Multimedia Design Document

Jack Kelly

Jkelly85@vt.edu

7/18/2013

Needs Assessment

Mathematic skills are essential for learners starting at an early age. In the United States math instruction begins in preschool and kindergarten. Kindergarteners tend to start out shy at the start of the school year. But over time they become friendly, cooperative, and share things. These learners tend to reflect the emotions of the adults around them. Kindergarteners have active imaginations and are curious: they like to ask questions and explore things. These youngsters have short attention spans and are full of energy which makes it hard for them to sit for long periods of time: activities are best when broken down into small steps with physical activity in between. They learn best with activities that involve doing and seeing or those that involve all five senses. Mathematics Standards of Learning for Virginia Public Schools require kindergarteners to “recognize a penny, nickel, dime, and quarter and will determine the value of a collection of pennies and/or nickels whose total value is 10 cents or less.” Kindergartners are unable to recognize coins and determine the value of a group of coins. A multimedia instructional program can provide short lessons involve seeing and doing interactions that introduce learners to the coins and their values. Video, audio and animation will help maintain their attention during the activities.

Goal Statement

Kindergarteners are able to determine the value of a collection of pennies and/or nickels whose total value is 10 cents or less when handling change.

Instructional Analysis

Ms. Dakota Willis, a kindergarten teacher for Richmond City Schools, serves as the subject matter expert for this multimedia project.

Learner Analysis

Kindergarteners are 5 and 6 year old children who would be learning some basic mathematics. Students would have prior knowledge about quarters, dimes, nickels, and pennies: their colors, who/what is on each side, the terms head and tail, the size, and the value. The entry behaviors kindergarteners will have are counting by 1’s and 5’s, as well as counting up to 10. They really enjoy using the computer for activities and playing math games. So if material were presented that way it would typically be a positive experience. The learners are interested in the topic because it makes a connection with their daily lives as they observe their parents use money when shopping or if they put a coin in a vending machine. The kindergarteners should be able to learn what is necessary since they will know how to count and have knowledge about the coins, though for some learners it can become difficult when they need to combine/count nickels and pennies together. Kindergarteners prefer visual and hands-on activities since they are visual and kinesthetic learners. Since kindergarteners are new to school they are excited about learning and pleasing their teachers. Thus they have a positive attitude about the instructional organization. The SME pointed out that group characteristics vary depending on the school and/or class but there is always going to be racial/ethnic, cultural, socioeconomic, and religious diversity. In addition the class may include

· English Language Learner (ELL) children

· Kindergarteners with Individualized Education Programs (IEP)

· Gifted students

Some pretesting to determine experiences learners have had with money would help in grouping those that might require remediation before attempting the lesson and those who would require something more challenging than this instructional goal.

Interviews were conducted with the SME and Mrs. Cathy Shevenock, a kindergarten/first grade/second grade instructor with Hanover County Schools, to gather information about the learners.

Context Analysis

Performance Context

Using and counting coins requires that the learner have coins and is useful in situations where money transactions occur. So shopping for candy, crayons, etc. are activities where kindergarteners might use these new skills. Lunch/milk money is handled electronically in most schools these days, though some schools offer the opportunity for students to use money to get these items. Some schools have stores where students can purchase pencils, erasers, etc. to replenish used supplies. Children can use coins in small candy and toy vending machines found near store entrances. When performing a transaction in a store there may be a cashier that the learner will interact with; otherwise a computerized register would prompt the learner to deposit the amount required. Some teachers set up stores in their classrooms where kindergarteners can practice what they learn using manipulatives. After learning this skill kindergarteners use it during group activities where students are paired and may help their peers improve their skills. Some instructor have students work with manipulates after learning this so that they can observe that the student knows the material. In addition, each year of elementary school learners will be expected to know more coins and count money higher (to a dollar, five dollars, etc.) and they will use this knowledge any time they go to a store, restaurant, gas station, etc.

Interviews were conducted with the SME and Mrs. Cathy Shevenock, regarding possible performance contexts within a school environment.

