Titles
A-C
D-G
H-K
L-O
P-S
T-Z
A data-driven approach to identify interior design settings ...A decade’s narrative: Balancing consistency and change in...A novel way of behaviour-change delivery: Using a learning m...A Pilot Study of an Interdisciplinary Project for Architectu...A practical method to guide the architectural design processA sentimental studio & the power of making: A distance learn...Advancing Material Learning: Understanding Computational Pot...Advantages and Disadvantages of Remote Learning: Case of Des...An Evaluation of Tertiary Educators’ Perceptions of Online...An Inter-University Collaborative StudioAn Online Art School isn’t an Art SchoolApplying Blended Learning in Higher EducationArchitectural Design Jury under COVID-19: The Case of Gradua...Architectural Design-Research: a path towards an innovative ...Architectural education: methods for integrating climate eme...Architecture's Afterlife: The Multi-sector impact of an arch...Around, about: a temporal siteArt & Design Education in Pakistan: The Missing Links in Res...Autonomy, Competence, and Community: Activating the intrinsi...Babbling in VR: The Pixelated Site of Virtual Interiorities Beyond the ScreenBridging Disciplines and Skillsets: Distributed Construction...Casual Academics and Studio Teaching in Face-to-face and Onl...Cognitive Complexity in Studio Teaching and LearningCollage as a Trans-Disciplinary Learning and Teaching Method...Conception of teaching and teaching approaches: Architectura...Covid-19 and the function of the creative spaceCraft-design collaboration: an emerging hybrid model of acad...Critical friends as support for peer-to-peer learning in stu...Critical Reflections on my Architecture Teaching PracticeCultivating Critical Thinkers: An Inquiry into Critical and ...Define, Draw, Diagram: A Case Study Approach to Understandin...Democratic Pedagogy and Process: A Case Study of Interior De...Design Studio Education: what can it be when it can no longe...Designing hybridization: alternative education strategies fo...Despite Disruptions: The Resilience of the Design Studio Mod...Developing Architectural Detailing Skill: A Self-Learning Me...Digital and face-to-face place-based pedagogy: Live Projects...Digital Twin Cities - an instrument for pedagogical changeDisruption, Improvisation, Redesign - Teaching Computer Anim...Does all impact count? How third mission policies and evalua...Educational values of design briefs based on culture-led reg...Educere and/as haecceity: A prospective concept for non-line...Emerging from the margins: TUT Department of Architecture an...Emplacing architectural education in a sociophysical territo...Encounters with Threshold Concepts that Facilitate Transform...Engaged Scholarship: Interdisciplinary Perspectives through ...Engaging the TikTok Mind: Short Form Video for Searchable Le...Engaging Your Core: How Exercise and Interaction Can Engage,...Establishing Equilibrium: Not a Novelty just Novel Exhausted: pedagogies of (gentle) resistance for our timesExperiential Learning Through Participation and Representati...Experimental Spatial Drawing Techniques as a Framework for C...Focus on Pedagogy: The Truth, Façade, and Sustaining Chall...Food Studies as Experiential LearningFraming architectural design studio pedagogy in 2020 and bey...Freehand drawing as a didactic instrumentFrom an Anthropocentric to a Biocentric Mindset in the Archi...From the Individual to the Inclusive DrawingGame-Based Learning in the Introductory Art History Course: ...Gazing into the Factors Determining the Future of Architectu...Home Work: Expanding Housing Education for the Elementary Gr...How Critical is the Crit?Humans of Interiors, Diversity by DesignIn Search of Creativity Through Teaching and Learning Libera...Intercultural pedagogy and technology for a new humanismInterdisciplinarity in education: ideologies of pedagogical ...Interdisciplinary teaching approaches in art and design inst...Inverted Studio: Novel Teaching Techniques for Online Design...Investigations into models of Peer Observation of Teaching i...It just makes sense: Fueling student leadership in the Anthr...Knowledge Transfer in Sustainable Urban Planning Through Com...Learning by Teaching: How Students became Teachers at the Vi...Learning from the European Metropolitan City in Absence Lessons Learned While Passing Through DoorsLessons Learned: Removing Barriers to Learning and Student E...Little corridor conversations: The necessity of physical spa...Making TectonicsMaterialism and Tolerance Through Ceramic Fabrication Mediating and Rethinking ‘Site’ in the Creative ProcessMetaphors in Arguments for Change: Linking Ethics and Episte...Mindfulness and Meditation – Self-Care and Being Digital i...Mixed Realities: Augmented Environmental TransparencyMulti-Modes of Erasure: An analysis of the Art History and V...No Need to Panic: What the digital experience teaches us abo...On an Archaeological Aesthetics of Found Objects (Waste), or...Owning [up to] the UrbanPedagogical Tools for Media Studies: An AnalysisPhilosophy, Pedagogy and the Visual ArtsPlanning as evolution: radical pedagogy, creative methods an...Poorly Trained: Towards an AI Pedagogy in