final year project report bsc. by hewa balisane 2005
TRANSCRIPT
BSc Combined Honours Multimedia Technology
Final Report Page 1 Hewa Balisane
Summary This project report details the work undertaken over the past seven months to design and
create a computer assisted learning package using one of the Macromedia software tools.
For this project I have used Macromedia Authorware 5.2.
As its well noted e-learning is becoming more popular every day, for its coast
effectiveness and less time consuming. Software tools are widely and increasingly used
for developing these programs. Enabling students to get the academic information
required and giving them the opportunity to test their knowledge without having to get help
from third party, it makes it all very flexible and easy. These packages other than being
academic and less time consuming its also can be designed in such way that the student
do not lose their motivation and encouragement while they study and practice on the
electronic packages which adds to its value and popularity.
The objective of this project is to design and develop an e-learning package, which
introduce the concepts of networking to the first year students, studying networking
module within the faculty of science and engineering.
Over the past seven months a plan sat to design the project, which described above. For
this a research was done into networking and its major concepts, then a selection was
done to the information collected into what to include. Then decided for the project to be
done by using Macromedia Authorware. Then the project was designed, developed and
tested.
The package is easy to use, informative, with good user interface. The students who tried
it and tested it overwhelmingly welcomed the package. It’s worth mentioning that they said
they would recommend it for the new students too.
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Acknowledgments It was very difficult to complete this project without the help of others, I would like to
acknowledge, and thank all those who helped me out for completing this project.
It is a great pleasure to express my sincere thanks and deep gratitude to my project
supervisor Brian Hall, for his supervision, continuous guidance, encouragement and al the
helpful suggestions through all various stages of this project. Also I would like to express
my thanks to Mr Ian Williams for answering my questions.
Finally I would like to thanks my friends, also my family, and every one else who’s helped
me throughout this project.
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Contents
1.0 Introduction Page 8
1.1 The purpose of the project Page 8
1.2 Overview Page 8
1.3 Project objectives Page 9
1.4 History of CAL? Page 10
2.0 The User Page 12
2.1 Overview Page 12
2.2 Understanding the user Page 12
2.3 Who the users are Page 12
2.4 What level of experience they have? Page 13
3.0 Package Design Page 15
3.1 Overview Page 15
3.2 Design issues involved Page 15
3.3 Planning Page 15
3.4 Building Page 16
3.5 Adding Content Page 16
3.6 Editing Page 16
3.7 Designing with the task in mind Page 17
3.8 Package Structure Page 17
3.9 GUI Design and Layout Page 20
3.10 Text Constraints Page 21
3.11 Navigation Page 22
4.0 Macromedia Authorware Page 24
4.1 Overview Page 24
4.2 What is Authorware? Page 24
4.3 The Development Environment Page 24
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4.4 The Icons Page 25
4.5 Display icon Page 25
4.6 Navigate icon Page 27
4.7 Interaction icon Page 27
4.8 Calculation icon Page 29
4.9 Variables, functions, and expressions Page 30
4.10 Publishing Page 32
4.11 Packaging an Authorware piece Page 33
5.0 Development Page 36
5.1 Overview Page 36
5.2 Authorware Development Page 36
5.3 Trial Application Development Page 36
5.4 Authorware Model Page 38
5.5 The Navigation Model Page 40
5.6 The Question Model Page 41
5.7 The Test Model Page 42
6.0 Application Main Feature Page 44
6.1 Overview Page 44
6.2 User Profiling Page 44
6.3 Profile Recording Page 45
6.4 New User Registration Page 46
6.5 Returning user Log in Page 47
6.6 Glossary Page 47
6.7 The Working of the Glossary Page 47
7.0 Evaluation Page 50
7.1 Overview Page 50
7.2 Program Testing Page 50
7.3 CAL Usability Testing Page 51
7.4 User Evaluation Page 54
7.5 Post Task Questionnaire Page 53
7.6 Evaluation Result Page 54
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8.0 Case study Page 56
9.0 Conclusions and Critique Page 61
9.1 Overview Page 61
9.2 Out-comes Page 61
9.3 Critique Page 61
9.4 Experiences Gained Page 62
9.5 Lessons Learnt Page 62
9.6 Future work and Improvements Page 62
9.7 Conclusion Page 63
10.0 References and Bibliography Page 64
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List of Appendices Page 65
A Literature Survey Page 65
B Flow Code Layout Page 71
C UML Design Model Page 77
D Post Task Questionnaire Page 84
E Student Log File Page 86
Declaration of originality Page 89
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Chapter One
Introduction
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1.0 Introduction 1.1 The purpose of the project
This Project of “Networking Knowledge” CAL package (A Learning Package) is
designed to help people with general knowledge about computers to understand more
about networking.
1.2 Overview The title of my project is “Networking Knowledge” CAL package (A Learning Package). The reason for me to select this particular title is to demonstrate the fundamentals of
networking types and how they function, also how they set.
Networking is becoming more popular and useful every day. Networks are created
everywhere and are needed in a variety of situations, from household computers to small
businesses, and big organisations such as Police, NHS, Banks, etc.
My project is to familiarising user(s) with Network Concepts, Card and Cables, and
Network Standards, by developing an e-learning package, explaining step-by-step helping
the user(s) to learn more about the concepts above. With regards to the fast development
of the world, which in actual fact has gives rise to fields such as Networking, which is also,
part and parcel of any organisation. With this in mind my approach would require looking
at networking in the above three main modules.
The route that I plan to take is that to design a learning package, explaining step by step
the three major modules of networking. For my project I have searched for books and
websites that are relevant to my project to provide the required information.
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1.3 Project objectives For this project, I intend to demonstrate, explain and critically analysis a selection of
concepts, which would explain the relevance that these concepts bare on my dissertation.
The first concept that I intend to demonstrate is “Network Concepts”. The purpose of
explaining this is that describing the uses for local area network, and the differences
between peer to peer and a server network also define the terms Bus, Star and Ring
topology.
In relation to the above the second concept would take a slightly different approach and
this would be know as “Card and Cables “. The purpose of this is to show how to
determine if a PC is networked and understanding the ramifications of repairing networked
PC, and describe the properties of twisted pair, coaxial and fibre optic cable and their
connectors
Once the above is layout and the reader has a grasp of the Networking concept and cable
and wires used my next goal is to demonstrate the third concept “Network Standards”. I
intend to put forward and define two network standards Models, which can be used as a
base for networking and that is by identifying key 802 standards, defining the OSI module
and understanding frame types.
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1.4 History of CAL? CAL’s history began in the early 60’s, when the third generation of digital computers were
built and introduced. These systems were cheaper and more reliable than the earlier
models. So digital computers became typical facilities in universities and research
centres. Consequently, researchers started to find new fields of applications for the
computers and CAL was one of those.
Certainly at the beginning, like other technological productions, CAL systems, which are a
combination of computer hardware, added special purpose peripherals, and CAL software,
had only scientific and academic applications, and was experimental. At that time, before
other specialists, psychologists used the computer as an ideal tool for conveying
programmed instructions.
This branch of CAL was called Computer assisted instruction, CAI. (Ref 8), as Frye listed
(1969), about 20 various CAL systems had been developed in universities and research
centres (Ref 9). Obviously these were the first steps and were concentrated on academic
goals and had a wide range from a computer based science testing system (Ref 10) to one
of the earliest distributed and remote educating systems that was developed in Harvard
university.
