Meth and Me?Simulation #1 StoryboardEDU694: Web and Multimedia Authoring for Online CoursesModule #8: Using Flash for InteractivityAssignment #8.1: Interactive Flash StoryboardProfessor Dr. Ashok Banerji

Marcia L. AshbaughSeptember 29, 2006

Assignment 8.1

1. Identify learning outcome

2. Develop outline of interaction

3. Develop schematic flowchart of interaction

4. Develop full storyboard with details sufficient for programmer to build

5. Integrate work into website

Elements of Assignmentincluded in this file

(Final draft of flowchart in separate fileDetailed storyboard screens in separate file)

• Learning Outcome

• Outline of Interaction

• Flowchart Draft

Learning Outcome

An opportunity to experience consequences from student’s own choices with a simple game-style simulation, complete with interim decision points, for ultimate yes/no decision to meth offer. Decision points will offer choices that, when answered, software will continually analyze, categorize, and predict an ultimate outcome.

Outline of Interaction - 1• Objectives

– Student will “walk” through a simulated real life situation created by their own choices, that will include a decision to use meth or not.

– The student will observe how a series of decisions produce consequences, and how their choices will impact their lives.

– Each decision point will present a realistic choice of actions, one of which must be selected by the student in order to advance.

• Intuitive decision process software will provide subsequent consequential scenarios within which a new decision point will be presented.

– At each point the student must anticipate a possible outcome and base his/her choice on producing a positive or negative ultimate outcome.

• Software will include multiple predefined outcomes for a student-tailored result based on a series of decisions.

– The last scene will display a “maze” of the student’s choices, along with all other possible choices and outcomes, providing thought-provoking analysis of how each decision affects an outcome – for better or worse.

– Each “scene” represents a link on the right side navigational bar, but will only display first frame with name of scene and graphic link to start of simulation, preventing student from running simulation out of sequence

Outline of Interaction - 2

• Title of Simulation: “Dude! It’s morning!”• Scene #1

– Animated clock with feet rings and vibrates visibly; then feet pull away and start walking down a hallway (sounds of heavy walking and yawning), reaches bathroom door– Click on DECISION POINT:

• Scene #2– Feet stop at refrigerator door, door opens, displayed are orange juice, milk

cartons, and soda pop cans--Click on DECISION POINT:

• Scene #3– Feet walk to pantry, door opens, displayed are cereal boxes and candy

bars—Click on DECISION POINT:

Outline of Interaction - 3• Scene #4

– Feet walk to backpack with books spilling out on the floor—Click on DECISION POINT:

• Scene #5– Feet walking outside, sound of cell phone ringing and voice: “Yo!” “I

dunno” “Yeah, maybe” “I dunno, man!” “Later”, feet stop at road sign— Click on DECISION POINT:

• Scene #6– Feet encounter another set of feet, voice: “Hey, man, try some—it’ll

wake ya’ up good!” “Nah, it won’t hurt ya’-it’s cool, man!” “Just put this under your tongue” “Noone‘ll even know, man!” “You’ll be down with that math test-no sh__!” “Hey, dude-this one’s on me.” “Just remember who made ya’ feel good and look smart!”—Click on DECISION POINT:

Outline of Interaction - 4• Scene #7

– Feet walk into classroom with sound of school bell ringing, paper with “TEST” displayed, sounds of pencil scratching on paper, scene concludes with feet leaving classroom—Click on OUTCOME link.

• Scene #8– OUTCOME (generated by software) displays one of several scenarios

(three presented here):• Feet walk into home, paper “test” with good grade flutters to floor,sound of student “That dude was bogus” “I aced that test withoutany of that meth sh__!”

• Feet walk into home, paper “test” with bad grade flutters to floor, sound of student “That meth stuff really worked, man!” “I mean, it blew my mind!” “What? Bad grade?” “Who cares, man, I feel great!” “Think I might try that sh__ again for the next test!” “Think I’ll just ring up that dude and score me some more for tomorrow.” “What?” “Nah, I won’t get hooked.” “It’s just some cold pill or somethin’.”

