Flash Master Class: Building Equipment Simulators

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Computerized, interactive device simulators, such as flight simulators, enable learning when it is impractical or inconvenient to use the real device. The array of multimedia tools available today makes the production of simulators accessible to a wider audience of designers and programmers. These tools facilitate the process of creating simulators such that the challenge of producing them is less about how to program the specific elements involved, and more about how to manage the complexities of developing a simulator. In other words, you need good methodologies for planning, organizing, designing, and implementing an interactive device simulator. That is where this class comes in.

Over the eight weeks of this course, students learn the fundamentals of creating Flash-based interactive simulators, in the context of creating their own simulation projects. The class teaches programmers practical applications of state machines (finite state automata and statecharts) in the design and use of product simulators, as well as how to use and build components. Students are introduced to the principles and processes, as well as their implementation in ActionScript 2.0 (Macromedia Flash Professional 8).

The class format is a mix of pre-recorded material, several (depending on class size) weekly live "office hour" sessions (delivered via ASAP, by Convoq), and asynchronous discussion (board) interaction. Before the class begins, students receive all the printed and electronic materials, and therefore can proceed at their own pace. The class is designed, however, to fit a eight week schedule in which each week is devoted to a different topic. We expect students should devote at least 8-10 hours per week to the class--approximately 2-3 hours of recorded lectures, and the remaining time on application to their simulation projects. Separate discussion boards are set up for each weekly topic, however the priority during office hours will be for topics related to the current week.

We understand that high priority work may spring up during the class and we don't want you to feel you will miss out on the material. That's why once you join the class, you become part of the community. That means you have access to the private discussion boards and future class office hours (space permitting). This class is like joining a focused group of talented developers who need to address the same issues as you and want to help one another!

MakingThings: Connecting the Physical and Software Worlds in Flash

While learning principles of good simulator design should be strong motivation in itself, we want to make this even more enticing. In cooperation with the folks at MakingThings, we have some great prizes for the best simulators built, in a couple of categories. Whether for work or play, this means you can bring your simulations into the real world with their products--a line of modular and networkable hardware components that control and manage a wide variety of input and output devices (e.g., sensors, motors, LEDs, and more).

Important: prize(s) are offered depending on the number of students that register for each class. Small classes limit the number and size of prizes we offer.

What are students saying from prior classes?

The class definitely met my expectations. As a self taught developer I needed to be exposed to effective structures for planning and building simulations. This course offers, and presents, structures that can be applied to simulation projects.

I would recommend this class to anyone planning and developing complex simulations requiring logical assembly and extensibility....For me, the strength of the course was the underlying logical structures that have been clearly refined over the years. It was good to get perspectives and understanding from someone who has 'done the hard yards' so that I don't have to.

I just wanted to thank you for the time you took teaching us this method of designing simulations in Flash. I've seen Flash sims done both ways and what you have provided here is a virtual lifesaver as far as communication, development time, troubleshooting and documentation are concerned. I can foresee us using this method extensively here...

I bought the book a little while before the class was announced and the class really helped to clarify the concepts in the book.

...Your RTVis, XML2Code, and components are worth the price of admission, by themselves...

Snapshots of the prize-winning entries from recent classes:

March Class - First Place. Ron Starck. Home Range/Stove.

March Class - Second Place. Darvin Fitzgerald: MP3 Player

Jan Class - First Place. Tim Seeley: Home Generator.

Jan Class - Second Place. Craig Clark: Home Heater.

Jan Class - Third Place. Grant Sherson: IV Infusion Pump. The key role of this simulation is as a realistic input device for training and evaluating students understanding of drug dosage. The IV simulation will be incorporated within a training package that will enable student input of 'rate' and 'volume' data in response to practice exercises. The training package will be used within the nursing courses offered at UCOL – Universal College of Learning (www.ucol.ac.nz) and is being developed in-house by Grant Sherson (www.ucol.ac.nz/~g.sherson).

The class is conducted over an eight week period, with an average of 1-2 hours of recorded audio/video lecture per week typically, as well as a minimum of two hours of office hours (via ASAP, by Convoq), and 24/7 asynchronous discussion boards. A limited amount of further chat and email time with the instructor is free, but available by appointment.

