework of Constructionism, which was proposed by Seymour Papert (1987), is discussed which is based on an...

Using Slowmation for animated storytelling to represent non-Aboriginal preservice teachers' awareness of "relatedness to country"

Anthony McKnight; Garry Hoban; Wendy Nielsen

Australasian Journal of Educational Technology Vol. 27, No. 1 (Jan 01, 2011)

In this study, a group (N=15) of final year non-Aboriginal preservice teachers participated in an elective subject that aimed to raise their awareness about Aboriginal ways of knowing. A vital aspect of the course was developing the preservice...

Language: English

Slowmation: Preservice Elementary Teachers Representing Science Knowledge through Creating Multimodal Digital Animations

Garry Hoban; John Loughran; Wendy Nielsen

Journal of Research in Science Teaching Vol. 48, No. 9 (November 2011) pp. 985–1009

Research has identified the value of learners using technology to construct their own representations of science concepts. In this study, we investigate how learners, such as preservice elementary teachers, design and make a narrated animation to...

Improving Preservice Teachers’ Science Knowledge by Creating, Reviewing and Publishing Slowmations to Teacher Tube

Garry Hoban; David McDonald; Brian Ferry

Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3133–3140

“Slowmation” (abbreviated from “Slow Animation”) is a new but simple form of stop-motion animation that supports learners in creating their own animations of science concepts. This paper presents a study of preservice elementary teachers in two...

Blended Media: Student-Generated Mash-ups to Promote Engagement with Science Content

Wendy Nielsen; Garry Hoban; Christopher Hyland

International Journal of Mobile and Blended Learning Vol. 8, No. 3 (July 2016) pp. 35–48

The aim of this study was to gather university student perspectives on a new type of assessment task requesting them to create “blended media”. Blended media is a new form of student-generated multimedia whereby students devise a narration or...

Explaining and Communicating Science Using Student-Created Blended Media

Garry Hoban; Wendy Nielsen; Alyce Shepherd

Teaching Science Vol. 59, No. 1 (March 2013) pp. 32–35

Students engage with science content when they are asked to explain and communicate their knowledge to others. In particular, encouraging students to create various digital media forms such as videos, podcasts, vodcasts, screencasts, digital stories ...

Teachers' perceptions of online modules to promote professional learning of ICT

Anthony Herrington; Jan Herrington; Garry Hoban; Doug Reid

World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 2229–2238

Online professional learning has the potential to be a cost effective, flexible approach that can reach large numbers of teachers. However, there are many factors that need to be evaluated in developing successful online approaches that impact on...

Topics: Teachers, Evaluation

Transfer of Online Professional Learning to Teachers’ Classroom Practice

Anthony Herrington; Jan Herrington; Garry Hoban; Doug Reid

Journal of Interactive Learning Research Vol. 20, No. 2 (April 2009) pp. 189–213

Professional learning is an important process in enabling teachers to update their pedagogical knowledge and practices. The use of online technologies to support professional learning has a number of benefits in terms of flexibility and scalability. ...

Topics: Schools, eLearning, Professional Development, Teachers, Information Communication Technologies

Transfer of online professional learning to teachers’ classroom practice: An analysis of eight cases

Anthony Herrington; Jan Herrington; Garry Hoban; Doug Reid

World Conference on Educational Media and Technology 2006 (June 2006) pp. 1383–1389

Professional learning is an important process in enabling teachers to update their pedagogical knowledge and practices. The use of online technologies to support professional learning has a number of benefits in terms of flexibility and scalability. ...

Topics: Teachers, Educational Technology, Classrooms

Additive and disruptive pedagogies: The use of slowmation as an example of digital technology implementation

Vetta Vratulis; Tony Clarke; Garry Hoban; Gaalen Erickson

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 27, No. 8 (November 2011) pp. 1179–1188

The purpose of this study was to explore the experiences of 35 preservice teachers as they were introduced to a new digital technology, “Slowmation” (abbreviated from Slow Animation), as a “disruptive” pedagogy over a period of 12 months. The...

Language: English

Use of Computer-Mediated Communication To Form a Knowledge-Building Community in Initial Teacher Education

Brian Ferry; Julie Kiggins; Garry Hoban; Lori Lockyer

Annual Meeting of the Australian Association for Research in Education 2001 (December 2001)

This study investigated how different types of computer-mediated communication (CMC) such as asynchronous forums, synchronous forums and e-mail were used to support an alternative approach to initial teacher education that relied on the formation of ...

A Web Environment Linking University Teaching Strategies with Graduate Attributes

Garry Hoban; Geraldine E. Lefoe; Bronwyn James; Sue Curtis; Mary Kaidonis; Muhammad Hadi; Suzanne Lipu; Chris McHarg; Robbie Collins

Journal of University Teaching and Learning Practice Vol. 1, No. 1 (2004)

This article describes the design of a web-based environment that links teaching strategies used in different faculties with graduate attributes. Whilst graduate attributes have existed at the University of Wollongong since the 1990s, this is the...