ANIMATION-ENHANCED UNIT

10-6
E-LEARNING VIDEO
Each of you want to make learning more fun. Imagine if you could go
beyond the textbook and understand concepts by seeing them come to
life via animation in videos! Now imagine if you could create such
animated learning experiences for other students by explaining a concept
or topic you know well. In this unit, you will understand how and why
animation can help in making learning more interesting. You will design
the storyline and animations for an eLearning video on a concept or topic
of your choice. You will explore different animation tools, choose one and
create a short animated eLearning video.

REAL-LIFE KNOWLEDGE ENTREPRENEUR MINDSET

Elements of Animation in eLearning Persevere
Videos Try New & Challenging
Bounce-back from Failure

DESIGN THINKING

A. Inquiring & Analysing (i) (iii)

B. Developing Ideas (ii) (iii) (iv)
(ii) (iii)
C. Creating a Solution (iii)
D. Evaluating

DIGITAL TOOLS FOUNDATIONAL ABILITIES & KEY

QUALITIES
Animation Creation, Communication
Video Editing, Reflection
Image Editing Creativity, Empathy

10-6 Intro (i)

 UNIT
10-6
UNIT AT A GLANCE
You will begin this unit by understanding how various elements of animation
help in eLearning. Using specified criteria, you’ll then choose a concept or a
topic for creating your own eLearning video. You’ll begin the creation process by
selecting an animation style and creating an overall storyline. Then you will fill in
scene-wise details to create an animation script. You’ll then select an
appropriate animation tool and try to implement the script. To inspire you to deal
with challenges and failures, you’ll listen to and discuss a story. Persevering
through all issues, you’ll implement the first version of your eLearning video.
Peer groups will review each others’ videos and exchange feedback. Based on
the feedback, you’ll create and implement a list of improvements.

ANIMATION-ENHANCED ELEARNING VIDEO

P: Use of Animation in eLearning

P1 Understand elements of animation used in eLearning

P2 Brainstorm various eLearning topics and choose one for animation

Q: Design Animation Script for the Topic

Q1 Choose an animation style and create an overall storyline

Q2 Prepare an animation script with some details

R: Develop Animation and Persevere

R1 Try implementing the animation script

R2 Learn to “bounce-back from failure”, “persevere”

R3 Complete first version of your eLearning video

S: Get Feedback and Improve

S1 Give and receive feedback; Decide improvements to make

S2 Implement improvements and finalise your eLearning video

T: Showcase and Assessment

10-6 Intro (ii)

 UNIT
What will be assessed in this unit? 10-6
As you might know, solving a problem systematically involves several “Strands”
in the Design Cycle. In this unit, you'll get the chance to practice below mentioned
strands through various activities. The unit's assessment will focus on these very
strands.
Design Cycle Strand How is the strand used in
activities in this unit?

A. Inquiring & Analysing – जाँच और वश्लेषण

A(i) Why is it important for specified client/target P1: explore what learning need is
audience to find a solution to a given problem? served by animation.
Explain with reasons.

A(iii) Analyse a variety of similar products that inspire P1: view and analyse few animated
a solution to the problem eLearning videos

B. Developing Ideas –आइ डयाज का वकास

B(ii) develop several feasible design ideas that others P2: brainstorm topic ideas
can understand properly. Q1: ideas for topic’s storyline

B(iii) present the chosen design and justify its P2: justify why the topic is chosen
selection.

