Chapter 1 - eduScapes

Transcription

AIM Your Project
with Flash
Animation
Interaction
Multimedia
Second Edition
Annette Lamb & Larry Johnson
Dedicated to the many educators who
help us bridge theory and practice.
First edition by Annette Lamb and Larry Johnson, 2006.
Second edition by Annette Lamb and Larry Johnson, 2009.
Available online May 2009 in the PDF format. PDF files may be printed by individuals for onetime use and may not be sold or redistributed without permission.
Trademarks
Flash and Adobe are trademarks. We state that we are using the names in an editorial fashion only
with no intention of infringement of the trademark.
ISBN 1-891917-09-9
Copyright © 2006, 2009. by Annette Lamb and Larry Johnson
All rights reserved. No part of this book may be reproduced or transmitted in any form or by any
means now known or to be invented, electronic or mechanical, including photocopying, recording, or
by any information storage or retrieval system without written permission from the authors or publisher, except for the brief inclusion of quotations in a review.
For additional information, to place an order, or to request permission to reprint:
Vision to Action
P.O. Box 206
Teasdale, Utah 84773
email alamb@eduscapes.com
website http://eduscapes.com/flash
Contents
Chapter 1: Exploration and Evaluation ................................................................................................ 1
Chapter 2: The Basics ............................................................................................................................ 33
Chapter 3: Animation in Flash . ........................................................................................................... 47
Chapter 4: Interaction in Flash . ........................................................................................................... 63
Chapter 5: Multimedia in Flash ........................................................................................................... 93
Chapter 6: Project Planning and Production ................................................................................... 105
Index ...................................................................................................................................................... 111
About the Authors
Drs. Annette Lamb and Larry Johnson have been teachers, school library media specialists, media and technology coordinators, and college professors. They are currently teaching online graduate
courses for librarians, technology coordinators, and teachers at Indiana University at Indianapolis
(IUPUI). They also write, speak, and conduct professional development workshops, presentations,
and keynotes throughout North America focusing on ways to more effectively integrate technology
into the classroom. Their popular website, Eduscapes.com, includes a wide range of award-winning,
free resources for educators including 42explore, Teacher Tap, Literature Ladders, Activate, Naturescapes, Multimedia Seeds, and escrapbooking.
They are well-known for their realistic approaches to technology integration. In addition to working on state and national-level grant projects, they enjoy spending time with administrators, teachers,
and individual school districts and universities working on practical, technology-rich approaches to
teaching and learning.
Annette received her Ph.D. in Educational Technology from Iowa State University and Larry received his Ph.D. in Instructional Systems Technology from Indiana University. Their roots in library,
media, and technology are reflected in their passion for interdisciplinary approaches, information
inquiry, reading and writing across the curriculum, and using a variety of resources from books to the
Internet. Their numerous articles and over a dozen books are valuable resources for educators.
They love to share their ideas with others. All of their sessions and workshops are available at
http://eduscapes.com
AIM Your Project with Flash: Chapter 1 - Exploration & Evaluation
Chapter 1:
Exploration & Evaluation
Animation, interaction, and multimedia are three elements that can
make your informational or instructional projects come alive. However
they can also cause your user to become distracted, lost, and overwhelmed.
Adobe’s Flash is a great tool for creating cool multimedia animations, but
did you know that this popular software is also used to produce effective,
efficient, and appealing instructional materials?
In this fast-paced course, you’ll create exciting, engaging Flash projects
to address standards across content areas. Just like a flashlight, all you need
to do is AIM!
After completing this module, you’ll be able to:
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identify key elements of Flash.
discuss applications of Flash and reasons for and barriers to its use.
identify software for authoring and playing Flash movies.
distinguish purposes for Flash projects including to entertain, inform, instruct, and persuade.
• identify the information focus, organization, and presentation used
in Flash projects.
• apply criteria to the evaluation of Flash projects.
Key Elements
Flash is an effective, efficient, and appealing software tool for designing
materials to meet the diverse needs of your learners, patrons, or clients.
Although Flash contains many great features for producing informational, instructional, and persuasive materials, three key elements stand
out: Animation, Interaction, and Multimedia.
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Animation
Movement is an effective way to communicate concepts, processes, procedures, and other ideas. The animation features of Flash allow developers
to create engaging visual presentations.
Interaction
Rather than merely reading, watching, or listening, the interactive features of Flash allow developers to integrate dynamic functionality through
questioning, feedback, branching, and user tools.
Multimedia
Enriching a Flash project with sounds, speech, music, graphics, scanned
images, photographs, and video allows developers to reach varied interests
and learning styles.
Investigate
Explore A Dancer’s Journal from The Kennedy Center.
http://artsedge.kennedy-center.org/marthagraham/index.htm
Look for animation, interaction, and multimedia elements in this
Flash project. How do these three elements contribute to the
virtual experience?
