The brief includes a PDF book regarding the topic "How to be a
straight-A student" and we are still utilizing the same group as the
previous project. Through the pdf book, each group takes their
respective parts. For us, we got part two: Quizzes & Exams. It has
a total of 31 pages, hence Sir Martin advise us to actually use AI
assistance, such as NotebookLLM to help us summarize and create a
mind-map, so we could understand the content easier.
I followed his instructions, and divided the tasks to 3 parts so the
distribution would be more efficient for my teammates.
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Figure 2.1: Mindmap and task distribution.
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For this part, I took the one circled in purple, again together with
Jay (one of my teammate). As our previous working style is efficient,
we tried using the same method again. Jay on the first half, me
continuing on the second half. This ensures that our work will be kept
consistent.
We got into a call on Discord to discuss how we are going to execute
our tasks. This is so we could create the vectors accordingly, and
reuse the vectors on certain parts so it would be more consistent.
Dialogs for each segments are arranged first, so there is a clearer
visualization for the vectors that we are going to create. This is how
we do it per points:
Step 1 intro:
Straight-A students don't just study more; they study smarter, and
it all begins with how they handle lectures.
General principles:
There are some general "principles" to follow, so that you can nail
it up.
Attend all class to save time:
First things first, attend all classes to save time, it will take
you twice as long to figure out what you missed when studying.
Use laptop for speed and legibility:
Second, use a laptop. Most people actually type much faster than
they write, and you'll be able to capture far more stuff without
getting hand cramps.
One folder/notebook per class:
Finally, just use one folder or notebook per class. This prevents
your backpack from becoming a black hole and ensures all your
handouts stay perfectly organized.
Nontechnical courses:
Think of nontechnical courses as the classes driven by words,
concepts, and debates—where you won't find a single mathematical
equation.
Identify 'Big Ideas':
The key to doing well in these courses is straightforward: Identify
the
big ideas.
Aggresive formatting:
Don't be afraid to use bold text, lists, and indentations to make
the important concepts visually pop.
Question/evidence/conclusion structure:
professors naturally teach by posing a question and walking through
evidence to reach a conclusion.
Discussion exception: Note unique insights:
one discussion exception: if the class is student-led, don't try to
capture everything. Just note the unique insights and synthesize
your own ideas.
technical courses:
As for these courses, they require a completely different
approach. Forget about big ideas; it's all about the mechanics.
focus: detailed sample problems:
write detailed sample problems, the more notes the better.
Keep textbook open in class:
also, keep your textbook open in class so you can follow along
with the professor's examples.
Prioritize your note taking:
Because professors move fast, you must prioritize how to take your
notes
priority 1:
Record the problem statement and answer
priority 2:
If you get lost, question or mark the confusing steps.
priority 3:
When the professor slows down, record and annotate the
intermediate steps.
These are some scenes that we have planned. As for the
continuation after these scenes, we just did it impromptu.
1st scene : 00.00-00.05
Book gets crossed out
2nd scene : 00.05-00.09
Lecturer on the whiteboard
3rd scene : 00.09-00.11
General principles
4th scene : 00.11-00.19
Classroom of students
5th scene : 00.20-00.23
Laptop with the word speed and legibility
6th scene : 00.24-00.29
One notebook for each class
7th scene : 00.32-00.41
Technical course and non technical course
8th scene : 00.42-00.48
Student on desk with question marks to indicate he is confused
and the lightbulb emerging to show he found an idea
9th scene
Task paper
➼ Task Execution
We decided on the moodboard we are going to use—my teammate Lexuan
drafted it and sent it to the group for us to refer. We compiled
our ideation process in the document below so that every member is
aware of others progress.
Figure 2.2: Moodboard & ideation
➼ Task Execution
As usual, I created vectors that I'm going to use for animation first in Adobe Illustrator.
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Figure 2.3: Creating vectors
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I then opened my teammates file, so I could continue from that. The
issue is to get the files there setting up in the same location as my
teammates' After Effects file. Some of them went missing hence I need
to set proxy manually.
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Figure 2.4: Setting proxy for certain files
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Based on group agreement, we generated AI text to speech based
on the one suggested by Jiayue, one of my teammate:
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Figure 2.5: Generating text-to-speech AI audio
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After that, I proceed with my part. Started off with the
Question and Evidence scene, I visualize that by having them as
puzzles that connects each other.
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Figure 2.6: Setting up vectors in After Effects
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More processes here, made sure to work within the grid:
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Figure 2.7: More processes
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Exporting the files with other media render settings (15 Mbps) so that
it saves more space, and I could send it to my teammates easier.
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Figure 2.8: Export settings
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Here's the final output of my own part (I made it directly after my
teammate—Jay's part, so this video consists of both our parts:
Figure 2.9: Brendan & Jay's part
➼ Final group output
Here's how it turns out after we compiled our whole work, didn't
expect that it would turn out this long!
Figure 2.10: Final group video
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