Learning Context

Most schools have at least one computer in a classroom and some may provide up to 5 computers in a classroom. Most classrooms have overhead projectors and SMART boards. Some schools offer classroom computer carts that typically contain 25 netbook or laptop computers, but these computers may not contain all the same hardware/software that a desktop computer does. Most schools have a computer lab that must be reserved in advance. Most labs have a technical support person, who may be supporting multiple schools. Technical expertise and software installation would require working around the technical person’s schedule. If there is a sound component to the software then you also need headsets for each of the computers. Computers and headsets are typically available in schools so kindergarteners will be able to use the multimedia application. If the instruction takes place in a computer lab then it will be helpful to have additional staff (aides, assistants, volunteers, etc.) to make sure the students stay on task, “plus they all tend to have a hundred questions at once.” The learning environment needs to contain enough computers with headsets for each student in the class to work independently on the multimedia application. The learning environment (individual computer or computer lab) will not simulate the eventual work environment. According to the SME the best way to address this is to use actual pictures of the coins and pretending to purchase something in a store scenario in the computer application used for the instruction.

Interviews were conducted with the SME and Mrs. Cathy Shevenock, regarding the learning context in their schools.

Objectives

Terminal Objective: When the multimedia application presents a collection of pennies and/or nickels worth 10 cents or less, calculate the total value of those coins accurately 80% of the time.

1. When the multimedia application displays a collection of pennies and/or nickels, select all of the pennies accurately 80% of the time.

2. When the multimedia application displays a collection of pennies and/or nickels, select all of the nickels accurately 80% of the time.

3. When the multimedia application displays a collection of pennies and/or nickels, identify if there are nickels present correctly 80% of the time.

4. When the multimedia application displays 1 or 2 nickels, calculate the number of cents the nickels are worth accurately 80% of the time.

4.2 When the multimedia application displays a collection of pennies and/or nickels, count 5 cents for each nickel accurately 80% of the time.

4.1 When the multimedia application displays a collection of pennies and/or nickels, select each nickel accurately 80% of the time.

4.1.1 When the multimedia application shows a nickel, identify that it is worth 5 cents correctly 80% of the time.

5. When the multimedia application displays a collection of pennies and/or nickels, identify if there are pennies present accurately 80% of the time.

6. When the multimedia application displays anywhere from 1 to 10 pennies, calculate the number of cents the pennies are worth accurately 80% of the time.

6.2 When the multimedia application displays a group of pennies and/or a group of nickels, count 1 cent for each penny accurately 80% of the time.

6.1 When the multimedia application displays a group of pennies and/or a group of nickels, select each penny accurately 80% of the time.

7. When the multimedia application displays a collection of coins consisting of pennies and/or nickels, calculate the total value of the coins correctly 80% of the time.

8. When the multimedia application displays a collection of coins consisting of pennies and/or nickels, identify if the total value is less than or equal to 10 cents correctly 80% of the time.

Assessment Items

One item is displayed for each objective per this lesson except for the terminal objective to demonstrate a full set of objective items. Since each objective requires 80% accuracy, multiple items should be used for each. Using 5 items per objective will provide for 80% when 4 items are answered correctly.

Terminal Objective: Display 5 different collections of nickels/pennies for the learner to “add up the cents.”

a) 1 nickel and 3 pennies = ___ cents

b) 2 nickels = ___ cents

c) 1 nickel and 1 penny = ___ cents

d) 7 pennies = ___ cents

e) 1 nickel and 4 pennies = ___ cents

1. Display 1 nickel and 3 pennies. Then have the learner “Group all of the pennies together.”

2. Display 1 nickel and 3 pennies. Then have the learner “Group all of the nickels together.”

3. Display 1 nickel and 3 pennies. Then ask the learner “Do you see any nickels?”

4. Display 1 nickel and 3 pennies. Then ask the learner “How many cents is the nickel?”

4.2 Display 1 nickel and 3 pennies. Then ask the learner “How many cents is the nickel?”

4.1 Display 1 nickel and 3 pennies. Then have the learner “Select the nickel.”

4.1.1 Display 1 nickel and ask the learner “How many cents is this?”

5. Display 1 nickel and 3 pennies. Then ask the learner “Do you see any pennies?”

6. Display 1 nickel and 3 pennies. Then ask the learner “How many cents are the pennies?”

6.2 Display 1 nickel and 3 pennies. Then ask the learner “How many cents are the pennies?”

6.1 Display 1 nickel and 3 pennies. Then have the learner “Select the pennies.”

7. Display 1 nickel and 3 pennies. Then ask the learner “How many cents is this?”

8. Display 1 nickel and 3 pennies. Then ask the learner “Is this less than or equal to 10 cents?”

Instructional Strategy

Sequence and Clustering of Objectives

CLUSTER

OBJECTIVES

TIME

1

1, 2, 3, 5

10 minutes

2

4.1.1

3 minutes

3

4.1, 4.2, 4

7 minutes

4

6.1, 6.2, 6

7 minutes

5

7, 8

10 minutes

6

Terminal objective

10 minutes

Preinstructional, Assessment, and Follow-Through Activities

PREINSTRUCTIONAL ACTIVITIES

Motivation: Kindergarteners’ attention can be gained using cartoon animations and sounds, as well as images of candy and small toys that they find at the store and want to have.

