 Good afternoon and welcome back to the second part of today's session. Myself, Kaumuni, project manager from animation and design team. And here are my colleagues, Nitin and Sneha. Basically, we work here for, we create animations for e-learning or we say educations. And we create animations basically related to the education portion. And Nitin and Sneha will explain you briefly about how we create them and where and why we create animations in education. So I will basically hand over to Nitin to explain you in details. Nitin is working here from 4 to 5 years. He has experience of 4 to 5 years and even Sneha is one of our based animators who work in 3D animation. And she also has 4 to 5 years of experience. So I will hand over to Nitin. Thank you. Hello, today we will be seeing how and how animation, education animation can be created and whatever some of the animation which we have created so far in past 2, 3 years of experience. The question is animation why and where we need the animation. We cannot just create the animation and use it into every concept which you want to like. Like for a teacher's point of view, the teacher want to explain every concept briefly and well so student can understand in more presentable way or the teacher can explain more easily and student can understand more better. The question form an animator point of view from a designer or animator point of view why and where we need the animation actually. So one concept we can see is if the concept can be visualized or can be seen by naked eye. Let us say for an example if I want to, this is a cross section of an eye. For an example if I want to visualize the cross section of an eye, I cannot visualize directly. What is the internal structure of eye, how many parts are there, what are the lenses and how the internal working of eye is happening. It is that some visual is presented to me. I can read it in a textbook and can understand. But animation if here I introduce the animation, it just smoothies out the process of understanding. So it is a better for the student to understand and for a teacher to explain. Similar way if there is a historical place like this. So how it was in the earlier. We cannot see right now because this kind of historical places are in ruins right now. And to we can recreate it. We cannot click some photographs and can imagine this was used to be look like this. This kind of process where we require animation or some graphical alternative. Similar like atoms for a chemistry or anything we can see the atomic structures. We can say H2O or CO2. But we cannot directly say the H2O will look like this or CO2 will have 180 degree of angles and everything. We can mention it. But to visualize that for student it would be rather difficult. The second point which I would like to say is the cameras. Cameras cannot reach. If one animation if I want to create an animation. I would rather create an animation I would say I will create a video. For example if I want to display the gravitational force. A bouncing ball if I just drop a ball it will bounce. Anything which falls from height it will go down. That is a normal concept of gravitation. To display that I want to create an animation. I would rather simply just give a camera from a camera person. And I will drop a ball and I can shoot the create a video. So video would be a much faster and better approach other than creating animation. So the question is why and where the animation is required. There is a must important before creating and deciding creating animation. There is a must question we need to ask before we start creating any animation. Because animation is a long and lengthy process. It requires a much larger team of skilled people. Animators and the subject matter expert who understand the subject. Much better that this is how the concept will be visualized. We can see it on paper in text. But to visualize it into a video or in graphical representation that requires much better skills. And to explain them to some expert like Sneha or animators who create the animation. It requires a much understanding of the subject as well. So this is what some of the animation which we had created. This was one of the animation which we had created Dumbo. Like we can see it is animated a conceptual character. Which helps one of the anime we created for Phatexer. For CS101 his CS101 lecture. Which represents the computer programming internal work of computer. This is a fictional character which has been thought by Phatexer himself. And we have animated it which explains the summation of a program. So this kind of thought process also goes into while creating animation. What we need to animate? Currently we have animated the concept of physics. Chemistry, biology, history. For physics like Rutherford experiment. Archimedes experiment. This kind of for chemistry single replacement reaction. Those couple of chemical reactions atoms you have seen. Like that for biology we had created the working of heart. The internal structure of eye, working of eye. And the internal structure and working how sound propagates through. Different parts of the ear. And for computer science we have created for Phatexer this Dumbo animation. And who all are we? We are design animation team from IIT Bombay. And the steps which are involved is. The artist which we required is Turibod artist. The once the subject matter expert like teachers you all are. Have something concept in mind. The Turibod artist pans out the story how it is created. Animator is the one who actually does the animation. And compositor is the one who combine everything sound video and gives the final output. This are some list of animation which I just mentioned you right now. Which we have created. You can all this are in open source right now in YouTube and upload it or a website. You can download it and view it. Let us just see some animation. So here which we are explaining the disappearing of one layer. Eye has a three different layer. We disappear each layer one by one. The text part which is coming at the bottom which explains. Which part is a different functionality. Now we can see the cross section. Like earlier we have a round eyeball. Now we have a cross section. It will explain the different layers of the eye. So how the light the eye people reacts when the light. If there is an increase in intensity of light and decrease in intensity of light. How the eye people contracts and reduces the size. And how the image is formed on the retina of the eye. So one more you would like to show is. The third one experiment. So