Peter Duffy - elearning

Transcription

Peter Duffy – [email protected]
M402
12:30 – 2:00
Peter Duffy
Learning Designer
Ext 6316 - [email protected]
TECHNICAL NOTE – In order to view some of the examples that are presented in this
session, you may need the following players / plug-ins installed on your computer:
Quicktime
(download it
from here)
Flash
Educational Use of Flash / Interactive MEDIA
Shockwave
(download it
from here)
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Note……
This booklet covers an extensive amount of material and is meant to provide for the reader an
ongoing resource in relation to this topic.
IT DOES NOT REPRESENT all that we will cover within the scheduled session time BUT
DOES provide many avenues for consideration as you plan the integration of eLearning within
an appropriate pedagogic structure for YOUR CONTEXT
Except where otherwise noted, content herein is licensed under a Creative
Commons Attribution-Noncommercial-Share Alike 3.0 Unported License as much of
the content within this resource booklet is sourced, referenced, remixed and adapted from
publicly available material. Feel free to re-use, share and adapt to your context but please
acknowledge the work of the author if using material herein.
Contents
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Teaching and Learning Considerations:
What is Flash?
What are the categories of use of Flash in education?
Examples of good, bad and ugly uses of Flash in education
Exploration / discussion of Flash possibilities in your course
Clarification of opportunities for support and development
Interactive Media ....................................................................................................... 5 Educational Animation .............................................................................................. 6 Educational Functions ................................................................................................ 6 Interactive Media rich is not always mind rich .......................................................... 7 Interactive Media – Some Teaching and Learning Considerations ........................... 7 Do Animations Facilitate Learning? .......................................................................... 7 Do Animations Make Learning Faster? ..................................................................... 7 Educational Effectiveness .......................................................................................... 8 Perceptual Salience versus Thematic Relevance ....................................................... 8 Dynamic Contrast ...................................................................................................... 9 Why Use Interactive Media in Education? ................................................................ 9 Considerations relating to Interactive media ........................................................... 10 Exploring Interactive Media – Part 1 ....................................................................... 11 Technology Breakdown ........................................................................................... 14 Flash content reaches 99% of Internet viewers........................................................ 14 Media and animation................................................................................................ 14 Quick-start templates ............................................................................................... 15 Flash player support on mobile devices ................................................................... 15 Bottom line............................................................................................................... 16 Advertising............................................................................................................... 16 Entry Movies ............................................................................................................ 16 Navigation ................................................................................................................ 17 Content Delivery - Combining Flash with HTML .................................................. 17 Educational Use of Flash / Interactive MEDIA
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Content Delivery - Exemplary Uses ........................................................................ 18 Exploring Interactive Media Part 2 - Case Studies: ................................................. 18 General intro to Flash Look and Feel ...................................................................... 20 General intro to Flash and Educational use ............................................................. 20 Introduction to Arcadia University .......................................................................... 21 Early Childhood Education ...................................................................................... 22 Music........................................................................................................................ 22 Language .................................................................................................................. 22 Art and Design ......................................................................................................... 22 History...................................................................................................................... 23 Anthropology ........................................................................................................... 23 Social Studies / Natural History ............................................................................... 23 Environmental Sciences ........................................................................................... 23 Space Science........................................................................................................... 24 Biology..................................................................................................................... 24 Basic Physics ........................................................................................................... 24 Mathematics ............................................................................................................. 24 General Science ....................................................................................................... 24 Using Flash to restrict access to content .................................................................. 25 THE HOW
Suggested Key Elements in Developing Interactive Media .................................... 26 HOW to create an Animation / Interactive Media? ................................................. 26 Resources for Planning ............................................................................................ 27 Interactive Media – Moving from your plan to a storyboard................................... 29 What is storyboarding? ............................................................................................ 29 Why is storyboarding necessary?............................................................................. 29 Storyboard Examples ............................................................................................... 30 Technology Issues in Working with Various Media Types..................................... 31 AUTHORING .......................................................................................................... 33 Interactive media sources ......................................................................................... 34 MEDIA and COPYRIGHT ...................................................................................... 37 RESOURCES
Resources ................................................................................................................. 40 Interactive Media Web Sites ................................................................................... 40 Flash Templates & Getting Started .......................................................................... 41 Books, Articles & Research about Interactive Media / Animations ........................ 42 Interactive Media Tools and Resources ................................................................... 43 Further Digital Interactive Media Websites ............................................................. 43 The structure of the session involves presentation of various Flash / Interactive Media
concepts and then an exploration / engagement and discussion of their use in an
educational context.
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Your Notes……
(what do you want out of the workshop?)
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Interactive Media – An exploration …
REF - http://www.edtechlife.com/images/ilife.jpg
“If a picture is worth a thousand words - just think how effective your information
can be when you can include motion and emotion as well. Certainly it is well known
that a well-executed diagram of a complex process is easier to understand than a
lengthy description of the process. If you were to add motion to the diagram then that
process can become much clearer for some learners.”
Interactive Media
(Some content adapted from Wikipedia)
Interactive media refers to media of communication that allow for active
participation by the recipient, hence interactivity. Traditional information theory
would describe interactive media as those media that establish two-way
communication. In media theory, interactive media are discussed along their cultural
implications. The field of Human Computer Interaction deals with aspects of
interactivity and design of in digital media. Other areas that deal with interactive
media are new media art, interactive advertising and video game production.
While some traditional (non-digital) mass media would qualify for interactive media
the term is usually only applied to digital media. The significant increase in
possibilities for interactivity (especially over vast distances) brought by the internet
boosted the availability of digital interactive media.
REF - http://en.wikipedia.org/wiki/Interactive_media
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Educational Animation
(Some content adapted from Wikipedia)
Educational animations are animations produced for the specific purpose of
fostering learning.
The popularity of using animations to help learners understand and remember
information has greatly increased since the advent of powerful graphics-oriented
computers. This technology allows animations to be produced much more easily and
cheaply than in former years. Previously, traditional animation required specialised
labour-intensive techniques that were both time-consuming and expensive. In
contrast, software is now available that makes it possible for individual educators to
author their own animations without the need for specialist expertise. Teachers are no
longer limited to relying on static graphics but can readily convert them into
educational animations.
Educators are taking up the opportunities that computer animation offers for depicting
dynamic content. For example, PowerPoint now has an easy-to-use animation facility