If you have trouble running Flash on your web
browser, go to Macromedia and download the latest
version of the FlashPlayer. http://adobe.com/
Figure 1-A. A Dancer’s Journal from Kennedy Center. http://artsedge.kennedy-center.org/marthagraham/index.htm
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Variety of Applications
The uses for Flash are limited only by the imagination. Explore some
ideas to get you thinking about the possibilities.
splash web page music video animated banner escrapbooks demonstrations greeting card morphing characters learning games calculators movie trailers quizzes timelines electronic books slide shows cartoons WebQuests
interactive maps
advertisements
tutorials
polls & surveys
Reasons for Use
Differentiate
The use of animation, interaction, and multimedia elements can accommodate the diverse needs and preferences of all ages. Flash allows you to
use audio, visuals, and movement to convey ideas. In addition, it’s possible
to provide multiple examples, alternative perspectives, and varied speeds
of presentation.
Engage
Flash can be used to design engaging materials that will motivate users.
The combination of movement, multiple media, and interaction immerses
users in a virtual experience.
Teach
Whether providing initial instruction or patient remediation, Flash can
be used to develop effective instructional materials and learning environments.
Versatile
Flash can be used to create web pages, tutorials, games, simulations,
and many other applications and tools.
Quality
Flash produces high-quality files that play well on all browsers and operating systems. They also print well.
Technology
Once the Flash plug-in has been installed, end users rarely have difficulty with the technology associated with Flash. While browsers vary and
Javascripts can be unreliable, Flash player is very stable.
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Barriers to Use
Technology
Flash requires access to specific technology. As such, some end users
may have difficulty accessing materials. For example, the Flash plug-ins are
necessary. In addition, users may run into browser compatibility issues and
slow download speeds. As such, an animated gif may make more sense for
simple animations.
Ease of Use
Some end users have difficulty using technology-rich materials. Be sure
to provide clear instructions to downloading the Flash Player plug-in. In
addition, help should be provided for use of the project such as directions
for using icons, navigation, and exiting the program.
Accessibility
The multimedia aspects of Flash can cause problems for some users
with special needs. For example, Flash is not compatible with all assistive
technology devices and web browsers. As a result, it’s important to provide
alternative text, descriptive captions, or other devices to ensure accessibility. For additional information about accessibility, go to our issues and Web
Accessibility page at (http://www.eduscapes.com/flash/issues.htm).
Examining Flash File Types
Although Flash is often associated with animation, it can be used to
create a wide range of rich content containing text, graphics, audio, video,
animation that can run from a web browser, CD, or on the desktop of computers and hand-held devices.
Before jumping into the development of your own Flash projects, it’s a
good idea to explore the possibilities. Generally, you’ll find Flash projects in
two locations. First, many Flash projects are found online. They are either
embedded in web pages or linked from web pages. Second, some projects
are found on CDs and DVDs. They may be part of a larger project such as
an electronic encyclopedia or a stand-alone software package such as an
interactive book.
Projects are developed in the Flash software and can be saved or exported for different purposes. One of the first things you’ll discover is that there
is separate software needed to view (authoring files) and create (player
files) Flash project.
Authoring Files
When creating and saving files in Flash, you’ll be using the full version
of the Flash software. Files will be saved as Flash authoring files with a
*.fla file extension and can only be viewed and modified by someone using
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Flash development software. These files contain the basic media, Timeline,
and script information.
Keep in mind that these source files can’t be opened with the free Flash
player.
Flash Player Files
When your projects are ready to share with others, you’ll export them as
Flash player files with a *.swf file extension. These “swiff” files are compressed versions so they are much smaller files than the authoring files.
End users can view your files using the free Flash Player that can be downloaded from the Adobe website.
These files are compiled and compressed so they take up less storage
space and download quickly. These are the types most often embedded on
web pages and viewed with a web browser. The end user goes to a web
page with the *.html file extension. The published version of the Flash
movie (*.swf) is embedded in the code of this page.
In order to use these projects, you’ll need a Flash player. The Flash
player can be downloaded from the Macromedia website at http://adobe.
com. Most websites containing Flash projects provide directions and a link
to the Adobe website.
Executable versions of the files can also be developed that embed the
FlashPlayer in the program, so no special software is needed. Since these
files require more space, executables are most often found when the projects are shared on CD.
There are other file types associated with Flash projects including AS
(ActionScript files), SWC files (reusable components), JSFL (JavaScript files),
and FLP (Flash Professional 9 project files).
You’ll find many examples of Flash technology on the web. While some
of these projects runs automatically, in other cases you’ll need to
look for a button to start the Flash program. Use these projects to
refine your skills at evaluation, as well as a source for ideas. Pay
particular attention to how the page directs user attention to the
Flash elements.
Go to the Flash Projects page at this website.
http://eduscapes.com/flash/explore.htm
Browse some of the projects. Look for animation, interaction, and multimedia elements. Consider how they would be useful to a particular
audience. Also, think about barriers to using these projects.
Investigate
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When searching for Flash projects, consider doing a Google search using
your topic and adding the words .swf and flash. Also, if you’re seeking a
particular media type or sample files, consider Flash video or Flash sound.
Flash Applications
From simple animations to complex, interactive simulations, the potential applications of Flash are endless. As you evaluate existing projects and
learn to use the software yourself, think about how these new skills can be
applied to the creation of effective products.
As you consider the possibilities, think about the purpose of the project
as well as possible formats. Ask yourself these questions:
• Is your project intended to entertain, inform, instruct, or persuade?
