INTRODUCTION. E-learning materials produced by one’s students may lead to increases in instructor efficiencies given limited staff time. Among Student Selected Components (SSCs) in a medical school, one set of popular topics involves empowering the students to teach other students. Interactive reusable learning objects (such as those made using Flash) can improve learning by increasing end-user engagement. Narrative-based quizzes (e.g. those with a “learning companion” or where “you are the doctor”) can increase engagement because they leverage emotions. Animated “movies” made with Flash can be valuable as teaching objects because: they can show how objects move in 3 dimensions, they can highlight change over time, they can have sound, they are interactive, and they can provide feedback. METHODS. This poster outlines a short course (7-8 weekly one-hour sessions) run ten times so far, called “Using Flash to make didactic animated movies about (the cardiovascular system / the digestive system)”. The complete teaching materials for instructors to teach this SSC are provided online at www.harrywitchel.com/elearning. In this SSC students are introduced to Flash, they are empowered immediately to make very simple (but rewarding) animations on their own, they are taught visual elements to define “regions of interest”, “storyboarding” (telling a story in pictures, including “shot choice”), and very simple Flash interactions (e.g. buttons, scoring systems and gotoAndPlay statements). RESULTS. This course develops attitudes among the SSC participants concerning how pedagogy (and memory and attention) work, and makes students think how “physiology is function in motion”. This course ends with students clearly learning a skill, as well as learning some physiology. The SSC feedback for “how interesting did you find doing this project” (where 1= “not at all” and 5 = “extremely interesting”) was 4.75 ± 0.13 (mean ± SEM, n = 41). For “How difficult or easy was it for you to learn to make interesting things with Flash?” (where 1 = “extremely difficult”, 3 = “challenging” and 5 = “quite easy”), the feedback was 3.23 ± 0.31 (n = 40). In an open question about what they liked, many students mentioned the creativity, the freedom, and learning about the physiology (which usually required the students to research material beyond their lectures). In an open question about what they disliked, students repeatedly mentioned that actionscript was frustrating and that there was not enough time. One student summarised what they disliked succinctly: “addictive and time-consuming.” IMPLICATIONS. As electronic learning materials become more widespread, student-developed e-learning materials may have a role in focusing teaching to what students see as challenging material to learn.