Teaching medical students to generate their own pedagogic projects in Flash Harry Witchel Discipline Leader in Physiology

The class: 7 one-hour meetings Students were new to Flash  Last term 1 exception Weekly meetings  During term lasting 9 weeks Projects in groups  1 or 2 works best  Start final projects early Practical homework  Every week The course comes complete with: Handbook for students  Aims  Learning Outcomes  Criteria for success  Explains all admin  What to expect 7 mini-lessons explaining  Flash  Graphics – the basics  Storyboarding  Didactic & attention theory  In Powerpoint Come try the interactive Flash animations here at the conference Download it at:

Example of a student movie: normally there are buttons and you control the speed of the text changing, so you have time to read and absorb everything.

What you enjoyed most: “Starting out clueless but by the end knowing how to animate.” Opinion about Flash: “I now grasp the fundamentals and understand how it is all done which has always baffled me.” What you learned: “A lot more about glycolysis regulation, small teamwork, and some advanced animation techniques.” Slide 3 Most Recent Student Feedback Making the project was EXTREMELY INTERESTING Learning Flash was FAIRLY CHALLENGING Learning Materials were ALMOST ALWAYS sufficient Extremely Interesting Not at all Interesting Quite Easy Challenging Extremely Difficult Almost Always Sometimes Never Most of the time Rarely