000856261 000__ 06486cam\a2200529Ii\4500
000856261 001__ 856261
000856261 005__ 20230306145125.0
000856261 006__ m\\\\\o\\d\\\\\\\\
000856261 007__ cr\un\nnnunnun
000856261 008__ 180905s2018\\\\sz\\\\\\ob\\\\000\0\eng\d
000856261 019__ $$a1050609447$$a1055597236
000856261 020__ $$a9783319912899$$q(electronic book)
000856261 020__ $$a3319912895$$q(electronic book)
000856261 020__ $$z9783319912882
000856261 020__ $$z3319912887
000856261 0247_ $$a10.1007/978-3-319-91289-9$$2doi
000856261 035__ $$aSP(OCoLC)on1050448386
000856261 035__ $$aSP(OCoLC)1050448386$$z(OCoLC)1050609447$$z(OCoLC)1055597236
000856261 040__ $$aN$T$$beng$$erda$$epn$$cN$T$$dN$T$$dEBLCP$$dYDX$$dGW5XE$$dNLE$$dUPM$$dOCLCF$$dUKMGB$$dOCLCQ
000856261 049__ $$aISEA
000856261 050_4 $$aN7433.83
000856261 08204 $$a760$$223
000856261 1001_ $$aPaquette, Andrew,$$eauthor.
000856261 24510 $$aSpatial visualization and professional competence :$$bthe development of proficiency among digital artists /$$cAndrew Paquette.
000856261 264_1 $$aCham, Switzerland :$$bSpringer,$$c[2018]
000856261 300__ $$a1 online resource
000856261 336__ $$atext$$btxt$$2rdacontent
000856261 337__ $$acomputer$$bc$$2rdamedia
000856261 338__ $$aonline resource$$bcr$$2rdacarrier
000856261 347__ $$atext file$$bPDF$$2rda
000856261 504__ $$aIncludes bibliographical references.
000856261 5050_ $$aIntro; Contents; List of Figures; List of Tables; Abstract; 1 Introduction; 1.1 Conflict Between Academic and Workplace Learning; 1.1.1 Digital Effects Industry Reaction to Digital Art Education Programmes; 1.1.2 Conflicting Explanations for Digital Art Education Shortfalls; 1.1.3 Influence of the CG Industry on Education Options; 1.1.4 Differences Between First-and Current-Generation Digital Art Education; 1.2 Proficiency as a Precursor to Professional Expertise; 1.2.1 Three Views of Proficiency; 1.2.2 Performance-Based Definitions of Proficiency and Expertise.
000856261 5058_ $$a1.3 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.
000856261 5058_ $$a2.5.2 A Simulated Threshold Concept Leads to Expertise2.5.3 Transition to Proficiency Sudden Among Telegraph Operators; 2.5.4 Talent as an Explanation for Rapid Development; 2.5.5 Threshold Boundaries Between Proficiency and Expertise; 2.6 The Contribution of Spatial Visualisation to Proficiency; 2.6.1 Reflective Thinking in Design; 2.6.2 The Tower of Hanoi Problem; 2.6.3 Visualisation in Problem-Solving; 2.6.4 Testing Spatial Visualisation Ability; 2.6.5 Mental Rotation and Experience; 2.6.6 Mental Rotation and Spatial Visualisation; 2.6.7 Topological Awareness and Cognitive Search.
000856261 5058_ $$a2.6.8 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.
000856261 5058_ $$a3.6.5 Qualitative Phases, Phase Two and Three3.6.6 Data Collection Conclusion; 3.7 Analysis; 3.7.1 Analysis of Quantitative Data; 3.7.2 Analysis of Qualitative Data; 3.7.3 Triangulation; 3.8 Strengths and Limitations; 3.8.1 Trustworthiness and Validity; 3.8.2 Limitations; 3.9 Bias; 3.10 Ethical Compliance; 3.11 Conclusion; References; 4 Quantitative Findings; 4.1 Previous Experience; 4.2 School Type; 4.2.1 CG Experience; 4.3 Intake Assessment; 4.4 First Block Grades; 4.5 Spatial Ability Test; 4.6 Novice Status and Spatial Ability; 4.7 NURBS Project Grades.
000856261 506__ $$aAccess limited to authorized users.
000856261 520__ $$aThe computer graphics (CG) industry is an attractive field for undergraduate students, but employers often find that graduates of CG art programmes are not proficient. The result is that many positions are left vacant, despite large numbers of job applicants. This book investigates how student CG artists develop proficiency. The subject is important to the rapidly growing number of educators in this sector, employers of graduates, and students who intend to develop proficiency for the purpose of obtaining employment. Educators will see why teaching software-oriented knowledge to students does not lead to proficiency, but that the development of problem-solving and visualisation skills do. This book follows a narrow focus, as students develop proficiency in a cognitively challenging task known as 'NURBS modelling'. This task was chosen due to an observed relationship between students who succeeded in the task, and students who successfully obtained employment after graduation. In the study this is based on, readers will be shown that knowledge-based explanations for the development of proficiency do not adequately account for proficiency or expertise in this field, where visualisation has been observed to develop suddenly rather than over an extended period of time. This is an unusual but not unique observation. Other studies have shown rapid development of proficiency and expertise in certain professions, such as among telegraph operators, composers and chess players. Based on these observations, the book argues that threshold concepts play a key role in the development of expertise among CG artists.
000856261 588__ $$aOnline resource; title from PDF title page (viewed September 6, 2018).
000856261 650_0 $$aComputer graphics$$xStudy and teaching.
000856261 650_0 $$aComputer art$$xStudy and teaching.
000856261 650_0 $$aSpace perception.
000856261 77608 $$iPrint version:$$aPaquette, Andrew.$$tSpatial visualization and professional competence.$$dCham, Switzerland : Springer, [2018]$$z3319912887$$z9783319912882$$w(OCoLC)1030911601
000856261 852__ $$bebk
000856261 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-3-319-91289-9$$zOnline Access$$91397441.1
000856261 909CO $$ooai:library.usi.edu:856261$$pGLOBAL_SET
000856261 980__ $$aEBOOK
000856261 980__ $$aBIB
000856261 982__ $$aEbook
000856261 983__ $$aOnline
000856261 994__ $$a92$$bISE