that, in the right hands, can produce very effective educational animations. Because
animations can explicitly depict changes over time (temporal changes), they seem
ideally suited to the teaching of processes and procedures. When used to present
dynamic content, animations can mirror both the changes in position (translation), and
the changes in form (transformation) that are fundamental to learning this type of
subject matter.
In contrast with static pictures, animations can show temporal change directly (rather
than having to indicate it indirectly using auxiliary markings such as arrows and
motion lines). Using animations instead of static graphics removes the need for these
added markings so that displays can be not only simpler and less cluttered, but also
more vivid, engaging, and more intuitively comprehended. In addition, the learner
does not have to interpret the auxiliary markings and try to infer the changes that they
summarise. Such interpretation and inference may demand a level of graphicacy skills
that the learner does not possess. With animated depictions, information about the
changes involved is available to be read straight from the display without the learner
needing to perform mental animation. It's a bit of an exaggeration, but it's more like
being kissed instead of reading about a kiss.
Educational Functions
Animations can function in two main ways to foster learning. First, they can have an
affective function whereby they engage learner interest and sustain motivation. This
function is similar to that of animations produced by the entertainment industry.
However, educational animations can have a second and very different function - that
of helping learners to understand and remember the content that they are required to
study. This cognitive function is about facilitating knowledge-building processes that
are fundamental to effective learning.
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Interactive Media rich is not always mind rich
Technology is always streaking ahead of psychology. We see the use of interactive media in
e-learning driven by the ability to use the medium, rather than lessons drawn for research or
the psychology of learning. A true evaluation of interactive needs to look at the pros and cons
of each media type within the mix; text, audio, graphics, animation and video. It must then
look to how media are combined and integrated.
 What are the 'learning' pros and cons for text, audio, graphics, animation and video?
 Should text and audio be delivered at the same time?
 How should text relate to graphics on the screen?
 When should video be used?
REF - http://www.thejournal.com/articles/16269
Interactive Media – Some Teaching and Learning
Considerations
Do interactive media improve performance? - yes, if they reduce cognitive load.
Effective interfaces combine elements to form well organized plan or blueprint for
required tasks. (Clark and Mayer, 2002 - text plus graphics, improves learning)
Do Animations Facilitate Learning?
Some animations challenge the learner's processing
capacities
On the surface, it seems that animations should be ideal
for presenting dynamic content. However, research
evidence about the educational effectiveness of
animations is mixed. Various investigations have
compared the educational effectiveness of static and
animated displays across a number of content domains.
While there have been some findings that show positive
effects of animations on learning, other studies have
found no effects or even negative effects. In general, it can be concluded that
animations are not intrinsically more effective than static graphics. Rather, the
particular characteristics of individual animations and how they are used play a key
role in the effects that they have on learning.
Do Animations Make Learning Faster?
Well-designed animations may help students learn faster and easier. They are also
excellent aid to teachers when it comes to explaining difficult subjects. The difficulty
of subjects may arise due to the involvement of mathematics or imagination. For
instance, the flow of electric current is invisible. The operation of electric circuits is
difficult for students to understand at the beginning. With the aid of computer
animations, learning and teaching may become easier, faster and amusing!
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Educational Effectiveness
Why is it that animations sometimes lack educational effectiveness? One possible
reason is that the target learners can't process the presented information adequately.
For example, it seems that when the subject matter is complex, learners may be
overwhelmed by animated presentations. This is related to the role of visual
perception and cognition in human information processing. Our human perceptual and
cognitive systems have limited capacities for processing information. If these limits
are exceeded when using an animation, learning may be compromised. For example,
the pace at which the animation presents its information may exceed the speed at
which the learner can process it effectively. But the solution is obvious: slow the
animation down and accompany it with a written explanation. It is unlikely that
superior learning is achieved by thoughtlessly substituting animation for a static
graphic but by having it accompany textual explication. Another suggestion for
addressing such problems is to provide user control for the learner over how the
animation plays. User controllable animations allow learners to vary aspects such as
the playing speed and direction, labels and audio commentary to suit themselves.
Perceptual Salience versus Thematic Relevance
Complexity of the subject matter may not be the only reason for difficulties that
learners sometimes have with animations. It seems that problems can also arise from
the perceptual effects of such presentations. In a poorly designed animation, the
information that learners notice most readily in the animation may not be the
information that is of greatest importance. Conversely, information that is relatively
inconspicuous may be very important. The point is that animations should not appear
in a vacuum and most will require accompanying explanation.
Obviously, perceptibility of information does not necessarily correspond with its
actual relevance to the learning task to be performed. Features of the animated display
that are most conspicuous because of their contrast with the rest of the display are not
always the best place for learners to direct their attention. In other words, there can be
a poor correspondence between the perceptual salience ('noticeability') of a feature
and its thematic relevance, and an accompanying text is needed to correct this.
This correspondence problem can occur with both static and animated graphics. On a
purely perceptual level, our attention tends to be attracted by some parts of a static
display more than by other parts due to their visuospatial properties. For example, an
object that is centrally placed, relatively large, unusually shaped, and of a sharply
contrasting colour or texture is likely to 'jump out' of the display so that we notice it
very easily. Other items in the display may receive correspondingly less attention as a
result. Well-designed educational media take advantage of these perceptual effects.
They manipulate the characteristics of the display in order to direct learner attention
to the most relevant information. This helps to ensure that the learner will extract the
required information from the display. Unfortunately, there are many 'educational'
graphics being produced that fail to provide learners with sufficient support of this
type.
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Dynamic Contrast
The correspondence problems due to perceptual characteristics of a display are
compounded sometimes within animated graphics. Because of their dynamic
character, educational animations introduce a further challenge to information
extraction beyond those found with static graphics. Certain aspects of a display that
changes over time have the potential to capture learner attention. If there is sufficient
dynamic contrast between one or more items in the display and their surroundings, the
effect can be very compelling in a perceptual sense. It seems that a fundamental level,
our perceptual system is attuned to detect and follow such changes, irrespective of
their importance in terms of the subject matter. As with the displays discussed above,
items that are perceptually compelling (in this case because of their dynamic
character) may not necessarily be of great thematic relevance to the given learning
task.
The misleading effects of dynamic contrast are likely to be particularly problematic
for learners who lack background knowledge in the content domain depicted in an
animation. These learners can be largely in the thrall of the animation's raw perceptual
effects and so tend to process the presented information in a bottom-up manner. For
example, their attention within the display is likely to be directed to items that have
conspicuous dynamic characteristics. As a result, there is a danger that they will
attend to unimportant information merely because it is perceptually compelling.
However, learners who already have considerable domain specific background
knowledge are likely to be less influenced by perception alone. This is because their
attention is also directed to a considerable extent by their knowledge of which aspects
of the subject matter are of most relevance (irrespective of their perceptibility). As a
result, their processing of information in the display has a more top-down character.
Why Use Interactive Media in Education?
Some Possible Educational Goals of Interactive Media
for Teachers:
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Appeal to the diverse learning styles of the students by using interactive media
Generate interest, attention and motivation for the "digital generation" kids in
our classrooms.
Capitalize on the creative talents of your own students as they begin to
research and create animations of their own.
Publish student interactive media on the Internet for viewing and critiquing by
others.
for Students
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Learn to use the Internet to research rich, deep content while analyzing and
synthesizing a wide range of content.
Develop communications skills by learning to ask questions, express opinions,
construct narratives and creating for an audience.
Increase computer skills using software that combines a variety of multimedia
including: text, still images, audio, video and web publishing.
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Some Possible Educational Objectives of Interactive Media
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Create an Interactive media for use as an anticipatory set or hook for a lesson.
Enhance current lesson plans with the use of Interactive media within a unit.
Assign student-created interactive media which requires students to research a
topic from a particular point of view.
REF – http://www.coe.uh.edu/digital-storytelling/goalsobjectives.htm
Considerations relating to Interactive media
There are numerous reasons why an interactive media or a multi-modal approach
benefits the learner:

