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

2. 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: www.harrywitchel.com/elearning

3. 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.

5. 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 5 4 3 2 1 Extremely Interesting Not at all Interesting 5 4 3 2 1 Quite Easy Challenging Extremely Difficult 1 2 3 4 5 Almost Always Sometimes Never Most of the time Rarely