IxDA Boston Flash Knowledge Survey
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1. Experience Using Flash
This survey is intended to gauge the Flash experience level of IxDA members interested in attending a Flash class series. The survey will help determine the content and focus of the series.
1
. How are your Flash drawing skills?
How are your Flash drawing skills?
I've never drawn anything in Flash
I've drawn simple objects like buttons
I know the difference between fills and strokes
I know the definition of Bezier curve and wield the pen tool like a master
2
. How are your ActionScript skills?
How are your ActionScript skills?
I've never programmed in ActionScript
I've never programmed in ActionScript, but I know Javascript
I've programmed simple behaviors in ActionScript 2 (on Event calls for example)
I've developed applications in ActionScript 2
I've developed applications in ActionScript 2 and I am learning ActionScript 3
I have migrated to ActionScript 3 and feel comfortable with it
Other (please specify)
3
. What is your experience using the built in components?
What is your experience using the built in components?
I've never used the components
I've a few UI components like the TextArea and TextField
I've built a prototype out of UI components like the MenuBar and programmed them in ActionScript
I've used the UI components extensively as well as the Data and Communication components
Other (please specify)
4
. Why do you want to learn to use Flash? (check all that apply)
Why do you want to learn to use Flash? (check all that apply)
I want to use it for rapid prototyping
I want to build rich, complex prototypes
My development team uses Flash and I would like to be involved in the front end UI development
I just want to know how Flash works so I can consider it for projects in the future
I would like to develop applications in Flash
Other (please specify)
5
. I prefer (check all that apply)
I prefer (check all that apply)
development and coding
interface design
graphic design
6
. Additional comments? Add them here.
Additional comments? Add them here.
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