EDUCATION FORU M The Dynalab Animation System ' In recent columns I have described briefly some of the active computer science animatio n projects that I have encountered . It is increasingly clear to me that animation technique s currently offer our best hope of enhancing teaching and learning processes in truly nontrivia l ways . With well-designed animations : murky topics are clarified , concepts traditionally difficult for students to grasp can be studied again and agai n from different perspectives as animation parameters are changed (interactively by th e student) , learners can progress at their own individual paces . an d perhaps most appealingly, intellectually challenging topics now taught in upper leve l courses can be introduced much sooner in the curriculum . providing an earlier an d better understanding of computer science and a foundation for later in-depth studies . As mentioned in the June '94 installment of the Forum, I have identified three general types of animation systems : program animators, algorithm animators, and computer scienc e concept animators. Each of these complements the others . and together . they embody th e necessary ingredients for an effective laboratory sequence in the lower
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EDUCATION FORUM: The Dynalab Animation System
Ross, Rocky
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, Volume 25 (4)
Association for Computing Machinery – Dec 1, 1994
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