Hewa Balisane Project

BSc Combined Honours Multimedia Technology
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. Its worth mentioning that they said they would recommend it for the new students too.
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BSc Combined Honours Multimedia Technology 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 whos helped me throughout this project.
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Contents
1.0
Introduction
Page 8
1.1 1.2 1.3 1.4
The purpose of the project Overview Project objectives History of CAL?
Page 8 Page 8 Page 9 Page 10
2.0
The User
Page 12
2.1 2.2 2.3 2.4
Overview Understanding the user Who the users are What level of experience they have?
Page 12 Page 12 Page 12 Page 13
3.0
Package Design
Page 15
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11
Overview Design issues involved Planning Building Adding Content Editing Designing with the task in mind Package Structure GUI Design and Layout Text Constraints Navigation
Page 15 Page 15 Page 15 Page 16 Page 16 Page 16 Page 17 Page 17 Page 20 Page 21 Page 22
4.0
Macromedia Authorware
Page 24
4.1 4.2 4.3 Final Report
Overview What is Authorware? The Development Environment Page 3
Page 24 Page 24 Page 24 Hewa Balisane
BSc Combined Honours Multimedia Technology 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 The Icons Display icon Navigate icon Interaction icon Calculation icon Variables, functions, and expressions Publishing Packaging an Authorware piece Page 25 Page 25 Page 27 Page 27 Page 29 Page 30 Page 32 Page 33
5.0
Development
Page 36
5.1 5.2 5.3 5.4 5.5 5.6 5.7
Overview Authorware Development Trial Application Development Authorware Model The Navigation Model The Question Model The Test Model
Page 36 Page 36 Page 36 Page 38 Page 40 Page 41 Page 42
6.0
Application Main Feature
Page 44
6.1 6.2 6.3 6.4 6.5 6.6 6.7
Overview User Profiling Profile Recording New User Registration Returning user Log in Glossary The Working of the Glossary
7.0
Evaluation
Page 50
7.1 7.2 7.3 7.4 7.5 7.6 Final Report
Overview Program Testing CAL Usability Testing User Evaluation Post Task Questionnaire Evaluation Result Page 4
Page 50 Page 50 Page 51 Page 54 Page 53 Page 54 Hewa Balisane
8.0
Case study
Page 56
9.0
Conclusions and Critique
Page 61
9.1 9.2 9.3 9.4 9.5 9.6 9.7
Overview Out-comes Critique Experiences Gained Lessons Learnt Future work and Improvements Conclusion
10.0
References and Bibliography
Page 64
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BSc Combined Honours Multimedia Technology List of Appendices Page 65
A B C D E
Literature Survey Flow Code Layout UML Design Model Post Task Questionnaire Student Log File
Page 65 Page 71 Page 77 Page 84 Page 86
Declaration of originality
Page 89
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Chapter One Introduction
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BSc Combined Honours Multimedia Technology 1.0 1.1 Introduction 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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BSc Combined Honours Multimedia Technology 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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BSc Combined Honours Multimedia Technology 1.4 History of CAL?
CALs history began in the early 60s, 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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BSc Combined Honours Multimedia Technology 2.0 2.1 The User 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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BSc Combined Honours Multimedia Technology 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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BSc Combined Honours Multimedia Technology 3.0 3.1 Package Design 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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BSc Combined Honours Multimedia Technology 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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BSc Combined Honours Multimedia Technology 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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START
Welcome page
Register or Login
Register (first time User)
Login (Returning User)
Enter Registration Details
Enter Previous Login Details
Is Login name already used?
Do Login Details Exist?
No Yes Yes
No
Menu page
Test
Main menu
How to use this course
NO
NO
NO
Yes
Yes
Yes
END
Figure 3.1 Indicating the overall Design of the application