• What pedagogical or persuasive techniques would work best for
your content?
• What approaches to organization and presentation match the needs
of end users?
• What elements (animation, interaction, multimedia) make the most
sense?
When Flash first became popular, many of the applications were simply goofy cartoons and swirling graphics. Today, developers are also using
Flash to create sophisticated programs that inform, instruct, and persuade.
These more advanced applications require creators to think carefully about
organization and presentation of materials, use of interactivity, and elements of multimedia to meet individual needs and interests. Flash projects
have evolved to include sophisticated simulations and problem-solving
software.
This section of the module focuses on different approaches that can be
taken when producing Flash projects. Keep in mind that a single project
may include each of these areas. The following links take you to the resources on this page. Within each topic you’ll find off-site examples.
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Entertain
Inform
Instruct
Persuade
Entertain
Flash provides tools for creating fun, attractive Flash projects. One of
the most popular applications is entertainment. What makes a Flash movie
entertaining? What motivates game players? Think about the value of entertainment and the features that attract end users.
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Two categories will be explored: games and movies.
Games. Many of the online and CD-based games you see are produced
with Flash. Games involve applying strategies to reach a goal. For example,
you might match photographs to test your memory or move pieces around
the screen to build a puzzle. More complex games may involve simulations
or virtual adventures. All games share some of the same basic features.
They generally contain buttons to start and go to instructions. Some have a
practice area. Many games have levels and reward accomplishments.
Explore the games at Orisinal : Morning Sunshine.
http://ferryhalim.com/orisinal/
This website contains simple, yet elegant games. What is a game?
How are some of these games different from the popular video
games? What do you like and dislike about specific approaches?
Explore a few PBS games for children and young adults.
http://eduscapes.com/flash/categories.htm#a1
Would you call them learning games? Are they entertainment, educational, or both? Why?
Examine the structure of the Save the Egg game from the movie
March of the Penguins.
http://www.nationalgeographic.com/marchofthepenguins/game/
What are the elements of an effective game? Create your own plan
for a game based on a book or movie.
Figure 1-B. Orisinal : Morning Sunshine - http://ferryhalim.com/orisinal/
Save the Egg - http://www.nationalgeographic.com/marchofthepenguins/game/
Investigate
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Movies. From animated banners on school or library websites to fulllength movies, Flash is often used for producing projects intended to entertain. Flash projects can draw interest to a website, provide a humorous
introduction to an idea, or simply provide dramatic visual and auditory
experiences. Some examples of movies include splash introductions, flash
banners, cartoons, short-subject movies, and music video.
Investigate
Explore the short instructional movies at Stop Bullying Now (http://
stopbullyingnow.hrsa.gov/), Brainpop (http://brainpop.com/) (you
can only view 3 movies without a subscription or you can get a 14
day trial) or watch The Elements (http://www.privatehand.com/
flash/elements.html) music video.
Both use Flash as a tool to make learning interesting. What techniques do the developers use to make the Flash movies both
entertaining and educational?
Figure 1-C. Stop Bulling Now - http://stopbullyingnow.hrsa.gov/
Brainpop - http://brainpop.com/
Inform
Many Flash projects involve some form of information sharing. Libraries, museums, and government agencies often use Flash to develop informational resources of interest to their patrons. In many cases, an organization’s mission may require the dissemination of information. The Internet
provides a wonderful outlet for these unique projects.
When designing information-rich programs, consider the unique or
special nature of the information you have to share. In other words, many
local historical societies have photographs, diaries, and documents unavailable anywhere else in the world. How can Flash be used as a tool for
sharing this unique information? Libraries and museums may contain data
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and resources unavailable in other regions of the world. Children and their
teachers may be conducting experiments in their local nature preserve. Use
Flash to share this information with others.
Two categories will be examined: information exploration and digital
storytelling.
Information Exploration. In some cases, a Flash project may simply
disseminate information. The key to an effective information exploration
project is organization and navigation. End users must be able to easily
access and use the information. Interactive timelines, thumbnail graphics, maps, and other visual tools are often used to assist users in exploring
information. Quality directions and intuitive navigation tools are essential.
If they become lost or frustrated, they may quit or use another information
resource. Consider the following types of information exploration materials:
• Informational slide show
• News sources
• Virtual exhibits
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Interactive database
Reference materials
Virtual field trips
Explore the Anatomy of a Croc, A Prisoner’s Sketchbook, Great Barrier Reef, Iraq Navigator, ISS - International Space Station, and
Underground Adventures as examples of informational projects.
http://eduscapes.com/flash/categories.htm#b1
Investigate
Compare the organization and presentation of information in these projects. How are they alike and different? What tools are provided for
navigation?
Figure 1-D. Underground Adventures - http://www.fieldmuseum.org/undergroundadventure/
Great Barrier Reef - http://www.nationalgeographic.com/earthpulse/reef/reef1_flash.html
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Digital Storytelling. Sharing oral histories, retelling fables and fairy
tales, creating electronic scrapbooks, and designing online travel logs, are
just a few of the many ways Flash can be used for digital storytelling activities. Consider the following types of digital stories:
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Investigate
Digital travel logs
Personal histories
Electronic scrapbooks
Interactive stories and books
Oral and video histories
Explore interactive storybooks.
http://eduscapes.com/flash/categories.htm#b2
What features do they share? What considerations could be taken for
nonreaders, non-English speakers, and users with special needs?