B(iv) explain the chosen solution with the help of Q2: detail out the animation script
accurate and detailed drawing/diagrams and outline with background, characters,
requirements for creating the chosen solution. dialogues, movements and animation

C. Creating Solution – समाधान बनाना

C(ii) demonstrate excellent technical skills when R1,R3, S2: skills to develop and
making the solution modify animated video

C(iii) follow the plan to create the solution, which R3: follow a recipe for enhancing the
works as intended. Present the solution as a whole. animated video

D. Evaluating – मूल्यांकन करना

D(iii) Explain how the solution could be improved. S1: list of improvements linked to
feedback received

10-6 Intro (iii)

P: USE OF ANIMATION IN ELEARNING 10-6
P1

P1: Understand elements of animation used in eLearning

Context
Do you like animated videos for learning a concept? Why?
Moving objects or characters with voice narration helps you
visualise a concept. For many learners, visualisation makes
learning easier as compared to reading or listening to just words.
Animation can also add humour and entertainment to make your
learning experience more joyful. It has been observed that
students learn better in a joyful atmosphere. In this session, you’ll
see a couple eLearning videos with animation and understand
how animation helps the learners.
Group Activity
1. Attentively watch the below eLearning videos with animations, noting:
❖ story moments that kept you interested.
❖ animations that helped you visualise the concept.
❖ moments that made you joyful.
❖ things that made you understand the concept.
Video Links:
➔ Angle Basics https://youtu.be/DGKwdHMiqCg
▶ Math Antics, watch for first 3 minutes 50 seconds.
➔ What is Democracy? https://youtu.be/8Eu6G5YrBt4
▶ Australian Human Rights Commission, watch the entire video
2. Form groups of 3-4. Compare your notes and fill the table below.

Angle Basics What is Democracy?

Interesting story
moments

Animations that
helped visualisation

Joyful moments

Things that helped

you understand

10-6 P1 (i)
 10-6
P1
Let's Think
★ One of the videos uses “whiteboard animation” and the other uses
“character animation”. What are some differences between the two
styles of animation?

★ Besides animation, what aspects of an eLearning video are

important to keep the students interested and engaged?

Takeaway
Animation with voice narration could bring a concept to life, making it easier to
understand. Just having any animation and narration are not enough. Animation
must help visualise the concept properly or provide entertainment. The storyline
must be interesting with joyful moments sprinkled at a few places. Overall, it is
important that viewers are able to understand the concept being explained. In the
home task, you’ll see how two eLearning videos on the same topic differ widely.

Home Task
Whether or not you find this topic challenging, watch these two videos explaining
Newton’s first law of motion.
Video 1: https://youtu.be/gwukMqwBB_s (watch full 5 minutes)

Video 2: https://youtu.be/BpqKPrdaow4 (watch first 2 minutes only)

★ Which of the above two videos made the concept easier to understand?
Which features in the video helped your understanding?

PONDER…
Deep observation leads to 10-6 P1 (ii)
knowledge.
P: ORIENTATION: WHAT, WHY AND HOW OF ANIMATION 10-6
P2

P2: Brainstorm various eLearning topics and choose one

Context
In the home task, you observed that the same topic can be handled
very differently while animating, giving very different results. Some
animations help concept visualisation and understanding while
others are only for name-sake. Also, not all topics are suitable for
better visualisation using animation. In this session, you will explore
what factors need to be considered to determine whether a topic is
suitable for animation. Considering a long list of topics, you’ll choose
one topic for creating an eLearning animation video.

Group Activity
1. In your group, think about topics or concepts that meet some of the following
criteria and prepare a list of ten concepts/topics that can be explained using
an animated video.
❖ Is the concept difficult to understand by reading only the text book?
❖ Does someone in the group know the concept well or can learn quickly?
❖ Using an appropriate tool, will it be possible visualise the concept better
using either whiteboard animation or character animation?
❖ Can you explain the concept in 2 to 3 minutes?
2. From the list of ten, select the top 3 based on how well they satisfy each of the
above criteria. You may add more criteria.
3. Use the following table to score (1..5) the three topics for each criterion and
choose one with the highest overall score.

Concept/Topic Is there a Do we have Is Animation Can it be explained in

Need? Knowledge on it? possible? brief?

1.

2.

3.

10-6 P2 (i)
 10-6
P2
Let's Think
• Did we miss any other important criterion while selecting a topic? e.g. complexity
of animation?

• How do you feel about creating your own video to explain a concept using
animation?

