Capstonefinalreport Campbellr

Running Head: ADOBE AFTER EFFECTS COURSE FOR CSU MONTEREY BAY
CALIFORNIA STATE UNIVERSITY

MONTEREY BAY
Adobe After Effects Course for CSU Monterey Bay
CAPSTONE Report
Submitted in partial satisfaction of requirements of the degree of
MASTER OF SCIENCE in
Instructional Science and Technology
Robert Campbell
December 1, 2017
Capstone Approvals: (At least one advisor and capstone instructor should approve)
_________________________ ___________________________ _____________
Advisor Name Signature Date
_________________________ ___________________________ _____________
Capstone Instructor Name Signature Date
ADOBE AFTER EFFECTS COURSE FOR CSU MONTEREY BAY 1
Table of Contents
Executive Summary ............................................................................................................ 4
Introduction ......................................................................................................................... 6
Problem Description ....................................................................................................... 6
Learner Profile ................................................................................................................ 7
Environmental Scan ............................................................................................................ 9
Print Resources ............................................................................................................... 9
Online Resources ............................................................................................................ 9
Solution ............................................................................................................................. 10
Course Goals ................................................................................................................. 10
Course Objectives ......................................................................................................... 10
Learning Theories ......................................................................................................... 11
Instructional Strategies.................................................................................................. 12
Learning Activities: ...................................................................................................... 14
Methods and Procedures ................................................................................................... 16
Major Deliverables........................................................................................................ 16
Completing the Project ................................................................................................. 18
Resources .......................................................................................................................... 19
Hoonuit Content: ........................................................................................................... 20
Timeline ............................................................................................................................ 22
Evaluation and Testing ..................................................................................................... 23
Observations ................................................................................................................. 23
Follow-up Recommendations ....................................................................................... 24
Conclusion ........................................................................................................................ 26
References ......................................................................................................................... 27
APPENDICES .................................................................................................................. 29
Appendix A: Usability Testing Logging....................................................................... 29
Appendix B: Usability Data .......................................................................................... 32
Appendix C: Online Resources for Instruction............................................................. 34
APPENDIX D: INSTRUCTOR’S GUIDE ......................................................................... 0
Introduction:........................................................................................................................ 2
After Effects Course: ...................................................................................................... 2
Course Goals: .................................................................................................................. 2
Learning Theory and Instructional Strategies: ................................................................ 2
Team Projects: ................................................................................................................ 5
Course Outline: ............................................................................................................... 6
Part 1: Motion Graphics and Titling ................................................................................... 7
Module 1: Introduction to After Effects ......................................................................... 8
Module 2: Title Design & Logo Animation ................................................................... 9
Module 3: Logo animations, repeater, infographics .................................................... 10
Module 4: Motion graphics. ......................................................................................... 11
Module 5: Motion graphics with video. ....................................................................... 12
Project A Outline: ......................................................................................................... 13
Module 6: Team Project A assign and design, additional techniques. ......................... 14
Module 7: Team Project A development, additional techniques. ................................. 15
Module 8: Team Project A Completion and Project Festival ....................................... 16
Part 2: Video Control & Effects........................................................................................ 17
Module 9: Green screen and keying effects ................................................................. 17
Module 10: Sanitizing/beautifying footage, sky replacement. ..................................... 17
Module 11: Further Uses of Camera tracking............................................................... 17

Module 12: Particle effects: smoke, dust, rain. ............................................................. 17
Module 13: Otter Magic: Special Effects for Film. ...................................................... 17
Module 14: Team Project B assign and design, additional techniques......................... 17
Module 15: Team Project B development, additional techniques. ............................... 17
Module 16: Team Project B completion and project festival ....................................... 17
List of Tables:
Table 1: Hoonuit Basics Sections ..................................................................................... 20
Table 2: Hoonuit After Effects CC 2017 Advanced Videos ............................................. 20
Table 3: Project Timeline.................................................................................................. 22
Table 4: Task Codes used in Usability Logging ............................................................... 30
Table 5: Usability Testing Event Codes ........................................................................... 31
Table 6: Observed Usability Events ................................................................................. 32
Table 7: User Task Times ................................................................................................. 32
Table 8: Online Resources for After Effects..................................................................... 34
List of Figures:
Figure 1: Merrill’s First Principles of Instruction ............................................................. 13
Figure 2: Hoonuit After Effects Pre-Assessment Window ............................................... 24
Figure 3: Details of the Usability Logging Sheet ............................................................. 29
Executive Summary
This project was developed for the School of Computing and Design at California State
University at Monterey Bay. The project includes an instructor’s guide, included in Appendix D
and sixteen modules in the CSUMB iLearn, and reflects research into methods and purposes in
the use of Adobe After Effects in both motion graphics and special effects for video and film.
I identified Bandura’s Social Cognitive Theory and Merrill’s First Principles of
Instruction as practical foundations for learning in the course. Social Cognitive Theory was
identified for its use of instructor and peer modeling to expand the learner’s sphere of influence.
This includes both how the learner sees the overall tasks as well as how the technology is
incorporated. Merrill’s First Principles fits well with hands on and technical learning. It builds
knowledge by identifying existing knowledge, then adds to it by increasingly difficult new
techniques with less and less guidance along the way.
Significant time was spent collecting and assessing available resources, both to expand
my own knowledge as the instructor and to inform course materials and curriculum. Primary
content comes from Hoonuit, formerly Atomic Learning, where a Basic and Advanced series
teach basics. Extended content is largely on YouTube, using tutorials selected to practice skills
learned in the Hoonuit modules.
Designing learning experiences for each module relied upon both of these approaches by
starting each module with prior experience, and introducing new, related material throughout. As
much as possible, a balance of individual work and team projects is used for transfer of learning
to long term memory. My goal at all times in developing this course has been to create fluency
with After Effects processes and controls in general that can be used and adapted to tasks in and
outside the scope of those used in this course.
Usability testing was performed on the first module of the course using students in the
Advanced Multimedia course I teach at San Benito High School in Hollister. Data from this
allowed me to identify weaknesses in how I was using iLearn to revise and build remaining
modules. This resulted in separating Hoonuit learning content from assessments rather than
including them in the same assignment. In addition, each iLearn module includes an outline of
learning activities for the week to provide clarity, context, and direction for learners.
The material is flexible enough to be adapted for either a face to face or a hybrid course.
In a traditional classroom environment students will be able to work more directly with each
other, allowing for more direct learning experiences. Both rely upon material in iLearn. The
course has students enrolled for Spring 2018, with mainly seniors in their last semester of their
program. The majority of students are in the Communication Design major.
The second half of the course remains to be written, with a target completion of January
20. The immersive experience of creating the first eight weeks has developed an approach that
should improve the pace of completion.
Introduction
The field of digital design involves a number of specific software solutions as well as
design knowledge that transcends technology. One of the main leaders in digital design software
is Adobe Systems. Adobe was founded in 1982 with the introduction of Adobe Illustrator, adding
Photoshop in 1989, Premiere in 1992, and After Effects in 1994. After Effects combines the
capabilities of all of these solutions by combining layers, effects, and a video timeline.
After Effects is used by designers and film makers for a range of uses to create motion
text, motion graphics, animated titles and logos, and a range of video-based special effects. Its
capabilities depend upon over 250 effects that create and control color, transparency, 3-
dimensional simulation, particle systems, keying, distortion, and more. Adapting and animating
these effects is done by setting two or more keyframes that hold different values for effect-
specific settings. In addition, native scripting expressions can be used to more efficiently create
loops, randomization, or other programmed use of effect settings.
Media imported and used in After Effects include still images and video. It works
seamlessly with other Adobe Products, including Photoshop, Premiere, and Illustrator. AE
outputs various formats of video, still image, and image sequences, making it flexible in the
ways it can be used.
Problem Description
The Communications Design Major at California State University, Monterey includes

concentrations in Interactive Web Design, Visual Design, and Media & Game Design. In 2015-
2016, an external review of the department found a need for studio courses. The department
responded by making room for 1- and 2-unit courses that expand learning opportunities.
Initially this project was addressed as a solution to expand the abilities of students in the
Game Design Concentration with in the School of Communication and Design. These students
need to be able to create titles, animated logos, and splash screens, as well as special effects to be
used in cutscenes of the games the design.
A splash screen is used as a placeholder to indicate the app or program is loading. It also
serves to deliver branding and perhaps other information to the user. These include graphic
designs, type, and may include animation or special effects.
A cutscene is used in 3D console type games to enlarge the narrative represented by the
game. These include action, dialogue, and information that may motivate or inform the player as
well as engage their imagination in the narrative.
After talking with a creative director at a multimedia company and a film maker, both of
whom use or direct use of After Effects-based media, other elements were deemed essential.
Text animation was confirmed as valuable, both on its own in titles as well as in lower
third animations. Lower thirds animations are used in many types of news, documentary, and
promotional videos to identify names and titles of individuals. In addition, a variety of vector-
and text-based effects and animation techniques were introduced. Video effects such as green
screen, keying, particles, and color management were also added.
The initial profile of the course as being directed towards game design kept the course
limited in scope, which also supported the project as a one-unit course. In opening the
curriculum to a broader range of possibilities, learners of all kinds will get more from the course,
which also allowed it to expand to two units.
Learner Profile
The After Effects course is intended for students in their senior year. In some cases, there
may be juniors in the course as well. 2015 statistics available from CSUMB suggest that these
students are likely to be in the age range of 21-24 (46% of undergraduates) or 25-30 (12% of
undergraduates, and are likely to be 62% female ("CSUMB Factbook: 2015-2016", 2017).
Game Design is one of several concentrations offered in the School of Communication
and Design at CSU Monterey Bay. Other majors include graphic design and web design and
interactive media. As the course developed it became evident that it would serve students across
design disciplines, and that the experience should develop learners’ ability to use After Effects in
a way that opens as many doors as possible, rather than strictly game design.
To have success acquiring skills in using Adobe After Effects, students should have
experience with visual design, composition, and effective color usage; with scripting languages;
and with motion design.
These students will have had experience with a variety of visual design and programming
processes and tools. Specifically, SCD majors are directed toward the following Learning
Outcomes:
MLO 1: Student will effectively communicate in an academic and professional

