This book provides groundbreaking evidence demonstrating how student-authored explanatory animations can embody and document learning as an exciting new development within digital pedagogy. Explanatory animations can be an excellent resource for teaching and learning but there has been an underlying assumption that students are predominately viewers rather than animation authors. The methodology detailed in this book reverses this scenario by putting students in the driver¿s seat of their own learning. This signals not just a change in perspective, but a complete change in activity that, to continue the analogy, will forever change the conversation and make redundant phrases like ¿Are we there yet?¿ and ¿How much