Some dates may change due to unforeseen scheduling conflicts that arise.

Kaye, J. and D. Castillo, Flash MX for Interactive Simulation: How to Construct and Use Device Simulations. Delmar Thomson Learning, November, 2002.

When you register for the class, you will receive

• A copy of our book, Flash MX for Interactive Simulation: How to Construct and Use Device Simulations (if you have it already, you can get a $30 discount)
• Software for the AS 2.0 state engine and complete v2 interface components
• 1 DVD+R that includes:
  • All weekly lectures and electronic materials (in ZIP format)
  • Printer-ready copies of the presentation slides.

• Samek, M. Practical Statecharts in C/C++. CMP Books, July 2002.
• Horrocks, I. Constructing the User Interface with Statecharts. Addison-Wesley, 1999.

Via ASAP. Held:

• Tuesdays from 3:00PM - 4:00PM EST
• Fridays from 12:00PM - 1:00PM EST
• or by appointment.

Important: due to the instructor's summer schedule, there will be no office hours during the week of June 26. Also, some office hours will have to be changed during the course due to other scheduling conflicts that may arise.

Depending on geographic distribution of class, we may add more office hours to suit various time zones around the world.

Upon completion of this course, students will be able to:

1. Use the event/listener mechanism to program Macromedia v2 components, and use and skin FlashSim equipment interface components
2. (optional) Build and install (MXP) a simple Flash 8 component
3. Design and implement simulated equipment using hierarchical state machines (statecharts) and the UCM design pattern; and,
4. Articulate how multiple simulators and didactic material can be integrated within a realistic training context.

Videos (MOV and AVI format), PDF files, printed slides, and Flash materials will be sent to students before the beginning of the class. To minimize the number of disks, the DVD containing all electronic materials will contain the videos in a ZIP file.

All materials are copyrighted by Jonathan Kaye and Equipment Simulations LLC. You are granted a royalty-free license to use the state engines and components in your commercial and non-commercial work, but you may not distribute them or the class materials without prior written consent.

Project: Since the goal of the class is to enable students to design and build equipment simulations, each student will choose a project to develop. Students may work together on projects. A good project is not necessarily a completely-working system, as few complex systems can be built in such a short time while learning the concepts. Rather, the goal is to find a well-defined, "proof-of-concept" project that you can see will contribute to your work goals. You will need to declare your project within the first two weeks, and the instructor and classmates can help focus what you would like to accomplish for the project.

At the completion of the course, projects and designs will be displayed to the public on the Flash MX for Interactive Simulation web site (www.FlashSim.com), unless a student specifically requests not to publish the work.

Participation: The online discussion board is provided for your benefit and those of your classmates, to help evoke, think out, and solve common issues. The online discussion board will give you the opportunity to help one another on project work. A part of your grade will be based on your participation.

Discussion Board: The discussion board URL will be sent to students at the beginning of the course.

Jonathan is the president and co-founder of Equipment Simulations LLC, an interactive design and engineering firm that specializes in the development of interactive device simulations for training and promotional presentations, particularly, but not limited to, the medical device industry. He is the lead author of the book, “Flash MX for Interactive Simulation: How to Construct and Use Device Simulations,” (www.FlashSim.com) published by Delmar Thomson Learning, November, 2002.

At Equipment Simulations, Jonathan is the chief programmer, and has coordinated and developed Amethyst's most successful products. He has taught audiences at various skill levels, from management overviews, to technical lectures on introductory computer science classes or advanced programming topics. His academic and technical articles have appeared in several major journals, magazines, and web sites. He is an invited speaker at Flash, simulation, e-Learning, and medical conferences, including Macromedia DevCon, AAMI, SIGGRAPH, Online Learning, and Flash Forward, among others. Jonathan also leads customized workshops to teach how to develop simulations for training and rapid prototyping.

Jonathan graduated from Cornell University with a B.A. in Computer Science, and from the University of Pennsylvania with a Ph.D. in Computer Science (1996). His award-winning doctoral research simulated cardiopulmonary interactions and its disruption by penetrating trauma.

The instructor reserves the right to make changes to this syllabus if circumstances warrant such change. All changes will be provided to students by email.