Providing multi-modal learning opportunities by presenting materials in
ways that address different learning modalities:
o visual Learners
o auditory Learners
o kinesthetic Learners
Modality, also called learning channel, refers to the preferred
sensory mode with which an individual detects, registers, and
recalls information. There are three primary learning modalities
or channels: visual, auditory, and kinesthetic (haptic). It is not
unusual for a student to possess traits that are characteristic of
two or more modality types; some students process information
differently in different situations.

Providing opportunities to deploy multiple learning strategies for learners
with different learning styles:
o
o
o
o
active/reflective
sensing/intuitive
visual/verbal
sequential/global
By providing
learners with
information/data
and the tools to
interact with the
data

Providing richer content so that the message can be delivered more quickly,
and the learner can become more engaged with the information
o emotionally
o intellectually
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Addressing language issues by offering students for whom English is a
second language a multi-modal approach to understanding the written text.
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Providing the learner with frames of reference.
You can address the learners' modality needs by providing elements of instruction that
emphasize certain individual modalities or senses. You can also provide additional
dimension to your message by employing more than one modality at a time. You do
need to be careful that the multiple channels or modes that you provide are sending
complementary messages. If not, then the multiple modalities could end up obscuring
the message instead of reinforcing it.
Exploring Interactive Media – Part 1
Virtual Reality
Another benefit of multimedia tools is the ability to provide your learner with
experiences of places and things outside their normal view. Consider the impact of the
televising of the "OJ Simpson Bronco chase" or the live feed of man's first footsteps
on the moon. There are a number of tools and techniques that can be used to provide
these rich experiences to your learners.
“Using Virtual Worlds to teach and learn”
Want a Second Life?
(URL - http://secondlife.com/ Second Life: Your World. Your Imagination).
Second Life is a 3-D virtual world entirely built and owned by its Residents. Since
opening to the public in 2003, it has grown explosively and today is inhabited by a
total of 8,566,913 Residents from around the globe.
If you wish to experiment 1. REGISTER your avatar (person) at http://secondlife.com/
2. DOWNLOAD the second life software
Then MEET us in the Second Life area owned by PolyU SHTM – “Polysotel
campus” OR PolyU Virtual Campus http://coresl.edc.polyu.edu.hk/index.html
Interactive TV
Interactive TV tools allow the viewer to select
their own view.
Through the use of multimedia, complex
information can be more easily visualized by
the learner. Charts representing numerical
information are one example of this
visualization. Using color, motion, and sound
it is also possible to visualize many
dimensions of information in the same interactive example.
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Pearl Harbor
This interactive map allows the
learner to synthesize the relationship
of the events in the attack of Pearl
Harbor along the dimensions of time
and location.
Click on the Attack Map to
experience the interactive
timeline/map.
SmartMoney Stock Market Map
This is a very good example of how lots of
data can be represented in one screen. It is
very visual and interactive.
With multimedia stories such as these it is
possible to "overload" the screen with many
dimensions of information. It is also possible
to help the learner make connections to the information in ways they had never done
before.
In the example of the stock market map, many people never read the text
representation of the market and have little understanding of the information and the
market. Seeing the entire chart above go entirely green clearly demonstrates that
everything in every sector is doing well. Also seeing the relative size of the amount of
share traded for various companies is clearly demonstrated in the example.
- Seed –
Do you currently use any simulation or animation to engage your students? Reflect on
how MANY images we are assaulted with in today’s modern world. How do we
develop ‘visual literacy’ amongst our students?
- Seed – CONSIDER - Digital Kids and Analogue Schools
The Nintendo Generation
A Digital Divide Between Students and Educators?
Boomers, Gen-Xers, and Millennials: Understanding the "New Students" (PDF)
What are the interactive media influences for today's children?
http://www.apple.com/trailers/dreamworks/transformers/transformers_large.html
http://potifos.com/fraud/
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Flash – An Introduction …
Adobe Flash CS4 Professional (10.0) under Mac OS X 10.6.
Developer(s) Adobe Systems (formerly by Macromedia)
Website Adobe Flash Professional Homepage
Adobe Flash (formerly Macromedia Flash) is a multimedia platform originally
acquired by Macromedia and currently developed and distributed by Adobe Systems.
Since its introduction in 1996, Flash has become a popular method for adding
animation and interactivity to web pages. Flash is commonly used to create animation,
advertisements, and various web page Flash components, to integrate video into web
pages, and more recently, to develop rich Internet applications.
The Flash files, traditionally called "Flash movies" or "Flash games", have a .swf file
extension and may be an object of a web page, strictly "played" in a standalone Flash
Player, or incorporated into a Projector, a self-executing Flash movie with the .exe
extension in Windows. Flash Video files have a .FLV file extension and are utilized
from within .swf files.
One of the hottest trends on the Web is the use of Flash animations to liven up a Web
site. The Flash program is becoming a commonly installed feature on most computer
systems across various platforms. Flash allows one to quickly add dynamic
animations with audio to a Web page without large file size downloads.
Note that there are many uses of Flash, but herein we will focus primarily on
educational uses. The review of educational Flash use will be divided by the
following categories:
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Advertising
Entry movies
Navigation within a site
As content delivery method
o Effectively combining Flash with HTML
o Simple educational activities
o Exploring Flash Part 2 - Exemplary educational uses sorted by
subject area
Hopefully as you view these examples, you will begin to see the power that Flash
offers the educator and the possible pitfalls. These examples are shown to both give
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you ideas and to show you what the potential is for your own multimedia productions.
Enjoy.
Technology Breakdown
Flash content reaches 99% of Internet viewers
Adobe® Flash® Player is the world's most pervasive software platform, used by over
2 million professionals and reaching 99% of Internet-enabled desktops in mature
markets as well as a wide range of devices.