Takeaway
Some seemingly difficult to understand concepts can be made easier to understand
by helping students visualise them via animation. At this point, you do not need to
worry about how complex the animation would be. Once you become familiar with an
animation tool, you can decide a practical way to illustrate the concept. Hope you
are excited to design your own animated eLearning video!

Home Task
Which of the following two styles of animation is best suited to visualise the topic or
concept you have chosen? Explain why.
● In Whiteboard animation, objects appear, move, rotate, stretch, contract, etc.
E.g. Math Antic’s video on Angle Basics https://youtu.be/DGKwdHMiqCg

● In Character animation, characters do actions and interact with one another.

E.g. video on “What is Democracy?” https://youtu.be/8Eu6G5YrBt4
In both styles, you will need a nice narration with an engaging storyline.

PONDER…
Innovation starts with an 10-6 P2 (ii)
idea.
Q: DESIGN ANIMATION SCRIPT FOR THE TOPIC 10-6
Q1
Q1: Choose an animation style and create an overall storyline
Context
Some concepts are best explained using whiteboard animation while
some are best explained using character animation. Using one or both
styles, your team will brainstorm and create two different storylines for
explaining the chosen topic or concept.

Group Activity
1. In home task, you have thought about which animation style is more appropriate to
visualise your concept or topic. If all group members agree on a style, you can choose
that one and develop two different storylines using that style. If the group wants to try
out both styles, each storyline can use a different style. For developing a storyline,
you may use the structure suggested below or create your own.

Suggested Storyline
Storyline ONE Storyline TWO
Structure

Build Curiosity and

Interest in the Topic

Explain the Scenario or

Context

Demonstrate the Concept

with real-world example

What Joyful moments can

be introduced?

Summarise & point to

further learning

2. Discuss both storylines within your group and choose one based on:
a. Ease of understanding the concept/topic
b. More interesting and engaging

10-6 Q1 (i)
 10-6
Q1
Let's Think
• Without knowing the animation capabilities of the tool you would be using, what
details of decisions did you postpone?

• What challenges did your group face in arriving at the decisions?

Takeaway
This was only the first attempt at developing a storyline for your eLearning video; you’ll
be able to change it during implementation. Many details can be worked out after you
start using the animation tool. However, having a concrete storyline to start with is
absolutely necessary for developing an initial animation script.

Home Task
Think about interesting animation ideas, narrations, music, etc. for various parts of the
chosen storyline. Write your notes below and bring them to class.

PONDER…
Imagination is the 10-6 Q1 (ii)
beginning of creation.
Q: DESIGN ANIMATION SCRIPT FOR THE TOPIC 10-6
Q2

Q2: Prepare an animation script with some details

Context
An initial storyline is a great place to start working on adding
details towards developing the animation script for your eLearning
video. Continuing with your home task, in this session, you’ll
discuss your animation ideas, narrations, music, etc. with the group
and together prepare an animation script with some details.

Group Activity
1. In your group, one by one, discuss the ideas from each member’s home task.
2. Work together to create a sequence of detailed scenes as a part of the animation
script for your eLearning video.

Background, Movements/Animations, Actions,

Scene # & Purpose
Characters or Objects Dialogues or Narration

1.

2.

3.

4.

5.

6.

10-6 Q2 (i)
 10-6
Q2
Let's Think
★ Do you expect the animation script to be modified when you implement using
the animation tool? Why?

★ If it is going to undergo changes during implementation using the animation

tool, why did we take the trouble of designing a detailed animation script?

Takeaway
The process of designing a storyline and filling in details to develop an animation
script involves brainstorming/ideation, discussion, deciding on what is important to
cover in your eLearning video. This provides a great starting point when you go in
front of the animation tool. There, you will decide and choose “how” to implement the
animation script, modifying the script if necessary. If you didn’t have anything to start
with, you’d have to work on the storyline and script on the fly and there would not be
enough time on ideation, discussion and decision making.

Home Task
Explore which animation tools are used for what style of animations and think
about which tool is more appropriate for making your group’s eLearning video.

