peetvanschalk
Sep29-08, 09:39 AM
My viewpoint in developing flash animations in science, technology and mathematics is discussed here. Please have a look at my Flash animations at www.science-animations.com and give some feedback if you like.
Flash animations don't replace handbooks - they support handbooks because they can do things that handbooks can't do. They: (1) are interactive; you get immediate feedback, (2) can show objects in 3D by rotating them on the screen , (3) are dynamic; you see things happening right in front of you (learners have to visualize movement and 3D when they study from handbooks alone, which can be very difficult with some topics), (4) make use of virtual objects with which you can do experiments and teachers and parents can do demonstrations.
Flash animations should be developed to do what they can do best, and not simply to duplicate textbooks. Flash animations have also the advantage that they can put fun into learning. Young children can play with flash animations not knowing that they are actually learning. This way young minds can develop at a very young age.
Flash animations don't replace handbooks - they support handbooks because they can do things that handbooks can't do. They: (1) are interactive; you get immediate feedback, (2) can show objects in 3D by rotating them on the screen , (3) are dynamic; you see things happening right in front of you (learners have to visualize movement and 3D when they study from handbooks alone, which can be very difficult with some topics), (4) make use of virtual objects with which you can do experiments and teachers and parents can do demonstrations.
Flash animations should be developed to do what they can do best, and not simply to duplicate textbooks. Flash animations have also the advantage that they can put fun into learning. Young children can play with flash animations not knowing that they are actually learning. This way young minds can develop at a very young age.