Why is interactivity important? What other interactive elements
could be added?
Figure 1-E. ABC Book - http://www.childrensmuseum.org/teachers/online_resources_activities.htm
All ABout Sea Otters - http://www.mbayaq.org/media/all_about_otters/whatsanotter01.html
Instruct
Increasingly, Flash is being used as a tool for developing materials for
teaching and learning. These materials may stand alone or be used in conjunction with the guidance of a teacher. From step-by-step instructions to
complex simulations, instructional materials are intended to assist users in
reaching a specific learning outcome.
Three areas will be explored: inquired-based activities, Q&A projects,
and tutorials.
Inquiry-based Activities. Inquiry-based approaches help users explore
questions, conduct investigations, and solve problems. By providing an environment to analyze information, manipulate variables, examine relationships, and make decisions, users are asked to apply their skills to “real life”
situations. This software is generally used after initial information exploration and instruction as part of application, review, or remediation.
Users are often provided with examples and activities, problems to
solve, an encyclopedia of information, and lots of tools. The key to an effective inquiry-based environment is a high level of interaction and a sense of
participation in “real life” activities.
The most effective inquiry-based environments are challenging without
being overwhelming. In other words if users carefully follow the guidance
provided, they’ll be successful.
Simulations, virtual field trips, and mysteries can all be used to prepare
students for a real field trip, experiment, or experience. On the other hand,
they may also substitute for a “hands-on” experience that would be difficult to duplicate at home, in a library, or in a classroom. For example, activities that involve dangerous situations, time consuming processes, spending
money, or “impossible” projects like an interstellar flight are good applications of the technology.
Simulations are often paired with elements of tutorials. They are particularly effective as a culminating activity after learners have basic skills
in the concepts being addressed. Without background skills, the simulation
may become a game rather than a meaningful learning experience where
students can make informed decisions.
There are many types of simulations. Physical simulations involve students in using objects or machines such as microscopes or airplanes. Procedural simulations involve a series of actions or steps such as medical diagnosis or frog dissection. Situational simulations involve critical incidents
within particular settings such as interactions with customers. Process
simulations involve decision making skills related to topics such as economics, genetics, or geology. Users must choose among alternative paths.
Problem-solving software is intended to assist students in developing
skills related to making effective decisions. Although similar to a simulation, more emphasis is placed on reasoning, logic, and critical thinking.
Problem solving software generally involves a set of procedures to accomplish some type of goal. Students may identify a problem, plan an approach, gather information, develop strategies, test hypotheses, and develop plans of action during the program. In most cases, the program focuses
on a core set of principles or strategies.
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Decision making
Experiments
Mysteries
Problem Solving
Simulations
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When selecting inquiry-based applications or designing your own, consider the amount of time you have to dedicate to the program. In particular,
simulations can be time-consuming if done well. Ask yourself:
• What do you want students to be able to do when they complete the
experience?
• Will students complete the simulation as individuals, in small
groups, or as a class?
• Will they be able to transfer their skills to new situations?
• How will these skills relate to specific content area goals?
• Is the content realistic enough to involve the students?
• Does the activity really engage users in the content and address
learning needs?
• Will they really “get into” the simulation or simply treat it like a
game? For example, does it make a difference that the students
aren’t responsible for real money or lives.
Investigate
Explore the following inquiry-based activities.
http://eduscapes.com/flash/categories.htm#c1
Using the criteria above, evaluate the quality of these inquiry-based
activities.
Figure 1-F. EdHeads - http://edheads.org/activities/simple-machines/
MyPyramid - http://www.mypyramid.gov/kids/kids_game.html#
Q&A Projects. Although the Question and Answer (Q&A) approach
can be used to simply facilitate information sharing, it can also be used to
reinforce concepts and allow opportunities for learners to practice skills.
Drill and practice software was the first widespread application of computers in learning. Other than fancier “bells and whistles”, many of today’s
approaches have changed very little since the 1960s. Although some drill
and practice applications contain age-appropriate levels that allow children
to progress at their own pace, many are simply a series of traditional multiple choice questions.
Although some Q&A programs provide instruction in addition to
practice, they aren’t intended to replace initial instruction. Instead, these
programs are developed to support information exploration or promote
review. The strength of these projects is their ability to provide endless
practice and immediate feedback to meet the individual needs of end users. Many of the new Q&A approaches provide fun situations, animation,
graphics, modeling, and corrective feedback. They may let students explore
for answers rather than being posed with traditional multiple choice questions on the screen. For example, students might explore interactive maps,
matching sounds to graphics, or roll-over photographs to explore vocabulary to seek answers to questions.
• Frequently-asked questions
• Drill and practice
When selecting Q&A applications or designing your own, make certain
the program handles questions and answers effectively. Ask yourself:
• Are the questions those that users would be likely to ask?
