1. Active Learning by Developing Animated Instructional Aides With Technology Nii-Emil Alexander-Reindorf, Dr. Lily Liang Department of Computer Science and Information Technology, University of the District of Columbia, Spring 2009 Results Two video clips were developed with the above approach, one on computer datapath, one on stack pointer and frame pointer. Figure 5. illustrates one frame of the video clip of the computer datapath where control lines were not included for simplicity of illustration. Figure 6 shows the next frame, where control lines are added. Figure 5. Screenshot of the Video Clip of Compute Datapath Question Average (scale 1-5)‏ Figure 6. Screenshot of Datapath with Control Lines We demonstrated the video clips in computer architecture class and also outside the class. Table 1. shows the result of a survey we conducted (6 samples due to the time constrain) Based on this, we believe this proposed approach do enhance learning by involving students in developing instructional aides. Table 1. Survey of Students Designing and Developing Contents of the Instructional Aid The content of the animation were designed by the instructor and the student jointly and developed by the student with software OpenOffice illustrated in Figure 2. It is then saved as a PDF file. Figure 2.Creating Contents with OpenOffice Generating Images The PDF file is later converted to image files with the program “Ap PDF to Image” shown in Figure 3. Figure 3. Generating Images with “Ap Pdf to Image” Linking Images into Video We used Microsoft MovieMaker to link the images into animation video shown as Figure 4. Figure 4. Microsoft MovieMaker Introduction In computer science, many concepts are illustrated with consecutive graphs to demonstrate dynamic changes or evolution of complexity. For example the dynamic changes of the stack pointer and frame pointer during the execution of a program and how a computer datapath is built from components. In these cases, animations can help greatly in comprehension. We propose a new approach of active learning, in which faculty and students work together in developing animation videos as instructional aides. In our project, with the guidance of the instructor, student generated animation videos for the Computer Architecture class with either free computer software, such as OpenOffice and “Ap PDF to Image”, or software that comes with Windows, such as Paint or Windows MovieMaker. Abstract We propose a new approach of active learning, in which faculty and students work together in developing animation videos as instructional aides. Background: In computer science, many concepts are illustrated with consecutive graphs to demonstrate dynamic changes or evolution of complexity. In these cases, animations can help greatly in comprehension. Approach : In our project, with the guidance of the instructor, student generated animation videos for the Computer Architecture class with easily-accessible computer software. Results : Two video clips were developed on selected course topics and were demoed in the class. A survey was designed and conducted to assess the approach. The feedback from the survey was positive. Approach We took the following three steps to develop video animations: 1) Designing and developing contents 2) Generating images 3) Linking images into a video. Figure 1. illustrates the process. Figure 1. Animation Development Process