Setting up haXe on Windows 7 (FDT and FlashDevelop)
At time of writing I couldn’t find a definitive workflow for getting beyond ‘Hello World’ with FDT 5, haXe and Windows 7 Enterprise. Here’s mine:
- Download and run the Windows installer for haXe and Neko found here
- Install the FDT5 Eclipse plugin using the instructions here
- Set the haXe SDK location in Eclipse (navigate to Windows/Preferences/haXe SDK and click the ‘Browse’ button, select the ‘c:\Motion-Twin\haxe‘ directory
- Create your first haXe project using the instructions here
- Check out the ‘Getting Started’ tips here
I’d seen a lot of talk about HaXe, joined a mailing list to monitor the conversations, but I didn’t really ‘get’ the point of using HaXe over the technologies it targets until I checked out this video by Eddie Sullivan. Using the same language for each tier of your web application reduces the double-handling of data structures, bug-chasing and communication between front/back end.
Next I bought a ‘haXe 2 Beginner’s Guide‘, downloaded a couple of additional templates for FDT (NME and Neko) and made a start on the tutorials in the book. At this point I also noticed that the FDT method for executing compiled Neko code doesn’t seem to do anything… I’ve correctly set my Eclipse Preferences but nothing happens. The workaround is running Neko from the Windows command line, that seems to work just fine.
FDT code completion for haXe is a nice convenience, but there’s no way that I can see to utilise the ‘code templates’ that make AS3 coding such a breeze. I can create a new ‘template’ (or snippet) but the only available contexts are ‘AS3′ or ‘MXML’, no haXe context. I’ve submitted a bug report to the FDT JIRA Issue Tracker, please upvote it if you’re interested.
At this point I’ve discovered that FDT haXe support is actually pretty bare-bones. They’ve automated the process of creating projects, but the combined immaturity of the FDT haXe plugin, and the complete lack of snippets means that the act of writing haXe code in FDT is severely crippled. Cue FlashDevelop…
I was compiling a ‘Hello World’ in minutes, and duplicating my AS3 FDT snippets for haXe in less than 10 minutes. FlashDevelop also created a sweet little .bat file that’s linked to the ‘CTRL-Enter’ keyboard shortcut (Test Movie in the Flash IDE). OK, after that little hiccup it’s back to the ‘haXe 2 Beginner’s Guide‘.
Subversion & Eclipse – Branching a linked resource inside a Subversion-managed Eclipse project
We use Subversion to manage all our Flash projects. We also have a separate project for our class libraries, and we usually add this project (or a subdirectory of it) as a linked resource to our Flash projects. For most projects this is a great way to share and maintain the class library.
A combination of factors has recently made this less workable than we’d like. A new coder (based on the other side of the country in Perth, WA) has created the need to branch our class library. When all the developers sit in the same room it’s much easier to be lazy and manage the refactoring process in an ad-hoc fashion, but distance means extra discipline is required.
Branching the code library is easy, just follow the Subclipse/Tortoise/Subversion documentation. To integrate the branch in the (separate) Flash project repo I created a new ‘src_branch’ folder and checked out the branch I wanted from our class library.
So now we have one checked-out repo (the class library) inside another different checked-out repo (the Flash project). Updates and commits work like this:
- The class library repo updates and commits normally (right-click, choose Team/Commit), but has the Subversion ‘question mark’ icon because the Flash Project repo doesn’t know about it.
- The Project repo will update normally, but we can’t commit the project files by choosing the root directory and committing (Subversion gives an error and says we need to update first, even when we have the latest revision). Instead we need to CTRL-click to select the items inside the Project folder (except for the class library repo) and then we commit those items.
It’s a little convoluted at first, but is working well and preventing the breakages that were becoming too common. It also means we’re free to build major updates and replacements to our architecture, something that’s really only become possible with the additional developer.