• Does the program present stimulating, essential questions rather
than trivial facts?
• Are answers or feedback adequately detailed to promote understanding without being overwhelming?
• Does the order of presentation assist users in their overall understanding of the concepts?
• How do auditory and visual elements contribute to understanding
by people with different learning styles?
When focusing on learning applications, you’ll find both effective and
ineffective approaches. Look for the quality of the feedback. Ask yourself:
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Is it important for students to practice until mastery?
Is over learning really needed?
Should the computer take the role of instructor and evaluator?
Is positive reinforcement used?
What happens if students fail?
Will students get bored or frustrated using this program?
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• Are students given quality corrective feedback that will help in their
learning?
• Are variations in the musical, graphical, or text environment provided to keep the practice interesting?
• Is paper and pencil cheaper, easier, or better for the type of practice
required?
When evaluating software, be aware of the screen layout. This is particularly important in spelling and math problems. Ask yourself:
• In spelling, is the word read aloud or does it flash on the screen?
• Will students be selecting the word from a list or typing the word
from memory?
• In math, consider the placement of the response.
• Do students write in the tens or ones column first?
• How were they taught?
• Is the activity timed?
Investigate
Explore the following question and answer projects.
Compare the techniques used to present the questions and answers.
Is getting the correct answer important? Why or why not? What role
does scoring play in the project?
Figure 1-G. Math - http://www.what2learn.com/content/samples/maths/triangles.htm
Regional DARE - http://www.pbs.org/speak/seatosea/americanvarieties/DARE/wordpower/dare.
html
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Tutorials. Tutorials present step-by-step instruction teaching new concepts. They are designed to provide new information along with examples
and nonexamples of concepts. In addition, practice and feedback is often
incorporated into the program. Tutorials work well when introducing new
concepts, reviewing difficult ideas, or providing enrichment.
Some tutorials are linear. In other words, they provide the same information and examples to all learners in a predetermined order. Sometimes
called “electronic page turners” they don’t address the needs of individual
students. On the other hand, branching provides alternative paths through
the program. Each student receives that instruction he or she needs based
on responses to specific questions or problems. Or, in some cases student
may have control over the paths they take through the materials. They may
also choice examples of interest.
The strength of tutorials lies in their consistency and accuracy. They allow students to work at their own pace and provide individualized practice
and feedback which is difficult to do in the traditional classroom environment. They are particularly useful in teaching concepts that involve processes and procedures such as “how-to” run a piece of equipment, use a
software package, or type a knot.
• Demonstration
• How-Tos
• Step-by-step Instruction
When selecting tutorials or designing your own, consider the instructional strategies incorporated into the program. Ask yourself:
• Does it teach the concepts like you would teach them?
• Do you like the quality and quantity of examples and nonexamples
provided?
• Does the vocabulary match what you teach in class?
• Does the control users have over the environment meet your needs
(i.e., many or few choices; lots or little branching)?
It can be confusing for a student to learn one approach on the computer
and be expected to demonstrate a different technique in class. Is the software a good use of instructional time in your classroom?
Explore the following tutorials.
What are the key elements of an effective tutorial? Compare the techniques used in the projects above.
Investigate
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Figure 1-H. Galileo’s Experiments - http://www.pbs.org/wgbh/nova/galileo/experiments.html
Freedom Knot - http://www.freedomknot.com/
Persuade
The art of persuasion often combines entertainment, information, and
instruction. Users may be asked to make a decision and take action. Rather
than an inquiry-based environment where participants may reach varied
conclusions, persuasive projects focus on a particular answer or action such
as purchasing a product, going to a movie, or starting a fitness program.
Promotions. From television ads to movie trailers, people are constantly
bombarded by persuasive messages. Many of these messages are now
being produced in Flash. Many of these projects are intended to change
attitudes or action by providing new information, interactive activities, or
emotional messages.
• Advertisements
• Movie Trailers
• Public Service Announcements
Investigate
Explore the projects designed to persuade.
http://eduscapes.com/flash/categories.htm#d1
What methods of persuasion are used? How do they combine entertainment with advertising? How many different categories can you
find?
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Figure 1-I. The Meatrix - http://www.themeatrix.com/
Arizona Opera - http://www.vilocity.com/docking/portfolio/azopera/cd_021021/
Flash Approaches
Whether designing an entertaining splash page or a sophisticated simulation, many options are available for information focus, organization and
presentation. This section explores some of the techniques that can be applied.
• Information Focus
• Information Organization
• Information Presentation
Explore Conservation Central (Smithsonian’s National Zoo), African
Voices (Smithsonian National Museum of American History), and
Within These Walls (Smithsonian National Museum of American
History).
http://www.eduscapes.com/flash/organize.htm
Examine the Flash activities and find the animation, interaction, and
multimedia elements. Can you identify the purpose or focus of the
project? How are the informational elements organized? How is information presented on the screen? Are interactive text, illustrations,
maps, slideshows, timelines, or tools incorporated into the project? Is
the project easy to use? Are adequate directions and help provided?
