A Case Study of Assignments Through an Online Mentoring Program

Abstract

Behind ubiquitous information in the 21st century is the desire for understanding and mastering the information. As with any application-oriented learning method, it is necessary to truly appreciate its domain before mastering its core knowledge and applying it flexibly in practical operations. Student hands-on exercise is a commonly used teaching model across all disciplines in today's higher education, and this mode of learning has also been deeply engraved in the hearts of students. However, there is a potential crisis here, that is, blindly pursuing practical operations and ignoring primary education in such a field and the promotion of competency. This problem is particularly prominent in highly practical subjects, such as film visual effects that does not only require the understanding of film language and software skills but also logical thinking ability to cope with the needs of dealing with digital images, colors, natural light, physics and mathematics, and production pipelines in the high stand contemporary film industry. Thus, an in-depth understanding of the big picture in the subject and its standards before getting hands-on is essential for students' learning. This paper is to showcase a hybrid course assignment and distribution through an externally funding project - the VFX Online Mentoring Program, which was supported by three Academy award-winning visual effects studios and 6 UK higher education institutions with a total of 88 participating students. Additionally, as an extended project, the program is currently open to undergraduate students of all levels and disciplines in St. John's University, New York.



Author Information
Jin Zhi, St. John's University, United States

Paper Information
Conference: ECE2020
Stream: Assessment Theories & Methodologies

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