(Ref 4)
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Chapter Two
The User
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2.0 The User 2.1 Overview After figuring out why a package should be produced, the second most important aspect is
determining who the audiences are. This is an invaluable step that many people fail to
grasp. Many project do not even take into consideration, who will be using them. How can
we design a product if we don't know who's going to be seeing it?
Some people think an audience is defined by the technology it uses to access the product.
A true audience definition consists of who the users are and their aims and objectives.
2.2 Understanding the user Understanding the user is vital. In order to develop the package to the users requirement
you have to understand the users needs and level of their education. Also to make a
successful package you have to be able not to just provide the information and test the
users knowledge, but also be able to engage the user so that they do not lose their
motivation and be encouraged, also for the user to find new challenges as they go through
the package.
For the application modelled here the task of knowing the user can be determined by: -
2.3 Who the users are First year BSc students, studying the Networking module with a relative educational
background. Lecture and tutors instructing the student in the module.
It has been established the end users of this software package can be determined as the
first year students, upon determining who the users will be, the developer must establish
what category each of the user type falls into. User types are found to fall into the
following three categories (Direct Users, Remote Users, and Support Users)
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2.4 What level of experience they have? It is understood that there are many different level of networking knowledge spread across
the student on the module and that is because of the previous courses they have don in
the past before enrolling to university.
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Chapter Three
Package Design
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3.0 Package Design 3.1 Overview
This section is aimed at the designers and developers of Computer-Aided Learning
packages. It describes the board principles of usability and provides insight into how to
start the process of design for both ease of use and ease of navigation.
3.2 Design issues involved
Authorware is an authoring tool used to create interactive multimedia applications with the
aid of building blocks known as icons. The icons are placed together to form a flowchart or
structure with each icon causing the application to take a particular action. In designing the
application or indeed any CAL application with the aid of Authorware basically requires
four stages in its development. These are:
1.Planning
2.Buildig
3.Adding content
4. Editing
Each one of these will discussed briefly in the following sections.
3.3 Planning In planning the application a number of questions needed to be asked:
• What do we want the application to do?
• How will it do it?
• What parts of the application will be used more than once?
• Which graphics can be used more than once? Which animation can be used more
than once?
• How will the effectiveness of the application be measured?
Although formal planning techniques can and should be used to shorten the development
time. It was decided that the actual plan would be, is to simply follow the lecturing structure
tutorial. An approach that had been tried and practised, also could identify re-usable parts
i.e. graphics, animation, text etc. Without any doubt the most time consuming part in
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designing any application is in producing the graphics. Fortunately for us a large number
of the images were already available from books that were used for this project, therefore
a great deal of time and effort was saved.
3.4 Building
Building is the process of which placing icons into the structure of the application. The
icons are selected from the toolbar menu, and then placed in the logical order in which
they will be executed.
3.5 Adding Content Once the structure has been built the next stage in the development is, to add the content
to each icon. This is achieved through a series of dialogue boxes, with each icon having its
own dialogue box associated with it. For example if we want to display a graphics file then
the icon named "Display" would be selected and the name of the graphics file would be
added to it associated content editor.
3.6 Editing
As the application structure is built and content added. A check on its progress can be
made by simply running the program, icon-by-icon or even from one part of the structure to
another. If it is found that the application needs to be modified, then this is achieved
through the process of editing. The structure, content or both may be edited at any time to
achieve the desired result.
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3.7 Designing with the task in mind
As it was established previously, that the design principle is knowing the user. Therefore, it
is easy to enhance on this by adding that, once we have a clear understanding of the task
we can then begin designing the package with the task in mind.
When designing a project such us this (CAL project), the process of designing could be
divided into the following area:
Package Structure
GUI Design
Text Constraints
Navigation 3.8 Package Structure As we decided that the package will be used in educational environment. It is important
that the same level of help and assistance is provided it to all students aiding in their
learning process.
Therefore, it was decided that the package designed in a way that allows multiple level of
users access, thus allowing all students to have access to all parts of the tutorials on
networking.
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Is Login name already used?
Welcome page
Register or Login
Enter Previous Login DetailsEnter Registration Details
Do Login Details Exist?
Menu page
Test Main menu How to use this course
START
Login (Returning User) Register (first time User)
Yes
No No
Yes
NO
Yes
NO
Yes
NO
Yes
END
Figure 3.1 Indicating the overall Design of the application
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In the package after the welcome page, the user will be asked to enter there login details
in order to be able to continue, once the user has entered these details, then these details
will be stored in Microsoft Access Database Application. After a successful login, then the
user will have to choose from one of the three deferent sections.
The first section is about how to use this course. In this section the user will navigate
through several pages, which explain to the user how to use and navigate through the
course.
The second section is to proceed to the main menu. This section has been sub divided in
to three sections, in each section there are several pages on the topic, which explains the
topic with use of picture and/or text.
The third section is test section. Which the user use’s after finishing from reading the
pages on the topics provided in the main menu section, as the student successfully
completes any of the test sections of the application their personal profile is updated
indicating the score, which has been achieved (timed and dated), also the sections in the
application completed. This information independent to each user and allow the
application to track the progress of all users while monitoring their understanding of the
topic.
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3.9 GUI Design and Layout One of the main influences on the production of any CAL package is that the interface
design will be inextricably linked to the academic material contained within. This means
that the interface designed is concentrated on providing an environment that supporting
access to the academic material. It is also accepted that the nature of the material has
dictated many of the features of the interface. However, one thing the interface provided a
clear and consistent navigational structure. This, together with providing clear feedback
and generating a consistent look and feel, is the remit of the interface developing.
Not forgetting, the layout of each page or screen and the information and interactivity
associated with it. To enforce the user stays in the semantic mode resulting in a greater
understanding of the application content.
Figure 3.2 A visual demonstration of screen design
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3.10 Text Constraints Enormous amount of research and debates done about textual content of multimedia
packages by the multimedia and software developers on the subject. The points raised are
greatly increased in the field of Computer Assisted Learning. Researches have shown that
people read 25% slower from a computer screen when compared to paper. This creates a
concerned about the known weakness in the transfer from paper sources to the computer
environment for the readers. This reduced reading speed should therefore always be
considered when transferring text content to a computer environment and consequently
requires the designer to greatly reduce the amount of text displayed on the screen and
make it interactive by adding some images and some transaction to it.
As it’s showing in the figure below.
Figure 3.3 Indication the sectional nature of the on screen text and image
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3.11 Navigation Navigation is the ability to move around the CAL package i.e. move forwards and
backwards using buttons, click a button to see the next bit of information or select the next
chapter from a menu. All these things are part of the navigation system. They are a
necessary and very useful part of a CAL package - but they should not be thought of as
interactivity, interactivity suggests active learner participation in the learning process. It
can help to think of interactivity as activities. Menus and navigation buttons are not part of
the learning process they are the mechanism for accessing information and activities. For
this project, the user have been given the option of quitting the package at any point, the
user also have been given another option to go back to the menu page at any point as well
as accessing the glossary, while the user is navigating through the package. As
demonstrated in the (figures 3.4) below.
The users have, option to quit the package at any point by clicking on Exit button
The users have, option to go to the Manu package at any point by clicking on Menu button
The users have, option to access the Glossary package at any point by clicking on Glossary button
Figure 3.4 Demonstrating the navigation system in the package
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Chapter Four
Macromedia Authorware
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4.0 Macromedia Authorware 4.1 Overview The software package used for this project is Macromedia Authoware 5.2. This is rarely
used tool within the UK, and one of the principle aims for the project was to understand the
application use in today’s media. This section will therefore look at the authoring tool itself
and try to explain its function while showing its relevance to the project. I will try to
summarise the Macromedia Authoring tools and how they have been applied to my
project. 4.2 What is Authorware? Authorware is an authoring environment for creating cross-platform interactive multimedia
systems. It provides tools for producing interactive learning and training applications that
use digital movies, sound, animation, text and graphics. Authorware enables users to
create applications without any programming. The creation of an application is simply a
case of dragging icons onto a flowline!