one was from a biology department. One is for this is from the physics. The concept behind for this experiment to do is. This experiment cannot be done in a normal physics lab. For this the how cathode this emitter emits a light the rays. And how it electrons get stripped from the this barriers. And when it hits the gold foil. How the it disperse into different rays. And why does that this to explain it cannot be seen by naked eye. It cannot we cannot this even experiment in a normal physics school labs. And actually this is what happens when the alpha particle. It hits the nucleus and it rebounds back and it scatters. So all these animations which we have two of animation which we have say. This has been created using blender. Blender is a 3D open source software and synfig is for 2D. Both are open source and free can be available for all Linux Mac and Windows operating system. Now for the next part I will ask Neha to brief you about how the animations have been created. What are the steps involved to create the animation. Okay like Nitin had already shown you some animations. Now I am going to tell you the process how to create the animations. Okay to how. How the animations are created. These are some steps to create the animations the process. First is instructional design document. Second is storyboard. Third is animation. Then compositing. Now I am going to tell you all the steps in details. For instructional design we have already ready format. Instructional design template is we get this template from subject matter expert like professors and teachers. They provide us this template. This template has all the instruction to how they want to create the animations. Like learning objectives. They give such kind of instruction how to create the animations. You can see the descriptions. Description will help to animators to create the animations. Then with animation which audio should come. So the subject matter expert tell us which audio narration should come with which animation steps. Also which text to be displayed on the screen. For example they want text appear one by one or text should become directly with the images. So they give us instruction how they want to create the animation. For example this is iAnimationIDD Instructional Design Template. They have given some references like video links and images. They provide us references. With those references we create the animation. In your case who made this Instructional Design Template? Professor or teachers provide us the... For that we had an SME Chandrani Das Gupta. We were appointed for the creating this animation. She herself had this created the design. So what was the debate that goes on? For instance you were able to show that there is a construction of the computer. But you weren't able to reduce the light and show a dilation. Obviously the SME did not give you that input and therefore that never got into the presentation. I am trying to figure out a good process. There has to be a debate on what is being shown, why is it being shown, what we are communicating with somebody. This is what Instructional Design is all about. That is the purpose of the Instructional Design because the animator as from our part we are not the expert on the subject. Sir I am trying to figure out what was the process. If you appoint somebody as a subject expert and it gives you something, it becomes sacred. You have to accept it. But you can put a process into it. It is into a debate. We can use what should be done and what should not be done. The process which we follow is that once Instructional Design comes to us we have to first create... She is explaining that we create the sketches. This is the visualization part. Before the visualization part, there is a content. And that content when you say it is mapped to a 9th standard physics part. There is a 9th standard student in mind. There are certain questions that the 9th standard student wants to raise. There are ways in which they can be explained. All that is a part of Instructional Design. Sir this is dependent on professor. How they want to... Sir for this, we had the three teachers from the KV school. The Kendra Vidyalai at IIT Bombay had also contributed for the same. And with the help of them and the SCB who wrote the IDE design. We take the reviews from different subject experts. So the three teachers of physics department teacher from Kendra Vidyalai and from the campus school here they gave us the feedback for this. And accordingly we make all the changes. Then with the template we create the sketches. I am visualizing the 3D part of the model. So we make all the sketches to make the animations. Then we create the model in software. Then after creating the model we directly give this to review to subject matter expert. The proportion of the model is proper or not. Or they want some changes. Some changes in portion, proportion. So we make all the changes. When they approve the model then we start the animation. After animation in compositing we add the text and audio with the animations. So visual part the text should be appear on the animation. So we did all the compositing in compositing software. Now I am going to show you one animation of year. Like this in which part they want to appear the text on the model. This is the canal. Then internal parts of the years. Detailed view of all the models. This is the outer year, middle year. This we cannot able to see with the naked eyes. So that is why we are making the animations which you are not able to see. We make the in 3D view. What have been your role in this? I have done the animation modeling, lighting, texturing all the animation. Why do you call it an animation? Because this is the process. When professors give us the template. Do I have a couple of more frames? You want to see. Now the sound waves is travelling through the year. With the canal now they are hammering on the hammer. Now this process will happen in a part of the years. How the sound travels through the year. May I ask when you were doing this part of the year? Yes. You had an understanding of what must happen. That is why I have done the sketches and taken the review from the subject matter expert. Which model I am making, is it correct or not? Because I am not the subject matter expert. I need the help of the... I have a whole solution. You are not a subject expert, what is the statement? Yes. Do not allow the subject matter expert to fool you to tell you what to do. Do you understand what you are doing? Okay. You look at the way your hammer was oscillating. Every single wave