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AIM Your Project with Flash

AnimationInteractionMultimedia

Annette Lamb & Larry Johnson

Second Edition

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 one-time use and may not be sold or redistributed without permission.

TrademarksFlash 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 pub-lisher, 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 ActionP.O. Box 206Teasdale, Utah 84773

email [email protected] http://eduscapes.com/flash

Dedicated to the many educators who help us bridge theory and practice.

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 AuthorsDrs. Annette Lamb and Larry Johnson have been teachers, school library media specialists, me-

dia 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, Natures-capes, Multimedia Seeds, and escrapbooking.

They are well-known for their realistic approaches to technology integration. In addition to work-ing 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 re-ceived 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 1

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:

• 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, in-

form, instruct, and persuade.• identify the information focus, organization, and presentation used

in Flash projects.• apply criteria to the evaluation of Flash projects.

Key ElementsFlash 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 informa-

tional, instructional, and persuasive materials, three key elements stand out: Animation, Interaction, and Multimedia.

AIM Your Project with Flash: Chapter 1 - Exploration & Evaluation2

AnimationMovement is an effective way to communicate concepts, processes, pro-

cedures, and other ideas. The animation features of Flash allow developers to create engaging visual presentations.

InteractionRather than merely reading, watching, or listening, the interactive fea-

tures of Flash allow developers to integrate dynamic functionality through questioning, feedback, branching, and user tools.

MultimediaEnriching a Flash project with sounds, speech, music, graphics, scanned

images, photographs, and video allows developers to reach varied interests and learning styles.

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/

Investigate

Figure 1-A. A Dancer’s Journal from Kennedy Center. - http://artsedge.kennedy-center.org/marthagraham/index.htm


Reasons for Use

DifferentiateThe use of animation, interaction, and multimedia elements can accom-

modate 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.

EngageFlash 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.

TeachWhether providing initial instruction or patient remediation, Flash can

be used to develop effective instructional materials and learning environ-ments.

VersatileFlash can be used to create web pages, tutorials, games, simulations,

and many other applications and tools.

QualityFlash produces high-quality files that play well on all browsers and op-

erating systems. They also print well.

TechnologyOnce the Flash plug-in has been installed, end users rarely have diffi-

culty with the technology associated with Flash. While browsers vary and Javascripts can be unreliable, Flash player is very stable.

Variety of ApplicationsThe uses for Flash are limited only by the imagination. Explore some

ideas to get you thinking about the possibilities.

splash web page greeting card quizzes WebQuestsmusic video morphing characters timelines interactive mapsanimated banner learning games electronic books advertisementsescrapbooks calculators slide shows tutorialsdemonstrations movie trailers cartoons polls & surveys


Barriers to Use

TechnologyFlash 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 UseSome 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.

AccessibilityThe 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 accessibil-ity. For additional information about accessibility, go to our issues and Web Accessibility page at (http://www.eduscapes.com/flash/issues.htm).

Examining Flash File TypesAlthough 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 com-puters 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 export-ed 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 FilesWhen 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


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 FilesWhen 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 com-pressed 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 down-loaded 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 proj-ects 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).

InvestigateYou’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 mul-timedia elements. Consider how they would be useful to a particular audience. Also, think about barriers to using these projects.


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 ApplicationsFrom simple animations to complex, interactive simulations, the poten-

tial 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 sim-ply 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 ele-ments 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 re-sources on this page. Within each topic you’ll find off-site examples.

• Entertain• Inform• Instruct• Persuade

EntertainFlash 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 en-tertainment and the features that attract end users.


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.

InvestigateExplore 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, edu-cational, 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/


Movies. From animated banners on school or library websites to full-length movies, Flash is often used for producing projects intended to en-tertain. 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.

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 tech-niques do the developers use to make the Flash movies both entertaining and educational?

Investigate

InformMany Flash projects involve some form of information sharing. Librar-

ies, museums, and government agencies often use Flash to develop infor-mational resources of interest to their patrons. In many cases, an organiza-tion’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 un-available anywhere else in the world. How can Flash be used as a tool for sharing this unique information? Libraries and museums may contain data

Figure 1-C. Stop Bulling Now - http://stopbullyingnow.hrsa.gov/Brainpop - http://brainpop.com/


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 graph-ics, 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 materi-als:

• Informational slide show • Interactive database• News sources • Reference materials• Virtual exhibits • Virtual field trips

InvestigateExplore the Anatomy of a Croc, A Prisoner’s Sketchbook, Great Bar-rier Reef, Iraq Navigator, ISS - International Space Station, and Underground Adventures as examples of informational projects.

http://eduscapes.com/flash/categories.htm#b1

Compare the organization and presentation of information in these proj-ects. How are they alike and different? What tools are provided for navigation?

