1. The teaching of application software

2. The problems Individual difference  Technology intelligence  Own a computer Whole class teaching  Keyboarding while listening teacher talk  Skills being repeated from time to time Aims  Vocational training (job oriented)  Transfer of learning (from one package to other)

3. A review of the common approaches on teaching software keystrokes, step-by-step ( 按鍵步驟式 )  Following teacher’s directions to press buttons and/or mouse e.g. 倉頡輸入法 technique-oriented ( 技巧導向式 )  Teaching one piece of isolated skill task-based ( 任務完成式 )  Will be explained by teaching Flash problem-based, single application ( 難題為本、應用單一 軟件 ) e.g. CA TAS problems problem-based, integrated use of various applications ( 難題為本、綜合應用各軟件 ) e.g. CIT coursework

4. The teaching of Flash An elaboration of PCK and task-based learning in meeting 4 and 5

5. The teaching of Flash How do you classify or describe Flash as an application software, a web tool, a programming tool, a graphics tool or an animation tool? How and what do you teach in the starting lessons on Flash? What are the basic concepts about Flash? State the teaching methods (names of the methods) you have employed in teaching Flash. Do you have a Text? How do you prepare your teaching notes? What teaching and learning resources do you usually adopt for your classes?

6. Class activities Compare the major features added between Flash 2 and Flash 5 What is new from Flash 5 to Flash MX 2004? Browse the Web site  http://resources.emb.gov.hk/flashmx/English/Basic_L evel/index.html http://resources.emb.gov.hk/flashmx/English/Basic_L evel/index.html Trial run the “demo” Flash from the network drive S

7. A movie production house (Flash metaphor) The performance stage (Stage) Writer’s lounge, Casting couch, Make-up room (Tool palette) Editing room (Timeline area) Audience (user) Library (Library)

8. Features of Flash

9. Task Analysis (Sequence of strokes example)

10. Task analysis (the Earth example)

11. Task analysis (“PowerPoint” example)

12. Conclusion: Task based learning in Flash Learning activities are organized around tasks instead of around pieces of Flash techniques Flash knowledge is learnt in the context of an application  Knowledge is drawn from the teacher to meet the demands of the task  Knowledge needed is NOT pre-selected Allows the teacher encourage the student for the successful completion of the “Earth” tasks Back to materials in Meeting 4