View the worldwide ubiquity of Adobe Flash Player by version
Millward Brown survey, conducted December 2009. See Methodology Section for
details on the Millward Brown study.
REF - http://www.adobe.com/products/player_census/flashplayer/
Media and animation
Most e-learning practitioners are familiar with Flash’s animation capabilities. Who
hasn’t visited a Website that has an animated introduction or received an animated
Flash movie via email? Because Flash can support animation, video, and audio, it’s
become a preferred environment for media-rich learning experiences. With broadband
Internet connections becoming more common, instructional designers are beginning
to design with confidence the kind of engaging learning experiences previously
impractical over the Internet.
Flash has been able to convert video AVI files to Flash SWF files since the release of
Flash MX. However, Adobe’s Flash CS3 Professional, includes Flash Video (the files
have a .flv extension). FLV files allow more precision controls for synchronizing
other media or animations with video, as well as enhanced control over streaming
video content via the Internet.
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Quick-start templates
For starters, Adobe Flash provides several quiz templates that help developers get
started with basic interactivity.
Using these templates you can create an online quiz that includes the following
interaction types:
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drag-and-drop
fill-in-the-blank
true/false
multiple choice
multiple correct
identification.
Each type of quiz interaction is a Flash component, which is a self-contained object in
Flash that has customizable properties. An example of a customizable property is
feedback text that appears when the learner answers correctly or incorrectly.
Because these interactions are stand-alone components, you can include them within a
custom course that youâ€™re creating. Each learning component comes with an
interface that enables developers to customize the interaction. The following example
is the interface for customizing a drag-and-drop interaction:
If you need to integrate your quizzes with an LMS, the templates have options for
publish them as SCORM- or AICC-compliant courseware.
Flash player support on mobile devices
To play a Flash movie on a mobile device, you need to install a special version of
Flash player that targets that device. Adobe has released a Flash player – Flash Lite –
http://www.adobe.com/devnet/devices/flashlite.html
Flash player for mobile phones.
For a complete list of Flash enabled Mobile Devices here –
http://www.adobe.com/mobile/supported_devices/
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MOTE – Currently as at 2010 NOT supported on the iPhone embedded in Safari
browser.
Bottom line
It’s easy for developers to see the advantages of
Two Kinds of Flash
using Flash to build e-learning modules: easy-touse templates, advanced data tracking, and complex If you are looking to purchase
scripting that supports reusability.
Flash, keep in mind that Adobe
offers 2 kinds of Flash:
However, let’s not forget the end-user. One of the
Adobe Flash® CS4
most compelling reasons to use Flash as an
Professional - Try IT
authoring environment is its cross-browser
Macromedia Flash Lite™
compatibility. If you’ve ever developed an elearning course that had to be delivered via multiple
browsers you know how difficult it can be. Because Flash is interpreted the same
across different browsers, you can easily maintain one source that should work on
multiple platforms. The point: Every learner will have access to the same learning
experience.
REF – http://www.learningcircuits.org/2004/jul2004/hess.htm OR
http://www.astd.org/lc
Advertising
Perhaps one of the most prolific uses of Flash on the Web is in advertising. Like any
type of animation though, especially when used to advertise something in which you
are not interested, these uses can be quite annoying. But when the advertising is
something that you are actually requesting, it can become very nice. Just about every
movie site out there right now is using Flash to advertise their new movies. This one
The Simpsons Movie was one of the best so far.

The Simpsons Movie
Entry Movies
Another common trend on the Web is the use of eye-catching Flash animations as an
introduction to a Web site, partly because these animation are so easy to create. As
usability and accessibility experts will point out though, you have to be very careful
when placing a Flash animation as your main index page. Since the animation may be
difficult to navigate through for disabled individuals, it is imperative that some
method of skipping the animation and accessing a text-only site be available. The
following two examples demonstrate how Flash can effectively be used to introduce
an audience to an educational Web site, in these cases, a couple of educational
institution Web sites.


PolyU SAO Flash Intro, http://www.polyu.edu.hk/%7Esao/
Tuscaloosa Consortium for Higher Education, Located on a University of
Alabama Web site but no copyright information directly given,
http://consortium.ua.edu/, accessed March 2002.
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
From this page, you are given the opportunity to see the Flash animation or
skip directly to the Web site.
Flash Intro Movies – Also there are numerous websites that offer
downloadable Flash Intro Movies
EG: http://www.flashtemplatestore.com/flashintro-templates.php and
http://www.templates247.com/flash/Flash-intro-templates.htm
Navigation
Many Web sites also make use of Flash as a form of interactive navigation for the
site. The two sites below were two of the most complete navigation schemes I was
able to find of an educational nature. You can reach pretty much everything from
within the Flash movie, and it is well organized and understandable. They are also
well organized from a programming stand point for the file sizes are kept small to
allow quick movement within the site. These reasons make the following sites
exemplar.