Enterprise Architect for Actionscript
Good habits – http://imanit.com/blog/?p=43
How To – Create a class model from an AS project – http://fasanya.blogspot.com/2010/04/using-enterprise-architect-to-create.html
How To – Configuring EA, creating a diagram, generating stub code – http://dgrigg.com/blog/2006/09/14/uml-stub-code-and-asdocs/
Alternatives to Enterprise Architect for Actionscript:
UML4AS – http://www.uml4as.com/flower-platform/home-uml4as.html
ArgoUML – http://argouml.tigris.org/tours/
StarUML – http://www.senocular.com/flash/tutorials/starumltoas3/
CrocusUML – http://crocusmodeller.com/
http://crocusmodeller.com/
Flash IDE, XML stream error 2032, Firewall settings
After a few hours of mystifying troubleshooting I found 2 other users with the same problem I’m currently experiencing.
The Flash IDE fails to load XML, but viewing the same SWF in a browser (or opening it using the standalone Flash Player) works just fine.
The error message from the IDE is:
Error #2032: Stream Error. URL: file:///c|/myXML.xml
The 2 other users I found with the same problem are here. It seems that if Flash is blocked on all IP addresses and all ports that you won’t be able to load local content in the IDE.
Automatic Actionscript API documentation – JavaDoc comments, ANT, NaturalDocs
I needed a JavaDoc documentation solution for our ActionScript 3 API. We’ll soon be engaging offshore contractors to build content using our in-house AS3 framework and up-to-the-minute documentation is a must-have.
Our development environment is Eclipse, FDT, ANT, Windows, and the solution needs to be as automatic as possible.
Previously I’d used DoxyGen but after some quick Googling I found a tool – NaturalDocs - with specific ActionScript support.
Generating NaturalDocs as part of an ANT build in Eclipse requires:
- Python to be installed on your computer
- the NaturalDocs installation
- an ANT script (here’s my example)
I do minimal command-line work, and less Python, but the process worked almost immediately for me. If you run into problems check the troubleshooting page on the NaturalDocs site.
<property file=”../../_properties/workspace.properties”/>
<property file=”../../_properties/app.properties”/>
<target name=”naturaldocs”>
<!– naturaldocs generates HTML documentation from AS3 JavaDoc comments –>
<echo>${project.name} Building HTML documentation</echo>
<property name=”perl.path” value=”perl”/>
<property name=”nd.path” value=”C:\NaturalDocs-1.51\NaturalDocs”/>
<property name=”nd.format” value= “FramedHTML” />
<property name=”nd.doc_dir” value= “${src.dir}/documentation” />
<property name=”nd.code_dir” value= “${src.dir}” />
<property name=”library.gaia.dir” value=”C:\_workspace/CLASS_LIBRARY_AS3/as3_lib_catalyst/src/com/gaia” />
<property name=”nd.work_dir” value= “${src.dir}/documentation/project” />
<property name=”exepath” value=”${nd.path}NaturalDocs -i ${src.dir} -o FramedHTML ${nd.doc_dir} -p ${nd.work_dir}”/>
<!– The ‘exepath’ below can be copied and pasted for command-line testing outsied Eclipse –>
<echo>${exepath}</echo>
<mkdir dir=”${nd.doc_dir}”/>
<mkdir dir=”${nd.work_dir}”/>
<echo>Producing NaturalDocs documentation files now (this may take a few minutes)…</echo>
<exec executable=”${perl.path}”>
<arg line=”${nd.path}”/>
<arg line=”-o ${nd.format} ${nd.doc_dir}”/>
<arg line=”-i ${nd.code_dir}”/>
<arg line=”-i ${library.gaia.dir}”/>
<arg line=”-p ${nd.work_dir}”/>
</exec>
<echo>NaturalDocs production complete.</echo>
<delete dir=”${nd.work_dir}”></delete>
<echo>NaturalDocs cleanup complete.</echo>
</target>
</project>
Flash debugging and diagnostic tools
Over the years I’ve tried a lot of different Flash debugging and testing tools. Whether I’m on my development workstation or at a client site I keep a stash of installers for these handy at all times.
