| Description |
1 online resource |
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text file PDF |
| Bibliography |
Includes bibliographical references. |
| Contents |
Intro; Contents; List of Figures; List of Tables; Abstract; 1 Introduction; 1.1 Conflict Between Academic and Workplace Learning; 1.1.1 Digital Effects Industry Reaction to Digital Art Education Programmes; 1.1.2 Conflicting Explanations for Digital Art Education Shortfalls; 1.1.3 Influence of the CG Industry on Education Options; 1.1.4 Differences Between First-and Current-Generation Digital Art Education; 1.2 Proficiency as a Precursor to Professional Expertise; 1.2.1 Three Views of Proficiency; 1.2.2 Performance-Based Definitions of Proficiency and Expertise. |
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1.3 Research Questions Overview1.4 Conclusion; 1.5 Chapter Previews; References; 2 Literature Review; 2.1 Chapter Overview: The Transition to Proficiency; 2.2 Conflation of Proficiency and Expertise; 2.2.1 Definitions; 2.3 The Contribution of Knowledge and Practice to Proficiency; 2.3.1 The Broad Knowledge Standard of Expertise; 2.4 The Transition to Proficiency and Expertise; 2.4.1 Three Frameworks to Explain Proficiency Development; 2.4.2 Deliberate Practice Undermined by Rapid Development; 2.5 Performance Boundaries and Threshold Concepts; 2.5.1 Definition of a Threshold Concept. |
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2.5.2 A Simulated Threshold Concept Leads to Expertise2.5.3 Transition to Proficiency Sudden Among Telegraph Operators; 2.5.4 Talent as an Explanation for Rapid Development; 2.5.5 Threshold Boundaries Between Proficiency and Expertise; 2.6 The Contribution of Spatial Visualisation to Proficiency; 2.6.1 Reflective Thinking in Design; 2.6.2 The Tower of Hanoi Problem; 2.6.3 Visualisation in Problem-Solving; 2.6.4 Testing Spatial Visualisation Ability; 2.6.5 Mental Rotation and Experience; 2.6.6 Mental Rotation and Spatial Visualisation; 2.6.7 Topological Awareness and Cognitive Search. |
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2.6.8 Spatial Visualisation Tests Compromised2.7 Conclusion; 2.7.1 CG Literature not Written for Digital Artists; 2.7.2 Gaps in the Literature; 2.8 Contributions to the Literature; References; 3 Methodology; 3.1 Overview; 3.2 Mixed Methods Methodology; 3.3 Case Study; 3.4 Observation Frame: The MD2 NURBS Modelling Class; 3.4.1 Modelling Projects at IGAD; 3.4.2 The MD2 NURBS Project; 3.4.3 What Are NURBS?; 3.5 Participant Selection; 3.6 Three Phases of Data Collection; 3.6.1 Overview Phase Descriptions; 3.6.2 Data Collection; 3.6.3 Data Type Flow Chart; 3.6.4 Quantitative Phase, Phase One. |
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3.6.5 Qualitative Phases, Phase Two and Three3.6.6 Data Collection Conclusion; 3.7 Analysis; 3.7.1 Analysis of Quantitative Data; 3.7.2 Analysis of Qualitative Data; 3.7.3 Triangulation; 3.8 Strengths and Limitations; 3.8.1 Trustworthiness and Validity; 3.8.2 Limitations; 3.9 Bias; 3.10 Ethical Compliance; 3.11 Conclusion; References; 4 Quantitative Findings; 4.1 Previous Experience; 4.2 School Type; 4.2.1 CG Experience; 4.3 Intake Assessment; 4.4 First Block Grades; 4.5 Spatial Ability Test; 4.6 Novice Status and Spatial Ability; 4.7 NURBS Project Grades. |
| Summary |
The computer graphics (CG) industry is an attractive field for undergraduate students, but employers often find that graduates of CG art programmes are not proficient. The result is that many positions are left vacant, despite large numbers of job applicants. This book investigates how student CG artists develop proficiency. The subject is important to the rapidly growing number of educators in this sector, employers of graduates, and students who intend to develop proficiency for the purpose of obtaining employment. Educators will see why teaching software-oriented knowledge to students does not lead to proficiency, but that the development of problem-solving and visualisation skills do. This book follows a narrow focus, as students develop proficiency in a cognitively challenging task known as 'NURBS modelling'. This task was chosen due to an observed relationship between students who succeeded in the task, and students who successfully obtained employment after graduation. In the study this is based on, readers will be shown that knowledge-based explanations for the development of proficiency do not adequately account for proficiency or expertise in this field, where visualisation has been observed to develop suddenly rather than over an extended period of time. This is an unusual but not unique observation. Other studies have shown rapid development of proficiency and expertise in certain professions, such as among telegraph operators, composers and chess players. Based on these observations, the book argues that threshold concepts play a key role in the development of expertise among CG artists. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
Computer graphics -- Study and teaching.
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Computer art -- Study and teaching.
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Space perception.
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space perception. |
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Teaching of a specific subject. |
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Teaching skills & techniques. |
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Industrial or vocational training. |
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Graphics programming. |
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ART -- Techniques -- Printmaking. |
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CRAFTS & HOBBIES -- Printmaking. |
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DESIGN -- Graphic Arts -- General. |
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Computer art -- Study and teaching |
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Computer graphics -- Study and teaching |
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Space perception |
| Other Form: |
Print version: Paquette, Andrew. Spatial visualization and professional competence. Cham, Switzerland : Springer, [2018] 3319912887 9783319912882 (OCoLC)1030911601 |
| ISBN |
9783319912899 (electronic bk.) |
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3319912895 (electronic bk.) |
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9783319912882 |
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3319912887 |
| Standard No. |
10.1007/978-3-319-91289-9 |
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10.1007/978-3-319-91 |
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