Educational technology professional development as transformative learning opportunities
Computers & Education
Thumbs up or thumbs down?: semantic orientation applied to unsupervised classification of reviews
ACL '02 Proceedings of the 40th Annual Meeting on Association for Computational Linguistics
A new collaborative teaching model applied to digital music and 3D computer animation
Journal of Computing Sciences in Colleges
A Distributed Rendering Environment for Teaching Animation and Scientific Visualization
IEEE Computer Graphics and Applications
Using appraisal groups for sentiment analysis
Proceedings of the 14th ACM international conference on Information and knowledge management
Computational Linguistics
Thumbs up?: sentiment classification using machine learning techniques
EMNLP '02 Proceedings of the ACL-02 conference on Empirical methods in natural language processing - Volume 10
Electromagnetism supercharged!: learning physics with digital simulation games
ICLS '04 Proceedings of the 6th international conference on Learning sciences
Animation tools of CAS for dynamic exploration of mathematics
Informatics in education
Team teaching animation art and technology
SIGGRAPH '04 ACM SIGGRAPH 2004 Educators program
Development and evaluation of a virtual campus on Second Life: The case of SecondDMI
Computers & Education
Building emotion lexicon from weblog corpora
ACL '07 Proceedings of the 45th Annual Meeting of the ACL on Interactive Poster and Demonstration Sessions
Demonstration of the UAM CorpusTool for text and image annotation
HLT-Demonstrations '08 Proceedings of the 46th Annual Meeting of the Association for Computational Linguistics on Human Language Technologies: Demo Session
Affect analysis of text using fuzzy semantic typing
IEEE Transactions on Fuzzy Systems
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This paper explores the attitudes of teachers, as adult learners, towards learning to do animation. A part of popular culture which second-language students enjoy, until recently, animation has been technically too demanding for non-specialists to learn. Adult learners can experience e-learning as transformative, but also as a barrier. Thus, teacher reception is crucial in exploring the feasibility of animation as an instructional tool in language teaching. In all, 44 Hong Kong and mainland Chinese teachers were taught animation over ten weeks. Subsequently, three surveys elicited both quantitative and qualitative data. Appraisal analysis indicated teachers positively realised animation as valuable, worthwhile and satisfactory, but also difficult and time-consuming, and entailed high levels of communication. Quantitative data indicated their view that animation would be well-received by both colleagues and secondary language learners, as an instructional tool.