Figure1-D.UndergroundAdventures-http://www.fieldmuseum.org/undergroundadventure/GreatBarrierReef-http://www.nationalgeographic.com/earthpulse/reef/reef1_flash.html


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 activi-ties. Consider the following types of digital stories:

• Digital travel logs• Personal histories• Electronic scrapbooks• Interactive stories and books• Oral and video histories

InstructIncreasingly, Flash is being used as a tool for developing materials for

teaching and learning. These materials may stand alone or be used in con-junction 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.

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?

Investigate

Figure 1-E. ABC Book - http://www.childrensmuseum.org/teachers/online_resources_activities.htmAll ABout Sea Otters - http://www.mbayaq.org/media/all_about_otters/whatsanotter01.html


Inquiry-based Activities. Inquiry-based approaches help users explore questions, conduct investigations, and solve problems. By providing an en-vironment to analyze information, manipulate variables, examine relation-ships, and make decisions, users are asked to apply their skills to “real life” situations. This software is generally used after initial information explora-tion 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 effec-tive 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 diffi-cult to duplicate at home, in a library, or in a classroom. For example, activi-ties that involve dangerous situations, time consuming processes, spending money, or “impossible” projects like an interstellar flight are good applica-tions of the technology.

Simulations are often paired with elements of tutorials. They are par-ticularly 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 stu-dents in using objects or machines such as microscopes or airplanes. Proce-dural simulations involve a series of actions or steps such as medical diag-nosis 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 eco-nomics, 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 simula-tion, more emphasis is placed on reasoning, logic, and critical thinking. Problem solving software generally involves a set of procedures to accom-plish some type of goal. Students may identify a problem, plan an ap-proach, gather information, develop strategies, test hypotheses, and devel-op plans of action during the program. In most cases, the program focuses on a core set of principles or strategies.

• Decision making• Experiments• Mysteries• Problem Solving• Simulations


When selecting inquiry-based applications or designing your own, con-sider 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.

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.

Investigate

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 com-puters 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 mul-tiple 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 us-ers. 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 ques-tions on the screen. For example, students might explore interactive maps, matching sounds to graphics, or roll-over photographs to explore vocabu-lary 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 under-

standing without being overwhelming?• Does the order of presentation assist users in their overall under-

standing 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:

• 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?


• Are students given quality corrective feedback that will help in their learning?

• Are variations in the musical, graphical, or text environment pro-vided 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 par-ticularly 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?

Explore the following question and answer projects. http://eduscapes.com/flash/categories.htm#c2

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?

Investigate

Figure1-G.Math-http://www.what2learn.com/content/samples/maths/triangles.htmRegional DARE - http://www.pbs.org/speak/seatosea/americanvarieties/DARE/wordpower/dare.html


Tutorials. Tutorials present step-by-step instruction teaching new con-cepts. 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 infor-mation 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 al-low students to work at their own pace and provide individualized practice and feedback which is difficult to do in the traditional classroom environ-ment. They are particularly useful in teaching concepts that involve pro-cesses 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 instruc-tional 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 soft-ware a good use of instructional time in your classroom?

InvestigateExplore the following tutorials. http://eduscapes.com/flash/categories.htm#c3

What are the key elements of an effective tutorial? Compare the tech-niques used in the projects above.


PersuadeThe 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

Figure 1-H. Galileo’s Experiments - http://www.pbs.org/wgbh/nova/galileo/experiments.htmlFreedom Knot - http://www.freedomknot.com/

Explore the projects designed to persuade. http://eduscapes.com/flash/categories.htm#d1

What methods of persuasion are used? How do they combine enter-tainment with advertising? How many different categories can you find?

Investigate


Figure 1-I. The Meatrix - http://www.themeatrix.com/ArizonaOpera-http://www.vilocity.com/docking/portfolio/azopera/cd_021021/

Flash ApproachesWhether designing an entertaining splash page or a sophisticated simu-

lation, many options are available for information focus, organization and presentation. This section explores some of the techniques that can be ap-plied.