Objectives: The kindergarteners will be able to count change when getting items during lunch (if the school takes money). They may have the opportunity to use change to get pencils, erasers, etc. if they need them from the school store. When they are out shopping with their parents they will be able to count their change to buy candy or small toys.

ASSESSMENT

Pretest: Review of counting to 10 and coins (quarter, dime, nickel, and penny) along with their values will be performed to identify those students needing remediation before beginning the multimedia application. Using manipulatives, advanced students would be paired with those needing remediation so that they may learn from their peers.

Posttest: This will be administered after all students have completed the multimedia application. In the classroom kindergarteners will use manipulatives in the “pretend” store to buy something. The following day a paper and pencil assessment will be performed to aid long-term memory.

FOLLOW-THROUGH ACTIVITIES

Memory Aids: Images of coins will be displayed in the classroom, some of which may be a collection of coins with an associated graphic of candy, crayons, or a small toy worth that collection of coins.

Transfer: Use small coins as rewards to students during activities and if the school does not provide a store for purchasing pencils, erasers, etc. then set up a small store in the classroom where students can purchase small things with their change.

Content Presentation and Student Participation

OBJECTIVE:

1. When the multimedia application displays a collection of pennies and/or nickels, select all of the pennies accurately 80% of the time.

2. When the multimedia application displays a collection of pennies and/or nickels, select all of the nickels accurately 80% of the time.

3. When the multimedia application displays a collection of pennies and/or nickels, identify if there are nickels present correctly 80% of the time.

5. When the multimedia application displays a collection of pennies and/or nickels, identify if there are pennies present accurately 80% of the time.

1

CONTENT PRESENTATION

Content: Display a collection of nickels and/or pennies such that most of one type of coin covers the other. Also display an object worth the coin obstructed from view. Ask the learner to group the nickels in one pile on the square and the pennies in another pile on the circle. Then determine if s/he has the coin associated with the object.

Examples:

1. Display a nickel covered mostly by 3 pennies with a small ball associated with a nickel. Move the pennies into a group/pile on the circle and the nickel on the square. Do you have a nickel to get the ball? Yes.

2. Display 4 pennies with a small ball associated with a nickel. Move the pennies into a group/pile on the circle such that no nickels are discovered. Do you have a nickel to get the ball? No.

3. Display a penny covered by a nickel with a gumball machine associated with a penny. Move the nickel on the square and the penny on the circle. Do you have a penny to get some gum? Yes.

Media Selection: Graphics representing square, circle, front/back of nickel and penny, small ball, and gumball machine. Audio narration that corresponds to text displayed since kindergarteners may not be familiar with reading some words. Animation demonstrating the movement of the coins to the shapes.

STUDENT PARTICIPATION

Practice Items:

1. Display 1 nickel covering 2 pennies with a crayon associated with a penny. Do you have a penny to get the crayon?

2. Display 1 nickel covered by 3 pennies with a cookie associated with a nickel. Do you have a nickel to get the cookie?

3. Display 2 nickels with a gumball machine associated with a penny. Do you have a penny to get some gum?

Feedback: Remind learners to put pennies in one pile on the circle or nickels on the square if they attempt to put both nickels and pennies in the same or wrong pile. If the learner does not correctly identify if they have the necessary coin, remind them what it looks like and ask them again.

Media Selection: Graphics representing square, circle, front/back of nickel and penny, crayon, cookie, and gumball machine. Audio that provides narration to accompany text displayed since kindergarteners may not be familiar with reading some words.

OBJECTIVE:

4.1.1 When the multimedia application shows a nickel, identify that it is worth 5 cents correctly 80% of the time.

2

CONTENT PRESENTATION

Content: Display a nickel and inform the learner it is worth 5 cents.