4.3 The Development Environment Upon opening the Authoware application. The programmer is presented with the
development environment that is used throughout the application.
F lo w lin e
Figure 4.1 Demonstrating the development environment navigation system in the package
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To create application within Authorware icons are dragged from the toolbar at the far left of
the IDE onto the workspace, these icons are the arranged along this flowline to in
accordance with requirements of the design to build the structure of the final application.
4.4 The Icons The important thing for the Authorware Developer to fully understand the functions and the
use of these icons, which are available. Below there are descriptions for the icons, which
are used in creating and developing this package.
4.5 Display icon Use the display icon to display text and graphics. Drag a display icon onto the flowline and
then add graphics and text to it in the Presentation window.
Use the Display Icon Properties command to change the properties of a display icon. For
example, you can change the layering, transition, and position of objects in the
Presentation window. When you open the Display Icon Properties dialog box, Authorware
opens the Presentation window behind it. You can then directly move, change, and view
objects as you change property options.
4.6 Motion icons Use motion icons to move display objects from one location on the screen to another.
First place a display icon on the flowline. Next place a motion icon after it. Then define the
motion of the display objects in the Motion Icon Properties dialog box. All the display
objects in that icon move together. You can also move movies playing on the screen this
way.
Double-click the motion icon in the Design window to open the Motion Icon Properties
dialog box. There you can set type of motion, timing, and other options. You can also
preview the type of motion you've set up by clicking the Preview button in the dialog box.
4.7 Erase icon
Use the erase icon to erase any icon that's currently displayed. You can erase the objects
displayed by the display, interaction, framework, and movie icons. Figure 4.2 Demonstrating the Display Icon Properties dialog box for Display Icon
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When you erase an icon, you erase all its contents. For example, if a display icon contains
three graphic objects, Authorware erases all three objects. If you want to erase just one of
those objects, place it in a separate display icon, so it appears as a separate object in the
Presentation window.
To open the Erase Icon Properties dialog box, double-click the erase icon. When you
open the Erase Icon Properties dialog box, Authorware opens the Presentation window
behind the dialog box so you can select the objects you want to erase.
4.8 Wait icon Use the wait icon to pause the piece for a specified amount of time or until the user
presses a key or clicks the mouse. Double-click the wait icon to open the Wait Icon
Properties dialog box.
Use the Wait Icon Properties dialog box to specify the type of event, such as a mouse click
or keypress, that the icon waits to respond to. You can specify whether the wait icon
should wait for a certain length of time before continuing on with the flowline and can
display a countdown of the time. You can also display the wait button on screen.
Authorware doesn't automatically open a new wait icon the first time it encounters the icon
on the flowline. However, if you display the clock icon by choosing the Show Countdown
option, you can open the wait icon during presentation by double-clicking the clock icon.
Figure 4.3 Demonstrating the Erase Icon Properties dialog box
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4.6 Navigate icon Icons attached to framework icons are called pages. You can use navigate icons to create
links that jump to specific pages in a framework. When Authorware encounters a navigate
icon, it goes to the page you set up as a destination.
When you define a navigation link, you define the type of destination, such as going
forward or backward a page, jumping to a page, searching for text, or jumping to the first
or last page of a framework. Double-click a navigate icon to open the dialog box where
you can select destination options.
4.7 Interaction icon
Use interaction icons to set up interaction structures that consist of an interaction icon with
result icons attached to it. Each result icon corresponds to a response that the user can
make, such as clicking a button or entering text or to an event, such as the number of tries
the user has made.
When Authorware encounters an interaction icon, it displays any text and graphic
elements it finds, including buttons, hot spots, text entry fields, and so on, defined by the
response type symbols. Authorware then halts and waits for a response from the user.
Figure 4.3 Demonstrating the Wait Icon Properties dialog box
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When a user responds, Authorware sends the response along the interaction flowline to
see whether it matches any of the target responses. If a match is found, Authorware
branches to or executes the specified result icon.
You set up the responses you're looking for in the Response Type dialog box. There you
will determine the user's response or the event by defining each result icon as a particular
response type. When the user makes a response or the event occurs, Authorware
branches to the corresponding result icon and displays its contents.
The user can set the characteristics of the interaction display using the Interaction Icon
Properties dialog box.
Use the Interaction Icon Properties dialog box to edit the properties associated with an
interaction icon. The user can set properties for erasing objects, select a type of erasing
transition, specify a pause, and determine the look and position of the icon's objects.
Figure 4.4 Demonstrating the Interaction Icon Properties dialog box
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4.8 Calculation Icon The user can use calculation icons to execute expressions and scripts that change values
in variables or that perform calculations in a piece. Insert calculation icons at any point on
the flowline or attach them to other icons. To create an expression for a calculation icon,
double-click the icon to open the Calculation window. You can then enter expressions and
scripts for if...then statements and repeat loops in the window. The user can also insert
comments to describe the expression.
Authorware usually executes all the statements in a calculation icon and then exits the
icon. The user can force Authorware to exit calculation icons by entering an Exit statement
in an expression. If the calculation icon is attached to another icon, that icon is executed
normally. In most cases it's a matter of preference whether to place a calculation icon
before another icon or whether to attach it. However, if the user attach a calculation to a
decision or interaction icon, Authorware executes the calculation repeatedly if the icon
uses Try Again branching. If the calculation icon is before a decision or interaction icon,
Authorware executes it only once.
In a calculation icon Opening a calculation icon displays a calculation window.
Calculation windows can contain variables, functions, expressions, and scripts. For
example, the user might put a calculation icon at the very beginning of a file and use it to
set the value of a variable that controls how long wait icons pause throughout the file.
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To create a Quit button, you attach a calculation icon to an interaction icon, select the
button response type, then set up the Quit function in the calculation window, like this:
In a calculation window attached to an icon You can also use variables, functions,
expressions, and scripts in calculation windows attached directly to icons.
You attach a calculation window directly to an icon to make sure Authorware executes the
calculation whenever it encounters the icon. Say you've created a target area interaction
and you want to make sure that the objects users are supposed to move are tagged as
movable at the moment they enter the interaction. The best way to accomplish that is to
attach a calculation window to the interaction
4.9 Variables, functions, and expressions
Authorware's variables and functions give the user a level of control over Authorware
that's much deeper than what the user can achieve by manipulating icons on the flowline.
The user can collect and manipulate data, get detailed information about interactions,
make decisions based on specific conditions, and tell Authorware to do just about anything
a computer is capable of.
The user don't need to be a programmer to take advantage of variables and functions in
many cases, Authorware makes it as easy as copying and pasting. Variables represent
values that can change. As the word implies, a variable's value varies. Authorware
contains over 220 variables that are ready to use. For example, the system variable
PercentCorrect automatically keeps track of the percentage of questions a user has
answered correctly. You can easily create your own custom variables to store any
information you need to keep track of.
Functions perform specific tasks. Authorware has over 300 functions to choose from. For
example, the system function JumpFile lets you jump from one Authorware file to another.
WriteExtFile lets you save information in a text file.
