Educators reply
6 messages in this thread
Wayne,
We have only been working with the product for a few months. The
students have been working through the tutorial and making logos for our
weekly news show and daily announcements on CCTV. They like the fact that
their work is seen by the entire student body and that is the best
incentive for their desire to improve. The biggest problem is that we can
only afford one copy of the program, so the 10 students who are serious
about learning the product have to battle for time on the machine. I wish
there was a policy similar to your one with Autocad where a student can
purchase the product for $150. The education price for 3DS2 is $750 for
students and faculty. I realize that this is a considerable savings, but,
realistically, it puts it out of range for almost all teachers and students
at this level. I rarely have a chance to get to the machine during the day,
so I loaded it on mine at home and bring the hardware lock back and forth.
The tutorials have been excellent so far. Most of the students can work
on their own with quick results. However, the product is so extensive that
some students feel overwhelmed and don't keep at it.
I'll try to answer the rest of your questions at another time.
Thanks for the ear (or is it an eye?)
Paul
Thanks for the input Paul. We are certainly looking into student versions
of all our products and I will get a copy of this email to the appropriate
people here. Please keep this feedback comming! We need and want
everything you can offer. Would it be possible to get some direct from
your students as well? Hope we can look forward to seeing some uploads of
their work into DL11 here (Data Library). [NOTE: Uploads are FREE of
connect charges!]
As for the overwhelming problem, yes it certainly is a significant program
and endevor to tackle all that it can do. I might add that while it can
sometimes seem more pronounced with new areas that 3DS address, the same
"syndrome" exists for AutoCAD and other programs. I guess it might be
worth pointing out though that if you have to have problems (isn't this a
given?!) then this is a "nice" problem to have! <g>
Some of the most consistent and successful practices to reduce this
include:
– have the students work in teams and encourage individuals to
evolve into specialists in some area or application. These specialist in
turn pass on what they know to the other and take on responsibilities for
getting that aspect of the project done. No different than the situation
of a company making a new product, imagine how "overwhelming" it would feel
if one person had to run the whole company and do every job!
[More]
[Continued]
– work with individuals to identify their areas of strengths,
interests, etc. and then follow through with helping them choose projects
that match. You will always work MUCH harder on something you WANT to do
and like to do and there are some amazing stories out there (I am sure you
have your own too) of the incredible amount of work a student will put in
and the obstacles they will overcome when they are MOTIVATED learners.
While your responsibility as a professional educator certainly mandates
that you don't overwhelm your students toooooo much, you must also keep
walking that fine line between overwhelming and challenging!
Gee, sounds like the problems of overwhelming vs challenging that your
students have is VERY similar to the problems YOU face as an educator!!!
<g>
Number one rule? …………………… Keep it FUN!! (for both of you!)
wayne
Thanks for the reply. Are you a teacher? Your ideas are first rate. I don't
have to worry about 3Ds projects being fun. The students keep coming back,
it's addictive. They work, they see results immediately(good or bad), and
they get feedback from their peers.
Paul
Paul,
What are some of the assigments that you give to your 3ds classes? What is
the format of the class? Have you found any thing that works better than
others? There are several 3ds teachers hanging out here and it would be
great to have an opened ended discussion here on the tips and tricks for
teaching 3ds. we can all learn a lot more by sharing with each other and
thios is a great way to do it. Can you post some of your student work in
data lib. 11?
PAT
PS : Wayne is a former teacher, we might let him back in the ranks.< Big G>
Actually he is doing far more for all teachers where he is.
Gee, does it show that badly Paul? <g>
Yes, in a former life I was indeed a teacher. Still think that way and no
doubt always will, but I am working from a different angle now to try to
effect more and broader changes in education globally. (should be finished
next week!!)
Glad the comments were of some help. Filter anything I throw up here
though as I am usually logging on from some airport or hotel at some
ridiculous hour and my brain is suspect at the best of times! And no
thanks to all you out there in the cheap seats, we DO NOT need any
testimonials from you on this latter remark!!
Keep us posted on you and your student Paul. That is what we have this
section for.
wayne