Examples:

1. Display the front of a nickel and indicate it is worth 5 cents.

2. Display the front of a penny and indicate it is not worth 5 cents.

3. Display the back of a nickel and indicate it is worth 5 cents.

Media Selection: Graphics representing the front/back of a nickel and the front of a penny. Audio narration that corresponds to text displayed since kindergarteners may not be familiar with reading some words.

STUDENT PARTICIPATION

Practice Items:

1. Display a penny and ask if it is worth 5 cents.

2. Display a nickel and ask if it is worth 5 cents.

Feedback: Remind the learner that the nickel is worth five cents if s/he gets this incorrect. Remind the learner the penny is worth 1 cent if s/he gets that wrong.

Media Selection: Graphics representing front/back of nickel and penny. Audio that provides narration to accompany text displayed since kindergarteners may not be familiar with reading some words.

OBJECTIVE:

4.1 When the multimedia application displays a collection of pennies and/or nickels, select each nickel accurately 80% of the time.

4.2 When the multimedia application displays a collection of pennies and/or nickels, count 5 cents for each nickel accurately 80% of the time.

4. When the multimedia application displays 1 or 2 nickels, calculate the number of cents the nickels are worth accurately 80% of the time.

3

CONTENT PRESENTATION

Content: Display a collection of nickels and/or pennies overlapping each other. Also display an object worth 5 or 10 cents along with the text representing the value of the object. Ask the learner to group the nickels in one pile on the square and the pennies in another pile on the circle. Then determine if s/he has enough nickels to get the object.

Examples:

1. Display a nickel and 2 pennies overlapping with an apple worth 5 cents. Move the pennies into a group/pile on the circle and the nickel on the square. How much is the nickel worth? 5 cents. Do you have enough nickels to get the apple? Yes.

2. Display 2 nickels with a toy car worth 10 cents. Move the nickels on the square. How much is a nickel worth? 5 cents. How much are the two nickels worth? 10 cents. Do you have enough nickels to get the toy car? Yes.

3. Display a nickel and a penny overlapping with a toy car worth 10 cents. Move the nickel on the square and the penny on the circle. How much is the nickel worth? 5 cents. Do you have enough nickels to get the toy car? No.

Media Selection: Graphics representing square, circle, front/back of nickel and penny, apple, and toy car. Audio narration that corresponds to text displayed since kindergarteners may not be familiar with reading some words. Animation demonstrating the movement of the coins to the shapes and the counting of the nickels.

STUDENT PARTICIPATION

Practice Items:

1. Display 2 nickel with a juice box worth 10 cents. How much are the nickels worth? Do you have enough nickels to get the juice box?

2. Display a nickel and 4 pennies overlapping with a toy car worth 10 cents How much is the nickel worth? Do you have enough nickels to get the toy car?

3. Display a nickel and a penny overlapping with a banana worth 5 cents. How much is the nickel worth? Do you have enough nickels to get the banana?

Feedback: When the learners incorrectly indicate they have enough nickels, remind them a nickel is worth five cents. If the learner continues to have a problem, prompt them to count by five for each nickel shown. Remind learners to put pennies in one pile on the circle or nickels on the square if they attempt to put both nickels and pennies in the same or wrong pile. Provide an option to go back and review the value of a nickel.

Media Selection: Graphics representing a square, circle, front/back of nickel and penny, juice box, toy car, and banana. Audio that provides narration to accompany text displayed since kindergarteners may not be familiar with reading some words.

OBJECTIVE:

6.1 When the multimedia application displays a group of pennies and/or a group of nickels, select each penny accurately 80% of the time.

6.2 When the multimedia application displays a group of pennies and/or a group of nickels, count 1 cent for each penny accurately 80% of the time.

6. When the multimedia application displays anywhere from 1 to 10 pennies, calculate the number of cents the pennies are worth accurately 80% of the time.

4

CONTENT PRESENTATION

Content: Display a collection of nickels and/or pennies overlapping each other. Also display an object worth 1 to 10 cents along with the text representing the value of the object. Ask the learner to group the nickels in one pile on the square and the pennies in another pile on the circle. Then determine if s/he has enough pennies to get the object.

Examples:

1. Display 4 pennies and a nickel overlapping with an eraser worth 4 cents. Move the pennies into a group/pile on the circle and the nickel on the square. How many pennies do you have? 4. How much are the pennies worth? 4 cents. Do you have enough pennies to get the eraser? Yes.

2. Display 2 pennies with a nickel overlapping with an ice cream cone worth 10 cents. Move the penny into a group/pile on the circle and the nickel on the square. How many pennies do you have? 2. How much are the pennies worth? 2 cents. Do you have enough pennies to get the ice cream cone? No.