setting via written documentation and oral presentation…
MLO 2: Student will apply user-centered design methodology to create an
interactive media project emphasizing an event-driven design philosophy…
MLO 3: Student demonstrates the systematic application of aesthetic and design
principles to solve a communication design problem…
MLO 4: Student will use computer programming concepts and skills to solve
communication design problems…
MLO 5: Student demonstrates an understanding of the evolution of computer
technology and its use in solving communication problems…
MLO 6: Student will understand the ethical impact of current and future
information technologies on society; specifically, economics, education, the
environment, governance, industry, health and human communication.
MLO 7: Student demonstrates the integration of the MLOs ("Requirements &
Pathways | Cal State Monterey Bay", 2017).
In the context of these outcomes, it is likely that much pre-requisite knowledge and
understanding for learning After Effects is in place. Previous coursework will have given them
experience with several other programs in the Adobe CC Suite, including Illustrator, Photoshop,
and possibly Animate (formerly Flash). Students in the Game Design Concentration will also
have had design and scripting experience with Unity 3D, while students coming from Web
Design will have design and scripting in Dreamweaver and Javascript. Exposure to these digital
environments, scripting, and the visual disciplines they require prepare learners will to explore
the potential offered by Adobe After Effects.
The only gap apparent for learners reaching After Effects relates to video editing in a
program such as Adobe Premiere. Premiere, Vegas, iMovie, or Final Cut Pro. These tools
provide experience in use of a timeline, transitions, and titling. While these are all addressed in
learning After Effects, use of Adobe Premiere is essential, particularly in the process of creating
video effects. For the purposes of this course, however, needed skills are not particularly
complex and can be addressed within the course.
Environmental Scan
Resources for learning Adobe After Effects are in no short supply, in print, but
particularly on the internet. The key, however, is in learning how to identify useful sources and
find exactly was is needed in time. In evaluating these sources even on a superficial level, one
gets a sense for the important issues to cover in such a course, as well as what the most valuable
resources are.
Print Resources
Adobe’s Classroom in a Book series has several versions covering After Effects, the most
recent in 2017 covering a good deal of material in fourteen chapters at a cost of around $50
depending on the vendor. This text appears to be an introductory approach to After Effects and
covers compositing, motion graphics, and some film effects. Classroom in a Book editions
typically come with a CD of content for practice exercises.
Adobe After Effects CC Visual Effects and Compositing Studio Techniques by Mark
Christiansen covers a number of valuable film effect-oriented techniques. Christiansen is an
established Effects Artist based in San Francisco. His book includes fourteen chapters on topics
related to compositing for video production.
Online Resources
Training for After Effects is available for a price from such sources as Lynda.com,
VideoCoPilot.com, and many other sites.
Searching YouTube for “Adobe After Effects” returns over 1.7 million videos. Focusing
on the objectives of this training course and searching for “Adobe After Effects Animated Logo”
returns over 300,000 results. While it may be encouraging that so much support exists, some
focus and criteria must be developed in locating the best of these.
VideoCopilot.net is an additional source of some use. Operated by freelance special
effects artist Andrew Kramer, Video Copilot has many tutorials that cover a variety of effects.
While the content is generally aimed at film and video, the expertise and quality of the tutorials
makes it very valuable. Much of the better content, however, is available for a cost.
It is worth noting that while there appear to be no resources available for creating
animated logos inside of Unity, there are a number of free and paid plugins available for creating
native particle effects. Students should develop experience with both and be able to compare and
decide which is best given a game project’s goals and style.
CSUMB students all have access to online learning from Hoonuit (formerly Atomic
Learning), which includes useful and well-designed tutorials on Adobe Photoshop, Illustrator,
Premiere, and After Effects. Due to the paid nature of this learning platform, these tend to be
better designed and scripted than many of the other solutions noted, and effectively prepare
students to engage in less carefully constructed tutorials.
Solution
To address the gap in course offerings, a two-unit hybrid course was proposed to provide
experience and training in use of Adobe After Effects. This course covers a wide variety of After
Effects capabilities. As noted previously, it would be impossible for students to use every
possibility in After Effects. Considering that there are over 250 effects and plugins within the
standard version of the software, the intention is to create flexibility and understanding in the
students that allows them to adapt and explore as needed once a solid foundation is formed.
Course Goals
The course is intended to provide experience with a broad range of After Effects
capabilities, applications, and purposes. This includes:
 Motion text and titling for film, video, advertising, and internet use.
 Color control and correction.
 Special effects for film and game environments, including smoke, dust, fire, and
rain.
Course Objectives
Major Learning Objectives for the course are directed toward specific After Effects
capabilities as well as application toward challenges within the industries that use AE on a
regular basis.
Objective 1. Given Adobe After Effects and media including still images,
video, and vector shapes, learners will sequence and time elements in the timeline
to create finished compositions.
Objective 2. Given a completed Adobe After Effects composition, learners will
export to a video or image sequence format appropriate for a given use in video,
web, or game application.
Objective 3. Given Adobe After Effects, a logo, and type objects, learners will
use keyframes and effects to create animated logos, lower third animations, splash
screens, and text animations.
Objective 4. Given Adobe After Effects and video clips, learners will apply
camera tracking and 3D text in a composition to simulate text objects in a real
world environment such that the text appears to be part of the environment.
Objective 5. Given Adobe After Effects, type objects, and representational
vector images, learners will create animated scenes useful in storytelling and
advertising.
Objective 6. Given Adobe After Effects and a vector character image, learners
will create character animation using the Puppet Tool so that correct overlap of
character parts is accomplished.
Objective 7. Given Adobe After Effects, video footage, and still images,
learners will create realistic particle effects for film and video, including rain, fire,
smoke, and dust.
Objective 8. Given Adobe After Effects, video footage, learners will “beautify”
footage by blurring or replacing background objects so that distractions are
minimized and emphasis is controlled.
Objective 9. Given Adobe After Effects, video footage, and graphics, learners
will using keying tools, rotoscoping, and track mattes to combine footage and
create scenes on virtual sets.
Learning Theories
The main theoretical concerns are related to how self-efficacy and collaboration are
influenced by online learning. Overall, the theoretical support for this training rests on Bandura’s
Social Cognitive theory. Social Cognitive learning emphasizes modeling and learning from
modeled behavior. While much of this modeling comes from instructors and experts, learners
also see examples in peer work and are able to incorporate this into the learning process.
An important idea in Social Cognitive theory is self-efficacy. This is the idea held by the
learner that they can and will be able to perform at mastery level. By seeing the instructional
leader carry out specific examples of required work, the learner can follow suit and repeat these
actions. Over time, mastery develops to the point where the learner is able to combine various
techniques independently in the performance of a task, synthesizing new processes from old
processes.
In an online course one might consider students will work in isolation. However, creating
a social dimension of the learning allows ideas to develop through the synergy between students
developing various special effects and with different creative visions for what they want to do
with those effects. It is also true that these online learners may collaborate in face-to-face settings
on campus to complete assignments.
The goal of using social cognitive theory as a foundation is to foster interactions between
learners that will create experiences in learning and knowing that go beyond the instructor’s
knowledge and that of specific learning materials used in the course. In addition, developing
such collaborative work prepares students for successful collaboration in the games and effects
sectors of the workforce.
Specifically, the concerns to be addressed apply to how to create interactions and
collaboration on technologically complex subjects in between students who will collaborate
online and in person. In the end, the process, the content and the work to be done by students
must address the needs of the learners in a way that builds understanding of both the processes
and the techniques used to develop visual media.
Instructional Strategies
David Merrill’s First Principles of Instruction is the driving instructional model behind
this course. Using the cycle of Activate, Demonstrate, Apply, and Integrate allows for effective
course design.
Figure 1: Merrill’s First Principles of Instruction
First Principles of Instruction is focused on real-world problems. The AE course has