Westminster College, © 2001 Westminster College,
http://www.westminstercollege.edu/, accessed March 2002.
Not only is the navigation through Flash, but a lot of the content is as well.
The Israel Philharmonic Orchestra, no copyright information given,
http://www.ipo.co.il/ , accessed March 2002.
This site actually integrates both HTML navigation for major topics with
Flash navigation for sub topics.
There is a pitfall to both of these sites though and a common one at that. These sites
fail to make accommodations for those with disabilities or who choose not to view
Flash content. That is, neither site has a Flash minus or text only version. The time
needed to make the site accessible to all needs to be weighed against the advantages.
Content Delivery - Combining Flash with HTML
Now let's move on to some more clearly educational uses of Flash that take advantage
of its interactive potential and multimedia framework.
It is not necessary for Flash to be the cornerstone of your Web site in order for it to
add to the content of the site. Flash can also be used to create activities within a Web
site. Activities that effectively present information whether in an inductive or
deductive manner can be created using Flash in a somewhat timely manner. The
following examples demonstrate some simple activities created within Flash that
generally present a small chunk of information using the multimedia aspects of Flash.
REF - http://www.adobe.com/education/hed/
http://www.adobe.com/cfusion/showcase/index.cfm?event=finder&industryid=6&loc
=en_us
http://adaa.adobe.com/content/adaaLive
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Content Delivery - Exemplary Uses
If you liked the examples so far, then your really going to like the ones here. Flash
can be taken beyond what has been seen so far to create an entire learning
environment. Within the Flash environment, the learning can be either exploratory,
inductive, deductive, etc. as well. The following examples, organized firstly as an
overview then by topic area, show that Flash can be used to create dynamic and
effective learning tools in almost any subject for any age level.
But what makes me rate these sites as exemplary? Here are a few of the criteria that I
used. I also use the various questions listed when creating my own Flash content to try
and create as good a production as possible in the time and money frame that I have
available.
1. Player download - any exemplary site should provide the user with a link to
download the appropriate player for the shockwave flash file.
2. Good code - the code should be compact and clean so that file sizes are kept
small. You can usually determine this not only from download times but in the
way that multimedia elements are presented and reused.
3. Allowing for multiple speed connections - Some of these sites have multiple
flash files, with lower speed connection versions with reduced file sizes
usually through removing or shrinking bells and whistles or replacing
multimedia with text. All of them needed to take this into account somehow
though, either as described above or by making use of smaller images and
good code.
4. Multiple languages - not always necessary, but some of these sites are very
nice in that they are presented in multiple language formats.
5. Quality accurate content - if the content was thorough and appeared to be
correct or at least presented in the proper context for subjective materials, then
it was considered of quality.
6. Appropriateness - was the content represented in a manner that effectively
made use of the Flash environment without forcing the use where it was not
necessarily the best or one of the best ways to go.
7. Amount of content - these aren't just small tidbits of information, but need to
include a somewhat substantial amount of information or information coupled
with activities.
8. Organization - was the content easy to navigate and organized in a way that
made sense.
9. Multimedia - did the presentation take advantage of the multimedia aspects of
Flash.
10. Assessment - although not always necessary, some of these sites include
assessment activities to test yourself.
Exploring Interactive Media
Part 2 - Case Studies:
The best way to learn about the different ways educators are using Flash and
Interactive media is to explore some examples.
URL’s to explore are listed below
Your Comments
18
Websites you particularly liked..?
- Seed – BEST of the REST
http://dev.twinisles.com/flash/index.htm
http://www.ion.uillinois.edu/resources/pointersclickers/2002_03/index.asp
http://www.ion.uillinois.edu/resources/pointersclickers/2002_03/page6.html
http://nobelprize.org/educational_games/
http://flashgamesite.com/educational/educational.php
http://www.bestflashanimationsite.com/archive/educational/
http://www.markgiles.com/educate.html
http://www.edumedia-sciences.com/en/
http://www.templatemonster.com/category/education/
http://www.adobe.com/cfusion/showcase/index.cfm?event=finder&industryid=6&loc
=en_us
http://www.funnyxd.com/c/Education/
19
General intro to Flash Look and Feel
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http://www.bestflashanimationsite.com/archive/video/
Simpsons Movie (http://www.simpsonsmovie.com/main.html)
firstborn (http://www.firstbornmultimedia.com/)
247 MEDIA STUDIOS (http://www.24-7media.de/)
Levitated | the Exploration of Computation - (http://www.levitated.net/) A
great site of recreational computation, generative art, mathematics, and open
source Flash projects. Commercial free open source since 2012.
André Michelle - flashcoder berlin germany
easing_function_generator
Raymond Wong Studio
I'monCloud9
Site06.com - James Dvorak's portfolio site EMILIANO RODRIGUEZ | Graphic Designer, Web Design, Photographer |
Diseñador Gráfico, Diseño Web, Fotógrafo Portfolio of a professional web &
graphic designer and photographer. Diseñador gráfico y web recibido en la
UBA. Buy Pictures from Argentina, Patagonia, Brasil, Bolivia, Peru, Cuba,
Costa Rica, etc. Venta de Fotografías.
Dominey Design :: The work of Todd Dominey :: Atlanta, GA, USA The
one-man design studio of Todd Dominey based in Atlanta, Georgia, U.S.A.
Havaianas
WORDCOUNT / Tracking the Way We Use Language / WORDCOUNT. An
interactive presentation of the 86,800 most common words in the English
language. By Jonathan J. Harris / Number27
Words at Play
GIANT OCTOPUS
SlideShowPro: Flash photo gallery and slideshow component for Flash MX
2004, Flash 8 and Flash CS3 SlideShowPro is a Flash photo gallery and
slideshow component for Flash MX 2004, Flash 8 and Flash CS3.
Additionally offering SlideShowPro Director, a PHP/MySQL server-side
application for publishing images and XML data for SlideShowPro.
Neostream Interactive
make my people sing
Glinkr sandbox
1-click Award by 株式会社リクルートメディアコミュニケーションズ
Mindomo - Web-based mind mapping software - Mindomo - Free Web-based
online mind mapping software
bubbl.us | Home
General intro to Flash and Educational use
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Flame New Media
CREATIVE WEBSITE AWARDS / those which give an
inspiration...........................................................................
IGNITE GAMES
Dj Sub Zero.com
20
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EverQuest II Echoes of Faydwer The Third Expansion - Massively
Multiplayer Role-Playing Game
stuntmen.la
Share What I Want
Social Impact Games :: Entertaining Games with Non-Entertainment Goals
e3L main
02097 - Literacy launch page (EXCELLENT!!)
E-Learning with Flash | Web Design Services, Pixelgroove Interactive
Explore Java Technology - Mobile Applications
Depression and the New Deal in the USA (1929-1941) online lesson SchoolHistory.co.uk
Learn Spanish Free Online
FunBrain.com - The Internet's #1 Education Site for K-8 Kids and Teachers
Pavlov's Dog
Play Games - Free Online Games, Free Downloadable Games at Shockwave
Web ID, Portfolio
Please fill in the registration form
WebAssist Professional - Adobe Dreamweaver Extensions
Tim Flach - Photography
bubbl.us | Home - concept mapping
http://adaa.adobe.com/content/adaaLive
http://www.adobe.com/cfusion/showcase/index.cfm?event=finder&industr
yid=6&loc=en_us
Introduction to Arcadia University
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REF - http://71.7.190.38:12897/index.html
Multimedia: Lives of New Orleans teens after Katrina
Last January, three journalists went to Louisiana to report on the interrupted
lives of seniors who had attended Benjamin Franklin High School. Josh
Goldblum (founder of bluecadet interactive, based in Washington, D.C.) and
independent photojournalists Josh Cogan and David Lee had made contact
with the school principal, Carol Christen, who embraced their project idea.
The project, Yearbook 2006 -- produced independently -- includes multiple
short video clips with each of the students, a map of where each student lived
in New Orleans, a map of places to which each student evacuated, and an
interesting interactive timeline. It is, in fact, gigantic. But it doesn't overwhelm
the visitor, because it's organized well.
21
Early Childhood Education
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Literacy Center - The Early Childhood Education Network, © 2001
FamiliarTales® Inc. http://www.literacycenter.net/lessonview_en.htm,
accessed March 2002
Fun activities for learning letters, small numbers, and colors from the Literacy
Center of the Early Childhood Education Network.
Music