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You can combine variables and functions in expressions. An expression is any part of an
Authorware statement, meant to be taken as a whole. For example, 2 + 2 is an expression
but not a valid statement all by itself. A statement is a valid Authorware instruction that
produces a result by performing a calculation or carrying out an operation. For example,
UserName := "John Smith" is a statement that assigns a value to a variable. Combining
variables, functions, and expressions along with if...then statements and repeat loops to
tell Authorware exactly what you want it to do is called scripting.
The user can add a calculation icon to any other icons and that is by clicking on (Modify >
Icon > Calculation) in the menu bar and set it up like this:
When you attach a calculation window to an icon, a small equal sign appears just above
and to the left of the icon.
In dialog boxes You can use variables, functions, and expressions but not scripts in most
editable fields in dialog boxes. For example, you might want to position an object at the
last spot where the user clicked. To do that, you'd use the ClickX and ClickY variables in
the Position fields of the Display Icon Properties dialog box, like this:
Figure 4.5 Demonstrating the use of variables in Display Icon Properties dialog box
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In a few editable fields you can't use a variable, function, or expression: fields where you
name things (such as icons, text styles, or keywords) or where you provide descriptions
(such as the description of a button state in the Button editor).
4.10 Publishing
Macromedia Authorware 5.2 allows the user two possibilities for publishing their
application. The developer has to make a decision lastly about how the application in
Authoware is published once the application completed.
• Publish for CD, LAN, and Local Hard drive
• Publish for the Internet (both as a AUTHOWARE page and for the Authorware web
player)
A question often asked by training managers is, "I've got a new training program coming
up -- should we do it on CD-ROM or on the Web?" Although other articles have shown the
many pros and cons to each delivery method, the major advantage of CD-ROM delivery is
its ability to deliver multimedia, and the major advantage of WBT is the ease of delivering
and updating the content. The figure below shows a simple decision grid to help answer
this question. It assumes that students have the technology to access both types of
delivery (Ref 12).
Figure 4.6 Demonstrating the differences between publishing the package on CD or WBT. For more information on this figure please see (http://www.e-learningguru.com/articles/art1_13.htm).
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For this project it has been decided that the project will be put on a CD as it’s a multimedia
package and also, so it can be easy to transferred from one place to another and if
decided at any point to put on the LAN it can be easily copy and paste to it.
4.11 Packaging an Authorware piece Packaging apiece converts it to the format that the developer distributes. The developer
don't need Authorware to run a packaged piece, but the developer need a run-time
application to play it. The run-time application can be distributed separately from the piece,
or it can be part of the packaged piece. In Windows, there are two versions of the run-
time application: Runa5w16.exe (for Windows 3.1) and Runa5w32.exe (for Windows 95,
Windows 98, Windows NT and Windows 2000).
If the developer package a piece with the run-time application, the piece is a completely
self-contained application. But sometimes the developer wants to keep the run-time
application separate. For example, if the developer have a bunch of packaged files that
are part of one project, all can use the same run-time application if it's not packaged. Also,
a piece packaged with the run-time application is not cross-platform.
Two things have to be done before the developer package a piece:
Make a copy of the piece. Once a piece is packaged, its structure can't be examined
and its media can't be copied or edited (the flowline and icons are no longer
accessible). Making sure by the developer that they keep a copy of the unpackaged
version of the files in case the developer need to make changes to the piece.
Making sure by the developer that they have all the additional files that the piece
requires and that the developer follow the license agreements related to them.
It was therefore important to establish how the application can run without the users
requiring Authorware to access it, and the solution to enabling this standalone capability of
published applications is to package with the “Runtime” application.
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Runtime is not the only factor in ensuring the success of a published piece, and another
important factor in publishing Authorware applications is the inclusion of “Xtras”. Xtras are
external driver files stored locally in an independent folder that are required by the
application to run. This folder needs to be stored on the same directory where the final
application has been stored.
Xtras folder containing image, audio, animation, and text drivers
Application executable file
Database application to store user profile, and other files needs for the database file
Figure 4.7 Illustration of the package files created when published via Authorware for CD, LAN and Local hard drive distribution
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Chapter Five
Development
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5.0 Development 5.1 Overview
In this section its covered in detail the development of the final application. It will specify
how the preliminary design allowed the problem to be divided into key elements, and from
there how this allowed each of these elements to be developed independently and then
built-into trial version of the final application.
5.2 Authorware Development
In the time scale given for this project the authoring tool alone had to be researched and
understood in detail, to fully comprehend the accessible scope for the project.
Its important for the developer to backup any theory gained from the printed text with the
hand on use of the application itself, because of having to learn how to use a software tool
for the first time. Known that this project needed a greater understanding of Macromedia
Authorware, it was necessary to develop “Trial” application to familiarise with its function
and to asses any changes may impose onto the design due to the limitation of the
software tool.
5.3 Trial Application Development
Initial trial application was created during the early stages in this project development. The
design ideas that was detailed in the preliminary report, intended to mirror the projects
main application. While fully functional these initial applications displayed an inherently
liner structure, whereby each icon would lead progressively downwards towards the next
icon in the flowline.
After creating the initial application, it seemed that there was too many icons on the
flowline that made it really hard to locate and correct error(s) or amend the application.
Further icon types available to the developer to assist in over coming this repartition of
logic include the map icon.
Using map icons to group a sequence of icons. By grouping icons in map icons, the
developer can organize their piece into convenient modules, which facilitates a clear
overview of the piece's workings, no matter how many icons it contains. Place map icons
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anywhere on the flowline and attach them to interaction icons, decision icons, or
framework icons. The developer can place map icons within other map icons.
Each map icon has its own flowline. Double-click a map icon to open it. A level caption
appears in the upper right corner. (The user can use map icons to create a hierarchy of
flowlines the level caption indicates the level of a flowline and its map icon within the
hierarchy.)
When Authorware encounters a map icon, it executes the map's icons in the order in
which they appear on the flowline. When it finishes executing the last icon, Authorware
exits the map icon and executes the next icon on the main flowline.
If the map icon is attached to an interaction icon, Authorware executes the entire contents
of the map icon before branching to the next result icon. Authorware also executes the
entire contents of the map icon when it is a path attached to a decision icon or pages
attached to a framework icon.
To group icons into a map icon, the icons must be next to one another on the flowline. To
create a map icon, select the icons, choose Modify > Group, and name the resulting map
icon. To redisplay (or ungroup) the icons in a map icon, select the map icon and choose
Modify > Ungroup from the menu bar.
If the developer attaches a calculation icon to a map icon and then ungroup the map icon
later, Authorware attaches the calculation icon to the first icon that was within the group.
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5.4 Authorware Model
By using modules, its much easier to edit and manage the program, also it can be less
time consuming because if a code used in a place the same code can be used in a
different module and amended to meet the requirement of that module.
Models introduce uniformity to the developer program, and encourage a modular design
and code structure, and since a model is always seen as a independent section of logic,
many of the same models can be added in to the same application, and then individually
amended to contain a different content, or an altered function.
Network Cards and Cables Network Concepts Network Standards
Figure 5.1 Indicating the modular structure for all the section of the application. The three sections share the same logical structure
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This design structure therefore of the final application can be built primarily on the use of
four models:
The Navigation Model
The Question Model
The Test Model
The Section Model
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5.5 The Navigation Model Navigation is the ability to move around the CAL package i.e. move forwards and
backwards using buttons, click a button to see the next bit of information or select the next
chapter from a menu. All these things are part of the navigation system. They are a
necessary and very useful part of a CAL package. Menus and navigation buttons are not
part of the learning process they are the mechanism for accessing information and
activities.