students working on projects that reflect game design specific work. An oversimplified view of
this might suggest a few simple techniques. In truth there are many techniques and approaches to
both animating text and logos. The projects and end deliverables are actually a combination of
these techniques made specific to problems designed by the students themselves.
In activating prior knowledge and experience, the course will initially seek to connect
with learners’ prior experiences in digital technology that connect with After Effects. Moving
forward, each lesson will use the knowledge and experience of previous lessons to build and
strengthen student abilities. Specifically, the learner will develop more proficiency in the AE
interface and features, especially keyframes, the timeline, and Effects Control panel. These
features are essential at any level, and the proficient user of AE uses them to create motion,
simple effects, text animation, transitions, and combined effects.
In demonstration, much of this in this online course will be done through various uses of
media, including screen capture videos, and online demonstrations. While some of these will be
required, there will also be choices based on student preferences. In addition, students will be
required to find video resources compare approaches to similar problems. In some respects the
learning will have repetitive aspects with increasing complexity. For example, moving text and
objects is similar but less complex than simulating an explosion. The similarity is in continued
use of the timeline, effects controls, and keyframes, while the end results are starkly different.
Application of demonstrated techniques will be almost immediate. In some cases students
will learn introductory techniques in a software simulation created using Adobe Captivate. In
more complex applications, students will work alongside an online video tutorial.
Finally, students will integrate various combinations of techniques to create the two
major projects and final project in the course. Having learned a variety of methods for animating
text and logos, creating texture effects, and particle simulations, students will design and plan
unique demonstrations of these. An additional element of this part of each lesson will be
reflecting and reporting in iLearn forums, both describing, questioning, explaining, and
showcasing results.
Learning Activities:
Social Cognitive Theory and First Principles of Instruction pair nicely in teaching
technology such as After Effects because the path to mastery includes instructor and peer
interaction. Realizing these in the learning environment includes such activities as these:
 Instructor-guided technique development: Students will be at stations in the
computer lab, following steps prepared by the instructor for the purpose of
meeting specific learning objectives, preparing for more complex applications,
and developing self-efficacy in After Effects. In these situations, instruction and
lecturing should be of limited duration and only aimed at immediate
implementation of techniques by students.
 Independent application and adaptation: Learners take the basic techniques taught
and apply them in a number of different ways with different results. Besides
continuing the path to mastery, this demonstrates the flexibility of the
application’s capabilities to produce creative solutions to assigned challenges.
 Technique dissection: Once learners are able to perform a set of tasks with
mastery, they may be able to identify possible applications in given examples.
This is best done in a whole-class setting, or in small teams. There is a brain-
storming that is an essential part of this process that depends upon successful
integration of techniques into long-term memory and usage. If a technique has not
been mastered, it is unlikely that learners will be able to recognize it in a
representative sample.
 Theoretical application: Individually or in teams, students are given a challenge to
create a plan for media development directed at solving a specific problem. They
respond by explaining the process and techniques used to develop this, focusing
on use and explanation of techniques learned thus far in the course. Individually
this is valuable to developing self-efficacy. In a group environment students gain
from the social learning by discussing, debating, and selecting responses. In either
case, a developing a theoretical approach provides learning in a shorter time span
than required for full development and implementation.
 Individual and team demonstration: Students are given assignments to prepare a
short demonstration for their peers.
 Team problem solving: In responding to a given project assignment, students will
integrate learned techniques to produce media focused on a real-world production
solution. In so doing, learners use terms and techniques in After Effects to
communicate with one another in deciding upon a plan and approach in
responding to the challenge. They will then carry out the plan in creating and
editing media to meet the challenge.
In addition, each class meeting, whether online or in a classroom computer lab, can
follow a specific pattern:
 Transition time: Create a fast challenge for students to respond to that engages
learning from previous sessions.
 Review work from the previous week.
 Session outline: Briefly explain what will be learned in this particular session.
Where possible, provide examples.
 Modeling and Application: Demonstrate techniques using ordered and scripted
processes to meet learning objectives. Students follow instructor’s example on
their own computers. Many times these exercises will create common results.
 Independent Application: Students work independently or in teams to respond to
challenges. These may net unique results, but may also follow scripted tutorials
online to expand on skills learned.
Methods and Procedures

The After Effects course will be delivered as a hybrid online course with at least two face
to face meetings, weekly virtual meetings, and course content provided on the CSUMB iLearn
installation. Specific curriculum is based largely on the Hoonuit After Effects series available to
all students through the university web site.
Major Deliverables
Deliverables for completion of this course include a curriculum guide, a curated

collection of existing resource materials, video interviews with professionals for whom AE is an
essential tool, original tutorial videos, and a course build in the CSUMB iLearn installation.
Curriculum Guide: This After Effects Course should be designed so that a foundation
for a long-running course is created to meet the potential for growth in its demand and enable it
to be taught by any qualified instructor. A course curriculum guide will outline student
expectations, course content, lesson sequencing, grading procedures, projects, and class meeting
outlines.
Curated Content: There is a tremendous amount of content on the internet for After
Effects. An online document containing descriptions and links to useful materials, organized by
topic and technique, should be created. Resources include instructional and tutorial material as
well as examples of AE generated media, both in video and written format. As new resources are
identified, they can be added, and as resources are replaced, removed, or become obsolete, some
will be removed. The location and format of this has yet to be finalized. A preliminary version
exists as a tab in a Google Sheets document created for this project.
Interview Videos: Connection to the industry is essential in maintaining the relevance of
course material. So far the designer has identified two professional users of After Effects that
will be interviewed either live or remotely on how AE is used in their media creation process.
This can range from specific techniques and results to an overall approach to developing creative
solutions various types of media production. Matt Fitzsimmons, creative director of Lyon
Associates in San Diego, and Nils Meyers of 152 West Productions in Gilroy, have both agreed
to be interviewed as well as to participate in the project festivals. Other participants will continue
to be identified and contacted.
Course build on iLearn: The AE course is now a full semester two unit course,
requiring a total of five hours per week of learning activity. Student and instructor interaction is
centered on iLearn. Weekly meetings are posted and launched from here, as are the majority of
assignments. While assignments are posted in the iLearn, students may collaborate on campus or
online. The course is sequenced over sixteen modules, one for each week, as follows:
Module 1: Introduction to After Effects, lower third animations.
Module 2: Title design, logo animations.
Module 3: Logo animations, repeater, infographics.
Module 4: Motion graphics.
Module 5: Motion graphics with video.
Module 6: Team Project A assign and design, additional techniques.
Module 7: Team Project A development, additional techniques.
Module 8: Team Project A completion and project festival
Module 9: Green screen and keying effects
Module 10: 2D camera tracking, combining video and 2D graphics
Module 11: Camera tracking and 3D type.
Module 12: Sanitizing/beautifying footage, sky replacement.
Module 13: Particle effects: smoke, dust, rain.
Module 14: Team Project B assign and design, additional techniques.
Module 15: Team Project B development, additional techniques.
Module 16: Team Project B completion and project festival
Project A, due at the eight week project festival, provides teams with choices in motion
graphics and title design. These include a pure motion graphics advertisement or PSA, a
film/television title sequence to include animated logos, or a series of game splash screen
samples.
Project B focuses on video-based effects and is intended to combine techniques learned
in weeks 9-13 as well as to include motion graphics and title techniques. Choices here include
commercials, film trailers, and cutscenes for video games.
Each week’s module includes a one-hour virtual conference on Zoom; learning materials
including Hoonuit/Atomic Learning; related supporting materials either from YouTube or
generated specifically for the course; examples of similar media
Completing the Project
At the outset I knew that there would be two phases to the course. The first phase is
concerned with two-dimensional techniques such as type animation, motion graphics, titles, and
animated logos. The second phase of the course deals with video based and three-dimensional
techniques such as camera tracking, compositing, keying, and particle effects
By evaluating resource materials, I was able to organize a series of groupings of
techniques and topics. I organized this loosely in a Google Sheets tab including over 100 links
and short descriptions of where they might fit in the course. When I started the process I believed
I would be using these resources to create all of my own video tutorials. As I progressed I
realized how counterproductive that would be. While the quality of some of these resources did
not meet the standards of our work in the MIST program, given some preliminary introduction in
a video focused on the details used, they can be useful.
Developing each week’s content is a matter of identifying learning goals, focusing on
learning objectives, and balancing learning activities between individual work and team
assignments. Merrill’s First Principles of Instruction guides the choices and nature of lecture,
instruction, and assignment through the cycle of Activate, Demonstrate, Apply, and Integrate
relative to supplied challenges:
 The Activate phase uses the lecture and instructional material to make
connections between previous learning and tasks imminent in the current learning
module. Particularly in the case of the first week, but also in many subsequent
weeks, learners’ previous experience with Photoshop and Illustrator transfers to
concepts and techniques in After Effects. Naturally, complexity of methods used
throughout the course are dependent upon each lesson building on previous
lessons.
 Demonstration of new techniques and applications in AE is accomplished largely
through content from Hoonuit’s After Effects Creative Cloud Basic and Advanced
offerings. With the exception of four project modules in the Advanced series,
these are largely instructional rather than tutorial in that they demonstrate
techniques, tools, and controls. Each Hoonuit module concludes with an
assessment of essential learning, serving as a transfer to memory mechanism.
 Application of techniques is accomplished in each week’s module In addition,

select YouTube tutorials and instructor designed video tutorials are in place.
Learners apply knowledge through following tutorials. In many cases, students
follow prescribed instructions with supplied media, while in others students use
choice and creative discretion to apply learned techniques using their own media.
 Student will integrate techniques, knowledge, and creative processes when they
work individually and in teams to respond to prompts that lead them to plan,
design, and develop media solutions. This is largely what the two main projects
are intended to accomplish; having students use the experience and resources
learned in the course to develop responses to challenges that simulate work in the
effects sector of the communication industry.
Five of the modules in the first eight use at least two modules from Hoonuit. Additional
content comes from YouTube tutorials that use specific direction to utilize techniques and AE
features represented in the Hoonuit content.
These are followed by both individual and group assignments to apply the learning.
Individual assignments are designed to provide practice on the techniques and applications in
After Effects, while group projects are designed for students to learn from each other, combine
knowledge, and synthesize techniques.
When student results follow common expectations, in the assignments that instruct
students to follow the same directions throughout using the same media sources are turned in as
an assignment, not shared with the class as a whole. When results vary due to a looser set of
prompts, students post the work to their YouTube and share in assignment forums. This is
intended to get maximum benefit from student interaction, generate discussion and questions.
Resources
Resources for this After Effects course are entirely web based at this time. At a later date
a textbook may be included if it seems the course would benefit, but the first term of the course
will run entirely with online content. This content is composed of the After Effects Creative
Cloud 2017 Basics ("After Effects Creative Cloud 2017 - Basics - Atomic Learning", 2017) and
After Effects Creative Cloud 2017 Advanced ("After Effects Creative Cloud 2017 - Advanced -
Atomic Learning", 2017) from Hoonuit, and augmented by select YouTube tutorials and other
internet-based content.
Hoonuit Content:
Table 1: Hoonuit Basics Sections
Video Total
Section Objectives Count Duration
Getting Started Learners will be able to navigate 9 26:04
and customize the AE workspace.
Compositing and Layers Learners will be able to combine 7 25:24
media using different layers in an
AE composition
Animation Learners will be able to create 4 15:12
animation and change to media,
text, and effects using keyframes
and expressions.
Effects Learners will be able to apply and 7 20:32
adjust various effects and settings
in After Effects.
Finishing Up Learners will be able to work with 3 14:56
sound in After Effects.
Learners will be able to render
media from After Effects
compositions
Useful tips Learners will use keyboard 3 7:12
shortcuts to improve speed,
efficiency, and ergonomics.
Total time: 1:49:20
Table 2: Hoonuit After Effects CC 2017 Advanced Videos
Video Total
Section Objectives Count Duration
The Third Dimension Learners will be able to work with 6 24:59