• 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 in-formation 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


Information FocusIt’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 Artifact FocusArt and Architecture Focus Autobiographical FocusCustom Focus Document FocusEvent or Experience Focus Issue FocusLife Focus Literature FocusMyth and Misconceptions Focus News and Information FocusPerson or People Focus Place FocusQuote Focus Song FocusSymbols, Signs, & Marker Focus Theory FocusValue Focus Word Focus

For specific examples and topic ideas, go to escrapbooking. http://escrapbooking.com

Figure 1-J. Conservation Central http://nationalzoo.si.edu/Education/ConservationCentral/design/default.cfm


Information OrganizationData 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 orga-nize 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, histori-cal figures, or family members. Themes are also an effective organizational tool. You might organize by historical era, literature genre, or hot topics.

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

What’s their informational focus? Can you think of other topics that could be explored using this focus?

Investigate

Figure1-K.NathanielHawthorne-http://www.pem.org/library/hawthorne/flash.htmlSan Francisco Symphony - http://www.sfskids.org/


Consider the following approaches that can be taken to information organization. Within a single Flash project, you may use many of these ap-proaches.

Alphabetical Analogy Cause/EffectChange Chronology Comparison Connection Criticism DebateGeographical/Regional Hierarchy In-depthInquiry Linkages MovementMystery Perspectives PredictionProcedure - steps Process - cycles ProductReflection Storytelling RelationshipsThematic Trace or Track Wonder

For specific examples and topic ideas, go to escrapbooking. http://escrapbooking.com

Examine the organization of projects. http://www.eduscapes.com/flash/organize.htm#a

Compare the different techniques used in the NOVA Anatomy of... projects.

Investigate

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


Information PresentationElements 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 multime-dia 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 rath-er 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 Per-fect 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


AIM Illustrations. Many of the most popular Flash projects rely heav-ily 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 rainfor-est, 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 Anatomy of... CollageComparison Concept map CycleHow Stuff Works Lab simulations MuralProcess Sketchbook Trajectories Visualize motion Visualize vocabulary Visualize math

Figure 1-M. A More Perfect Union: Japanese Americans & the US Constitution http://americanhistory.si.edu/perfectunion/experience/index.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, Missis-sippi 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

Explore Flash projects containing illustrations: http://www.eduscapes.com/flash/organize.htm#b2

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?

Investigate

Figure 1-N. How Caves Form - http://www.pbs.org/wgbh/nova/caves/form.htmlHow the Body Works - http://kidshealth.org/kid/closet/movies/how_the_body_works_interim.html


AIM Slide Show. Slide shows are one of the most common presentation formats. These shows many be automated or the end user may have con-trol. They may incorporate illustrations, photos, maps, timelines, or other elements. Users are presented with a series of buttons, options, or naviga-tion arrows to explore information.

Figure 1-O. Horatio’s Drive - http://www.pbs.org/horatio/sea/Theban Mapping Project - http://www.thebanmappingproject.com/

Explore examples that incorporate maps. http://www.eduscapes.com/flash/organize.htm#b3

Notice how the maps are presented. Create a list of the many ways that users interact and use the maps in each project.

Investigate

Explore examples that incorporate slide shows. http://www.eduscapes.com/flash/organize.htm#b4

Compare the methods used for navigation in the different slide shows. Also compare the placement of visual elements on the screen.

Investigate


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, tsu-nami, 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

Figure1-P.BuildaRicePaddy-http://www.pbs.org/wgbh/nova/satoyama/hillside2.htmlGrand Lodges - http://www.pbs.org/opb/greatlodges/nationalparks/grand/

Explore Flash projects containing timelines. http://www.eduscapes.com/flash/organize.htm#b5

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, budget-ing, buying carpet

• Palette - art tools, music composition tools, writing tools, construc-tion tools

• Simulator - piece of equipment, (thermometer, micrometer, cash reg-ister, DVD player), environment (weather, classroom, sports setting)


Figure1-Q.HipHopTimeline-http://www.empsfm.org/exhibitions/index.asp?articleID=664

Explore how tools are incorporated into Flash projects. http://www.eduscapes.com/flash/organize.htm#b6

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?

Investigate

Figure 1-R. The Artist’s Toolkit - http://www.artsconnected.org/toolkit/explore.cfmThumbHarpTunes-http://pbskids.org/africa/piano/haveflash.html


EvaluationOnce 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 multi-media 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.


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 resourc-

es)?• 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 ma-

terials)?


• 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, visu-

ally 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?

FlashEvaluationCriteriaPage2


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?

TechnicalTechnical - 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 audi-

ence?• Do the materials meet the Section 508 accessibility standards?

FlashEvaluationCriteriaPage3


Keys to UsabilityAs 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 us-ers with low-bandwidths and special needs.

Learn MoreRead 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: Stu-dents, 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


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 ap-ply 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?

AIM Your Project with Flash:Evaluation

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