Outline of Interaction - 5

– OUTCOME cont’d• Feet walk into home, paper “test” with good grade flutters to

floor, sound of student “Oh, wow!” “Look at that – a ‘C’, guess that dude was right, meth did clear my head for that test!” “I feel kinda’ weird, though, like lightning shooting through my head...my whole body, and I’m so uptight...like I’m gonna’ blow up or somethin’.”

“Must be catchin’ a cold...that dude didn’t say anything about any freaky side effects.” “It’s just the test...and my parents pressuring me to do good in math.” “That’s all...man, I wish my head would stop spinning!”

Cell phone ring sound, “Hey, man, whassup?” “Yeah, man, it was great, I got a ‘C’!” “Yeah, like cool, huh?” “Hey, dude!” “I feel kinda’ weird...” “Truth? Another hit will make me feel better?” “Cool, dude...yeah, I’ll be right over...”

Outline of Interaction - 6

• Scene #9– Brief clips of: Feet at home on an ottoman in front of TV, relaxed;

feet in emergency room, on a table, shivering; feet looking seasick, walking out the door, etc. to match outcome version.

• Scene #10

– Maze of decision points and possible outcomes, with student’s choices’ path highlighted, other outcomes each in different colors, legend displaying % of right vs. % of wrong vs. % of indecisive choices and their matching outcome color. Narrative by teacher: short discussion of choices, outcomes, and possibilities when choices are made differently.

TITLE: Meth and Me?Simulation #1

“Dude, it’s morning!”Content Navigation

Simulations(link for each from right

Side Nav Bar on moduleGames & Simulations

home page)

ResultsOutcome of

Student choices

ScenariosStoryline of studentfaced with multiple

choices

Links to “Decision Points” for each scenario presented

LinkBack to

Home Page

Student choice & intuitive software will dictate next scenario and outcomes

although examples are presentedIn this assignment

Links to next “Scene” AssessmentA maze of

student’s choicesand its outcome

comparedto all other

possible choices & outcomes will

give student base of analysis

Functional Navigation

Decision Point #1

A. Stop in the bathroom to shower, brush teeth, comb hair (sounds of shower)

B. Pass by the bathroom (sounds of feet walking on wood floor)

C. Pretend to go in, but don’t clean up (sounds of walking, stopping to pause, then walking down hall)

Select one of the above and click on Next to continue simulation

Next

Decision Point #2

A. Choose orange juice (orange juice leaps out of refrigerator, disappears as gulping sounds play)

B. Choose soda pop (soda can leaps out of refrigerator, disappears as gulping sounds play)

C. Choose milk and soda (milk and soda leap out of refrigerator, disappears as gulping sounds play)

Select one of the above and click on Next to continue simulation

Next

Decision Point #3

A. Choose cereal B. Choose candy bar C. Choose both cereal and candy

Select one of the above and click on Next to continue simulation

Next

Decision Point #4

A. Pick up books and backpack (books disappear into backpack, backpack leaps up and disappears as sound of whooshing plays)

B. Walk past books and backpack (sounds of feet walking)

C. Slow down, stop at books and backpack, keep walking (sounds of feet walking, pausing, and continuing to walk away)

Select one of the above and click on Next to continue simulation

Next

Decision Point #5

A. Keep walking straight—to school (feet walk upward on screen following white arrow)

B. Turn around and walk the other direction (Feet turn 180 degrees and walk back along blue arrow)

C. Stop and think about phone call, go back home (sounds of feet walking, pausing, and continuing to walk)

Select one of the above and click on Next to continue simulation

Next

Decision Point #6

A. Tell the person offering meth to “Get Lost” and go on to school (feet walk to school building graphic)

B. Take the meth and go to school (Small white ball leaps across screen and up, sounds of lips smacking, feet walk to school building graphic)

C. Stop and think about choice, tell other person you’ll get back to them later on the offer (sounds of feet walking, pausing, and continuing to walk to school building graphic)

Select one of the above and click on Next to continue simulation

Next