Investigate
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Figure 1-J. Conservation Central
http://nationalzoo.si.edu/Education/ConservationCentral/design/default.cfm
Information Focus
It’s helpful if you have a focus for your information. Some projects
examine a concrete topic while others are more abstract. Projects may focus
on one idea in-depth, a range of ideas, a process, or some combination of
ideas. Here are some ideas:
Action Focus
Art and Architecture Focus
Custom Focus
Event or Experience Focus
Life Focus
Myth and Misconceptions Focus
Person or People Focus
Quote Focus
Symbols, Signs, & Marker Focus
Value Focus
Artifact Focus
Autobiographical Focus
Document Focus
Issue Focus
Literature Focus
News and Information Focus
Place Focus
Song Focus
Theory Focus
Word Focus
For specific examples and topic ideas, go to escrapbooking.
http://escrapbooking.com
Examine the following Flash projects: Einstein’s Big Idea, Nathaniel
Hawthorne, San Francisco Symphony, Name that Bug, Women
of Our Time, and Kids Collecting. http://www.eduscapes.com/flash/organize.htm#aa
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Investigate
What’s their informational focus? Can you think of other topics that
could be explored using this focus?
Figure 1-K. Nathaniel Hawthorne - http://www.pem.org/library/hawthorne/flash.html
San Francisco Symphony - http://www.sfskids.org/
Information Organization
Data is unlikely to be used effectively unless it is presented in a way
that users can understand. Experts are able to see patterns in data and
make connections with existing information.
When designing Flash projects, consider the needs and interests of your
audience. It’s likely that they are not experts. As such, you’ll need to organize information in a way to their facilitate critical and creative thinking
about your topic.
For example, you might draw comparisons illustrating then vs now,
before and after, or if/then. Consider linkages that can visualize a thinking
process. Or, show relationships such as among characters in a book, historical figures, or family members. Themes are also an effective organizational
tool. You might organize by historical era, literature genre, or hot topics.
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Consider the following approaches that can be taken to information
organization. Within a single Flash project, you may use many of these approaches.
Alphabetical
Change
Connection
Geographical/Regional
Inquiry
Mystery
Procedure - steps
Reflection
Thematic Analogy
Chronology
Criticism
Hierarchy
Linkages Perspectives
Process - cycles
Storytelling
Trace or Track
Cause/Effect
Comparison
Debate
In-depth
Movement
Prediction
Product
Relationships
Wonder
For specific examples and topic ideas, go to escrapbooking.
http://escrapbooking.com
Investigate
Examine the organization of projects.
http://www.eduscapes.com/flash/organize.htm#a
Compare the different techniques used in the NOVA Anatomy of...
projects.
Figure 1-L. Anatomy of a Rover - http://www.pbs.org/wgbh/nova/mars/rover.html
Life Cycle of a Glacier - http://www.pbs.org/wgbh/nova/mtblanc/glacier.html
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Information Presentation
Elements most often incorporated in Flash projects include animation,
interaction, and multimedia. These elements can be applied in different
ways to create interesting, informative projects.
This section will explore ways that animation, interaction, and multimedia elements can be used to build effective information presentations:
• AIM (Animation, Interaction, Multimedia) Text
• AIM Illustrations
• AIM Maps
• AIM Slide Shows
• AIM Timelines
• AIM Tools
AIM Text. Although most often associated with glitzy visuals, Flash is
also useful for text-rich projects. One of the advantages of using Flash rather than other tools is the ability to control the font types and styles viewed
by the end user. Some well-known examples include children’s electronic
books and interactive glossaries. Ideas include:
•
•
•
•
•
•
•
•
Digital Storytelling
Electronic books
Hypertext
Living books/interactive books
Language choices (English/Spanish) for ebooks
Pop-up glossary
Interactive glossary
Data collection and sharing - polls, surveys, Q&A
Explore Flash projects containing text: CBeebies Stories, A More Perfect Union: Japanese Americans & the US Constitution, Ancient
Refuge in the Holy Land, Newton’s Dark Secrets, and HiLite
Online.
http://www.eduscapes.com/flash/organize.htm#b1
What elements such as sound, photos, and interactive features can
facilitate reading in a Flash environment?
Investigate
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Figure 1-M. A More Perfect Union: Japanese Americans & the US Constitution
http://americanhistory.si.edu/perfectunion/experience/index.html
AIM Illustrations. Many of the most popular Flash projects rely heavily on graphics including charts and graphics, concept maps, line drawings,
scanned documents, and photographs. Animated, interactive illustrations
often show processes and relationships.
There are many ways to present ideas visually. For example, you might
use the analogy of a beehive to represent a corporation, a hospital to show
library offerings, or a zoo to show the parts of a school. Using the Anatomy
of... approach is another popular visual organizer. Users might click on the
parts of a car, elements of a cell, parts of a uniform, layers of the rainforest, or layers of the earth to learn about each element. A process approach
might be taken with topics such as inquiry, photosynthesis, mixing colors,
erosion, gene mutations, or meandering rivers. Cycles such as rock, life,
and water also work well for illustrations.
Many developers use concept maps to jump start thinking visually.
Consider a software package such as Inspiration to help you create these
visual maps.
Ideas include:
Analogy
Comparison
How Stuff Works Process
Visualize motion
Anatomy of...