Animaker Google Slides

https://youtu.be/iMrmaZPBP_Q (short course on animation)
https://bit.ly/animation-using-google-slides

https://youtu.be/kBo9PqZcexc

TweenCraft HatchXR

https://youtu.be/KjOtadzfC1Q https://youtu.be/X7Ov8MydcOk

PONDER…
Let your imagination run 10-6 Q2 (ii)
wild.
R: DEVELOP ANIMATION AND PERSEVERE
10-6
R1
R1: Try implementing the animation acript
Context
If you are trying out animation for the first time, you may be both excited as well as
doubtful; excited to create your first animated video and doubtful whether you can
do it. Rest assured, you will be able to create an appropriate animated eLearning
video if you are willing to keep trying and not give up. In this session, you’ll choose
an animation tool and try implementing the animation script. It is ok to get stuck
or not be able to do everything you had planned.

Group Activity
1. In your group, discuss which animation tools each one tried at home and their opinions
about which tools are appropriate for animating your eLearning topic/concept. Each tool
has its strengths and weaknesses. If you are able to choose, go with your choice. If not, go
with Animaker, as many students have successfully used it in the past.
2. Using your chosen animation tool, implement the animation script:
a. Try out various choices of templates, characters, narration method, etc.
b. One by one, for each Scene in the script, set up background and objects or
characters as needed.
c. Learn and try to implement the desired animations on each slide. If it doesn’t come
out as intended, that’s ok. Don’t give up and keep trying.
Let's Think
★ Animations that look very simple on the screen are not always easy to implement. One
needs to pay a lot of attention to details. Share one such experience.

★ Which features of the animation tool helped you in your task? Give some examples.

Takeaway
It takes some time and patience to get used to working with an animation tool. While it may be
easy to get started, for accurate animation, attention to details is a must. It is ok if you couldn’t
figure out how to do specific tasks. You’ll get more time to learn and implement.
Home Task
Make a list of things that you want to do or improve in your animations. Find and watch tutorial
videos and understand how to do them.

PONDER… 10-6 R1 (i)

Trying new things leads to
new discoveries.
R: DEVELOP ANIMATION AND PERSEVERE 10-6
R2
R2: Learn to “bounce-back from failure”, “persevere”
Context
Every one experiences failures of one kind or the other. You could
respond to a failure by “giving up” or by “bouncing back” and persevering
– trying a different approach. While developing animation, you may hit
many road-blocks. Instead of getting stuck, It is best to try alternative
approaches while learning new things. Listen to the story of Kailash and
Sanjay Katkar and draw inspiration from it.

Story
Two brothers, Kailash Katkar and Sanjay Katkar, lived in Pune in a 10'x12' room with their parents
and younger sister. Their father used to repair machines after office hours to be able to pay for
the education of his three children. Due to the poor financial condition, the elder brother Kailash
left his studies and began repairing radios at home. Later, he opened his repairing workshop and
also started taking up jobs from banks like repairing laser printing machines. However, his
younger brother wanted to become an engineer, so he took admission in a computer science
course.

During this period, India saw a surge in computer users and along with it came the need to
frequently repair them. At that time, there was no Internet, so the virus that used to affect
computers originated from floppy disks. Once the computer got affected by the virus, it could no
longer operate. Sanjay was very curious about the virus and craved to explore it further. He
started to spend a lot of time in Kailash’s repair workshop to understand computer viruses in
detail. He performed experiments with computers, and after a lot of hard work and recovering
from many failures, he managed to develop a software that could remove the virus from the
computers. He installed this antivirus software in his college’s computer lab and successfully
removed the virus from those computers.

After getting a Master's degree, Sanjay applied for work in various companies. However, his
elder brother suggested they work together. So, instead of working for a big company with a
hefty salary or opting to move abroad, without any hesitation, Sanjay started a company
together with Kailash in 1995.