3. Display 10 pennies with an ice cream cone worth 10 cents. Move the pennies on the circle. How many pennies do you have? 10. How much are the pennies worth? 10 cents. Do you have enough pennies to get the ice cream cone? Yes.

Media Selection: Graphics representing square, circle, front/back of nickel and penny, eraser, and ice cream cone. Audio narration that corresponds to text displayed since kindergarteners may not be familiar with reading some words. Animation demonstrating the movement of the coins to the shapes and counting of the pennies.

STUDENT PARTICIPATION

Practice Items:

1. Display 7 pennies overlapping with a small teddy bear worth 7 cents. How much are the pennies worth? Do you have enough pennies to get the small teddy bear?

2. Display 4 pennies and a nickel overlapping with an apple worth 5 cents. How much are the pennies worth? Do you have enough pennies to get the apple?

3. Display 10 pennies overlapping with a milk box worth 10 cents. How much are the pennies worth? Do you have enough pennies to get the milk box?

Feedback: When the learners indicate incorrectly they have enough pennies, remind them that each penny is worth one cent. Remind learners to put pennies in one pile on the circle or nickels on the square if they attempt to put both nickels and pennies in the same or wrong pile.

Media Selection: Graphics representing square, circle, front/back of nickel and penny, small teddy bear, apple, and milk box. Audio narration that corresponds to text displayed since kindergarteners may not be familiar with reading some words.

OBJECTIVE:

7. When the multimedia application displays a collection of coins consisting of pennies and/or nickels, calculate the total value of the coins correctly 80% of the time.

8. When the multimedia application displays a collection of coins consisting of pennies and/or nickels, identify if the total value is less than or equal to 10 cents correctly 80% of the time.

5

CONTENT PRESENTATION

Content: Display a collection of nickels and/or pennies already sorted into groups. Also display multiple objects worth the same cents. Ask the learner to determine how much the nickels are worth. Then the learner should add on 1 cent for each penny in the collection, calculating the total cents displayed. The learner then selects the number of objects s/he can get with the change s/he has. A running total of the cost of the objects will appear next to the objects. When the learner is done selecting the objects, they select “buy” and get feedback.

Examples:

1. Display a nickel and 2 pennies. Display 10 gumballs worth 1 cent each. How much cents do you have? 7 cents. Select 7 of the gumballs, where each time one is selected the total amount increases by 1. When selecting buy get positive feedback: “That’s correct, you can get 7 gumballs for your 7 cents.”

2. Display 2 nickels. Display 10 cookies worth 5 cents each. How much cents do you have? 10 cents. Select 3 of the cookies, where each time one is selected the total amount increases by 5. When selecting buy get negative feedback: “That’s incorrect, you only have 10 cents. Please try again.” Highlight the 15 cents total. Unselect a cookie and highlight the total cost showing 10 cents. Then provide positive feedback.

3. Display a nickel and 5 pennies. Display 10 ice cream cones worth 10 cents each. How much cents do you have? 10 cents. Select one ice cream cone such that the running total displays 10 cents. Provide positive feedback.

Media Selection: Graphics representing each coin collection, gumball, cookie, ice cream cone, and “buy” button. Audio narration that corresponds to text displayed since kindergarteners may not be familiar with reading some words. Audio representing the positive and negative feedback. Animation demonstrating the selection of objects and clicking the buy button.

STUDENT PARTICIPATION

Practice Items:

1. Display a nickel and 1 penny. Display 10 pencils worth 2 cents each. How much cents do you have? How many pencils can you buy?

2. Display 4 pennies. Display 10 erasers worth 4 cents each. How much cents do you have? How many erasers can you buy?

3. Display a nickel and 5 pennies. Display 10 apples worth 5 cents each. How much cents do you have? How many apples can you buy?

Feedback: When the learners select the incorrect number of objects to buy, highlight the total of the objects selected and ask if their total change is less than or equal to 10 cents. If the learners persist to have trouble, suggest they count the change again and remind them that a nickel is worth 5 cents and offer an option to go back to that section and review that content.

Media Selection: Graphics representing each coin collection, pencil, eraser, apple, and “buy” button. Audio representing the feedback. Animation highlighting appropriate items during feedback.