The navigation source, which has been used for this project, is the navigation framework
consists of a series of buttons that they had the ordinary buttons, which has been replaced
with the images that has been created. The same navigation source has been used
throughout the project.
Figure 5.2 Indicating the navigation model, which has been used throughout the application.
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5.6 The Question Model
A primary factor in aiding the learning process in any computer based training and learning
package is interaction, so it is important to create a model question structure that could be
amended into a variety of different interactive forms. Therefore this model structure
enhances the users learning progress by allowing interaction with the application in variety
of different ways.
For this application it was decided to use three Authorware interactions, which they are
text entry, keyboard press and typing interaction. The question model consists of a single
interaction icon and three map icons set as the response paths. Each of the paths is set
to be a button interaction and the default question text for the model is contained the
display property of the interaction icon.
The main idea behind the question model is for the user to be able to asses their
knowledge, which they have gained throughout the topic by judging their respond to
multiple-choice interaction.
Figure 5.3: (Left) Flow structure of the Question model. (Right) The running view of the same model as displayed to the user.
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In each of the answer response properties box see figure 5.4 the developer sets the states
of the response to mirror the outcome of the question. If the user click on the button which
is in the response properties, it’s state is set to “Correct Response “ then a mark will be
awarded, but if the state is set to “Wrong Response “ then no mark will be awarded.
5.7 The Test Model
Figure 5.4: (Left) Button response option for the correct response, here the state of the interaction is set to correct response therefore upon its click this would award the user 1 mark. (Right) Button response option for the incorrect response, here the state of the interaction is set to incorrect response therefore upon its click this would award no marks to the user.
Correct Response Wrong Response
The test model as shown in figure 5.5 is effectively
created by the repeated use of the question model
thus forming the overall test structure present in
the completed application.
As each question model is added onto the
flowline the display contents for its interaction icon
are amended to represent the question text
presented to use.
Finally on the flowline there is a calculation icon at
the end, this calculation icon works with system
variables “ PercentCorrect” and the “TotalCorrect”
to calculate the amount of correct answers and will
be displayed to the user.
Figure 5.5 The overall flow structure of the Test model.
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Chapter Six
Application Main Feature
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6.0 Application Main Feature 6.1 Overview This section will detail with some of the main features in the completed application, the
completed application comprises of all the models featured within this report, and give
reasons to back up their inclusion. It will also detail how these features support the
theories behind CAL, and indicate how they function within the final piece.
6.2 User Profiling An underlying principle behind the way in which people learn it to receive feedback from
their actions, and this principle is greatly enforced in the effective use of CAL. Some type
of feedback should always be provided whenever the student is asked to perform an
activity, even in the case of open-ended questions when the student answer cannot be
verified. There are two types of feedback, verification and elaboration (Fenrich 1997).
Verification feedback simply tells the student whether they are right or wrong, elaboration
feedback gives the students more detailed information. Elaborative feedback is much
more valuable to the student and should be used whenever possible.
Feedback should help students identify and correct misunderstandings. Computers can
provide two types of feedback. The first type is pre-programmed feedback from the CAL
package in response to the student answering questions. Usually the CAL package tells
the student that they were right or wrong and gives some additional information. The other
type of feedback provides a much richer source of learning. This feedback occurs when
students interact with models or simulations. They will receive feedback on the
consequences of their actions and so are able to test out their ideas and discover for
themselves, whether their ideas are adequate. Both types of feedback are important.
Feedback may not only be use to the direct user (student) of the application but remote
users may also benefit from feedback, this can be in the form of a lecture receiving results
from a student’s progress through the CAL. This remote user feedback can be used by a
tutor as a confirmation of student understanding of the subject be it positive or negative,
which in turn may lead to amendments to the CAL itself, or even changing in the relevant
lecture material.
As this application is for functioning across a local network it is an ideal opportunity to
implement a working user profile system, allowing both functions of user registration, and
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returning user log in. This system will thus as previously mentioned benefit not only the
student, but also the lecture of the Networking module.
The user profiling system was designed and implemented in three section s: -
Profile Recording
New User Registration
Returning User Log in
6.3 Profile Recording
The main decision to make is how to store the user profile for this application. After taking
into account all the options, which was available to store the user profile for this
application, which was either in a external file from the application itself or In external
database. For the function of this application it was decided that the second option of
storing the data in database application was chosen.
The reasoning behind this decision was simply because if the information stored in text file
in terms of security there will be no control on who has the control over the data stored in
the text file but as decided to use database then setting up a password for it is possible
and also in terms of printing it will be more efficient to print a database file rather than a
text ASCII file.
Figure 6.1 Shows the login details for the students who have used the package.
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6.4 New User Registration As the default login knowledge object, which provided by Authorware allow the user upon
registration to select a unique user ID and that all profile details will be stored in an access
database file. The system must therefore not allow other users to use the same user ID.
The registration system first request the user to input details into text interaction icons
concerning their first name, middle name, surname and user ID. All of the inputs from
these interactions are stored in individual variables defined specifically for this function that
created automatically by Authoware.
User Input Variable Stored In First Name UserName
Middle Name MidName Surname SurName User ID UserID
Is User ID already used?
Enter Register Details
Log user and store data in database file
NO
Yes
Figure 6.2 Demonstrating the user login to the application.
Figure 6.3 The user inputs in the text entry interaction throughout registration procedure are stored in the above variables.
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6.5 Returning user Log in
The aim of any returning user login feature is to check if a particular user has previously
used the application. The next step for the login system is to check if the user ID has been
used matches the password and the other login details.
If find returns a value of zero then user ID has not previously been used therefore the
chosen user ID is allocated to the new user and the appropriate file created. The user now
allowed to use the main application. If find returns a value that is not equal to zero the user
ID has previously been used. This situation is indicating to the user and an instruction is
issued requiring them to select a different user ID. 6.6 Glossary
The glossary is designed as an independent area of the application flow and because of
this it allows the user full access to its contents throughout the entire package. It’s used so
that user can find out more about the irregular or uncommon words which are used in the
application.
6.7 The Working of the Glossary This is a list of topics, which is built using a repeat function that loops through all of the
child icons that are contained within the “Glossary Topic” framework. The glossary upon
first accessed builds a clickable list of its contained topic and displays them to the user.
Glossary Topic Framework Flow Glossary List Built and displayed to user
Figure 6.4 Indicating the build glossary function that creates the glossary topic list presented to the end user.
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As the syntax loop executes it uses the names of each of the display icons contained
within the framework to build the glossary list, so it is imperative that the names of each of
the icons here correspond with the topic contained within. The loop will exit as the loop
counter reaches the page count of the glossary topics framework, and this intuitive design
allows the glossary to be completely forward compatible thus allowing further icons and
topics to be added at a later date, requiring no change to the code structure whatsoever.
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Chapter Seven
Evaluation
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7.0 Evaluation 7.1 Overview These sections will discuss the process of evaluation undertaken to test these aspects and
detail its findings. It will also glance at some of the alterations that arose from the
feedback gained throughout this testing process, and add analysis behind these
alterations.
7.2 Program Testing This stage is concerned with testing the CAL package. Normally there is evaluation at all
the stages to ensure that what the programmer is doing is correct and fit for purpose.
However, the completed computer program needs to be tested formally to iron out any
'bugs'. Large companies may have whole departments dedicated to testing and quality
control. However, smaller organisations (especially academic ones) tend to use more ad
hoc systems.