front which came. Yes. There was a pulse. Yes. When it will... If you keep getting pulses into your ears, you won't be able to hear anything. Can you hear the sound with the animation? We are not talking animation here. We are talking subject. Okay. You hear. And you hear a very complex set of sounds which come. Yes. And you are able to discern between them. Yes. So, obviously one wave front coming like that and banging into the ear is not what we have. Sir, this is not only the one wave. We have... Actually, there is a background sound in this. Water drop. Water drop is happening. Water drop. And function we are not able to hear the sound. Hear the sound. Each wave which comes, it is with a... Water drop sound. Water drop sound. When the water drop sound will come and hit to the hammer, then only it will vibrate. So, it is synchronized with the water drop sound. This is not the single wave. Now, this is the three-dimension view of the module. So, student can understand properly. Now, this process in details. Sound hit, then travels to the canal and to the nerves and to the brain. This is only the single process. Like you said, one wave. Before there was the constant sound was coming. That is why it was vibrating. Then we have only shown the one sound of wave and we have explained the process. We have also done some 2D animations. One of the example of the state of the water. Three states of the waters. This is, we are not able to... Like you can say, with 3D, it will take too much time to animate. That is why we are using 2D for this animation. In left side, you can see the molecules. Those are done in 3D. So, this is also important. The animation, which software you want to use, you want to make it in 3D or 2D. For this animation, we have used 2D because it will be more faster. In 3D, it will take too much time to animate this process. Actually, there are chances of misconceptions here as far as fine details of subject is concerned. As a physics person, I see other food experiments will be taken to help in many expressions. If not mistakes, then you can improve. Similarly here, it can create a concept like flowing water is just a layer of atoms. This type of thing should be taken in one's mind while animating a concept. This is a very nice concept, like you said. The structure doesn't break down. Here are chances of... Yes. Sir, but don't you think... We have not shown the bonding between the two molecules. Because... We are just saying that... Yes, sir. The point is that graphic artists cannot... ...different science. Yes. Don't take on that role. Here we are discussing science. So, helping all of us. Yes, sir. See the potential of animation. Yes. We are not discussing your work. This is not an evaluation board for you. Okay, so don't even get involved in that. We are saying if there is a potential for something to be shown using animation and by visualizing it, it is going to add meaning to what the students understand. Yes. Then, the science has to be accurate in certain ways. Yes, sir. Okay, by bringing in... You know, it was very convenient for you to make a nice, beautiful, neat, packed area of molecules that can let it all collapse down. For a graphic artist's point of view, it was a beautiful... Yes. Okay. But it collapsed the science. Yes. Okay. So, we are discussing. You can also be part of that discussion and say how else could it have been improved? How could the structure have been retained? All that's very nice. Sir, that is our next point that... And the point that you mentioned on the other part is... One in electrons. Are we talking about that? Yes. Okay. So, you just picked up that statement of... Yes. The SME picked up that statement written in normal history books of England at 1,100,000, you know, particles will come back right back. So, only one particle came right back. What about all the other angles that were there? They were missing. So, visualization actually adds to misconception. Yes. As long as the child is reading a paragraph, you are letting the child visualize. So, less harm is done. By animating it, we are creating more harm. Look, it is... The artwork is great. The modeling is great. The rendering is great. The wireframes that you have made are very good. Okay, the compositing has been done very well. We are not discussing that. We are discussing science. Okay. That link that has to be in what the SME gives and what finally gets into it. We need to strengthen that chain. And that is where the instruction and design part of it is not as strong as it ought to be. Yes, sir. So, maybe they should have given some some attention to the angle through which we have seen. I mean, like the other group was creating an experiment. If I am seeing from this perspective, I cannot see the switch. But if I go by this side and I have a switch like this, then I can see okay. This ray of the electron is passing through the switch. Because if you have been in this, you have been in this experiment also. Sir, that is not all. I don't believe in it. We have been after that. No, no. Sir, what... This part of the conversation is for us. Yes. What I am suggesting is that if we are going to see this, then we will not be able to make it. Okay? So, we feel that if we are going to show this, then that is all right. Okay? So, I believe all of us should be extremely careful about selecting which animation, which graphic, which model to use for what kind of animation. In the morning, in the morning we also looked at fractional discolation in the YouTube video. You know what I am saying. Even there, there is a problem that someone is making it very beautiful. But we were not able to see the steam. So, we selected it. And now, the whole problem is that there are limitations to what this medium can do. So, when we will write our lesson, then we will quickly have a desire for an animation. So, if you think that it can be very beautiful. It can be very beautiful. It can be very beautiful. It can be very beautiful. It can be very beautiful. It can be very beautiful. It can be very beautiful. Yes, sir. Yes, sir. Actually, when the idea was created, the animated pictures were seen. So, we wanted to also get learners involved. So, for involvement, this idea is fine. But as far as science is concerned, Mathematics is concerned. So, I think that in Mathematics or Science, it is a little difficult to give the idea the content and the objective delivery. In both of these, a gap will be generated somewhere. And we will show the picture and involve the child in a class. But so far as the content delivery is concerned