3D objects, lights, and cameras in
Adobe After Effects
Camera Tracking and Learners will be able to use camera 5 20:31
Stabilization tracking in Adobe After Effects to
anchor 2D and 3D objects in video
clips.
Advanced Techniques Learners will be able to use the 5 17:06
Puppet Tool to warp and deform
objects and layering within an
object.
Learners will be able to use
Expression to program repeared
transforms, animations, and effects
as an alternative to keyframes.
Learners will be able to use Track
Mattes and RotoBrush to create
advanced masking.
Learners will be able to use the
Brush Tool and Clone Stamp to
paint on video.
Effects Learners will be able to find and 3 13:35
use various simulations available in
AE.
Project 1: Green Screen 6 26:39
Project 2: Cartoon 8 42:17
Project 3: Logo Intro 2.5D 6 28:52
Project 4: Text on Surface 4 19:36
3D Composition
Project 5: Full Commercial 4 18:29
Total time: 3:32:04
Timeline
The initial estimated timeline was created as a part of work in IST 530, Project
Management. My approach and use of technology was solid at the time, but treating the
development of this sort of project in a linear fashion was hopeful but misguided due to several
factors.
When developing the timeline I assumed I would work from one module to the next in
sequential order. In reality, each module is connected to the others, and the approach must be
cyclical, allowing for phases of development and revision. Had I accounted for this early on, the
timeline would have been more useful. As it was, once I realized how far off the mark I was, I
continued on without reference to the timeline rather than revising it to suit the process as I
should have.
Table 3: Project Timeline
Task Baseline Actual Baseline Actual

ID Task Name Start Start Finish Finish
1 Complete overall course outline 08/22/17 08/22/17 09/16/17 12/05/17

Develop and finalize project
2 storyboard 09/13/17 12/30/99 09/26/17 12/05/17
3 Develop Week 1 F2F meeting 09/16/17 09/16/17 10/06/17 12/05/17
4 Develop Week 2 Module 10/07/17 11/01/17 10/14/17 12/05/17

Evaluation and Testing

Usability testing was conducted with six volunteers from my Advanced Multimedia
course at San Benito High School. Approval was granted by Principal Adrian Ramirez for the
testing and logins were created on iLearn by Professor Troy Challenger at CSUMB. I set up a
course and a module on the Canvas account my students use, and established each task as an
assignment in the module.
The observation instrument measures time, tasks, and events such as pauses, reviewing
material, and successful engagement of material. This instrument is outlined in detail in
Appendix A, where results can be found as well.
The test itself ran for just over an hour. The initial plan was to have students perform all
of the individual tasks in the module, including a pre-assessment, two video series for a total of
about forty minutes, and a tutorial, the total time required for these exceeded appropriate
duration of a usability test. I removed the tutorial at the end and allowed that some students
would still not complete all elements of the test. The users on average completed thirteen of
nineteen tasks.
Observations
The pre-course questionnaire had no questions installed, an oversight on my part. I had

written questions in developing the course, but apparently did not add them to the questionnaire
in iLearn. This created confusion initially until each student realized they were not the only one
with this problem.
The pre-assessment had several problems. First, it opened and showed other content,
including videos and other assessments, in the side menu. This created some confusion and
delay, and some users engaged other content they found here since the pre-assessment was
neither the only thing in the menu nor was it the first thing.
Figure 2: Hoonuit After Effects Pre-Assessment Window
In the Goals forum activity, students were quick to figure out how to post and respond to
each other. There were no errors in this regard.
Finding the tutorial on rendering video from AE took longer than it should have. Many
testers looked for it in Module 1 rather than in the course General section at the top. Once they
accessed the content, however, they had no trouble finding the needed information.
Follow-up Recommendations
Having completed usability testing and had conversation with the group of testers
afterward, it is apparent that the following must be carried out on Module 1 and consider in
designing or revising subsequent Modules:
 Design an assignment that is a tour of the course iLearn so students know where
to find certain elements.
 When assigning that video content be added to forums, explicitly state that they
must be embedded and hot-linked rather than simply post the URL. Teach this
procedure so there are no errors. This would be a valuable activity in F2F #1.
 Create a rubric for posts and responses.
 Add questions to the pre-course questionnaire. Be sure to double check all
surveys and questionnaires before assigning for content, functionality, and clarity.
 Revise Hoonuit assignments and separate video content from assessments in

iLearn so that they are individual assignments.
 Be sure that each assessment does not show other content, maintaining a single
purpose for the assessment assignment. In embedding Hoonuit one must
meticulously check boxes to select content; some elements are selected by default
and must be inspected.
 Teach students how to find their score after assessments in Hoonuit.
 Review the content and purpose of the General Section of the course iLearn at
F2F #1.
Conclusion
The first eight weeks of this two-unit semester course are roughly outlined and
assembled. Reviewing a tremendous amount of potential course content heightened my
knowledge of the technology, application, and creative process involved in the design and
development of motion graphics and special effects. Having worked laboriously on the first eight
weeks, the second half of the course should take shape with slightly less effort. The course
overall will continue to undergo revision.
This course fulfills a need both academically and professionally. In discussing this
program with professionals in the field and a few instructors, I have a sense that this course may
grow and develop over time. While many students would be able to learn as I have, the hard
way, this softens the learning curve significantly, as well as providing a better look into where it
fits in the future professional practice of the design student. Some students will surely find After
Effects to be the center of the work they create.
While many pieces of this could have been done with a bit more focus and specificity,
usability testing revealed elements where further care can be taken. In my usual teaching work,
usability testing is not done, except when the students are already doing the work; which makes
it not so much a test as something that must be evaluated and redesigned for the next iteration.
While this is generally true, there are ways I can do usability testing on curriculum I design
without having to wait for the course to be in action.
This is not the first time I have prepared curriculum for a course. However, it is the most
thorough treatment I have done to date. Even so, there are unfinished elements throughout that
will need to be completed before I begin teaching the course in January. I have never taken the
time to do such a complete overview of learners, learning theory, instructional strategies, and
content. This will surely follow me in my teaching practice as I develop new courses in my
regular teaching position.
References
After Effects Creative Cloud 2017 - Advanced - Atomic Learning. (2017).
Atomiclearning.com. Retrieved 3 December 2017, from
https://www.atomiclearning.com/highed/after-effects-creative-cloud-2017-advanced
After Effects Creative Cloud 2017 - Basics - Atomic Learning. (2017).
Atomiclearning.com. Retrieved 3 December 2017, from
https://www.atomiclearning.com/highed/after-effects-creative-cloud-2017-basics
Anderson, D. M., & Haddad, C. J. (2005). Gender, voice, and learning in online course
environments. Journal of Asynchronous Learning Networks, 9(1), 3–14.
Artino, A. R. J. (2008). Promoting Academic Motivation and Self-Regulation: Practical
Guidelines for Online Instructors. Tech Trends, 52(3), 37–45.
Bandura, A., Caprara, G. V., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G. M., &
Barbaranelli, C. (2008). Longitudinal analysis of the role of perceived self-efficacy for self-
regulated learning in academic continuance and achievement. Journal of Educational
Psychology, 100(3), 525–534. https://doi.org/10.1037/0022-0663.100.3.525
Collis, B., & Margaryan, A. (2005). Design criteria for work-based learning: Merrill’s
First Principles of Instruction expanded. British Journal of Educational Technology, 36(5), 725–
738.
CSUMB Factbook: 2015-2016. (2017). Apps.otterlabs.org. Retrieved 27 November 2017,
from https://apps.otterlabs.org/iarapp/factbook/main/enrollment.php?reportYear=2015#eth
Employed persons by detailed occupation, sex, race, and Hispanic or Latino ethnicity.
(n.d.). Retrieved November 26, 2017, from https://www.bls.gov/cps/cpsaat11.htm
Merrill, D. (2007). A task-centered instructional strategy. Journal of Research on
Technology in Education, 40(1), 5–22.
Merrill, D. (2001). First Principles of Instruction. Taylor & Francis.
Merrill, D. (n.d.). First Principles of Instruction Theory. Retrieved from
https://www.youtube.com/watch?v=Xr5YNctHi7k
Requirements & Pathways | Cal State Monterey Bay. (2017). Cal State Monterey Bay.
Retrieved 26 November 2017, from https://csumb.edu/scd/requirements-pathways#heading-
ae245c14-62c2-4d09-93b1-d725ac7d0c05
Travis, D. (2017). Log usability tests like a pro. Userfocus.co.uk. Retrieved 2 December
2017, from https://www.userfocus.co.uk/articles/datalogging.html
APPENDICES
Appendix A: Usability Testing Logging
The method of logging I used was adapted from an excel spreadsheet provided from one
created by Dr. David Travis, a user experience strategist and available at User Focus Website
(Travis, 2017). My goal in developing a logging usability data was dependent on ease and detail.
Paper log sheets are easy to create, but carry the hazard of illegibility and having to flip pages to
stay on track, and also require that the observer continually refer to a stopwatch. I considered
using a Google Form, but as I developed one I realized that I would be scrolling through the
screen, potentially losing track of user behavior. I needed something fast and easy that displayed
on one screen.
Dr. Travis’ sheet is flexible and adaptable. The main logging sheet allows for quick codes
to be entered. These codes populate other data on the sheet from other sheets containing
explanations of the codes entered by way of the VLookup formula. An additional bonus is the
use of timestamps created upon data entry and use of these timestamps to create running time
references. These would be more useful if user experience was being recorded, but still allow a
comparative value for given experiences across tasks and users.
Figure 3: Details of the Usability Logging Sheet