Concept map
Lab simulations
Sketchbook
Visualize vocabulary
Collage
Cycle
Mural
Trajectories
Visualize math
Explore Flash projects containing illustrations:
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Investigate
Examine ways that illustrations are used in Flash projects. Compare the
way visuals are used in each of the following projects. How do other
features such as audio and interactivity add to the experience?
Figure 1-N. How Caves Form - http://www.pbs.org/wgbh/nova/caves/form.html
How the Body Works - http://kidshealth.org/kid/closet/movies/how_the_body_works_interim.html
AIM Maps. Animated, interactive maps are common Flash applications.
They allow users to explore a visual, make choices, and read information.
Ideas include:
• Changes and Predictions - growth of urban and rural areas, Mississippi River predicted path, hurricane’s path, endangered animals
• Locations - countries, governments, natural resources, land forms,
biomes, axis/allies WWII
• Movement of plague, people, animals, glaciers, volcano, hurricane,
tornado, migration patterns, troop movement in Civil War, travel
logs
24
Investigate
Explore examples that incorporate maps.
Notice how the maps are presented. Create a list of the many ways that
users interact and use the maps in each project.
Figure 1-O. Horatio’s Drive - http://www.pbs.org/horatio/sea/
Theban Mapping Project - http://www.thebanmappingproject.com/
AIM Slide Show. Slide shows are one of the most common presentation
formats. These shows many be automated or the end user may have control. They may incorporate illustrations, photos, maps, timelines, or other
elements. Users are presented with a series of buttons, options, or navigation arrows to explore information.
Investigate
Explore examples that incorporate slide shows.
Compare the methods used for navigation in the different slide shows.
Also compare the placement of visual elements on the screen.
Figure 1-P. Build a Rice Paddy - http://www.pbs.org/wgbh/nova/satoyama/hillside2.html
Grand Lodges - http://www.pbs.org/opb/greatlodges/nationalparks/grand/
AIM Timelines. Timelines are used across content areas to help users
visualize the history of a topic. Ideas include:
• Short Term - day-in-the-life, diet diary, disasters (earthquake, tsunami, tornado, hurricane, blizzard, famine, disease)
• Years - personal history, genealogy, movement (Civil Rights), events
(transcontinental railroad, construction)
• Centuries/Eras - topical histories (wars, fashion), dinosaurs
• Topics - books, reports
Explore Flash projects containing timelines.
Brainstorm different visual techniques to express timelines.
AIM Tools. Flash can be used to create a variety of utilities, calculators,
and other tools. These resources are often used as part of a larger tutorial or
simulation environment. Ideas include:
• Calculator - cost of insurance, buying a house, owning a car, budgeting, buying carpet
• Palette - art tools, music composition tools, writing tools, construction tools
• Simulator - piece of equipment, (thermometer, micrometer, cash register, DVD player), environment (weather, classroom, sports setting)
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26
Figure 1-Q. Hip Hop Timeline - http://www.empsfm.org/exhibitions/index.asp?articleID=664
Investigate
Explore how tools are incorporated into Flash projects.
Are the tools easy to use? Are the directions clear? Is there a way to
save or print the results? How does the tool contribute to the goal
of the Flash project? How would you redesign or modify the tool so
it is more effective?
Figure 1-R. The Artist’s Toolkit - http://www.artsconnected.org/toolkit/explore.cfm
Thumb Harp Tunes - http://pbskids.org/africa/piano/haveflash.html
Evaluation
Once you’ve had some fun exploring Flash projects and have an idea
of the possibilities, it’s time to conduct a more in-depth examination. What
makes great projects effective? Why are some projects more engaging than
others?
Many of the features you look for when evaluating websites and multimedia projects can also be found in Flash projects. Although you may wish
to create your own criteria, consider using the questions below to help in
your evaluation process. Some items may not apply to the project you’re
exploring. Rather than viewing the following pages as a checklist, use them
as a guide as you develop your own professional review tool.
27
28
Flash Evaluation Criteria
Background Information
Name of Flash Project
Summarize the audience, purpose, and contents
URL (Web Address) or Access Point (CD, DVD)
Operating System and Web Browser Version for Testing (i.e., MacOSX Firefox 3)
Version of Flash plugin recommended and used
Date of Evaluation
Overall Impressions
• Is this project a good use of Flash?
• Would an animated gif be just as effect?
• Would a movie be as effective?
• Would a still graphic be as effective?
• Would a text page with graphics be as effective?
•Is the overall project appealing and inviting?
• Is the project an effective model for other developers?
• Does this project offer content or an approach not available elsewhere?
Audience and Purpose
•
•
•
•
•
•
Is the project purpose and sponsorship immediately clear?
Is the “look and feel” of the project appropriate for the audience and purpose?
Does the project address the demographics of the primary audience?
Does the project address the needs or interests of the users?
Is the project flexible enough to accommodate varied learning styles?
Are the materials developmentally appropriate for the primary audience?
Content
• Are informational, persuasive, and/or teaching strategies applied effectively?
• Does the project contain accurate, high quality content (i.e., interesting, useful resources)?
• Is the authority of the project clear?
• Is the content objective, opinions identified, and perspectives balanced?
