Tech Session Five: Advanced Multimedia Production: Using Flash

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Tech Session Five Advanced Multimedia
Production Using Flash

• SUPER STEM

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Summary of Module

• Students will be introduced to the Macromedia
  Flash software package, concentrating on
  animation.
• This lesson will cover the following topics
• understanding Flash interface and components
• creating/importing images
• exploring different animation techniques
• being able to export Flash animations in
  different formats.

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Summary of Module

• Students will be shown various examples of
  effective Flash animation and participate in
  hands-on workshop that will allow them to create
  their own animated sequence that could be used in
  their own PowerPoint presentations.

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Prerequisites

• Ability to understand verbal instructions,
  Reading and writing , Following written, verbal
  and visual directions.
• Ability to perform basic file management tasks in
  Windows XP
• Ability to shoot and edit a short digital video.
• Ability to create a PowerPoint presentation

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Unit Objectives

• Create and modify vector graphics using Flash
• Recognize common image file formats suitable for
  use in Flash
• Be able to import those image files into a
  project and modify them if needed
• Use different techniques to animate graphics and
  images
• Create Flash animation, export it as animated
  gif, and insert it into a PowerPoint presentation
• Understand further Flash capabilities

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Materials for this lesson include

• Online Tutorial w/ Fash demo file
• Free trial version of Flash

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Assignment for Next Class

• For homework, teachers will individually
  construct their pedagogical portfolio CD using
  PowerPoint.
• Teachers should be prepared to present a draft of
  their portfolio to the class.

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Alignment

• Aligned to concepts and skill assessed on high
  stakes tests to horizontally to BCPS curricula
• Not applicable
• Assessments aligned to lesson objective
• Evaluation of submitted CD assignments based on
  objectives for effective multimedia.

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Alignment

• Lesson identifies and builds on prerequisite
  skills required to master objectives
• 1. Ability to Understand verbal instructions
• Reading and writing
• Following written, verbal and visual directions.
• 2. Ability to perform basic file management tasks
  in Windows XP

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Alignment

• Maryland Teacher Technology standards for
  Integrating Technology into Curriculum and
  Instruction.
• Evaluate technology materials and media to
  determine their most appropriate instructional
  use
• Characteristics and potential Macromedia Flash
  presentations are covered in this module in order
  to provide a basis for evaluation.
• Select and use appropriate technology to support
  content-specific student learning outcomes.
• Characteristics of Macromedia Flash presentations
  are discussed in order to provide a basis for
  selection.

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Alignment

• Maryland Teacher Technology standards for
  Integrating Technology into Curriculum and
  Instruction.
• Use appropriate instructional strategies for
  integrating technology into instruction.
• Strategies for integration of technology in
  instruction are modeled in the module.

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Diagnosis

• Prerequisite skills are identified
• Understanding verbal instructions
• Reading and writing
• Following written, verbal and visual directions.
• Prerequisite Windows XP skills (file management
  and storage) covered at beginning of PowerPoint
  portion of the lesson.

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Diagnosis

• Build on everyday experiences
• Like building a scrapbook, where pictures and
  text are pulled together to tell a story,
  building multimedia integrates various formats to
  communicate a unified message.

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Diagnosis

• Most common mis- and pre-conceptions are
  identified
• Misconception 1. Adding special effects is
  always a good idea
• Misconception 2.
• Special effects should never be used.
• Common technical mistakes misplacing files on
  CD, breaking movie links, Improperly burning CDs,
  Not sufficiently testing final product

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Diagnosis

• Effective explanations and demonstrations for
  addressing preconceptions are identified and
  addressed during instruction
• Show examples where special effects actually
  detract from the effectiveness of a presentation.
• Show an example where special effects are used
  effectively

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Differentiated

• Content Knowledge and Technological proficiency
• Workgroups formed based on preassessment
  self-evaluation of basic computer and technology
  presentation skills. Students may opt into
  introductory level group if they feel the need
  for review of basic skills.