Table 4: Task Codes used in Usability Logging
Code Task Predicted time
1A Start in Canvas 0:01:00
1B Login 0:01:00
1C Access course page 0:01:00
1D Questions 0:04:00
2A Pre-course Questionnaire 0:05:00
2B Canvas Questions 0:04:00
3A Goals Forum 0:05:00
3B Paste entry in Canvas 0:01:00
4A Preliminary Assessment 0:05:00
4B Enter score in Canvas 0:01:00
5A Read/watch render directions 0:10:00
5B Answer questions on Canvas 0:04:00
6A Hoonuit Compositing video 0:27:00
6B Hoonuit Compositing Assessment 0:05:00
6C Enter score in Canvas 0:01:00
7A Hoonuit Animation videos 0:10:00
7B Hoonuit Animation Assessment 0:05:00
7C Enter score in Canvas 0:01:00
Total predicted time 1:31:00

Event Codes:
Table 5: Usability Testing Event Codes
Code Description
PR Paused, reading
P Paused
SM Skipped due to mastery
SC Skipped due to confusion
R Reading
Sc Scanning page, searching
RE Re-watch or review content
WC Wrong click
BU Backup
OT Off task
PC Paused confusion
Appendix B: Usability Data

Table 6: Observed Usability Events
P Task Task Description Event Event Description Note

Instructions said post only,no comment.Was
5 1d Questions pc Paused confusion asking clarity on this.
Pre-course Skipped due to
5 2a Questionnaire sc confusion Pre-course questionnaire was missin
Preliminary Skipped due to
6 4a Assessment sc confusion Assessment is not about AE!
Pre-course Skipped due to
3 2a Questionnaire sc confusion
3 3a Goals Forum pc Paused confusion question as to repsonse
Preliminary
1 4a Assessment Other content is visible
Preliminary
6 4a Assessment
Preliminary It appears that other assessments may be
5 4a Assessment visible when these are selected.
Read/watch render Navigating back to iLearn from Hoonuit
6 5A directions PC Paused confusion was not clear
Read/watch render Re-watch or review
6 5a directions re content
Re-watch or review
2 3a Goals Forum re content
Read/watch render Confusion between "render" and "export"
4 5a directions pc Paused confusion caused student not to find entry.
Preliminary
2 4a Assessment Other assessmens were visible.
Preliminary
3 4a Assessment pc Paused confusion unclear directions in canvas
Table 7: User Task Times
Predicted Tester
Code Task time #1 Tester 2 Tester 3 Tester 4 Tester 5 Tester 6
1:42:09 1:42:24 1:42:14 1:41:23 1:41:08 1:23:49
1A Start in Canvas 0:01:00 PM PM PM PM PM PM
1:42:17 1:42:28 1:42:59 1:41:26 1:41:11 1:23:51
1B Login 0:01:00 PM PM PM PM PM PM
1:51:50 1:42:40 1:43:05 1:41:31 1:41:14 1:29:43
1C Access course page 0:01:00 PM PM PM PM PM PM
1:52:21 1:52:37 1:52:50 1:52:04 1:49:41 1:41:30

1D Questions 0:04:00 PM PM PM PM PM PM
Pre-course 1:52:15 2:18:44 2:10:58 1:54:36 1:59:26 1:43:54
2A Questionnaire 0:05:00 PM PM PM PM PM PM
1:52:18 2:26:57 2:19:07 2:05:15 1:59:34 1:45:56
2B Canvas Questions 0:04:00 PM PM PM PM PM PM
2:02:58 2:27:17 2:25:03 2:05:19 2:07:54 1:48:58
3A Goals Forum 0:05:00 PM PM PM PM PM PM
Paste entry in 2:05:27 2:27:20 2:26:13 2:05:23 2:07:57 1:49:11
3B Canvas 0:01:00 PM PM PM PM PM PM
Preliminary 2:20:40 2:45:46 2:47:23 2:17:22 2:16:29 2:05:58
4A Assessment 0:05:00 PM PM PM PM PM PM
Enter score in 2:20:59 2:45:53 2:47:29 2:19:30 2:21:44 2:08:25
4B Canvas 0:01:00 PM PM PM PM PM PM
Read/watch render 2:32:44 2:53:18 2:30:25 2:24:24 2:15:51
5A directions 0:10:00 PM PM PM PM PM
Answer questions 2:32:55 2:53:25 2:30:28 2:30:42 2:15:53
5B on Canvas 0:04:00 PM PM PM PM PM
Hoonuit 2:34:02 2:56:19 2:41:14 2:44:24
6A Compositing video 0:27:00 PM PM PM PM
Hoonuit
Compositing 2:45:52 2:44:46
6B Assessment 0:05:00 PM PM
Enter score in 2:46:21 2:45:15
6C Canvas 0:01:00 PM PM
Hoonuit Animation 2:49:21 2:56:05
7A videos 0:10:00 PM PM
Hoonuit Animation 2:53:27 2:58:08
7B Assessment 0:05:00 PM PM
Enter score in 2:53:54 2:58:35
7C Canvas 0:01:00 PM PM
Total predicted
time 1:31:00 1:11:45 1:13:55 1:05:15 0:49:05 1:00:06 1:34:46
Appendix C: Online Resources for Instruction

Table 8: Online Resources for After Effects
Title URL Author Description CC Duration

Beginning Graphic https://www.youtube.com GCFLearnFree
Design: Typography /watch?v=sByzHoiYFX0 .org Y 6:23
A nice look ahead.
https://www.youtube.com Use this in the
Top 10 Best Effects in /watch?v=EgcMERrT23 middle of the
After Effects M SonduckFilm course maybe. Y 5:06
After Effects Tutorial:
Text Animation in After https://www.youtube.com
Effects - Writing Text /watch?v=LSmDzScPsT FLIMLION make it look like
Effects - No Plugin Y VisualFX writing N 7:54
https://www.youtube.com
Shape Layer Repeater /watch?v=wOZwzLgJw9 Repeater, shapes,
(radial) o ECAbrams groups, stroke/fill N 12:50
Repeat The Repeater
(For Psychedelic https://www.youtube.com repeater, shapes,
Patterns!) /watch?v=M4PX4nxDiiU ECAbrams groups, stroke/fill N 15:00
After Effects Tutorial: No plugins HUD
Intro to HUD Motion https://www.youtube.com display. Repeater,
Graphics /watch?v=joLaKW8o2ng Sonduck shapes, glow, etc. Y 9:09
3D, shape, align,
After Effects Tutorial: trim path,
Advanced 3D HUD https://www.youtube.com expressions,
GFX Motion Graphics /watch?v=cY2DNavyJJk Sonduck particles Y 0:23
Looks at aspect of
A Day In the Life of A https://www.youtube.com team, various tasks.
Motion Designer /watch?v=1pLutwjCq2s YahBoyWimpp Some samples N 5:25
Title Sequences - How Text animation, 3D,
To Make Your Own https://www.youtube.com lights, warps,
Title Sequence & The /watch?v=H4ZyzmEyuq Ugly creative process,
Theory Behind Them Q MacGregor theme. Y 18:27
How Trim or Cut Out https://www.youtube.com
Audio in After Effects /watch?v=TYox4MaGdk Layers, timeline,
CC U Techddictive video editing Y 3:30
How to Cut Video in /watch?v=LnF6kHzUQ6 Video editing,
Adobe After Effects Y timeline. Y 1:18
Clean Typography Title https://www.youtube.com
Motion Graphics /watch?v=eruPaWT0aNs Sonduck Title, text animation Y 13:09
Beautiful World - Motion https://www.youtube.com
graphics music video /watch?v=aDB4sbayssc Sample N/A 3:40
Lower Third, text
Lower Thirds in After https://www.youtube.com animation, masks,
Effects /watch?v=zNLcSh8Diow Avnish Parker shapes. Y 23:19
After Effects Tutorial: Lower Third, text
Clean Modern LOWER https://www.youtube.com animation, masks,
THIRDS /watch?v=aEt2yxs17IU Sonduck shapes. Y 11:50
CS6 New 3D Text https://www.youtube.com 3D, extrusion,
Extrusion /watch?v=IDcyA3uJcVQ geometry, lights. Y 12:32
Cool and
5 Great Text Effects in https://www.youtube.com introductory text
Adobe After Effects CC /watch?v=sK50VeGnqeY Justin Odisho based effects Y 7:09
https://cgi.tutsplus.com/t
utorials/animating-text-
Animating Text Along A along-a-path-in-after-
Path In After Effects - effects-ae-basix--ae-
AE Basix 8636 Tutsplug.com Text animation. N/A N/A
Enrich, examples,
The Art of Film & TV https://www.youtube.com theme, creative
Title Design /watch?v=qbhi-JICKKI PBS process Y 6:32
Title Design: The https://www.youtube.com Academy Enrich, examples,
Making of Movie Titles /watch?v=Ggw8Gqi4-Z0 Originals creative process Y 4:40
After effects tutorial 2 - /watch?v=R8zwbHo1_dI Video editing,
moving and cutting clips Link Smexifyy timeline. Y 8:39
Premium
https://www.youtube.com Beat/EC Particles, 3D,
Particle Background /watch?v=07Hv6phcLRQ Abrams camera, lights, blur Y 12:52
The Film Before the
Film: Title Designer https://www.youtube.com Adobe enrich, examples,
Danny Yount /watch?v=f9PPcNd9rNQ Creative Cloud creative process Y 9:26
Logo pre-
compShine effect,
type effects, easy
Shine Logo Animation https://www.youtube.com ease, good screen
in After Effects - /watch?v=uEO_nLnytp0 Avnish Parker shots and closeups Y 9:20
After Effects Tutorial: https://www.youtube.com 3D, camera
Tracking Titles Into /watch?v=btnWmoQmKE tracking, text
Video Shots. o Motion Array animation. Y 6:54
Precomp, pickwick,
After Effects - Pre- https://www.youtube.com Fired Up parent-child,
Compose Layers /watch?v=0FcF6zJhXBM content U:show keyframes Y 14:44
Cartoon Animation -
Building a Town - After https://www.youtube.com Precomp, vector
Effects Tutorial /watch?v=F50OsluIGHM Sonduck animation, camera Y 17:47
Simulaition, CC Mr.
Mercury, effects,
Smoke trails in After https://www.youtube.com Easy After masks, animation
Effects (without plugins) /watch?v=m6TjMSrXkl8 Effects path N/A 6:01
Parallax - Motion /watch?v=mRkYf1P1Vq
Graphics U Cronsis Example, blur, 3D N/A 0:26
How to Use the Loop
Expression in After https://www.youtube.com School of
Effects /watch?v=QoOnfuEkz9M Motion Expressions, loop Y 19:39
Particle grid, pre-
comp, vector
Advanced Sci Fi Grid https://www.youtube.com shape, 3D, camera,
HUD Tutorial /watch?v=ZetyNRnZ-xI Voxyd lights Y 23:36
/watch?list=UUWp2Kj8a
D9XlCGiIZzwHciw&time
Advanced 3D Light _continue=47&v=frXQxw 3D, text, ray trace,
Rays in After Effects! MKh6c Video CoPilot lights, particles Y 20:40
Masks, time, freeze

