Interactive Video Maps Using Flash
ActionScript – Theory and Practice
Winnie Yu - yuw1@southernct.edu
Robert Workman – workmanr1@southernct.edu
Southern Connecticut State University, New Haven, Connecticut
Prepared for – Ubiquitous Learning An International Conference December 10, 2010 University of British
Columbia, Vancouver, Canada. 2:00PM Room 5 – C130/C100
http://ubi-learn.com/Conference-2010/ <http://www.google.com/url?q=http%3A%2F%2Fubilearn.com%2FConference-2010%2F&sa=D&sntz=1&usg=AFQjCNERXv7xQnilfYAlW5lmzfrbNmY4Xw>
Envisioning Information (Tufte 1990)
The world is complex,
dynamic, multidimensional;
the paper is static, flat. How
are we to represent the rich
visual world of experience
and measurement on mere
flatland?
Experience and Education (Dewey, 1938)
John Dewey
How is knowledge constructed?
• Learning as an active and contextualized
process of constructing knowledge
• Knowledge emerges only from situations
in which learners have to draw them out
of meaningful experiences
• Interaction and environments for learning
provide a continuing framework for
practice
Ubiquitous Learning 2010, Vancouver
Active Learning through Multimedia
(Rodger Schank, 1994)
1. Learn by doing
2. Problem-based
learning – setting the
scene
3. Rejecting rote
memorization
4. Tell good stories
5. Case-based teaching –
students have direct
experiences
6. Empowering students –
learner centered
7. Safe learning
environment
8. Navigation to answers –
embedding prompts
9. Application – doubles
as assessment tool
10. Find the FUN.
Ubiquitous Learning 2010, Vancouver
Visual Thinking (Arnheim, 1969)
Rudolph Arnheim
• Psychologist, scholar on Perception
• Perception & Cognition – work
together, ways in which humans
experience the sensory world;
media studies
Ubiquitous Learning 2010, Vancouver
Escaping Flatland
Escaping Flatland – Pictures and Links
http://www.mikyoungkim.com/#/environment/liquidzone/
Escaping Flatland – Picture in Context
Video With People
Escaping Flatland – Picture, Video,
Links, The Artist
http://www.mikyoungkim.com/#/environment/liquidzone/
http://landscape.risd.edu/faculty/mkim.htm
Escaping Flatland – Art in Context
Map with Interactive Links to Video
Journalism in the Age of Data
http://datajournalism.stanford.edu/index.html
Teachers’ Views on
Technology in the Classroom
http://www.nytimes.com/interactive/2010/11/21/technology/20101121-brain-teachers.html?ref=technology
Election Data
http://elections.nytimes.com/2010/results/house?scp=1&sq=2010%20election%20results&st=cse
Election Data Town Level
http://www.nytimes.com/interactive/2010/01/19/us/politics/massachusetts-election-map.html
ActionScript Code
var myVideo:NetConnection = new NetConnection();
//construct a NetConnection object and iinitialize it
myVideo.connect(null);//for use with progressive download video
var video:NetStream=new NetStream(myVideo);//Construct a NetStream object*/
// Remove video from display after end.
video.addEventListener(NetStatusEvent.NET_STATUS,statusHandler);
function statusHandler(myevent:NetStatusEvent):void {//trace("status event");
if (myevent.info.code=="NetStream.Play.Stop") {//trace("Video Stoped");
//myVideo.clear();
videoTurnoff();
}
}
Dewey and Active Learning
• Learning by doing
• Learning is not a spectator sport.
Students do not learn much by sitting
passively in class.
• Education must engage with and
enlarge experience
• Interaction and environments for
learning provide a continuing
framework for practice
Ubiquitous Learning 2010, Vancouver
My Pedagogic Creed (Dewey, 1897)
Contains 5 articles:
1.
2.
3.
4.
5.
What education is
What the school is
The subject-matter of education
The nature of method
The school and social progress
Ubiquitous Learning 2010, Vancouver
The Nature of Method
(My Pedagogic Creed, Dewey, 1897)
•
I believe that the active side precedes the passive in the development of the child nature;
that expression comes before conscious impression; that the muscular development
precedes the sensory; that movements come before conscious sensations; I believe that
consciousness is essentially motor or impulsive; that conscious states tend to project
themselves in action.
•
I believe that the neglect of this principle is the cause of a large part of the waste of time and
strength in school work. The child is thrown into a passive, receptive or absorbing attitude.
The conditions are such that he is not permitted to follow the law of his nature; the result is
friction and waste.
•
I believe that ideas (intellectual and rational processes) also result from action and devolve
for the sake of the better control of action. What we term reason is primarily the law of
orderly or effective action. To attempt to develop the reasoning powers, the powers of
judgment, without reference to the selection and arrangement of means in action, is the
fundamental fallacy in our present methods of dealing with this matter. As a result we
present the child with arbitrary symbols. Symbols are a necessity in mental development, but
they have their place as tools for economizing effort; presented by themselves they are a
mass of meaningless and arbitrary ideas imposed from without.
Ubiquitous Learning 2010, Vancouver
Active Learning
•education must engage with and enlarge experience
•exploration of thinking and reflection
•interaction and environments for learning provide a continuing
framework for practice
•educating so that all may share in a common life, provides a
strong rationale for practice in the associational settings in which
informal educators work.
Links
http://tripplanning.translink.bc.ca/hiwire?.a=iS
cheduleLookupSearch&LineName=999&LineA
bbr=999
http://www.nytimes.com/interactive/2010/11
/21/technology/20101121-braininteractive.html
Technology and the battle for student brains.
http://www.nytimes.com/interactive/2010/11
/21/technology/20101121-brainteachers.html?ref=technology
Teachers' Views on Technology in the
Classroom
http://www.russellchun.com/
Master’s projects http://www.russellchun.com/?page_id=4
Data Journalism http://datajournalism.stanford.edu/index.html
http://www.russellchun.com/flashcs4visualqui
ckpro/HTML/sourcefiles.htm
http://tripplanning.translink.bc.ca/hiwire?.a=iS
cheduleLookupSearch&LineName=999&LineA
bbr=999
http://www.nytimes.com/interactive/2010/11
/21/technology/20101121-braininteractive.html
Technology and the battle for student brains.
http://www.nytimes.com/interactive/2010/11
/21/technology/20101121-brainteachers.html?ref=technology
Teachers' Views on Technology in the
Classroom
http://www.russellchun.com/
Master’s projects http://www.russellchun.com/?page_id=4
Data Journalism http://datajournalism.stanford.edu/index.html
http://www.russellchun.com/flashcs4visualqui
ckpro/HTML/sourcefiles.htm
Envisioning Information (Tufte)
"We envision information in
order to reason about,
communicate, document, and
preserve that knowledge -activities nearly always carried
out on two-dimensional paper
and computer screen. Escaping
this flatland and enriching the
density of data displays are the
essential tasks of information
design."
Ubiquitous Learning 2010, Vancouver