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|a Direct search result
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|a EDS Title: Spatial Visualization and Professional Competence: The Development of Proficiency Among Digital Artists
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|a MARC Score : 10500(22300) : OK
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|a 3319912887
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|a 9783319912882
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|a 9783319912899
|q Internet
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|a (EDS)EDS18908310
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|a (OCoLC)1050448386
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|a N7433.83
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|2 23
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|a Paquette, Andrew,
|e author.
|9 893413
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| 245 |
1 |
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|a Spatial visualization and professional competence :
|b the development of proficiency among digital artists /
|c Andrew Paquette.
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| 264 |
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1 |
|a Cham, Switzerland :
|b Springer,
|c [2018]
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| 300 |
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|a 1 online resource
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| 336 |
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|a text
|b txt
|2 rdacontent
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|a computer
|b c
|2 rdamedia
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| 338 |
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|a online resource
|b cr
|2 rdacarrier
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| 504 |
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|a Includes bibliographical references.
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0 |
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|a Intro; Contents; List of Figures; List of Tables; Abstract; 1 Introduction; 1.1 Conflict Between Academic and Workplace Learning; 1.1.1 Digital Effects Industry Reaction to Digital Art Education Programmes; 1.1.2 Conflicting Explanations for Digital Art Education Shortfalls; 1.1.3 Influence of the CG Industry on Education Options; 1.1.4 Differences Between First-and Current-Generation Digital Art Education; 1.2 Proficiency as a Precursor to Professional Expertise; 1.2.1 Three Views of Proficiency; 1.2.2 Performance-Based Definitions of Proficiency and Expertise
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|a 1.3 Research Questions Overview1.4 Conclusion; 1.5 Chapter Previews; References; 2 Literature Review; 2.1 Chapter Overview: The Transition to Proficiency; 2.2 Conflation of Proficiency and Expertise; 2.2.1 Definitions; 2.3 The Contribution of Knowledge and Practice to Proficiency; 2.3.1 The Broad Knowledge Standard of Expertise; 2.4 The Transition to Proficiency and Expertise; 2.4.1 Three Frameworks to Explain Proficiency Development; 2.4.2 Deliberate Practice Undermined by Rapid Development; 2.5 Performance Boundaries and Threshold Concepts; 2.5.1 Definition of a Threshold Concept
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|a 2.5.2 A Simulated Threshold Concept Leads to Expertise2.5.3 Transition to Proficiency Sudden Among Telegraph Operators; 2.5.4 Talent as an Explanation for Rapid Development; 2.5.5 Threshold Boundaries Between Proficiency and Expertise; 2.6 The Contribution of Spatial Visualisation to Proficiency; 2.6.1 Reflective Thinking in Design; 2.6.2 The Tower of Hanoi Problem; 2.6.3 Visualisation in Problem-Solving; 2.6.4 Testing Spatial Visualisation Ability; 2.6.5 Mental Rotation and Experience; 2.6.6 Mental Rotation and Spatial Visualisation; 2.6.7 Topological Awareness and Cognitive Search
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|a 2.6.8 Spatial Visualisation Tests Compromised2.7 Conclusion; 2.7.1 CG Literature not Written for Digital Artists; 2.7.2 Gaps in the Literature; 2.8 Contributions to the Literature; References; 3 Methodology; 3.1 Overview; 3.2 Mixed Methods Methodology; 3.3 Case Study; 3.4 Observation Frame: The MD2 NURBS Modelling Class; 3.4.1 Modelling Projects at IGAD; 3.4.2 The MD2 NURBS Project; 3.4.3 What Are NURBS?; 3.5 Participant Selection; 3.6 Three Phases of Data Collection; 3.6.1 Overview Phase Descriptions; 3.6.2 Data Collection; 3.6.3 Data Type Flow Chart; 3.6.4 Quantitative Phase, Phase One
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|a 3.6.5 Qualitative Phases, Phase Two and Three3.6.6 Data Collection Conclusion; 3.7 Analysis; 3.7.1 Analysis of Quantitative Data; 3.7.2 Analysis of Qualitative Data; 3.7.3 Triangulation; 3.8 Strengths and Limitations; 3.8.1 Trustworthiness and Validity; 3.8.2 Limitations; 3.9 Bias; 3.10 Ethical Compliance; 3.11 Conclusion; References; 4 Quantitative Findings; 4.1 Previous Experience; 4.2 School Type; 4.2.1 CG Experience; 4.3 Intake Assessment; 4.4 First Block Grades; 4.5 Spatial Ability Test; 4.6 Novice Status and Spatial Ability; 4.7 NURBS Project Grades
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| 588 |
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|a Online resource; title from PDF title page (EBSCO, viewed September 6, 2018).
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| 650 |
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|a Computer art
|x Study and teaching
|9 673678
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| 650 |
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|a Computer graphics
|x Study and teaching
|9 673688
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| 650 |
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|a Space perception.
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|z Springer eBooks
|x TEMPORARY ERM URL
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