Explanatory Animations in the Classroom

Student-Authored Animations as Digital Pedagogy

  • Brendan Jacobs

Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT)

Table of contents

About this book


This book provides groundbreaking evidence demonstrating how student-authored explanatory animations can embody and document learning as an exciting new development within digital pedagogy.  Explanatory animations can be an excellent resource for teaching and learning but there has been an underlying assumption that students are predominately viewers rather than animation authors.  The methodology detailed in this book reverses this scenario by putting students in the driver’s seat of their own learning. This signals not just a change in perspective, but a complete change in activity that, to continue the analogy, will forever change the conversation and make redundant phrases like “Are we there yet?” and “How much longer?”  The digital nature of such practices provides compelling evidence for reconceptualising explanatory animation creation as a pedagogical activity that generates multimodal assessment data. Tying together related themes to advance approaches to evidence-based assessment using digital technologies, this book is intended for educators at any stage of their journey, including pre-service teachers.


conceptual consolidation digital scholarship explanatory animation creation explanatory animation framework (EAF) mental models multimodal theses and dissertations (MTDs) Reverse engineering Explanatory Animation Learning Method mutual zones of proximal development project-based learning variant graphics

Authors and affiliations

  • Brendan Jacobs
    • 1
  1. 1.MackayAustralia

Bibliographic information

  • DOI
  • Copyright Information The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2020
  • Publisher Name Springer, Singapore
  • eBook Packages Education
  • Print ISBN 978-981-15-3524-6
  • Online ISBN 978-981-15-3525-3
  • Series Print ISSN 2211-1921
  • Series Online ISSN 2211-193X
  • Buy this book on publisher's site