Here’s a list of the ones worth keeping – there’s no problem that these tools can’t discover. And (with the exception of Charles) they’re all FREE!
- Charles HTTP proxy – see exactly what’s being requested and returned (great for revealing server errors)
- Firefox – Allows me to run the Flash Switcher and Flash Tracer plugins
- Flash Switcher – easily test in multiple versions of the Flash Player
- Flashtracer – View the log output of the Debug Player, includes pattern matching and text colouring
- A text document with an example of a valid path to flashlog.txt (to make up for having a bad memory!)
- Installers for Debug Flash Player 9 and 10, ActiveX/plugin/standalone
- A copy of my own ‘mm.cfg’ file (to copy onto a client machine if required)
Assuming that I need to visit a client site to test an issue (a rare occurence, but that makes it even more important that I get in, do the business and get out as quickly and reliably as possible!) I can start with a ‘virgin’ machine and have it loaded with my test suite in under 20 minutes.
Additionally, when I’m testing and debugging on my development machine, I always install:
- dnGREP – Easy, fast, multi-line search and replace
- Launchy – Indispensible shortcut tool
- WAMPServer – Reliable testing of local content in a webserver environment
Other useful compilations of Flash and Flex debugging and diagnostic tools are:
the list of helpful Flex or Flash debug tools
*drawlogic’s Helpful Flash Debugging Tools
John Lindquist’s Non-coding development tools
What about you? Are there any tools you can’t live without?
Better memory management in AS3 with Temple Library
After seeing some memory issues with a large Gaia Flash Framework project I was directed to the Temple Memory Management library.
By extending the Gaia AbstractPage from the Temple ‘CoreMovielip’ class instead of the Flash MovieClip class I gained a bunch of useful cleanup functions that operate pretty much on ‘auto pilot’ and instantly reduced my memory overhead with no additional work.
In addition to memory management there are a bunch of other useful ‘toolkit’ classes. Like the Gaia framework, this is a well-thought-out structure that you can use as much (or as little) as you like. Just the memory management alone makes it worthwhile, the rest is up to you.
RobotLegs with Gaia Flash Framework, getting started
I’ve used Gaia for a couple of years and recently started to integrate RobotLegs into my projects.
My ‘most useful references’ are:
RobotLegs ‘Hello World’ video – John Lindquist
This video is also a brilliant demo for writing code fast with FDT. I’ve watched it over a dozen times and learn something new regularly. When I watch John creating the Hello World example from scratch I see the state of ‘flow’ I want to replicate in my own work. My current favourite keyboard shortcut is ‘CTRL-PageUp and CTRL-PageDown to navigate between open files in the Eclipse IDE.
How to Use RobotLegs on top of Gaia (part deux) – JesterXL
Gaia and RobotLegs Together
Common Problems – RobotLegs – I reached this page with three ‘common problems’ – I wasn’t exporting a SWC from Flash, I’d already added my View class to the stage before I’d mapped the Mediator, and I had a semi-colon after my [Inject], all definite no-no’s.
Developing a LivePreview for an AS3 component in Flash CS4
I’m writing a component for Flash that will display an external image (JPG or PNG) in the IDE. This is so our designers can see in realtime what the screen they’re building will look like, but we’ll be able to localise without republishing the SWF.
My component definition specifies an external SWF as the LivePreview, but I’ve found that the Flash IDE isn’t very responsive when I republish my LivePreview.
It seems the only way to guarantee that I’m seeing the newly published LivePreview SWF is to completely exit Flash CS4 and restart it.
Has anyone got a solution? (Or a better workflow?)
Defining interactivity
Quantifying the complexity and quantity of interactions in a project can be difficult. Finding a single point of reference that clients and developers can use for a shared understanding of how many interactions should be developed, and what exactly those interactions are is critical to matching expectations with results.
eLearning projects encounter this issue repeatedly. My employer makes use of something called the ‘MIL’ spec for levels of learning interactivity. This document expresses the specification in plain English (the levels are specified on pp45), but here are some more detailed concrete examples.
