Title
The Rigging Tutor
SOURCE Citation
Sayer, Stephen, "The Rigging Tutor" (2021). Sheridan Creates. 8.
https://source.sheridancollege.ca/conferences_creates/2021/2021/8
Location
Online
Start Date
3-3-2021 10:10 AM
End Date
3-3-2021 11:10 AM
Description
The topic of rigging has traditionally been a challenging part of the Computer Animation curriculum. Rigging is the complex and technical process of creating the controls and systems which allow a 3D asset to be animated. Many students struggle to learn it well, and instructors struggle to teach it successfully.
In this presentation, Steve Sayer demonstrates a specialized teaching tool he has developed, called The Rigging Tutor. This tool runs within the 3D application being taught, and guides the user step-by-step through the process of rigging a simple asset. This kind of advanced, interactive teaching utility could supplement or even replace conventional delivery methods, such as lectures or tutorial videos.
In addition to demonstrating the tool itself, Steve presents some of his findings from a series of tests conducted by student and faculty volunteers. Initial reactions were very positive, and volunteers were excited by the prospect of a more fully-functional version being developed and included in future program curriculum.
Copyright
© Stephen Sayer
The Rigging Tutor
Online
The topic of rigging has traditionally been a challenging part of the Computer Animation curriculum. Rigging is the complex and technical process of creating the controls and systems which allow a 3D asset to be animated. Many students struggle to learn it well, and instructors struggle to teach it successfully.
In this presentation, Steve Sayer demonstrates a specialized teaching tool he has developed, called The Rigging Tutor. This tool runs within the 3D application being taught, and guides the user step-by-step through the process of rigging a simple asset. This kind of advanced, interactive teaching utility could supplement or even replace conventional delivery methods, such as lectures or tutorial videos.
In addition to demonstrating the tool itself, Steve presents some of his findings from a series of tests conducted by student and faculty volunteers. Initial reactions were very positive, and volunteers were excited by the prospect of a more fully-functional version being developed and included in future program curriculum.
Comments
SESSION FOUR
There were two presentations offered within each Session. Presentations ran 30 minutes each (20-minute presentation with 10-minute Q&A).