How to make Stylized https://www.youtube.com frame, stylize,
Film Titles! /watch?v=X0vnu6qbn7U Film Riot effects Y 9:28
Part One - Creating and
Tracking Smoke in https://www.youtube.com Particles,
Adobe After Effects /watch?v=zf3z60OSc7I Vox Lab expressions, blur Y 4:42
/watch?annotation_id=an
Part Two - Creating and notation_260737&feature
Tracking Smoke in =iv&src_vid=zf3z60OSc7 Particles,
Adobe After Effects I&v=kx0bKB9aL08 Vox Lab expressions, blur Y 5:32
Particles, CC
Creating Fire Using CC https://www.youtube.com Particle World, 3D,
Particle World /watch?v=UuEuv8pQVrI Creative Cow camera Y 26:20
Creating Realistic
Water with Particles,
Displacement Maps and https://vimeo.com/14375 displacement map,
Particles 005 Premium Beat 3D N 25:31
Pre-comp,
HOW TO CREATE https://www.youtube.com displacement map,
REALISTIC WATER IN /watch?v=7DYe4hwmz6 fractal noise,
AFTER EFFECTS c Ignace Aleya expression (time) Y 12:40
Pre-comp, fractal
noise,
Seabed Under-water https://www.youtube.com displacement, 3D,
After Effects Tutorial /watch?v=pZ6fShUxtoo VDODNA lights. Y 10:51
Advanced Color
Grading in Adobe After https://vimeo.com/56587 Color grading,
Effects 479 Vision Color curves, color effects N 8:51
Fortitude (TV series) / /watch?v=eQmjHorQAN Example: 3D, titles,
Title sequence 8 Title Sequence color grading N/A 0:46
The Night Of (TV https://www.youtube.com example: 3D, titles,
series) / Title sequenc /watch?v=mhIXywmLBlM Title Sequence color grading N/A 1:29
https://www.youtube.com Particle,
Shockwave Tutorial /watch?time_continue=6 expressions,
100% in After Effects! 52&v=JYbgjCR8PMI Video CoPilot distortion, pre-comp Y 24:08
Battle Creek (TV series) https://www.youtube.com example: 3D, titles,
/ Title sequence /watch?v=B5LFd4bgxrA Title Sequence color grading N/A 0:30
https://www.youtube.com Uses a 3d element,
/watch?v=7GGZNvcvMz masking, and a
Force Push A Car Y Film Riot smoke element Y 7:47
http://lyonassoc.com/port
Lyon Assoc. Life folio-item/life-
Technologies ion technologies-ion-
sequencing sequencing/ LYON Assoc example N 3:07
House of Cards (TV /watch?v=wTJ8ndXFnjQ example,
series) / Title sequence Link Title Sequence compositing, 3D N 1:43
A variety of mostly
text and shape
https://www.youtube.com aLIFEefreema based effects timed
After Effects Examples /watch?v=z5Y3kDE8gok n to music. N 2:18
Dust Particles Effect in https://www.youtube.com
After Effects /watch?v=qliD1YHil2k IntuitiveCG Particle, dust, light Y 25:11
Realistic Fire Simulation https://www.youtube.com Particle, fire, fractal

- After Effects Tutorial /watch?v=I7TdqrB6N7w Visionary Fire noise Y 17:26
How to Morph SHAPES https://www.youtube.com MOBOX
- After Effects Tutoria /watch?v=iLd-5x5KhyA GRAPHICS Path animations Y 17:24
Logo pre-
compShine effect,
type effects, easy
Metallic Logo Intro in https://www.youtube.com ease, good screen
After Effects - /watch?v=BdzGGaf2uYU Avnish Parker shots and closeups Y 14:48
Logo pre-comp,
type effects, easy
Glitch Logo Animation https://www.youtube.com ease, good screen
in After Effects /watch?v=g99TD5ZTKEg shots and closeups Y 14:08
Assumes Mask and
https://vimeo.com/70776 other stuff they
Secondary Animation 960 need to know 21:00
Precise Infographics Expresssions,
with Controlled https://www.youtube.com precomp, trim path,
Expressions /watch?v=pArivwQxgVY Sonduck infographics Y 9:09
Particle Logo Reveal lhttps://www.youtube.com
After Effects Tutorial/watch?v=hQXIj_xzcaI Elementza Logo, particles, text Y 49:09
The Power of Precomps /watch?v=9Fv3XVdTOX School of
in After Effects M Motion Pre-comps Y 17:19
Running Head: ADOBE AFTER EFFECTS COURSE FOR CSU MONTEREY BAY
APPENDIX D: INSTRUCTOR’S GUIDE
Adobe After Effects

A Two Unit Course for Design Students
Instructor’s Guide
California State University at Monterey Bay
Rob Campbell
Created to fulfill a project in the MIST Program at CSU Monterey Bay

Table of Contents
Introduction:........................................................................................................................ 2
After Effects Course: ...................................................................................................... 2
Course Goals: .................................................................................................................. 2
Learning Theory and Instructional Strategies: ................................................................ 2
Team Projects: ................................................................................................................ 5
Course Outline: ............................................................................................................... 6
Part 1: Motion Graphics and Titling ................................................................................... 7
Module 1: Introduction to After Effects ......................................................................... 8
Module 2: Title Design & Logo Animation ................................................................... 9
Module 3: Logo animations, repeater, infographics .................................................... 10
Module 4: Motion graphics. ......................................................................................... 11
Module 5: Motion graphics with video. ....................................................................... 12
Module 6: Team Project A assign and design, additional techniques. ......................... 14
Module 7: Team Project A development, additional techniques. ................................. 15
Module 8: Team Project A Completion and Project Festival ....................................... 16
Part 2: Video Control & Effects........................................................................................ 17
Module 9: Green screen and keying effects ................................................................. 17
Module 10: 2D camera tracking, combining video and 2D graphics ........................... 17
Module 11: Camera tracking and 3D type. ................................................................... 17
Module 12: Sanitizing/beautifying footage, sky replacement. ..................................... 17
Module 13: Particle effects: smoke, dust, rain.............................................................. 17
Module 14: Team Project B assign and design, additional techniques......................... 17
Module 15: Team Project B development, additional techniques. ............................... 17
Module 16: Team Project B completion and project festival ....................................... 17