ArchitectureProcessing complex interior construction problems: A critica...Project as One ArgumentPrompting change: Understanding the impact of pedagogy on fu...Providing authentic workplace team learning in architecture ...Refining University-Community Partnerships: Interdisciplinar...Reflecting on Reflections: Shifting Perspectives in Teaching...Reflections from Two Perspectives: Interdisciplinary urban d...Rethinking the Interior Design Pedagogy: Argument by Argumen...Role of an independent collaborative creative space to enhan...Role of Narratives in Trans disciplinary Architectural Educa...Seniors’ digital literacy learning Sensory Type: From Motivation to ActivationShared Sites for the ‘Emergence of People’.Sites of [un]Contestation: A Classroom-Based Pedagogical Cas...Sketching as a Discursive Tool for Contextual ResearchSpecification writing as a design process toolStimulating Participatory Design Practices – Regional Chal...Student as Site: Pedagogical ParallelsSupporting Student Engagement and Active Participation Durin...Systematic Framework for Integrating Virtual Reality Into th...Teach/ology: Transitioning an Emotionally-Charged Course to ...Teaching and learning Landscape Ecology to Landscape Archite...Teaching Architectural Complexities via PlasticsTeaching Complexity – Education between Environments, Big-...Teaching Design-informed Citizenship: Considering the Design...Teaching in the Bubble: Notes on Architecture Studio Educati...Teaching Relations in the Educational Design StudioTechnology is transforming education but not the way we anti...The Architectural cut-up: Sites of narrative for architectur...The Augmented Studio – Teaching and Learning in Digital Sp...The Blended Teaching Based on BOPPPS Method, Case from the C...The Client & the Classroom: Using a Live Civic Focused Brief...The Collaborative Challenge: Building Bridges that Connect C...The COVID Disruption in Interior Design Education/Virtual Re...The critical reflections of a teacher-architect at the Unive...The Future of Cross – Multi – Inter & Trans Disciplinary...The impact of STEAM education on Master and PhD thesis from ...The impact of thinking fast and slow on teaching and learnin...The Point of Learning Architectural Theory in the 2020sThe Role of Immersive VR as a Design Tool in an Architectura...The Storm community oriented real-life design project; revis...The synchrony of the multiple intangible fields of education...The talking projection: teaching that is not flatThe use of TIC in Mathematics higher education teaching and ...The Virtual World: COVID’s Impact on Design EducationTowards a Pedagogical framework for implementing studies of ...Towards an Object Orientated PedagogyTowards teaching of sustainable building (re)use through an ...Tracing the Intensive: On Assemblages, Technicities and Urba...Turbo charging teaching: What have teachers learned from mul...Ungrading in DialogueUnlimited Pedagogy - Transformative Education for an Urbaniz...Urban Humanities as Framework for Public Space ResearchWelcome and Introduction What the Texts Don’t Say about Forced Migration: New Strat...What’s in it for me? Integrating Service-Learning into Hi...WISE Project: Improving undergraduate instruction in writing...
Presenters
A-C
D-G
H-K
L-O
P-S
T-Z
A. AboualamP. AbramsS. AfzalJunaid Alam RanaC. AllenM. AllibertM. AndrewsN. AntakiP. AshwinR. BachE. BachlmairB. BasarirK. BlairF. Bolaji AjiboyeA. BoothR. Brackett IIIP. BruggerP. Brugger(i)A. BukhammasK. Byrne et alG. CairnsC. ChhabraC. ChoG. Chyon et al.A. CiftciP. Collins et al.E. Con AguilarJ. CorkettD. CorreaL. CoucillM. CramerS. CrobeG. Crocker et al.E. CromptonA. CruzL. CulicA. DateyC. DaveyM. de AlarcónO. DenizD. Di MascioC. DiggleE. DonovanC. EarhartM. El KhafifB. Ertürkmen-AksoyD. FaoroC. FayM. FesselA. FjodorovaB. FrainC. GalassoA. GeorgeK. GerhardssonS. GeyerS. Geyer(i)A. Ghersi and I. VaggeP. GhomM. GhoshR. GibboneyA. GillJ. GoodmanJ. GreenD. GuevaraM. GuzowskiL. HakimT. HallidayC. HammondM. HansenH. Harriss et al.T. HealyC. HenshawE. HerringB. HornC. HwangM. HynamM. IqbalJ. JacksonG. JacobsR. JainJ. Jaminet et al.M. JeonL. JespersenS. JivaniC. JusteS. KamranA. KarandinouF. Kastner et al.A. KhoudiM. KhozaD. KingY. KohS. KooD. KoschitzA. KosmaD. LaitschH. Lester et al.M. LiH. LoganK. LovellL. MackintoshL. MadrazoH. MatayoshiB. MatholeS. McCallumJ. McGawH. McKellarD. McMahon et al.S. MehmoodM. MejiaC. MeschA. MeyboomR. MilgromD. MorleyS. MorrisF. Murialdo et al.M. MusaR. NeubauerS. O'Dwyer et alUniversity of PretoriaA. OsmanD. O’BrienE. O’Hara et al.S. PaekK. PalipaneR. Pan et al.N. PandeG. Parmenidis et al.A. PatchingS. Patel et alA. PaveleaM. PereiraI. PrinslooM. QuaggiottoA. Ramirez et al.A. RaonicJ. RibeiroS. RosadoC. RuedaRhett RussoR. Santos et al.L. SchlabitzA. ShearerL. ShenefeltJ. ShieldsM. ShilonF. SiddiqiA. SladeJ. SmitC. SmithS. StaehleM. StanderBall State UniversityA. SteffensR. TahaK. TanL. Tan.A. TataranniS. TempleJ. ThakkarS. TravisJ. Tussey et al.N. Tzortzi et al.V. VahdatF. van TonderF. van. TonderA. VartolaZ. VernonJ. Vigneri-BeaneG. W. HurcombH. WangE. WettsteinA. WhyteI. WillcockW. Wilms FloetK. Wong et al.Heather WorneF. WulffW. YangS. YoumS. ZahraJ. ZhouR. Zia
Schedule