Carnegie Hall Listening Adventures, © 2000-2001 Carnegie Hall
Corporation, http://www.thirteen.org/listeningadventures/, accessed March
2002.
A fun learning site for classical music. Listen, read, and play one of 2
activities. Although not as comprehensive as it could be, you should see the
potential for making a truly interactive music lesson for composition or
playing an instrument.
Language
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Phonetics: The Sounds of English and Spanish, © 2001 The University of
Iowa, http://www.uiowa.edu/%7Eacadtech/phonetics/, accessed March 2002.
Perhaps my favorite Flash site as far as one that demonstrates the power of
Flash. Add on some assessment activities and this would be astounding. I plan
to use it to teach my daughter the various sounds used in English and Spanish.
An excellent tool for speech therapy and language learning.
BBC - Education - Look and Read, © 2002 BBC,
http://www.bbc.co.uk/education/lookandread/, accessed March 2002.
Home of Spywatch, a comic strip adventure, with literacy activities for 7 to 9
year olds based on the popular BBC Schools television series of the same
name, and home of zzaap and the Wordmaster, a fantasy journey with literacy
activities for 7-9 year olds.
Art and Design
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Guggenheim.com, © 2001 Guggenheim.com,
http://www.guggenheim.com/index2.html, accessed March 2002.
Think of this site as a virtual museum visit complete with background
information on some of the exhibits. Although not as complete or spatial as a
real visit to a museum, it is still a worthwhile site.
Poynter.org: Color, Contrast, & Dimension in News Design, no date given,
Anne Conneen and Poynter.org,
http://www.poynter.org/special/colorproject/colorproject/color.html, accessed
March 2002.
As the introduction tells you, this is an online guide that explains color theory
and shows how to use it in design through examples and exercises.
What is Print?, © 2001 The Museum of Modern Art, New York,
http://www.moma.org/whatisaprint/flash.html, accessed March 2002.
Learn about various printing processes.
http://www.flash-template-design.com/preview.php?tid=1814
22
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http://www.samuel-kevin.com/main.html
History
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A More Perfect Union, © - 2001 National Museum of American History,
Smithsonian Institution,
http://americanhistory.si.edu/perfectunion/experience/index.html, accessed
March 2002.
Look at the history of racial imbalance in the United States.
Remembering Pearl Harbor, © 2001 National Geographic Society,
http://plasma.nationalgeographic.com/pearlharbor/, accessed March 2002.
A grand experience presented by National Geographic providing various
forms of content discussing a tragic day in US history.
Not For Ourselves Alone: The Story of Elizabeth Cady Stanton and Susan
B. Anthony, no date given, PBS and WETA,
http://www.pbs.org/stantonanthony/, accessed March 2002.
A Web site to complement the documentary from Ken Burns and Paul Barnes
The Forgotten, © 2001 theFurious, http://www.theforgotten.org/intro.html,
accessed March 2002.
Learn about the Armenian genocide in the early 1900's, a forgotten tragedy as
outlined by this multimedia rich Web site.
Discovery - On Board the Titanic, © 2000 Discovery Communications Inc.,
http://www.discovery.com/guides/history/titanic/Titanic/titanic.html, accessed
March 2002.
One of several learning productions at the Discovery channel Web site.
George Washington: A National Treasure, no date given, Smithsonian
National Portrait Gallery, http://georgewashington.si.edu/, accessed March
2002.
Learn all you can about the United States first president.
Anthropology
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Unwrapped: The Mysterious World of Mummies, © 2000 The Learning
Channel on Discovery.com,
http://www.discovery.com/highspeed/tlc/mummies/, accessed March 2002.
Finding, unraveling, making, and learning all you want to know about
mummies in this presentation.
Social Studies / Natural History
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Smithsonian Natural History Web: African Voices, no date given,
Smithsonian Institution & National Museum of Natural History,
http://www.mnh.si.edu/africanvoices/, accessed March 2002.
An in depth look at one of the exhibits
Environmental Sciences
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Global Warming and Climate Change: Mercury Rising at
OneWorldJourneys.com, © 2000-2002 FusionSpark Media, Inc. One World
Journeys, http://www.oneworldjourneys.com/climate/index.html, accessed
23
March 2002.
A look at evidence for global climatic changes.
Space Science
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Inside the Space Station, no date given, Discovery Channel and
Discovery.com,
http://www.discovery.com/highspeed/discovery/spacestation/intro.html,
accessed March 2002.
An interactive look inside of the international space station.
http://coolcosmos.ipac.caltech.edu/
Biology
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Vision 101, no date given, 1800contacts,
http://www.1800contacts.com/vision101/, accessed March 2002.
Although presented on a commercial site, this presentation is wonderfully
presented for learning about the biology of vision.
Basic Physics
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ExploreScience.com, © 1999-2001 ExploreLearning.com,
http://www.explorescience.com/, accessed March 2002.
Mostly physics based activities that take advantage of Flash technology.
Mathematics
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BaseTen, © 2000 The Learning Box,
http://www.learningbox.com/Base10/BaseTen.html, accessed March 2002.
Although not the complete program that the Learning Box markets, this
sample is still useful and fun. It doesn't meet many of the criteria above, but it
was one of the best mathematics examples that I could find barring a more
exhaustive search.
General Science
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Quiz Hub, © 2001-2002 by Schmidel & Wojcik: Educational Web Weavers,
http://quizhub.com/quiz/quizhub.cfm, accessed March 2002.
Although only a few of the activities are available for free, this site presents a
wide variety of learning activities in several subject areas complete with
assessments.
Prongo.com, © 2002 Prongo.com, http://www.prongo.com/, accessed March
2002.
Many activities and quizzes in different subjects and age categories.
REF – http://www.ion.illinois.edu/resources/pointersclickers/2002_03/printer.html
Using Adobe Flash in Chemistry
http://blogs.adobe.com/educationleaders/2008/07/using_adobe_flash_in_chemistr
y.html
24
Using Flash to restrict access to content
Many content producers use Flash as a way to limit user's access to the media
displayed in their browsers, and/or gain clicks by forcing extra steps to display. For
example, in Windows, Shockwave/Flash (.swf) files cannot be right-clicked and
saved. Famously, Youtube furnishes all video in flash video format (.flv), requiring
users to turn to third-party solutions to store the content locally. The usage is now
spreading to photo sharing websites such as Webshots. A Flash overlay exists over the
initial photo displayed, requiring a second click to retrieve the photo, slowing the
experience considerably. However, if Flash is not installed, the image displays
normally.
25
HOW
TO CREATE YOUR Flash Animation / Interactive Media
How is it all done? Think education, not technology!
It is more important to know where you are going
than to get there quickly.
Mabel Newcombe
Planning is critical to success in developing an effective interactive animations and
interactive media. This section again provides the key elements of interactive
animations and resources available for planning.
Suggested Key Elements in Developing Interactive Media
Audience – Often animations will have a particular audience in mind.
Purpose - Animations are trying to accomplish a task (inform, educate, entertain,
scare, etc.)
Content - Content must be meaningful. Digital content adds to the animation.
Technology - Technology is used to create the animation, consider the use of
templates and open-source material to save yourself time..
Connections - Good animations connect with the participants.
Interface – include key aspects to promote usability
HOW to create an Animation / Interactive Media?
The success of your interactive media will be greatly affected by the planning you put
into the process.
Planning Steps
1) Brainstorm an idea for your animation. Consider audience and purpose.
2) Develop a script that illustrates the sequence of events / interactions
3) Create a simple storyboard to determine the flow of the animation.
3) Collect or create media for inclusion in the animation (ie - images / video /
illustrations..etc)
5) Identify music (for soundtrack / interactivity if needed)
26
Resources for Planning
Tips for Storytelling - Ideas about group storyboarding.
http://www.extension.iastate.edu/communities/tools/decisions/story.html
Storyboard Quick - Software for storyboarding.
Storyboarding "A recipe" - Good ideas from the experts at the Center for Digital
Storytelling.
You Oughta Be in Pictures: An Introduction to Making Videos
In Planning you need to consider
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What is the message that you wish to convey to your audience?
What is the goal of your project?
Who is your audience?
o Age?
o Gender?
o Education?
o Experience with computers?
o What equipment do users have?
What is the best mechanism for delivery?
o CD-ROM
o Web
o DVD
o VHS
o Powerpoint / Flash
Planning the materials
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What material do you already have?
What do you need to collect/process?
What tools are you planning to use?
What is your budget/resources? $$$
The media
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Creating Interactive Media requires the collection and manipulation of the
various media types
What material do you already have?
You must adhere to Copyright
Text is still an important mode. However, if you want your students to read