The early stage of the testing was to test the completed application and to check the
overall function of it against the all of the code used. By using trial input data this form at
code level testing was preformed on independent machines and over any network, this
way any errors that arose could easily be amended and then re-tested.
This stage in testing independently checked each of the functions below:
• The user login system
• The User registration system
• The sectioning of the application
• The overall function of the testing process
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7.3 CAL Usability Testing In order to ensure that your CAL package is going to be a good, quality product it will have
to be tested. In this section we are only concerned with testing the CAL package to make
sure that it performs, as it should, that it is usable by the student that the academic content
is sound and up-to-date and there are no typing errors. Testing the product took between
10 and 30 percent of the total time allowed for development.
The completed application therefore can be seen as tested against question and the
results detailed in the table in figure 7.1 .
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Question
Answer Yes / NO
Does every menu have a title? Yes
Are visual cues like mouse cursor changes and roll-over
highlights used consistently on all buttons?
Yes
Are buttons labeled with text descriptions (or with roll-over text)?
Yes
Are text fonts used consistently?
Yes
Can users interact with the program from either the keyboard or
the mouse?
Yes
Does text appear clearly and with normal margins and spacing? Yes
Are all pop-up windows positioned on the screen so they do not
cover up relevant information?
Yes
Can students move backward, as well as forward, in linear
tutorials?
Yes
Do all buttons and icons have a consistent and unique
appearance?
Yes
Are navigation buttons displayed in exactly the same screen
position every time they appear?
Yes
Does every menu screen include an option to return to the
previous or Main Menu?
Yes
Are error messages written in plain language?
Yes
Are page or screen counters used to show progress within linear
lessons?
Yes
Figure 7.1 Indicates the responses for this CAL package to the question posed.
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7.4 User Evaluation The formative user evaluation was conducted on 21st March 2005. As the first year
students were off for their ester holiday, I had to put they application on my space, which is
been provided, by the university, and I asked my colleges to test the programs and provide
me with a feedback. Upon completion of the application each of the students involved was
given a post task questionnaire that allowed them to indicate their personal view on the
software.
7.5 Post Task Questionnaire
The purpose of using questioner is to get students view also get a feedback from them
about the application. So from their feedback and suggestions the programmer can edit
the application and improve it to the users needs. In the questioner, students were asked
to express their view about the navigation, glossary and the content of the application. A
detail of the full questionnaire is given in Appendix D.
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7.6 Evaluation Result After giving out the post Task questionnaire the result collected from that clearly indicate
there was a general opinion shared by all of the students that the application functioned
well meeting all of their requirement. The answers given in the questionnaires varied, but
there was positive feedback on the use of the package. Figure 7.2 illustrates the answers
given to the first four questions, which asked student about their views on the package. It
can be seen that 90% of students who used the package where rated the package
excellent in terms of the layout, content, navigation and the over all success of the
package.
The Figure 7.3 shows that the students were, in general, very happy with the package, as
when the students asked whither the package helped with understanding networking and
are they going to recommend the package to others 100% of all the student answered yes
as they have benefited from the application.
89
108
211 1
02468
1012
How wouldyou rate thelayout of the
package?
How wouldyou rate the
content of thepackage?
Thenavigationwithin the
package was?
How wouldyou rate the
overallsuccess of the
package?
ExcellentGoodFairPoor
Figure 7.2 illustrates the answers given to the first four questions
10 10
76
34
02468
1012
Did thepackage help
you learnabout
Networking?
Do yourecommend
the package toothers?
Did you usethe Glossary?
Did you usethe Findfunction?
Yes
No
Figure 7.3 illustrates the answers given to the last four questions
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Chapter Eight
Case Study
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8.0 Case study International Rectifier Improves Customer Care with Global E-Learning Initiative
By Vivian M. Ng, Global Sales Training Manager and Wayne Yoshida, Sr. Technical
Editor, International Rectifier Corporation
How does a global company with a complex and rapidly changing product offering
communicate, coordinate and train a worldwide scattering of field service engineers,
several hundred sales representatives, a team of internal sales staffers and executives,
and independent inside sales reps in 17 locations around the world? How is this
accomplished with limited resources and one individual who manages and implements
product training globally?
To prepare for effective sales calls, how is product training disseminated to the entire
sales force before new products are launched.
International Rectifier, a global manufacturer of power management semiconductors, found its
solution in the online world of e-learning.
Challenges Robert Grant, Executive Vice President of Sales & Corporate Marketing for International
Rectifier, said, “The number and complexity of new product introductions continues to
grow at an accelerated rate, and our global sales force requires immediate access to
product knowledge in order to effectively service our customer base. In addition, this new
method of training has enabled us to reduce our training costs by 75%.”
Busy sales people require a flexible training solution to accommodate their hectic
schedules and remote geographic locations. In addition, effective communication must
always be a two-way street.
Just as important is an evaluation system to measure training effectiveness. By the same
token, feedback from the students on the training system itself can lead to continuous
improvement on training materials and delivery.
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Before e-learning was introduced as a training solution for the IR sales force, a more
informal training process was in place.
Although well received and fairly effective, it was a “catch-as-catch-can” situation,
requiring a lot of effort and expense. Several days of selling opportunities were lost.
Solutions An interim solution using an Internet conferencing platform was introduced. International
Rectifier set up monthly product training sessions. Because of the different time zones,
multiple training sessions were needed to accommodate the worldwide audience. The
benefit of Internet conferencing became apparent immediately, since “real-time” visual and
audible communications with the presenter via live chat and conference calls were
available. The sales force also liked the idea of attending training sessions from their
“home base” without the need for travel, and at a time most convenient for them.
Although convenient and effective, there was room for improvement:
Registration: A limited number of “seats” (site licenses) were available, limiting the
number of participants. The registration process was also cumbersome to manage. Security: Each training session had a unique user ID and password. Multiple user ID
codes and passwords created confusion for the sales force.
Evaluation: There was no evaluation process to capture and track the knowledge gained
or training satisfaction.
Progress Report: Supervisors and students wanted to see individual training progress in
real time.
Refinements International Rectifier responded to these challenges by launching the Power Tech
Learning Centre, deployed using GeoLearning’s GeoExpress Learning Management
System (LMS). The LMS was implemented in two phases. In Phase 1, the LMS platform
was customized to include the previous Internet-based conferencing solution. The unique
user ID and password scheme was discarded, and the registration process was
automated. An attendance report and administration management were also integrated
into the LMS.
In Phase 2, the Personal Learning Plan module was added to the LMS. In the PLP
module, multiple programs can be created for different job functions. Each student is
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enrolled in one or more programs. Each student is required to complete a curriculum of
prerequisite courses, major courses and elective courses every quarter. In return for
successful completion of their training, they are rewarded through a commission and
incentive plan.
In addition, International Rectifier’s in-house recording capability has been enhanced. The
entire monthly product training events are archived so that the sales force can access
training sessions at their convenience. This in-house recording capability reduced course
development costs by as much as 90%, and course development time was reduced by
80%.
Looking back at the company’s progress, there were several success factors that lead to
the successful deployment of a successful online training tool at International Rectifier:
Phased Approach to Roll Out
International Rectifier rolled out the e-learning system worldwide by geographical region.
Regional managers took the responsibility for communicating and coordinating the new
online Learning Centre for their region.
Management Support An organization must believe and communicate that training is an important aspect for sales
force success. International Rectifier reinforces this principle by formally tying its sales
compensation and commission structure closely with its training programs.
