Packing Slip 
item |
Learning Flash Actionscript 2.0 |
contact |
Derek Borman (Mesa Community College) dborman@mail.mc.maricopa.edu |
college(s) |
Mesa Community College |
discipline(s) |
Psychology |
summary |
The goal of this project was to learn the basics of the Macromedia Flash authoring language, known as “Actionscript 2.0.” |
details |
The goal of this project was to learn the basics of the Macromedia Flash authoring language, known as “Actionscript 2.0.” The primary resource that I used was the “Flash MX 2004 Actionscript Bible,” authored by Robert Reinhardt and Joey Lott and distributed by Wiley Publishers. Over the course of four weeks (100+ hours), I learned basic Actionscripting and practiced extensively with the following components of the Actionscript language: functions, objects, arrays, and classes. More specifically, I learned the basics of scripted navigation and timeline control, as well as the Sound, Video, LoadVars, XML, and TextField classes. This project was completed using my home and office computers, as well as regular consultation via the Center For Teaching and Learning (CTL) at Mesa Community College (MCC). I chose this project primarily because I wanted to learn more about dynamic methods for the delivery of online course content. I knew a little bit about creating Flash animations, but really nothing about the Actionscript language that is part of Macromedia’s Flash software. Over the course of this project, I became increasingly convinced of and excited about the potential for creating interactive, online content via Flash animation and scripting. In fact, I am already experimenting with Actionscript in my online course. ------------------------------------------------------------ Outcomes: In a paragraph or two describe what worked well. Did you accomplish your objective(s)? Were you able to complete your summer project as written? If not, what did you modify and why? What did not go as well as expected, if anything? Were there any surprises? Note: Use the questions as guides for your outcomes. Do not include detailed list of workshops attended, speakers who presented, or a list of items you have seen, heard, or read. ------------------------------------------------------------ In order to really learn and understand the programming language that I was attempting to assimilate, I had to spend more time practicing than I originally anticipated. Though each chapter from my selected text contained a workable example, I found that it was necessary for me to create my own example to really understand the lessons. I had not considered that in learning Actionscript, I would literally be learning a new language. And in order to learn a language, it must be practiced. Nonetheless, I feel that I learned a considerable amount about scripting and other relevant issues. Because of this unanticipated learning dynamic, I was unable to complete this project exactly as it was outlined in my original proposal. As is indicated above, my project became focused on timeline control, navigation, sound and video loading/control, and the XML and TextField object classes. I felt that focusing on these aspects of scripting would be the most useful for my subsequent development of web-based instruction. In other words, I favored depth over breadth. ------------------------------------------------------------ Professional Growth: Your own professional growth is a large part of your project. Your professional growth is important to you, your students, your college, and possibly other colleagues. How did project affect you professionally? What skills did you learn? What environments were you working in and how might your summer project influence your teaching or other responsibilities? Did you gain a different perspective? Was it professionally valuable for you? ------------------------------------------------------------ This Summer Project was an amazing experience. Not so much for what I learned (If I’m being honest with myself, I must admit to only scratching the surface), but for the possibilities that I can now envision for both online and live content. As I mentioned previously, I’ve already begun experimenting with Actionscript in my online course. For example, I am creating some very basic flash cards for my online PSY 271 course. I am also experimenting with “matching” activities that are script-driven. I have spent a considerable amount of time pestering CTL personnel with my Actionscript questions. Throughout this process, I have come to a new level of comfort with MCC’s CTL and the people who work there. They have increased my awareness of new instructional technologies, and, in turn, I have become more comfortable with the prospect of integrating these technologies into my curricula. For example, I decided (this semester) to utilize more features of the WebCT platform for managing and delivering my online course. This decision was a direct result of my interactions with the excellent CTL staff and my rising comfort level with computer programming. I will be sure to let my colleagues know that MCC’s CTL is an incredible resource for anyone seeking to improve the quality of their teaching. Though I leaned heavily on MCC’s CTL for reflection and guidance, I did learn a great deal of self-sufficiency and cultivated a real intuition for Actionscript. For example, when I was unable to meet with CTL personnel, I was forced to go out on my own to look for my own solutions to problems. Initially, the big problem that I had to deal with was not knowing what the problem was. When creating computer code, any little error can cause difficulty. So, I found other resources to support my learning. Examples of such resources include the Flash communities at: www.actionscript.org and www.flashkit.com. I was able to utilize discussion boards at these virtual locations and find answers to some of my questions. Additionally, I was able to find software that helped me to work for longer and longer periods of time, on my own. One example of such software is a tool that shows the specific locations of my scripting errors, while I am testing my script. This tool has become invaluable as I practice with more and more complex scripting. Where does intuition fit in to all of this? As I have developed more of a “feeling” for Actionscripting, I have been able to take others’ files (with their permission, of course) and adapt them to my needs. Even if I don’t understand all of the script that someone else has used to create an interactive animation, I am confident that I can decipher at least some of the script and either amend an old file or move such script into a new file for greater customization. The fact that I can identify and understand patterns of language in someone else’s script is quite exciting for me. I also learned that the Actionscript language is not a vernacular unto itself. Scripting integrates, by necessity, with other programming languages that are largely internet centered. In order to complete some of the activities for my project, I had to work to a lesser extent with the structured query language and Java script. To a much greater extent, I had to work with the hypertext markup language and the extensible markup language. I have become quite comfortable reading HTML code and editing/working with XML databases, as a result of this project. I am hopeful that such skills provide me with a foundation for creating web-based, graded activities. ------------------------------------------------------------ Dissemination: How will you share this information with your colleagues, department, students, or college? ------------------------------------------------------------ This project has already expanded the way in which I can contribute to my department and to MCC as a whole. For example, I have been working with the Office of Research and Planning at MCC to develop student/instructor tutorials for our annual “Student Outcomes Assessment Week.” At first we considered a static PowerPoint solution, but as I increased in my Actionscripting skills, we decided to create a much more integrated and interactive presentation using Flash animation and Actionscripting. Additionally, this platform has more potential for remote delivery than does the PowerPoint platform. Within the department, I have already spoken with other statistics instructors about the possibility of creating interactive tutorials that will help students to perform statistical analyses using vital software. I had previously created some animated tutorials, but now I will be able to create tutorials that quiz students and force them to master certain competencies before moving from one lesson to the next. Finally, I am working with a faculty member, in another department, to embed Flash animations within her PowerPoint lecture slides. This addition to her pedagogical “bag of tricks” will allow her to better utilize the interactive supplements that are provided by her textbook publisher. What else can I do to share this information? I will continue to learn more about Flash Actionscripting. I will continue to show my enthusiasm for scripting as a means of invigorating online curricula. And most of all, I will continue to look for opportunities to share the very useful skills that I acquired during this project. Note! As a professional courtesy to the owner of this package, if you use some aspect of this package or have some thoughts about it, please share your feedback via the comments form below. |
web links |
http://www.mcli.dist.maricopa.edu/fpg/ http://www.flashkit.com http://www.actionscript.org |
shareback |
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extra |
Last modified: Sep-20-2006 Date created: Sep-20-2006 Visitor count: 2996 Dublin Core Metadata record  This package is included in the Faculty Professional Growth Summer Project Reports special collection. |
Maricopa Learning eXchange
http://www.mcli.dist.maricopa.edu/mlx/slip.php?item=01871