this text on the web it needs to be redesigned for easy of reading on screen.
(Results of one study done by Jakob Nielsen illustrate techniques for making
text easier to read on the web.)
images / video / sound / illustrations will come from a number of sources
27
The flowchart
An information flowchart is simply an outline presented as a box diagram
with lines that show the access routes.
The ideal flowchart is a clear, easy to follow specification of a project's topic
categories, levels, and links.
Three forces drive the design of a flowchart:
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Content: The organization and structure mapped out for the
information.
Usability: The topic categories and access routes that the audience
will expect to find.
Simplicity: The need to keep the design clear and focused to control
production time and costs.
(It is easier to move a box around in a chart than to re-program the
interface.)
The Storyboard
Like the flowchart, the storyboard is a living document that's modified and
updated as long as the design process continues.
28
Interactive Media – Moving from your plan to a storyboard
A storyboard is a place to plan out the visual flow of interactivity in two dimensions.
The first dimension is time: what happens first, next, and last. The second is
interaction: how does the media information – eg: a voiceover narrative or music interact with the images or video? In addition, a storyboard can be a notation of where
and how visual effects transitions, animations, compositional organization of the
screen - will be used.
REF - http://www.coe.uh.edu/digital-storytelling/PhotoStory3-Tutorials/Tutorial_Storyboard.pdf
What is storyboarding?
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Storyboarding is the creation of a sequence of still images (called
"storyboards") which describe your film visually.
The storyboards correspond directly to the shots you will need to set up and
shoot in order to make your film.
The storyboards need to show the sequence of shots in the order that they will
appear in the finished film.
Each storyboard is numbered and has a descriptive caption.
Why is storyboarding necessary?
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Interactive Media is a visual medium. Storyboarding is a form of visual
planning. It allows you to put forward your vision in a far more immediate and
direct way than any amount of script-writing ever could.
Storyboarding makes you think. Developing Interactive media can be a
time-consuming and expensive business. Storyboarding helps you get your
thought-processes flowing, so you can plan what you will need to do in order
to get each shot completed successfully. It helps you think about the
underpinnings of your animation. The more you plan ahead, the less time (and
possibly money you will waste)
Storyboarding helps with continuity. By planning each aspect of the
animation with storyboards you will be able to anticipate and therefore
eliminate interaction problems (such as usability and navigation issues) before
they occur.
Storyboarding improves the look of your animation. Storyboarding gives
you some idea of how each aspect of the animation follows on from the
previous one, thereby allowing you to anticipate usability decisions, which
will help your animation flow and give it a more professional look and feel.
Storyboards convey your vision to others. You may have the ability to "see
the whole animation in your head" but unless the people around you are very
psychic they won't be able to share your vision. The only way around this is to
storyboard. This has the benefit of being able to show the storyboards to
whoever is going to develop your animation.
ADAPTED from REF – http://members.madasafish.com/~iantopeg/SBAdvice.htm
29
Storyboard Examples
REF - http://www.eastendtalking.org.uk/GetCreative/online-training/dig-vidimages/storyboard.jpg
ACTIVITY:
Use the blank storyboard to create a very simple story based on your initial idea for an
Interactive Media Animation
30
ONLINE STORYBOARD CREATOR – Strip Creator
REF - http://www.stripcreator.com/comics/storyteller/396457
Your login for stripcreator.com is "storyteller" and your password is
"wAfANEpG".
Technology Issues in Working with Various Media Types
The Text
Text is still an important mode of storytelling. However, if you want your students to
read this text on the web it needs to be redesigned for easy of reading on screen. You
should also take into consideration those students who would prefer to print the
materials - for markup, easier reading, etc.
Results of one study done by Jakob Nielsen illustrate techniques for making text
easier to read on the web.
Controlling the way text appears to your students is not easy due to the design of
HTML. Because of this it is sometimes easier to make documents available to
students in their native format i.e. providing a link to a work document or a PDF
version of a document.
31
Pictures of Text
If the visual appearance of the words or their placement is necessary for artistic effect
or clarity, then the words should be converted to an image - but an image costs more
in terms of time and space when downloading.
The word HELLO takes only 5 bytes of information whereas the graphic takes 630
bytes
For most applications, the words should be sent to the user as text characters reading,
copying, etc. Using color and styling (such as bold) will improve legibility and costs
nothing in extra download time.
The Images
The images will come from a number of sources:
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diagrams or illustrations drawn by hand and then scanned in a drawing
application.
a chart created by a spreadsheet or database application
stills captured with a digital or 35mm camera or captured from a videotape.
The Videos
Then of course you can always point a video camera at some event you want to
describe to students and use a little interactive media to make that video effective.
Let's take a look at the video issues:
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file size and time to download
effectiveness of video
simulating reality
The Animations
These are files created with programs such as Adobe Director and Adobe Premiere
which are designed for this task.
Issues involved with animation:
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animation expertise to create the animations
time
programming
32
The resulting animations can have far reaching value to your students. This would
make the effort worthwhile.
AUTHORING
Authoring is the process of creating your interactive media and putting all of the
pieces together.
Preparing the Materials
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Shoot video
Collect images
Scan images
Prepare media/edit
video/compress
Write text for interactive
You should always keep a folder of
the raw and/or original work. If the
application that the project was
developed in becomes obsolete it will
be fairly simple to compile the project
in a new version. This also applies to
altering content, for example, you
included subtitles in a movie and want
to use it without those titles.
Design the Interface
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Define the visual theme and
the style
Navigation
Create prototype screens
Program necessary elements
Putting it All together
At some point in the process you
begin to integrate the pieces of the
interface into a prototype.
A prototype is a preliminary,
incomplete, on-screen version of the
product.
An effective prototype should provide a
complete overview of the functionality
of the entire project. In addition one
module needs to be completely
developed.
User Testing
The user testing allows you to identify
This is the time to make sure that
problems while you still have time to
the design accomplishes the goal of
modify the design.
the project.
Completing the Project
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Update design (if necessary)
Complete the project
according to the design
33
Distribution
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Compatibility Issues:
Master CD-ROM/DVD/VHS
Make copies
Publish to the WEB
Archiving
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Protect master copy of final
product
Keep original source
materials
Burn DVD/CD-ROM
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Pal/NTSC
ISO9660/Joliet
MAC/WIN
Netscape/IE
It is prudent to keep the original
source materials so that you can
update your interactive media when
the underlying technology changes. It
is also prudent to keep the original
material to alter it for different delivery
mechanisms and for pedagodgy
modifications, when necessary.
Interactive media sources
How to create a videoblog. Editing video. Compression tips. How to
shoot better video. Publish your movie. Resources. [GO]
Internet Archive
A nonprofit digital library with thousands of videos and audio recordings, many of
which are in the public domain or available under Creative Commons licenses. The
Audio archive is divided into sub-sections; the largest collections of podsafe music
can be found under Net labels and Open Source Audio, where you’ll find hundreds of
songs, from the Grateful Dead to classic recordings. Other collections, including Live
Music and 78 RPMs, are available. Video material — including short films,
documentaries, video clips and other footage — can be found in the Moving Images
archive and the Prelinger Archives. (RSS feed)
How to create a podcast. Editing and compressing audio. Podsafe
music and audio clips. Where to find podcasts. Get listed in iTunes.
Resources. [GO]
Audio Search Engines
• AltaVista
• Singing Fish
34
Musopen - A community driven, online repository of public domain music. You may
sample and remix the music into derivative commercial works so long as you attribute
Musopen and do not directly sell the original recordings for profit.
Recording and Editing Audio - Many digital stories include the use of music and
narrated audio and there are lots of options for recording and adding sound. Some helpful
information for PC users may be found by visiting the following links:

Audio.htm

All about Microphones

FREE AUDIO SOFTWARE - AUDACITY
Some of the most common options for working with audio include:
1) Add customized music with Photo Story3
click here for more information
2) Add music of your own choice (if you have it in digital format)
coming soon
2b) Rip a music track from an audio CD (under the Educational Fair Use
guidelines)
3) Record narration with a computer microphone
3b) Using a USB microphone with Photo Story 3
4) Add short segments of multiple audio tracks
coming soon
5) Mix multiple audio tracks with an audio editing program like Goldwave
coming soon
WANT TO TRY SOMETHING FUN… Create your own song using the website
below for your Interactive Media….REF - http://www.mypeople.com/sing/index.html
35
How to screencast. How to create a animation. Where to see digital
stories. Oral histories: Telling the stories of families and
communities. [GO]
 Adobe - Flash Developer Center : Interactive Tutorials
Flash Learning Guides. Flash Tutorials and Samples by Topic. ... Flash Tutorials
and Samples by Type. ...
 Adobe - Design Center : Flash tutorials
... Design Center Tutorial. Flash tutorials. Adobe. Send feedback. Created: 16 April
2007 User Level: Beginner, Intermediate
 Macromedia Flash and JRun Integration : Tutorials
... and visual impact of client-side Macromedia Flash with the powerful, data-driven
capabilities of server-side Macromedia JRun. Read the tutorials to find ...
 Adobe - Flash Developer Center
... Check out these sample Flash files with tutorials and sample video clips that you
can download and explore to learn about the video authoring capabilities of ...
 Macromedia Flash - Macromedia Flash MX tutorials (For OLDER versions!)
... Macromedia Flash MX tutorials ... Note: For more Macromedia Flash tutorials,
see the Macromedia Flash Tutorial and Article Index. Macromedia. 14 March 2002.
 Adobe - Flash resources
... Flash resources. ... Samples. User guides. Using Flash. Provides detailed
information on using the features and functions of Flash CS3 Professional.
36
Digital photography tips. Your rights as a photographer in public
places. How to publish your artwork online. [GO]
Image Search Engines
• Google
• Picsearch
• AltaVista
REF - http://www.phixr.com/
Username – storyteller
Password – mystory
MEDIA and COPYRIGHT
Copyright & the law.
Fair use guidelines. Creative Commons. Legal guide for bloggers.
Libel, defamation, privacy. Filmmakers and 'free use.' Access rights.
Release forms. [GO]
37
Hong Kong copyright law
From Wikipedia, the free encyclopedia http://en.wikipedia.org/wiki/Hong_Kong_copyright_law
Copyright law in Hong Kong to a great extent follows the English model. The Basic
Law of Hong Kong, its constitutional document, guarantees a high degree of
autonomy and continuation of laws previously in force after its unification with
Mainland China. Hong Kong therefore continues to maintain a separate intellectual
property regime from Mainland China. Article 139 and 140 of the Basic Law
specifically deal with the protection of copyright in Hong Kong.
Public Domain Websites - these sites contain material that is generally free to use,
not copyrighted, whose copyright has expired, or is uncopyrightable..
Digital History
“The materials included in the Digital History website are original works of authorship,
government records, works for which copyright permission has expired, works reprinted with
permission, or works that we believe are within the fair use protection of the copyright laws.”
Library of Congress Learning Page
“The Learning Page is designed to help educators use the American Memory Collections to
teach history and culture. It offers tips and tricks, definitions and rationale for using primary
sources, activities, discussions, lesson plans and suggestions for using the collections in
classroom curriculum.”
Picture History
“Picture History is an on-line archive of images and film footage illuminating more than 200
years of American history.”
Wikipedia + also now WikiMEDIA
There are many photos and graphics at Wikipedia are in the public domain.
FreeFoto.com
“FreeFoto.com is the largest collection of free photographs for private non-commercial use
on the Internet.”
Pics4Learning.com
“Pics4Learning is a copyright-friendly image library for teachers and students. The
Pics4Learning collection consists of thousands of images that have been donated by
students, teachers, and amateur photographers.”
Sounds
Find Sounds|
A free site where you can search the Web for sound effects and musical instrument samples
FreePlay Music
“The Freeplay Music Library, is a comprehensive collection of High End Broadcast production
music spanning all the popular musical genres, available for free download either online or
can be purchased by cd.”
Singingfish
Singingfish searches only for legally distributed songs and videos, and as a result many of the
clips available are 30-second samples or offerings sanctioned by the artist.
38
REF - http://wikimedia.org/
 Crash Course in Copyright [University of Texas]
 Creative Commons
 Finding Public Domain / Copyright-Free Multimedia
How to make a Flash Cartoon
REF - http://www.animationinsider.com/milowerx/tutorial1.asp
REF - http://www.flamenewmedia.com/about_flame/cartoon.htm
39
REF - http://eldss.edc.polyu.edu.hk/index.php?option=com_wrapper&Itemid=132
Resources
Interactive Media Web Sites

PowerPoint Heaven - The Power to Animate Contains tutorials on creating
animations for PowerPoint Presentations.

EduMation- Educational Animation Flash animations, practical
demonstrations, presentations

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Digital Storytelling @ the Creativity Cafe.
Creative Narrations.
Center for Reflective Community Practice at MIT.
Digitales.
Inside Lives. Located in London.
Fraynework Digital Storytelling. Australia.
Digital Stories.
Sound Portraits. Radio documentaries.
Yahoo's Digital Storytelling Directory.
40
Flash Templates & Getting Started

http://www.templates247.com/flash/Flash-templates.htm

http://www.easytemplates.com/fla-templates.htm

Getting started with Flash Follow these simple steps to get started
building Flash content and applications, then learn from the pros by watching
targeted video tutorials in the Adobe CS3 Video Workshop.

Flash learning guides New to Adobe Flash? Learn how to use the
various features of Flash by drilling down on specific topics.
REF - http://www.adobe.com/devnet/flash/articles/animate_character.html
FLASH JOURNALISM –
REF - http://flashjournalism.com/educators/index.htm
REF - http://www.tutorialized.com/tutorials/Flash/1
41
Books, Articles & Research about Interactive Media /
Animations

Faraday, P. F., & Sutcliffe, A. G. (1996). An empirical study of attending and
comprehending multimedia presentations. Paper presented at the ACM
International Conference on Multimedia 96, Boston, USA.

Faraday, P. F., & Sutcliffe, A. G. (1997). Designing effective multimedia
presentations. Paper presented at the CHI 97, Atlanta, USA.

Hegarty, M., & Sims, V.K. (1994). Individual differences in mental animation
during mechanical reasoning. Memory & Cognition, 22, 411-430.

Lowe, R.K. (2003). Animation and learning: Selective processing of
information in dynamic graphics. Learning and Instruction. 13, 247-262.

Lowe, R.K. (2004). Interrogation of a dynamic visualization during learning.
Learning and Instruction, 14, 257-274.

Mayer, R.E., & Moreno, R. (2002). Animation as an aid to multimedia
learning. Educational Psychology Review, 14, 87-99.

Palmer, S., & Elkerton, J. (1993). Animated demonstrations for learning
procedural computer-based tasks. Human-Computer Interaction, 8, 193-216.
42

Schnotz, W., Böckheler, J., & Grzondziel, H (1999). Individual and cooperative learning with interactive animated pictures. European Journal of
Psychology of Education, 14, 245-265.

Tversky, B., Morrison, J. B., & Bétrancourt M. (2002). Animation: Can it
facilitate? International Journal of Human-Computer Studies, 57, 247-262.
Interactive Media Tools and Resources
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Adobe.
Swishzone.
Tellingstories.com.
New York Public Library Digital Gallery.
ClipShack.
Blip.tv.
Google Video.
Our Media.
Phanfare.
Vimeo.
Youtube.
Larsen Digital Services Slide Scanning and Scrapbooking Guide.
Digital Storytelling Finds Its Place in the Classroom......
Further Digital Interactive Media Websites
EXTENSIVE LIST OF SUPPORT FILES –
http://www.adobe.com/support/documentation/en/flash/
43
REF - http://www.ibloks.com/my/
USERNAME – storyteller
PASS - mystory
REF - http://www.fliptrack.com/
44

Peter Duffy - elearning

Transcription

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