OBJECTIVE:

Terminal Objective: When the multimedia application presents a collection of pennies and/or nickels worth 10 cents or less, calculate the total value of those coins accurately 80% of the time.

6

CONTENT PRESENTATION

Content: Display a collection of nickels and/or pennies already sorted into groups. Show three objects with what each is worth for sale near a cash register/cashier. Ask the learner to determine how much the nickels are worth. Then the learner should add on 1 cent for each penny in the collection, calculating the total cents displayed. The learner what s/he can buy with the total change. If the learner selects the correct object then the cash register animates and makes a sound otherwise you hear the cashier say that you don’t have enough change to buy the object.

Examples:

1. Display 4 pennies. Display the cashier/cash register with a juice box for 10 cents, eraser for 4 cents, and apple for 5 cents. How much are the pennies worth? 4 cents. What can you get for 4 cents? Highlight the eraser and then highlight the “buy” button. Provide positive feedback: “That’s correct. You can get an eraser for 4 cents.” Animate the cash register and make a “cha-ching” sound.

2. Display a nickel and a penny. Display the cashier/cash register with a small teddy bear for 7 cents, milk box for 10 cents, and set of crayons for 6 cents. How much are the nickel and penny worth? 6 cents. What can you buy for 6 cents? Highlight the small teddy bear and then the “buy” button. Provide negative feedback: “That’s incorrect. The teddy bear is worth 7 cents and you have 6 cents.” Animate the cashier and have her say “I’m sorry but you don’t have the correct change for that.” Highlight the set of crayons and provide positive feedback. Animate the cash register and make the “cha-ching” sound.

3. Display 2 nickels. Display the cashier/cash register with a juice box for 10 cents, a set of 3 cookies for 15 cents, and a coloring book for 20 cents. How much are the nickels worth? 10 cents. What can you buy for 10 cents? Highlight the juice box and then the “buy” button. Provide positive feedback and animate the cash register making the appropriate sound.

Media Selection: Graphics representing each coin collection, cashier, cash register, juice box, eraser, apple, small teddy bear, milk box, set of crayons, coloring book, set of 3 cookies, and “buy” button. Audio narration that corresponds to text displayed since kindergarteners may not be familiar with reading some words. Audio representing the positive and negative feedback. Animation of the cashier and cash register, as well as highlighting of the selected objects.

STUDENT PARTICIPATION

Practice Items:

1. Display a nickel and 5 pennies. Display the cashier/cash register with a coloring book for 20 cents, an ice cream cone for 10 cents, and a set of 3 cookies for 15 cents. What can you buy using all of your change?

2. Display 2 pennies. Display the cashier/cash register with a toy car for 10 cents, a small ball for 5 cents, and a pencil for 2 cents. What can you buy using all of your change?

3. Display a nickel and 3 pennies. Display the cashier/cash register with an apple for 5 cents, a small teddy bear for 7 cents, and a spinning top toy for 8 cents. What can you buy using all of your change?

Feedback: When selecting an incorrect object and it is worth more than the change they have, indicate they do not have enough change and they should count their change again. When selecting the incorrect object and it is worth less than the change they have, indicate that they need to spend all of their change and to buy something that uses all of their change. On the second incorrect response, suggest that they count their change again and offer an option to go back to the previous clusters to review counting nickels and pennies.

Media Selection: Graphics representing each coin collection, cashier, cash register, coloring book, ice cream cone, set of 3 cookies, toy car, small ball, pencil, apple, small teddy bear, spinning top toy, and “buy” button. Audio narration that corresponds to text displayed since kindergarteners may not be familiar with reading some words. Audio representing the positive and negative feedback. Animation of the cashier and cash register.

Choice of Authoring Program and Delivery System

AUTHORING PROGRAM

DELIVERY SYSTEM

POTENTIAL LIMITATIONS

Flash CS5

Computer application

Flash was initially developed as a timeline-based animation tool. Its functionality has increased to include interactive functionality but still retains the timeline interface, which may not be conducive to scripting at times. Even when using the projector feature in Flash to create a desktop application, the computer where the application is installed must have the Adobe Flash player software installed. Not all media gets embedded within the projector file so installation may require instructions to make sure all contents from a zip file are placed in the same location. Desktop applications are usually used when media content is too large for disseminating over the Internet. However, this means that disk space requirements need to be clearly documented so that one will know if it can be installed on the intended computer. Updates to the application to resolve bugs and enhancements will require a new installation, whereas Web-based applications are updated in one place – the server.