and the understanding is concerned. So, there may be a gap between the outputs and the inputs. This is Ivar. Why do you always put it into a medium? Why are we not putting into an animation? Why don't you put it out as a k-o-v, y-z or something? Sir, we can upload this. I am looking at the possibility that the same year model. If I had given it to the teacher and say, increase the amount of, increase the volume of sound that is coming in. Or increase the frequency of the wave that is coming in. What happens to this? Of course, it is going much beyond what Blender is capable of right now or what you are capable of. But that is where it is going into science. So, if that handle is given to the teacher and that there are controls for it and with the teacher. The teacher would decide at what point in time I will allow this turning to happen and just wave to the teacher rather than it playing out on its own. So, what is the role of the teacher in this class? The teacher starts the animation and waits for it to be over. So, whatever is coming wrong the teacher has to accept even if she knows. The fear is that there are lots of people who do not know that this is wrong and that is where the danger comes. Children also do not know, teachers also do not know so therefore we will accept this. Sir, the animations which we have created the source file, the source file for this part have been are available on our website. Sir, we can make it interactive also. You can click on arrow so you want to move in left side or you want to rotate in right side in whichever speed you want to or you want to increase the sound or decrease the sound how changes will happen with the hammer and canal. It can be doable. We can make the interactive animations also. Sir, there are many steps actually first... Sir, we have created one template to how to create the animations using Landers-Apply. No, sir. Those tutorials will only give you an interface look those tutorials will only give you the basic how what the software is about but for the animation creation like first step is to create the sketches second is to create the models third is to give material and texture like colors and texture so it can look how the ear is looking it is a real example. Then you create a light gives the appropriate lights of models so you can take the output the render output and then you have to do the animation like the visual changes which you need to do rendering to get the output and compositing so you can synchronize with if you want to add some sound or some text whatever text which has been added it can be it is being added in compositing so if you want to slow fast some part of the video some part that is done in compositing so first the sketching then models then we get the reviews if the model is okay then texturing, lighting then animation and after that rendering we do the compositing with audio and text So that's why we are here to create the animations For that part we are like whatever suggestions which we get as we are pointing out there are mistakes in this and we would like to correct these mistakes for this we are providing us with our immunitisers and all these animations are also uploaded on YouTube as well so if you search for Blender IITB as a channel all these animations are available and there is the IITB Blender at gmail.com this is maintained by us you can give us your feedback and corrections yes, if you want to so we can provide you with a source file compositing files and animations have been created in Blender and Sinfek so we can give you the source file and you can do the editing on your pipe you can give the suggestions and we can improve the animations and one more part which would like to you are offering the course of 900 CBC and 900 and Science and Maths so we are hoping that if you would like to have some animation in your mind you want to some graphics you want to create for the courses so you can contact us in this email id and we would be happy to help you out for this part because this learning Blender requires a much task it is a 2-3 months of process of training someone in learning to train people to understand like yes yes yes yes yes so that is the part which you are asking that if your suggestion you tell us if you want to create some animation you ask us that we can provide you with the sources and help which animation you require to make maybe in these three days the designing part is up to you we think we just have to write the script so maybe if you show us the way because every software program they have a definite way of writing so if you show us even some templates or carriers then whenever you are sending something you will send it back to me so sir I would suggest that the template which we have used for the creating of the I that is standard template which we have followed for the creating of all the animation as we have pointed out some of the mistakes so if we give it to you you can make the changes the pointing out the changes and make the corrections and can give us the corrected one with the animation which you want us to create yes yes we can get this hard copy of the yes sir hard copy and soft copy yes sir we will be giving it to e-outreach team and it will be sending it to everyone to all of you ok thank you any more questions yes I would like to add one if I do not take it yes sir just like teaching there is no ultimate way of presenting animation so we can create animation and we can go on improving it again and again so initially we can say that for explaining a complex topic we are using a beginner level animation yes then the next level higher level and the next level so difficulty level may increase we can create such level one animation just to figure out the complex topic not it is not important to go and find details yes ok and then we can add on and improve it for the that is the point sir that is the point the one animation one which we had shown you that was a distant concept which he had asked to create for his for some other batch he had asked us to create the detailed version of that animation so some higher part so that process we are already following it we have something like a discussion group on this so that we can also discuss the instructional design aspects everybody will collaborate and so that we do not we can make them sir we do not have the discussion forum message but on the same email address we can create a group and can discuss this over it Google group or on the Moodle I guess sir we create a forum yes we can give them a game and participate thank you sir