The path they walked on initially proved to be the hard one. People could not understand the
importance of Antivirus software in India. Moreover, Indian sellers only wanted to sell foreign
products. As a result of which Sanjay and Kailash could only sell one or two of their Quick Heal
antivirus software packs. Hence, they started to distribute it for free to gain some publicity. The
business did not grow as expected, even after two years. However, the experience they gained
through the hardships of their childhood struggles came to their rescue during such challenging
times.
10-6 R2 (i)
 10-6
R2
They knew very well that the problem of the virus would increase as the technology spread;
hence, they believed that demand for their antivirus software would also rise. They believed in
themselves and kept on working hard. Due to the surge in Internet usage, new types of viruses
emerged. Quick Heal already had the solution for these viruses; hence its demand increased,
and finally, their business took off. They closed down their repair workshop in 1998 and got
fully involved in producing and selling antivirus software.

In 1999 the company faced financial challenges. It was difficult for Sanjay and Kailash even to
pay salaries to their employees. They needed a software engineer, but it was not easy to find a
suitable candidate as everyone wanted to work abroad with a handsome salary.

Despite facing such a difficult situation, they did not give up. They evaluated their situation
calmly. They realized that customers valued Quick Heal more compared to the products
developed by MNCs. Now, they had to pay close attention towards building their brand
internationally, while simultaneously focusing on developing an automation technique to
enhance antivirus production with minimum human involvement. Sanjay continued producing
many new antivirus softwares using this automation technique. They struggled for five years
but ultimately earned international recognition and developed a positive image in the market.
Quick Heal grew even bigger as an international brand along with their national business. They
managed to instill confidence in the Indian customers that even the domestically made, less
expensive antivirus software can perform better than its foreign counterparts. They gradually
expanded their business, and in 2010 they began their operations abroad as well. Their
business has 1000 employees with a turnover of 400 crores. Now, Quick Heal is no longer just
a company that develops antivirus software, but it has grown into a complete cybersecurity
solutions company.

Let's Think
• What could have been the source of strength and courage for Sanjay and Kailash
amidst several obstacles and failures?

• What would have happened if Kailash and Sanjay had quit in disappointment?

• What challenges did you face in your life in the past? What was your source of
strength and inspiration to overcome these obstacles?

10-6 R2 (ii)
 10-6
R2
Takeaway
This story highlights that responding positively to adverse situations is in your hands
and doing so prepares you for dealing with future challenges and failures. When faced
with adversities, you have the choice of giving up or somehow dealing with it and
continue making progress. From their childhood, Kaliash and Sanjay had “built the
muscle” for dealing with adversities. It helped them deal with failures in the journey of
Quick Heal and achieve phenomenal success.

Home Task
You and your group members are the best people to overcome the challenges you
faced in implementing your animation script. Continue to work on the things that you
want to do or improve in your animations, learning from tutorials and from other classmates.

PONDER… 10-6 R2 (iii)

Failure is a stepping stone
to success.
R: DEVELOP ANIMATION AND PERSEVERE 10-6
R3

R3: Complete first version of your eLearning video

Context
Learning from tutorials and from other classmates, hopefully you have
learned how to resolve or work around the issues you faced in
animating various scenes in your eLearning video. In this session, with
patience and persistence you will work on completing every scene of
your animation script. Also, ensure that transitions between scenes are
smooth and interesting, and add music if needed.

Group Activity
1. In your group, work through the list of pending items on each scene, either complete them
as desired or figure out an alternative that serves the intended purpose. Don’t hesitate to
take guidance from classmates in other groups.
2. After completing all scenes in your script, think about what transition effects can be used
while moving from one scene to the other. Also think about what music and sound effects
can enhance the viewer experience.
3. Play the entire sequence of scenes as a video, noting down and correcting any mistakes
discovered.
Let's Think
★ You must have spent a lot of effort in creating an eLearning video. How is it better than you
explaining it on the board in your classroom? Give two advantages.

★ What tutorials and external help did you find most useful?