Level 1 Interactivity – Passive
This is the lowest (baseline) level of interactive courseware development. It is normally a knowledge or familiarisation lesson, provided in a linear format (one idea after another). Level 1 is primarily used for introducing an idea or concept. The user has little or no control over the sequence and timed events of the lesson material. Minimal interactivity is often provided by selective screen icons and inserted into the lesson through the sparing use basic explore interactions. This level may include simple developed graphics and/or clip art, customer provided video and audio clips.
Usage
Baseline interactivity (lowest level)
Occasional interactivity using recognised icons
Linear knowledge development
Minimal user control
Substitute PowerPoint
No (minimal) production resources required
Low maintenance requirements/implications
Lends itself to:
- eBooks
- Online processes / procedures / manuals
- Compliance (access/read acknowledgment)
- Low/no cognitive demand on users
- Unstable content
- Text dominate resources/learning requirements
Lends itself to behaviourist, instructivist and process based theories
Level 2 Interactivity – Limited Participation
This level involves the recall of more information than a Level 1 and allows the student more control over their learning. Standard use of interactions such as explore interactions and check boxes. Typically Level 2 is used for non-complex information and procedures. Simple simulations may be presented to the user. This level also may include simple to standard stock graphics, and some generic customer provided video and audio clips.
Usage
User has limited control
Possible use of basic watch-me simulations
Basic (one or two step) Flash interactions
Basic/limited production resources
Substitute a high level PowerPoint
Unstable content
Some prod resources required
Small dev cost
Small maintenance cost
Lends itself to content that is:
- Primarily text based
- Processed ‘training’
- Simple simulations
- Behaviourist, instructivist and process based
Low cognitive demand on users
Level 3 Interactivity – Complex Participation
This level involves the recall of more complex information (compared to Categories 1 and 2) and allows the user an increased level of control over the lesson. Video, graphics, or a combination of both are presented simulating the operation of a system or equipment to the user. Simulated scenarios and maintenance procedures are often practised with Level 3. Multiple software branches (two to three levels) and rapid response are provided to support remediation. Emulations and simulations are an integral part of this presentation. This level may also include complex developed graphics, and/or clip art, and customer provided video and audio clips.
Usage
Complex information
Medium – high level of control
Possible use of watch, guide and test me simulations
Video, graphics, audio, animation to replicate an operation/action
Demand on design and development resources
Engaging scenarios
Multiple pathways
Meaningful feedback to actions/responses
Perhaps support certification / qualification
Ideally relatively stable content
Reliance of production resources
Complex simulations/operations
Replicating real life environment
Lends itself to content that is:
- Cognitive demanding
- Behavioural, instructivist and situational learning
Replicable within an online/CBT environment
Level 4 Interactivity – Real Time Participation
This interactive courseware level involves more in-depth recall of a larger amount of information (compared to Levels 1, 2, and 3) and allows the user an increased level of control over the lesson. Every possible task is analysed and presented with full, on-screen interaction, similar to the approach used in aircraft simulator technology. The lesson material is extremely complex and involves more frequent use of peripherals, such as bulletin boards and workplace resources, to affect the transfer of learning. Synthesis, analysis and complicated operation and maintenance procedures are normally practised within Level 4.
Usage
Highest level of interactivity
Extensive branching (four or more levels)
Levels of sophistication – close to an artificial intelligence
In-depth and complex concepts and information
High level of control
Complex animation and simulation
Replication of real life operations/tasks
High demand on design and development resources
Peripheral resources/doc
Perhaps support certification / qualification
Rich resources – animations, video, audio
More suitable for CBT environment
Sophisticated – artificial intelligence
Lends itself to content that is:
- Cognitive demanding
- Constructivist, behavioural and situational in nature
Replicable within an online/CBT environment