• Are authentic resources used (i.e., quality graphics, established sources, primary materials)?
•
•
•
•
•
•
•
•
•
•
•
•
•
29
Is the content timely and current?
Is the content relevant, useful, and meaningful to the intended audience?
Is the content presented in an efficient and effective manner?
Is the breadth of the content effective (i.e., goes beyond basic facts and data)?
Does the depth of content match the varied audience needs (i.e., text explanations,
audio, choices for more depth)?
Does the project provide resources that go beyond the ordinary (i.e., unique, local,
special)?
Does the project contain a mix of content formats (i.e., text, graphics, photographs,
video, audio) to address specific needs?
Is the content logically organized?
Does the project contain current, timely information?
Is the project free from spelling, grammatical, and other typographical errors?
Is any writing clear and appropriate for the developmental and reading level of the
audience?
Is the content presented in a variety of ways to meet individual differences (i.e., text,
graphics, photographs, diagrams, audio, video)?
Is there quality content beyond links?
Organization
• Does the project contain a clear introduction and organized elements?
• Are events presented in a logical sequence?
Design
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Is the project visually appealing?
Do audio elements contribute in a positive way?
Do the colors attract rather than distract?
Is adequate contrast provided between elements in foreground and background?
Is the project creative and imaginative?
Does the project maintain audience attention?
Does the project have an effective introduction?
Does the site make appropriate use of fonts (i.e, font type, style, size, color, ease of
reading)?
Were fonts effective and easy to read?
Were font colors appropriate for ease of reading?
Does the project make effective use of foreground colors, background colors, and/or
images?
Is the visual layout effective and visually appealing?
Does the graphic design reflect the purpose of the site (i.e., serious, whimsical, visually interesting)?
Is the design attractive for the intended audience?
Is there a consistent theme or layout throughout the project?
Does the graphic design add to (not distract from) the site?
Is the visual layout consistent, well-organized and free from clutter?
Flash Evaluation Criteria Page 2
30
Navigation
•
•
•
•
Are directions or help provided for use of icons, navigation, or interactive elements?
Is effective navigation (i.e., menu, buttons, limited options) provided as needed?
Are helpful information retrieval tools (i.e., site map, index, search engine) provided?
Is the navigation appropriate for the audience?
Technical
Technical - Overall
• Does it load quickly and provide information about loading time?
• Does it flow smoothly from start to finish?
• Do all graphics, animations, text, and other page elements appear in their proper
places?
• Are directions provided for running or using the project?
• Are directions provided for downloading the Flash plug-in?
• Are transitions smooth, consistent, and not distracting?
Technical - Animation
• Does the animation contribute to the effectiveness of the project?
• Does animation attract rather than distract users?
• Is animation used in meaningful ways?
Technical - Interaction
•
•
•
•
Does the interaction contribute to the effectiveness of the project?
Do interactive elements function effectively?
Do interactive elements contribute to understanding rather than confusion?
Is feedback or the result of interaction clear and effective?
Technical - Multimedia
•
•
•
•
Does the multimedia contribute to the effectiveness of the project?
Are media attributes used effectively without being distracting?
Do the media elements address alternative learning styles?
Were media elements clear and easy to understand and/or interpret?
Accessibility
• Do the materials meet the requirements of special needs users in the primary audience?
• Do the materials meet the Section 508 accessibility standards?
Flash Evaluation Criteria Page 3
Keys to Usability
As you evaluate websites remember that key is usability. Does the Flash
resource really meet the needs of the end user?
A quality project should focus on addressing the interests and needs of
the user. A common problem with Flash is “overdoing” it. In other words,
avoid unnecessary, lengthy introductions and splash pages. Use animation
and sound for specific purposes rather than as fill or glitz. The best Flash
projects provide logical navigation, meaningful interactivity, and consistent
elements that increase ease-of-use. Finally, remember to consider those users with low-bandwidths and special needs.
Learn More
Read the article Using the SECTIONS Framework to Evaluate Flash
Media by Jim Boyes, Sandra Dowie, and Ismael Rumzan at Innovate. The
SECTIONS framework is based on an acronym representing the criteria
that should be considered when selecting instructional technologies: Students, Ease of use, Cost structure, Teaching and learning, Interactivity,
Organizational issues, Novelty, and Speed. You’ll need to register for a
free subscription to access this article. - http://www.innovateonline.info/index.
php?view=article&id=55
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AIM Your Project with Flash:
Evaluation
Explore the Flash projects provided in this chapter as well as others you find online.
http://www.eduscapes.com/flash/explore.htm
Select three Flash projects and conduct indepth evaluations of each. Be sure to provide the
name and URL (web address) for each project. At least one of the three projects must be
different from those provided.
Compare and contrast the three projects. Which are most or least effective and why? What
would you change if you were designing each project? Why? Discuss how you could apply a particular feature of one of the projects to a library or education setting. Be specific.
The following criteria will be used in evaluating your activity:
• Are three indepth evaluations provided?
• Are effective comparisons made among projects?
• Are suggestions provided for potential changes?
• Is a specific feature identified and an example given?

Chapter 1 - eduScapes

Transcription

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