Needs Assessment Conducting a detailed analysis of needs is very important so that the system’s design can
meet the company’s needs accurately.
Benefits & Competitive Advantages Approximately 500 sales “students” from International Rectifier have completed 5,525
courses over the past nine months. The cost to deliver the training is less than $12 per
student per course. The cost includes LMS, Web conferencing and recording media. The
company saved approximately $250,000 during the past year with the online learning
system, compared to the on-site training.
Using e-learning, International Rectifier is now able to train its worldwide sales force in an
effective and timely manner. Sales people can refresh their memories and sharpen their
product knowledge before meeting with customers at any time. And sales management is
able to identify the skill and knowledge levels of each individual sales professional for
ongoing support and training.
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Key points: E-learning helped reduce sales training costs at IR by 75%
IR saved approximately $250,000 in the first 9 months with the online learning system,
compared to the on-site training used in the past.
The cost to deliver training is less than $12 per student per course.
IR reduced course development costs by as much as 90% and development time was
reduced by 80% (Ref 13 http://www.e-learningguru.com/wpapers/IR_case.doc).
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Chapter Nine
Conclusions and Critique
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9.0 Conclusions and Critique 9.1 Overview In the section below, all the topics and subjects involved in this project will be explained in
depth. Comparing the results, which have been achieved with the initial goals, which was
mentioned in the early stages to Asses to how far the project was successful. Pointing out
any difficulties and problems, which may have occurred.
9.2 Out-comes In order to be able to grade how successful the project was the outcome must be
compared with the aims, which was sat at the beginning. The aims were as below:
(Creating computer assist learning package by using software tool called Macromedia
Authoware 5.2).
“The project was to create an application using macromedia Authoware to teach and
assist the students from first year who are doing BSc in their Networking Module. “
Overall outcome of the project was a success.
9.3 Critique
The Networking CAL package will be evaluate whether it has achieved its aims and
objectives.
The first objective was to provide a learning package for the first year student (the end-
user). This has certainly been achieved and the end-user has been students at
Manchester Metropolitan University.
The second objective was to test out the software on real students to see if they gain from
using the software and found the method of teaching useful and appropriate. It was more
difficult to come up with substantial evidence to support this claim and unfortunately no
evidence was gained. This was because it was not possible to bring a certain number of
people together (due to their commitments) to test whether the software does improve
students’ learning. It should be noted though that many complementary praise was
received from colleges who had used the software.
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9.4 Experiences Gained
Throughout development of the package I have gained a vast knowledge of many
authoring software especially Authoware and feel competent to attempt any coding in
Authoware now. I have also learnt more advanced Authoware methods such as
knowledge objects and variable objects, which I would be comfortable using them now.
My non-technical experiences have also improved such as listening to comments from
users and developing the program from them. Also, I have learnt a method of teaching,
which previously I had no experience with.
9.5 Lessons Learnt
The first major point I learnt was that the design and layout of e-learning package is never
perfect and you cannot please everyone - you must design it as best you can with the
majority in mind or use standard conventions such as using Times New Roman fonts and
mild, conservative colours.
I also had difficulty in trying to persuade people to use the package. The best method was
to allow people to use the package in their own time and take feedback that way.
Similarly, when trying to attempt to bring a group of people together to use the package for
their learning of Networking they were not forthcoming.
9.6 Future work and Improvements
Firstly, I could add more user interaction with the use of interaction at the same time as
they studding the topic before they go to the test section. The possibility of connecting the
database with the text file where the users test result will be stored. Also the content of
the application could be extended, as it is now only content information about three
concepts of Networking.
Of course there is no reason why I should just include three topics, and as a longer-term
project many other subjects could be included in this package, which could become a
huge learning resource. It would also be nice to test my software by having a group of
people using my software against a group learning the conventional way and compare
each group at the end to see how effective each is.
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9.7 Conclusion
This has been an interesting and enjoyable project and I have learned a lot about e-
learning packages technologies and design. I have achieved all my objectives apart from
gaining real evidence of the software improving students’ learning. While this was slightly
disappointing I am confident that people will learn and benefit from the package. There is
a fair amount of scope to extend the project to further lessons and even introduce totally
new topics such as set-up your own Network or manage your own Network. This project
has given me the satisfaction from knowing that people have benefited from their use of it
and that in future years more and more people will learn this way.
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10.0 References and Bibliography
1. Burner, J S, 1972, The Relevance of Education, Harmondsworth: Penguin.
2. David Groth, A+ complete, ( 2003 ).
3. Christopher Dean & Quentin Whitlock, 1992, A handbook of Computer Based
Training
4. Harry Kay, 1979, Q A (eds) Aspects of Educational Technology Vol XII, London
5. http://www.cs.bris.ac.uk/~monadjem/cal11.pdf
6. http://www.e-learning.com,2000, para 2
7. Gorge M. Piskurich, 2004, Getting the most from online learning.
8. McGraw-Hill, 1994,LAN communications Handbook
9. Franc iss A. H. (1975). Computer produced audio-visual materials. In R.
10. Frye C. H. (1969). CAI languages: Their capabilities and applications
11. Burns H. L. and Capps C. G. (1988). Foundations of intelligent tutoring
12. http://www.e-learningguru.com/articles/art1_13.htm
13. http://www.e-learningguru.com/wpapers/IR_case.doc
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Appendix A:
Literature Survey
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Introduction:
The use of tool is one of man’s distinguishing characteristics and as Bruner (1972)(ref1)
has observed, the tools at man’s disposal tend to shape his way of thinking and
behaviour. In the last generation the tools we used to help us create, communicate and
organise have changed in away few of our parent could have foreseen. Cars are built by
robot, letters are faxed across the world instantaneously and the copies filed in there
hundreds on a single magnetic disk. The world of education and training has been
affected by these developments no less than that of manufacturing or banking.
In 1991 the MARIS open learning database listed a total of about 6200 titles of
packages available in UK. Of these nearly 1000 were in computer-based format. In
addition to these commercially available materials many others are produced for internal
use in colleges, companies, government departments and other organization.
(Ref 2)
The computer technology has advanced much faster than educational technology the
technology of learning design. Professor Harry Kay (Ref 3) wrote in 1997 that ‘There is no
simple theory, one easy solution as to how man learns or how can he can best be taught’.
This statement is still valid. The process of designing the lesson remains the most
problematic aspect of CBT development.
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A DEFINITION OF E-LEARNING:
E-Learning is defined as: any form of learning that utilizes a network for delivery,
interaction, or facilitation (in few years you might not even use the computer). The
network could be the Internet, a school or college LAN or even a complete WAN. The
learning could take place individually (guided or instructed by a computer) or a part of a
class. Online classes meet either synchronously (at the same time) or asynchronously
(at different times), or some combination of the two.
(Ref 5)
SCOPE AND STATUS OF E-LEARNING: Attempting to describe the state of e-Learning is similar to eating spaghetti with a knife
and Jell-O with chopsticks. The constant changes coming from new technology,
hardware, and software, respectively, are changing the landscape almost daily. Since
1999 the number of colleges and universities offering online courses has increased
dramatically. More than two million learners were predicted to be enrolled in distance
learning programs by 2002. Nearly 40 percent of venture capital going into the education
market went into companies developing e-Learning products and services. In 2001 there
were five thousand companies offering e-training technology, service, and content.
(Ref 6)
ADVANTAGES OF E-LEARNING:
Many advantages to e-learning may accrue to individual learners and to institutions.