Introduction:
Adobe After Effects is used across video, game design, and web design industries for title
design, motion graphics, animation, special effects, and touch up of video. It can be thought of as
a place where a combination between Adobe Photoshop, Illustrator, and Premiere, since it
combines vector graphics, raster graphics, and video clips, and allows the addition of software
driven special effects using plugins and keyframes.
After Effects Course:
This course is designed to provide students with an introduction, a solid foundation, and
intermediate-level experience that will allow them to pursue After Effects further with
confidence.
Originally the course was proposed as an online hybrid course relying heavily on web-
based materials for support of student learning. As implementation of the class neared, however,
it began to take shape as a regular classroom-based course due to the number of enrollments.
This guide can be adapted to serve both needs.
Course Goals:
The course is intended to provide experience with a broad range of After Effects
capabilities, applications, and purposes. This includes:
 Motion text and titling for film, video, advertising, and internet use.
 Color control and correction.
 Special effects for film and game environments, including smoke, dust, fire, and
rain.
Learning Theory and Instructional Strategies:
This course has as its theoretical foundation the Social Cognitive theories of Albert
Bandura. Essential to Bandura’s view is the idea of how learners develop confidence that they
can perform mastery tasks, which is developed through observing modeling behavior by
instructors, experts, and peers. By working with others on these mastery tasks, learners share
information and experience central to development of their own expertise.
In addition, instructional design is based on David Merrill’s First Principles of
instruction. In this approach, learning cycles between activation of learner’s prior knowledge,
demonstration of new techniques, application by learners of learned techniques to new problems,
and, finally, integration of new techniques to solve unique challenges. First principles is
essentially a scaffolding process that prepares learners for independent application of knowledge
in ways that may not always be predictable.
Social Cognitive Theory and First Principles of Instruction pair nicely in teaching
technology such as After Effects because the path to mastery includes instructor and peer
interaction. Realizing these in the learning environment includes such activities as these:
 Instructor-guided technique development: Students will be at stations in the
computer lab, following steps prepared by the instructor for the purpose of
meeting specific learning objectives, preparing for more complex applications,
and developing self-efficacy in After Effects. In these situations, instruction and
lecturing should be of limited duration and only aimed at immediate
implementation of techniques by students.
 Independent application and adaptation: Learners take the basic techniques taught
and apply them in a number of different ways with different results. Besides
continuing the path to mastery, this demonstrates the flexibility of the
application’s capabilities to produce creative solutions to assigned challenges.
 Technique dissection: Once learners are able to perform a set of tasks with
mastery, they may be able to identify possible applications in given examples.
This is best done in a whole-class setting, or in small teams. There is a brain-
storming that is an essential part of this process that depends upon successful
integration of techniques into long-term memory and usage. If a technique has not
been mastered, it is unlikely that learners will be able to recognize it in a
representative sample.
 Theoretical application: Individually or in teams, students are given a challenge to
create a plan for media development directed at solving a specific problem. They
respond by explaining the process and techniques used to develop this, focusing
on use and explanation of techniques learned thus far in the course. Individually
this is valuable to developing self-efficacy. In a group environment students gain
from the social learning by discussing, debating, and selecting responses. In either
case, a developing a theoretical approach provides learning in a shorter time span
than required for full development and implementation.
 Individual and team demonstration: Students are given assignments to prepare a
short demonstration for their peers.
 Team problem solving: In responding to a given project assignment, students will
integrate learned techniques to produce media focused on a real-world production
solution. In so doing, learners use terms and techniques in After Effects to
communicate with one another in deciding upon a plan and approach in
responding to the challenge. They will then carry out the plan in creating and
editing media to meet the challenge.
In addition, each class meeting, whether online or in a classroom computer lab, can
follow a specific pattern:
 Transition time: Create a fast challenge for students to respond to that engages
learning from previous sessions.
 Review work from the previous week.
 Session outline: Briefly explain what will be learned in this particular session.
Where possible, provide examples.
 Modeling and Application: Demonstrate techniques using ordered and scripted

processes to meet learning objectives. Students follow instructor’s example on
their own computers. Many times these exercises will create common results.
 Independent Application: Students work independently or in teams to respond to
challenges. These may net unique results, but may also follow scripted tutorials
online to expand on skills learned.
Team Projects:
As mentioned in the earlier discussion on Social Cognitive Theory, students who work
collaboratively develop more opportunities for learning than when working alone. There are two
mini-projects and a major project in this course.
Optimal team size is 3-5 students, created randomly with input on schedules matching.
The main focus on this is to allow for production to be spread across more team members, and to
allow a more diverse skill and talent set into the projects.
It may be valuable to have provide students with a suggested structure and work
distribution for team projects. There are several ways of accomplishing this kind of work, and
choosing work flow may depend on the schedules of the students involved. Here are some
suggestions:
 Students all collaborate on pre-production and production, but edit on their own.
 Students collaborate on pre-production and production and divide up the editing
and effects work. In this case, maintaining uniform procedures, color design, and
composition settings is crucial to smooth work flow.
 Students collaborate on every major step, writing, producing, and editing together
as a team.
Using a project progress journal, students reflect on the process and how the team is
interacting. This creates opportunities for deeper learning. Without reflection the lessons, both
technological and interpersonal, may be lost. Engaging them in a metacognitive practice
improves learning and may also develop a career habit through which they hone their practice.
Course Outline:
Module 17: Introduction to After Effects, lower third animations.

Module 18: Title design, logo animations.
Module 19: Logo animations, repeater.
Module 24: Team Project A completion and project festival
Module 26: 2D camera tracking, combining video and 2D graphics
Module 27: Camera tracking and 3D type.
Part 1: Motion Graphics and Titling

The first part of the course introduces movement and manipulation of objects and text
through use of transforms and effects. This includes titles for film, video, and television; cartoon
animation; logo animation. Central concepts include use of keyframes, use of the timline, import
and export of media, and general use of plugins and effects in the program. This portion of the
course is intended to cover the first eight weeks.
Objectives for Part 1 include the following:
Objective 10. Given Adobe After Effects and media including still images,
video, and vector shapes, learners will sequence and time elements in the timeline
to create finished compositions.
Objective 11. Given a completed Adobe After Effects composition, learners will
export to a video or image sequence format appropriate for a given use in video,
web, or game application.
Objective 12. Given Adobe After Effects, a logo, and type objects, learners will
use keyframes and effects to create animated logos, lower third animations, splash
screens, and text animations.
Objective 13. Given Adobe After Effects and video clips, learners will apply
camera tracking and 3D text in a composition to simulate text objects in a real
world environment such that the text appears to be part of the environment.
Objective 14. Given Adobe After Effects, type objects, and representational
vector images, learners will create animated scenes useful in storytelling and
advertising.
Objective 15. Given Adobe After Effects and a vector character image, learners
will create character animation using the Puppet Tool so that correct overlap of
character parts is accomplished.
Module 1: Introduction to After Effects
Objectives:
 Learners will establish or add to a YouTube channel connected to their Otter email.
 Learners will identify similarities and differences between other design programs and
After Effects
 Given After Effects, learners will movement in shape and text objects using keyframes.
 Given video footage and AE, learners will edit video and add a lower thirds animation.
Module 1 Instructional Content:
 Sample videos showing After Effects at work:
o Title Sequence from The Night Of (YouTube)
o Title Sequence from Battle Creek (YouTube)
o aLIFEefreeman After Effects Examples (YouTube)
o Miscellaneous samples from LYON Associates
 Video clips and stills for editing demo and practice.
 Hoonuit Basics modules
Module Activity HH:MM:SS Points Category
1.11 Hoonuit Basics A: Getting Started 0:30:00 20 W
1.12 Hoonuit Basics B: Compositing and Layers 0:30:00 20 W
1.13 Hoonuit Basics C: Animation 0:20:00 20 W
1.15 Introduction and Goals Forum 0:20:00 20 P
1.2 Welcome, roll taking.
Course outline and expectations.
Examples of AE at work in media.
Drive setup: folders and sharing. 0:30:00
1.21 Introduction to AE: Creating and Moving shapes. Instructor led
activity. Here we create a variety of shapes, using several
different methods of object creation. Discuss the differences
between creation methods. Create movement using transforms
to create the illusion of a third dimension without actually using
the third dimension. 0:30:00 10 P
1.22 Importing and editing content: 0:30:00 10 P
1.23 Introduction to AE: Creating and Moving type. Create moving
type using both regular transforms and type animation presets.
Students explore different presets.
0:25:00 10 p
1.3 Student Assignment: Creating a composition of text and
shapes, including effects, masks, and track mattes. 0:45:00 25 P
HW Lower third 1:00:00 50 W
Module Total: 5:20:00 185
Module 2: Title Design & Logo Animation
Objectives:
 Learners will use transforms, effects, and keyframes to create animated logos that
include movement, visibility, three-dimensional effects, and lighting effects.
 Learners will control timing and velocity of animation through placement and
spacing of keyframes and the use of easy-easing.
 Learners will control appearance of type through use of basic expressions to
create flickering and movement.
 Logo designs for use in logo animation activities. Include several logos in
different sizes and formats.
 Hoonuit Basics modules
 Logo animation tutorials by Avnish Parker
 Optional activity: PBS video on the art of title design
2.11 Hoonuit AE: Effects 0:25:00 20
2.12 Hoonuit AE Finishing Up 0:20:00 20
2.13 Hoonuit AE: Tips 0:15:00 20
2.2 Transition: Text and shapes animation #2. Create a
composition in which shapes and text interact in a ballet of
motion 0:20:00 25 W
2.21 Further techniques in text animation: type on path, effects,
expressions 0:35:00
2.22 Samples and discussion: Logo animations, splash screens, 0:20:00
Lecture/Demo: Logo animations. Base these on logo
animations by Avnish Parker. Use provided logo samples,
including .png and .ai files. This should be performed
sequentially in lock step to cover transition effects, lighting
2.23 effects, and use of the AE camera. 0:45:00 50
HW Text Animation Challenge: Learners find (or write) a Haiku
poem and animate text in AE. Include video or photos in
your composition to illustrate your work. Include your lower
third animation and add music from Incompetech. Share to
YouTube and post in forum. 1:00:00
HW: Art of Title Design forum Activity Optional 0:25:00
HW Animated Logo practice: Use a suggested tutorial, follow the
steps. Export, post to YouTube, share results. Be sure to
include your personal lower third. 0:30:00
Module Total: 4:55:00 75 0
Module 3: Logo animations, repeater, infographics
Objectives:
 Learners will use pre-comps to simplify and separate stages of motion graphics.
 Learners will create complex logo and branding compositions using pre-comps,
type, and shapes.
 Learners will create infographic animations using controlled expressions to
communicate statistical information related to an current topic.
 LYON Assoc. Life Technologies ion sequencing (example)
 Fired Up Content: Pre-Compose Layers (YouTube)
 Sonduck Film: Precise Infographics with Controlled Expressions
 Footage for demo exercise
 Logo designs for demo exercise
3.11 Transition: Create a lower third animation using type animation,
shapes, lights, and track matte. 0:20:00 25 W
3.21 Lecture/Demo: Pre-comps
Guide students in creating pre-comps, including an edited
footage comp to apply movement to in master comp. 0:45:00 25 P
3.22 Guided Practice: Background animation effects. Students create
smoke, fog, and underwater effects with fractal noise and
turbulent displacement. 0:20:00 25 P
3.23 Exercise: Use pre-comps to combine a background animation
with motion text and graphics. Post to YouTube and share in
assignment forum. Be sure to include your personal lower third
animation. 0:35:00 50 W
GR Group Project Due in Week 5: Commercial for a randomly
named company. Note that many shirts have logos for
companies that don't really exist (Brixton, Hollister, Volcom)
other than to make cool logos for shirts. Do the same, but for
the purpose of creating a quick commercial. Create animated
background effects in a pre-comp to use with video or on its
own. Create a written plan and storyboard to be turned in before
next class. Be sure to consider the element of sound, including
music, SFX, and voice. 1:30:00 50 P
HW Pre-compose Layers exercise 0:45:00 50 W
HW Infographics exercise 0:45:00 50 W
Objectives:
 Learners will use drawing tools in After Effects and Illustrator to design
representational objects.
 Learners will use pre-comps, shapes, and text to create complex scenes of
movement and graphics.
 Learners will animate objects using transforms, keyframes, and effects setttings.
 Learners will animate simple characters using the Puppet Tool.
 Presentation rubric
 Group Progress Journal
 Motion graphics examples
 Illustrator graphics for demo and practice. This includes location elements as well
as a character design for the Puppet Tool demo/practice.
 Hoonuit Advanced Series Modules
4.11 Hoonuit After Effects: Avanced Techniques 0:20:00 20 W
4.12 Hoonuit After Effects: Effects 0:20:00 20 W
4.2 Project Pitch: Group Commerical. Present concept, color
plan,and rough storyboard. Include Sound plan in presentation.
Two minutes to present 0:30:00 25 P
4.3 Lecture/Demo: Working in Three dimensions. Using the camera,
movement, blur effects, puppet tool 0:45:00 25 P
4.4 In-class time on Group Commercial project 0:30:00
GR Work outside of class on group commercial project. Complete
group progress journal. 1:30:00
HW Hoonuit After Effects: Cartoon 1:00:00 50 W
Objectives:
 Learners will track 2D objects and text to elements in video.
 Learners will animate simple characters using the Puppet Tool.
 Learners will apply Turbulent Displacement to produce a wiggling/jittering effect
on type and graphics for a more organic feel
 Presentation rubric
 Group Progress Journal
 Project A guidelines, selections, and marking guide
 Hoonuit Advanced Modules
 Footage for editing in Premiere
5 Hoonuit After Effects: Camera tracking/Stabilization 0:25:00 20 W
5 Group Project Presentations: Each group shows their work,
talks about progress and pitfalls, as well as what contribution
each made. 0:30:00 100 P
5 Lecture/Demo: 2.5D techniques and possibilities 0:40:00
5 Guided Practice: Connecting Adobe Premiere to After Effects:
Why and how. 0:45:00 50 P
HW Hoonuit Project 3: Logo Intro 2.5D 0:40:00 50 W
HW Individual 2.5 D motion graphics mini-project. Design and
Develop a short production using 2-5 video clips. Include
tracking of objects to present a point or tell a moment in a story. 2:00:00 100 W
5.9 Module Total: 5:00:00 320
Project A Outline:
 Produce a 1-2 minute promotional video for Cal State Monterey Bay in general,
or for a department or feature of campus (the School of Computing and Design,
for example).
o Content:
 Campus imagery, using stills and video
 Logo animation
 Interviews with students
 Music
 Voice over
 End credits
o Technique:
 2.5D and 3D camera tracking
 Animated background/foreground elements or overlays
 Motion graphics and type using effects, presets, and easy-easing
 Expressions
 Track matte
 Lower Thirds animation
 Animated infographics
o Completion
 Render one version for public consumption, ready to be used by
CSUMB for promotion.
 Render another version with callouts and lower thirds indicating
techniques used. This version should also include credits
 Post both versions to each member’s YouTube channel. You may
also do well to keep a copy for your portfolio.
Objectives:
 Learners will use 3D tracking and compositing to track text and other digital
objects in to video space.
 Learners will plan a multimedia project for a given purpose.
 Learners will create a storyboard for a project.
 Learners will plan media to be used and collected for a project.
 Project Outline: Requirements and deliverables listed
 Storyboard templates (paper and digital)
 Media collection outline worksheet
 2 column script format
6 Hoonuit After Effects: Camera Tracking and Stabilization 0:30:00 20 W
6 Discuss team project, look at samples. 0:30:00
6 In-class project work: Design project. Plan direction of course.
Identify examples that show what you'd like to do. Create
storyboard and media collection plan. 1:30:00 100 W
GR Work on Team Project 2:00:00
HW Hoonuit After Effects: Text on Surface 3D Compositing 0:30:00 50 W
Objectives:
 Learners will use production tasks such as recording, editing, and special effects
design to create a promotional product.
 Student produced material.
7 Project checkin: update from each team on how it's going,
challenges and solutions sought. 0:30:00
7 Workshop time: Editing and effects work 1:30:00
HW Research other applications of 3D tracking. Post a video
showing a solid tutorial demonstrating a method you'd like to try.
Suggest possible uses. 1:00:00 100 W
Module 8: Team Project A Completion and Project Festival
Objectives:
 Learners will complete projects using both Adobe Premiere and Adobe After
Effects.
 Learners will create video annotations using lower thirds animation.
 Learners will critique video projects according to a provided rubric.
 Project Rubric
 Presentation Schedule
Module Activity HH:MM:SS Points
8 Project Premiere 1:30:00
Module Total: 5:00:00
Part 2: Video Control & Effects