Takeaway
A well-made animated eLearning video makes it easier to visualise a concept in a way that is not
possible to easily draw on board or explain by gestures. Also, once created, an eLearning video
can be used many times in many situations.
Home Task
Make a final review of all scenes and put any finishing touches needed.
In the next class, you’ll have to share the video with others. In the animation tool you are using,
figure out how to share the video with others.

PONDER… 10-6 R3 (i)

Problem-solving is a
journey, not a destination.
S: GET FEEDBACK AND IMPROVE 10-6
S1
S1: Give and receive feedback; Decide improvements to make
Context
To improve your eLearning video, it is important to seek
feedback from other students. In this session, in pairs, groups
will share their video with the partner group and seek their
constructive feedback. Then, each group will decide on the list
of improvements.

Group Activity
● Form pairs of partner groups, say group A and group B.
● Group A will show their eLearning video to group B and seek their feedback.
● Group B will provide constructive feedback on Group A’s video. Group A should
only listen attentively and NOT try to defend anything.
○ Name things that the video did very well.
○ Of the following elements, mention which were done well and how can others be
improved.
■ Interesting story moments
■ Animations that helped visualisation
■ Joyful moments
■ Things that helped you understand
○ Explain any other suggestions for improvement.
● After that, the above will be repeated with role reversal. Group B will show
and explain, and Group A will provide constructive feedback.

Each Group will then go through the feedback received, make a list of desired
improvements.

10-6 S1 (i)
 10-6
Let's Think
S1
★ What did you find noteworthy from the feedback?

★ How do you feel when your peers say positive things about your video? and then
when they suggest improvements?

Takeaway
Genuine positive feedback boosts your self-confidence and makes you ready for
listening to suggestions for improvement. While you find issues in others’ video, it also
helps you know the issues that may be present in your own video. It is upto your group
to decide which improvement suggestions to accept for implementation.

Home Task
Start thinking about how you’ll implement the list of improvements prepared in this
class. You may also seek feedback from friends in your neighborhood.

10-6 S1 (ii)
PONDER…
Effective communication
builds relations.
S: GET FEEDBACK AND IMPROVE
10-6
S2
S2: Implement improvements and finalise your eLearning video
Context
You now have a list of improvements desired in your eLearning project. It is
time to implement these improvements, put other finishing touches and
wrap up your eLearning video with a golden bow!

Group Activity
● Refer to your list of desired improvements, and make changes in your animation
project accordingly.
● As you review the project with a fresh eyes, make finishing touches that improve one
or more of the following:
○ Interesting story moments
○ Better visualisation
○ Joyful moments
○ Improve understanding of the concept

Let's Think
• How does it feel to have created your own eLearning video? Explain.

• If you had to do this unit again, what would you do differently?

Takeaway
Having created an animation video in this unit following the design process, you probably feel
confident and motivated to try and create more animations. Good animations are valuable for
social media posts and ads. Creating purposeful animations is an important communication
skill that is in demand in the digital economy. Some creative people do this as a part-time
freelance activity while studying in college.

Home Task
Share your eLearning video with friends and family via social media.

10-6 S2 (i)
PONDER…
Adaptability is a sign of
strength.
T: SHOWCASE & ASSESSMENT 10-6
T1

T1: Showcasing your work and submitting for assessment

Context
Here, you will learn what you need to keep in mind when showcasing your work in
class, and what materials you need to submit to your teacher.

Consult your teacher about the best way to showcase your work; many methods are
possible. Whichever method you choose, you should include all the topics given below
clearly. The main points included in your showcase for these topics will also have to
provided to your teacher - ask him or her how you should submit them.

1. Explain the main advantages of using animation in online learning videos.

2. After watching several animated videos, what parts of the animation did you find
most important?
3. What topic did you pick for your animated online learning video, and why?
4. Which two or three story ideas you thought about for your video, including the
one you selected?
5. Show your animation script and explain the design.
6. What were your favorite parts of the animation tool? Talk about three of them.
7. What challenges did you face when making your animated video, and how did
you solve them?
8. Discuss the changes you chose to make based on the feedback you got.

10-6 T1 (i)