Collaborative Stop Motion Projects for Academic Writing

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Marnie Mayse, Toyo Gakuen University; Patrizia Hayashi, Sarah Holland, Meikai University

Producing a stop motion animation (using students’ iPhones and free application software) in class offers an opportunity for a considerable range of learning outcomes. In this paper we explain how teachers can set up and use this kind of project in university classes to foster both academic writing and collaborative learning. We describe the challenges and outcomes of such projects. Stop motion projects, as a basis for writing, motivate students as they become more engaged and responsible for their learning. In the projects described here, the writing outcomes were process essays. We found that in these essays the students wrote enthusiastically, at greater length, and with greater care for accurate expression, which in turn resulted in richer vocabulary and a sense of achievement.


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