(To be completed by January 20, 2018)

Module 11: Further Uses of Camera tracking.
Module 13: Otter Magic: Special Effects for Film.
RELEASE FORM
I understand that the School of Computing and Design (SCD) at CSUMB is
collecting student work samples for analysis in the process of examining learning
outcomes and related assessment processes. My work may be used by SCD for
research and educational purposes.
x I give permission to use my work by SCD for research and educational
purpose
x with my name revealed
without my name revealed
I do not give permission to use my work for research and educational

purpose.
x I give permission to use my ePortfolio work (including my MIST experience

video) for marketing purposes, with the goal to increase enrollment.
x with my name revealed
without my name revealed
I do not give permission to use my ePortfolio work for marketing

purposes.
Robert Campbell
Print your name
Signature Date
cartoonthunder@gmail.com
Permanent email address

Capstonefinalreport Campbellr

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Capstonefinalreport Campbellr

Caricato da

Copyright:

Formati disponibili

Running Head: ADOBE AFTER EFFECTS COURSE FOR CSU MONTEREY BAY

CALIFORNIA STATE UNIVERSITY

Adobe After Effects Course for CSU Monterey Bay

Submitted in partial satisfaction of requirements of the degree of

Instructional Science and Technology

Executive Summary ............................................................................................................ 4

Problem Description ....................................................................................................... 6

Learner Profile ................................................................................................................ 7

Environmental Scan ............................................................................................................ 9

Print Resources ............................................................................................................... 9

Online Resources ............................................................................................................ 9

Course Goals ................................................................................................................. 10

Course Objectives ......................................................................................................... 10

Learning Theories ......................................................................................................... 11

Learning Activities: ...................................................................................................... 14

Methods and Procedures ................................................................................................... 16

Completing the Project ................................................................................................. 18

Hoonuit Content: ........................................................................................................... 20

Evaluation and Testing ..................................................................................................... 23

Follow-up Recommendations ....................................................................................... 24

Appendix A: Usability Testing Logging....................................................................... 29

Appendix B: Usability Data .......................................................................................... 32

Appendix C: Online Resources for Instruction............................................................. 34

APPENDIX D: INSTRUCTOR’S GUIDE ......................................................................... 0

After Effects Course: ...................................................................................................... 2

Course Goals: .................................................................................................................. 2

Learning Theory and Instructional Strategies: ................................................................ 2

Team Projects: ................................................................................................................ 5

Course Outline: ............................................................................................................... 6

Part 1: Motion Graphics and Titling ................................................................................... 7

Module 1: Introduction to After Effects ......................................................................... 8

Module 2: Title Design & Logo Animation ................................................................... 9

Module 3: Logo animations, repeater, infographics .................................................... 10

Module 4: Motion graphics. ......................................................................................... 11

Module 5: Motion graphics with video. ....................................................................... 12

Project A Outline: ......................................................................................................... 13

Module 6: Team Project A assign and design, additional techniques. ......................... 14

Module 7: Team Project A development, additional techniques. ................................. 15

Module 8: Team Project A Completion and Project Festival ....................................... 16

Part 2: Video Control & Effects........................................................................................ 17

Module 9: Green screen and keying effects ................................................................. 17

Module 10: Sanitizing/beautifying footage, sky replacement. ..................................... 17

Module 11: Further Uses of Camera tracking............................................................... 17

Module 12: Particle effects: smoke, dust, rain. ............................................................. 17

Module 13: Otter Magic: Special Effects for Film. ...................................................... 17

Module 14: Team Project B assign and design, additional techniques......................... 17

Module 15: Team Project B development, additional techniques. ............................... 17

Module 16: Team Project B completion and project festival ....................................... 17

The Communications Design Major at California State University, Monterey includes

MLO 1: Student will effectively communicate in an academic and professional

Figure 1: Merrill’s First Principles of Instruction

First Principles of Instruction is focused on real-world problems. The AE course has

Methods and Procedures

Deliverables for completion of this course include a curriculum guide, a curated

Completing the Project

 Application of techniques is accomplished in each week’s module In addition,

Table 2: Hoonuit After Effects CC 2017 Advanced Videos

The Third Dimension Learners will be able to work with 6 24:59

Task Baseline Actual Baseline Actual

1 Complete overall course outline 08/22/17 08/22/17 09/16/17 12/05/17

3 Develop Week 1 F2F meeting 09/16/17 09/16/17 10/06/17 12/05/17

4 Develop Week 2 Module 10/07/17 11/01/17 10/14/17 12/05/17

5 Develop Week 3 Module 10/07/17 11/01/17 10/14/17 12/05/17