Since institution such as corporations, schools, and colleges seem to be the stimulators
of e-learning interests, we’ll first look at the benefits to them then we’ll identify and
discuss the learner advantages.
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Institutional Advantages: International business: The trend toward global business set the stage for the delivery of
training via electronic means.
Speed of development and delivery: Many corporations have found that paper and
platform (classroom) based training was obsolete by the time the courseware was
developed and distributed. Electronic based material meets the just-in-time learning
needs of the corporation better than much of the formerly provided classroom instruction.
Flexibility: E-Learning can be used by managers and other employees according to their
own schedules and at dispersed location.
Cost savings: The prospect of saving has attracted great attention. IBM is reported to
have estimated savings of $175 million in 1999, computed at $490 per student day in
avoiding such expenses as travel, course fee, and other inefficiencies of classroom
instruction.
Personal Learner Advantages: Reduced travel time and cost for learners
Self-paced learning whereby learners can control their schedules
Convenience of any time and any place
Opportunity for repeated practice
Ease of review
Self-responsibility, and
Freedom
(Ref 6)
As I have described what is the e-learning package and there advantages for companies
and individual learners, I am aiming to produce a learning package on Local area
Network (LAN). And that is by describing the types of local area networks and the cables
and wires, which used for networking also by defining the standards of networking. Below
I am going to describe what is the LAN and some benefits of LAN.
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What is a Local Area Network? A local area network (LAN) is a high-speed communication link that connect together
computers and peripheral equipment that are within a restricted geographical domain.
LANs may be contrasted with wide area network (WANS). WANs cover a large
geographic area and use leased telephone lines or other long – haul facilities. LANs
cover a much smaller area than WANs and are almost invariably owned by the user.
LAN data speed vastly exceed those of WANs: An Ethernet 10 Mbit/sec LAN is more than
six time as fast as a high-speed WAN T-1 facility operating at 1.544 Mbit/sec.
(Ref 7)
Benefits of a LAN:
Shared peripherals if you share devices with other users, expensive and powerful
peripherals.
Shared storage LAN enables larger and faster disk storage systems to be shared cost-
effectively.
Shared software a single copy of the application can be held centrally, and run by many
users simultaneously.
Shared data from applications such as word-processing and spreadsheets can be stored
centrally, and accessed by many users.
Reliability Power failures and disk errors can be prevented through the implementation of
UPS systems, disk duplexing and disk mirroring.
Security a centralized system can control access to shared resources and manage data.
(Ref 11)
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References:
1. Burner, J S, 1972, The Relevance of Education, Harmondsworth: Penguin.
1. Christopher Dean & Quentin Whitlock, 1992, A handbook of Computer Based
Training
2. Harry Kay, 1979, Q A (eds) Aspects of Educational Technology Vol XII, London
3. http://www.cs.bris.ac.uk/~monadjem/cal11.pdf
4. http://www.e-learning.com,2000, para 2
5. Gorge M. Piskurich, 2004, Getting the most from online learning.
6. McGraw-Hill, 1994,LAN communications Handbook
7. Franc iss A. H. (1975). Computer produced audio-visual materials. In R.
8. Frye C. H. (1969). CAI languages: Their capabilities and applications
9. Burns H. L. and Capps C. G. (1988). Foundations of intelligent tutoring
10. David Groth, A+ complete, ( 2003 ).
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Appendix B:
Flow Code Layout
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Flow Illustration B 1 Application Overview
Main
How to use this course Section
Main Menu Section
Test Section
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Flow Illustration B 2 How to use this course
Section
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Flow Illustration B 3 Main Menu Section
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Flow Illustration B 4 Test Section
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Flow Illustration B 5 Network Topics
e.g. Network standards
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Appendix C:
UML Design Model
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Is Login name already used?
Welcome page
Register or Login
Enter Previous Login DetailsEnter Registration Details
Do Login Details Exist?
Menu page
Test Main menu How to use this course
START
Login (Returning User) Register (first time User)
Yes
No No
Yes
NO
Yes
NO
Yes
NO
Yes
END
C 1 UML Application Design Overview
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Running Application Register or Login
Glossary
Welcome screen
START END
Click Continue
Click Exit Click Exit
Click Glossary Click Back
Click Exit
Click Continue
C 2 UML State diagram for the Top level
of the Application
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Main Application Login screen
START END
Enter Login details
Enter Registration Details
Entered Details
Records Match
Click Exit
C 3 UML State diagram for the Running
state of the Application
Login
Register Check Registration Login name
Check Existing Login details
Login Name Used
Entered Details
No Match on Records
Login Name not Used
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Main Menu
START END
Click Menu To Take Test Click Exit
C 4 UML State diagram for the Running
state of the Application
Network Concept Section
Network Cards and Cable Section
Network Standards Section
Click Exit
Click Exit
Click Menu To Take Test
Click Menu To Take Test
Menu
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START
END
C 5 UML Activity diagram for simple
Question Interactions
Incorrect Response
Display Question text
User interaction with the Question e.g. Enter Text
Increment TotalCorrect by 1
Correct Response
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START
END
C 6 UML Activity diagram for the
Glossary Build Topic List
Fals
Initialise loop counter
Loop counter = 2 to PageCount of Glossary Topics
Increment TotalCorrect by 1
True
Increment TotalCorrect by 1
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Appendix D:
Post Task Questionnaire
BSc Combined Honours Multimedia Technology
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CAL NETWORKING KNOWLEDGE POST TASK QUESTIONNAIRE
Excellent Good Fair Poor How would you rate the layout of the package?
How would you rate the content of the package?
The navigation within the package was?
Did you use the Glossary?
Yes NO
If answered yes, how would you rate the contents of the Glossary?
Did you use the Find function?
Yes NO
If answered yes, did you find it helpful?
Yes NO
Do you recommend the package to others?
Yes NO
How would you rate the overall success of the package?
Did the package help you learn about Networking?
Yes NO
Are there any ways, which the software could be improved?
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Appendix E:
Student Log File
BSc Combined Honours Multimedia Technology
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_________________________________________________ Network concept Completed Successfully 1 In the Network concept Test Scored: 3 out of 6 On: 04 April 2005 At: 21:10:28 _________________________________________________ 1 In the Network Standards Test Scored: 2 out of 5 On: 05 April 2005 At: 10:01:45 _________________________________________________ Network concept Completed Successfully 1 In the Network concept Test Scored: 5 out of 6 On: 08 April 2005 At: 11:10:52 _________________________________________________ Network concept Completed Successfully 1 In the Network concept Test Scored: 3 out of 6 On: 09 April 2005 At: 20:05:16 _________________________________________________
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Network concept Completed Successfully 1 In the Network concept Test Scored: 3 out of 6 On: 09 April 2005 At: 20:43:58 _________________________________________________ 1 In the Network concept Test Scored: 2 out of 6 On: 09 April 2005 At: 21:01:07 _________________________________________________ 1 In the Network Standards Test Scored: 7 out of 5 On: 09 April 2005 At: 21:02:17 _________________________________________________ 1 In the Network concept Test Scored: 2 out of 6 On: 11 April 2005 At: 16:29:26
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Declaration of Originality I confirm that, unless stated otherwise, this work is the result of my own efforts. These
efforts include the originality of written material, diagrams or similar pictorial material,
electrical or electronic hardware, computer software and experimental results.
Where material is drawn from elsewhere, references to it are included.
I am aware of the university penalties for plagiarism can be severe.
Signed:________________________________ Date:_________________