A Focus on Pedagogy

Teaching, Learning and Research in the Modern Academy
Disruption, Improvisation, Redesign - Teaching Computer Animation and Visual Effects during the Covid Pandemic
R. Zia
3:30 pm - 5:00 pm

Abstract

This paper highlights the challenges, obstacles and new opportunities presented by the pandemic disruption to teaching delivery and assessment, and the new blended learning and teaching opportunities that have evolved as a result across a range of different arts, design, craft, technology and production based subjects within the computer animation and visual effects discipline. The National Centre for Computer Animation (NCCA) at Bournemouth University, UK offers three undergraduate and three Masters courses. The NCCA’s motto has been “technology in the service of the arts” and as such the teaching ranges from arts and design, programming and scripting, cinematography and camera acquisition to production craft based units. The first UK Covid lockdown caused an abrupt disruption to face-to-face teaching and an immediate switch to online delivery. Being familiar with technology workflows enabled the NCCA staff and students to transition smoothly into the new normal as far as the software production and programming teaching was concerned. Tutorials and supervisory meetings worked very well online. The life drawing and camera acquisition based teaching, however, proved more considerably more challenging and are discussed in detail in this paper. This paper focuses on the author’s experience of leading three units – Visual Studies, Visual Effects Photography and Acquisition, and, Visual Storytelling and Previsualisation – as well as teaching on the Moving Image Theory and Practice unit, and supervising group and individual projects on the undergraduate Group Project, Research and Development, Personal Inquiry, and, Final Major Project units during three phases; adapting and improvising mid-unit at the start of lockdown, changes to delivery and assessment during lockdown, and, redesigning and delivering post-lockdown. The paper also explores the wider public engagement opportunities provided by the online and blended delivery in terms of the teaching method, delivery, nature of assessments and workflow.

Biography

Dr Rehan Zia holds a practice-led PhD in photography/visual effects craft practice. Rehan has been awarded the Fellowship of the Royal Photographic Society (FRPS) – the highest level of RPS distinctions – as well as the Fellowship of the Royal Society for Arts (FRSA). Visual storytelling lies at the core of Rehan’s creative practice, teaching and research. He has a passion for telling stories through light, form and colour, creating images that lie on the cusp of fantasy and realism. Rehan teaches a wide range of visual effects and camera acquisition related courses at the Bournemouth University’s prestigious National Centre for Computer Animation in the UK. These courses include practice areas such as camera acquisition, visual storytelling, previsualisation, cinematography, compositing, matchmoving, digital texturing and lighting, project management and photography for visual effects, computer animation and games. Rehan has a keen interest in course design and has delivered a number of talks on best practice in teaching visual effects and computer animation for The Creative Skillset (now known as ScreenSkills). He has exhibited work at a number of group and solo exhibitions and his images have been published in print and on the BBC.