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BSc Combined Honours Multimedia Technology 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 uses 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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BSc Combined Honours Multimedia Technology 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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BSc Combined Honours Multimedia Technology 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 its showing in the figure below.
Figure 3.3 Indication the sectional nature of the on screen text and image
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BSc Combined Honours Multimedia Technology 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 Final Report Page 22 Hewa Balisane
Chapter Four
Macromedia Authorware
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BSc Combined Honours Multimedia Technology 4.0 4.1 Macromedia Authorware 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 todays 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 Final Report Page 24 Hewa Balisane
BSc Combined Honours Multimedia Technology 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 Figure 4.2 Demonstrating the Display Icon Properties dialog box for Display Icon displayed by the display, interaction, framework, and movie icons.
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BSc Combined Honours Multimedia Technology 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
Figure 4.3 Demonstrating the Erase Icon Properties dialog box
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.
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Figure 4.3 Demonstrating the Wait Icon Properties dialog box
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. Final Report Page 27 Hewa Balisane
BSc Combined Honours Multimedia Technology 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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BSc Combined Honours Multimedia Technology 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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BSc Combined Honours Multimedia Technology 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. Final Report Page 30 Hewa Balisane
BSc Combined Honours Multimedia Technology 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 Page 31 Hewa Balisane
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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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BSc Combined Honours Multimedia Technology For this project it has been decided that the project will be put on a CD as its 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 runtime 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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BSc Combined Honours Multimedia Technology 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
Database application to store user profile, and other files needs for the database file
Application executable 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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BSc Combined Honours Multimedia Technology 5.0 5.1 Development 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 Final Report Page 36 Hewa Balisane
BSc Combined Honours Multimedia Technology 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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BSc Combined Honours Multimedia Technology 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 Concepts
Network Cards and Cables
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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BSc Combined Honours Multimedia Technology 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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BSc Combined Honours Multimedia Technology 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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BSc Combined Honours Multimedia Technology 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.
Figure 5.3: (Left) Flow structure of the Question model. (Right) The running view of the same model as displayed to the user. 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.
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BSc Combined Honours Multimedia Technology 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, its 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.
Correct Response
Wrong Response
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. 5.7 The Test Model
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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BSc Combined Honours Multimedia Technology 6.0 6.1 Application Main Feature 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 students 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 Final Report Page 44 Hewa Balisane
BSc Combined Honours Multimedia Technology 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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BSc Combined Honours Multimedia Technology 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.
Enter Register Details
Is User ID already used?
Yes NO
Log user and store data in database file
Figure 6.2 Demonstrating the user login to the application. 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
First Name Middle Name Surname User ID
Variable Stored In
UserName MidName SurName UserID
Figure 6.3 The user inputs in the text entry interaction throughout registration procedure are stored in the above variables.
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BSc Combined Honours Multimedia Technology 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. Its 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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BSc Combined Honours Multimedia Technology 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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BSc Combined Honours Multimedia Technology 7.0 7.1 Evaluation 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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BSc Combined Honours Multimedia Technology 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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BSc Combined Honours Multimedia Technology 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? Are all pop-up windows positioned on the screen so they do not cover up relevant information?
Yes 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? Are error messages written in plain language?
Yes
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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BSc Combined Honours Multimedia Technology 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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BSc Combined Honours Multimedia Technology 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.
12 10 8 6 4 2 0
10 8
Excellent Good Fair Poor
1 1
How would The How would How would you rate the navigation you rate the you rate the overall within the layout of the content of the package? package was? success of the package? package?
Figure 7.2 illustrates the answers given to the first four questions 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.
12 10 8 6 4 2 0
10
10 7 3 6 4 Yes No
Did you use Do you Did the package help recommend the Glossary? the package to you learn others? about Networking?
Did you use the Find function?
Figure 7.3 illustrates the answers given to the last four questions Final Report Page 54 Hewa Balisane
Chapter Eight
Case Study
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BSc Combined Honours Multimedia Technology 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 GeoLearnings 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 Final Report Page 57 Hewa Balisane
BSc Combined Honours Multimedia Technology 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 Rectifiers 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 companys 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 systems design can meet the companys 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. Final Report Page 58 Hewa Balisane
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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BSc Combined Honours Multimedia Technology 9.0 9.1 Conclusions and Critique 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 enduser). 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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BSc Combined Honours Multimedia Technology 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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BSc Combined Honours Multimedia Technology 9.7 Conclusion
This has been an interesting and enjoyable project and I have learned a lot about elearning 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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BSc Combined Honours Multimedia Technology Introduction:
The use of tool is one of mans distinguishing characteristics and as Bruner (1972)(ref1) has observed, the tools at mans 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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BSc Combined Honours Multimedia Technology 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, well first look at the benefits to them then well identify and discuss the learner advantages.
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BSc Combined Honours Multimedia Technology 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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BSc Combined Honours Multimedia Technology 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 costeffectively. 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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BSc Combined Honours Multimedia Technology 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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C1 UML Application Design Overview

START
Welcome page
Register or Login
Register (first time User)
Login (Returning User)
Enter Registration Details
Enter Previous Login Details
Is Login name already used?
Do Login Details Exist?
No Yes Yes
No
Menu page
Test
Main menu
How to use this course
NO
NO
NO
Yes
Yes
Yes
END
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C2 UML State diagram for the Top level of the Application
Glossary
Click Glossary START Click Continue Click Continue
Click Back
END
Welcome screen
Register or Login
Running Application
Click Exit
Click Exit
Click Exit
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C3 UML State diagram for the Running state of the Application
No Match on Records
Enter Login details

Login Check Existing Login details
Entered Details START
Records Match END
Login screen
Main Application
Entered Details Enter Registration Details

Check Registration Login name
Login Name not Used
Register
Click Exit
Login Name Used
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C4 UML State diagram for the Running state of the Application
Click Menu To Take Test
Click Exit
Network Cards and Cable Section
START
Network Concept Section
Click Exit
END
Menu
Main Menu
Click Menu To Take Test Click Exit

Network Standards Section
Click Menu To Take Test
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C5 UML Activity diagram for simple Question Interactions
START
Display Question text
User interaction with the Question e.g. Enter Text
Correct Response
Incorrect Response
Increment TotalCorrect by 1
END
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C6 UML Activity diagram for the Glossary Build Topic List
START
Initialise loop counter
Loop counter = 2 to PageCount of Glossary Topics
True
Fals
END
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Appendix D:
Post Task Questionnaire
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CAL NETWORKING KNOWLEDGE POST TASK QUESTIONNAIRE
Excellent How would you rate the layout of the package?
Good
Fair
Poor
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
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BSc Combined Honours Multimedia Technology _________________________________________________
Network concept Completed Successfully
1 In the Network concept Test Scored: 3 out of 6 On: At: 04 April 2005 21:10:28
_________________________________________________
1 In the Network Standards Test Scored: 2 out of 5 On: At: 05 April 2005 10:01:45
_________________________________________________
Network concept Completed Successfully 1 In the Network concept Test Scored: 5 out of 6 On: At: 08 April 2005 11:10:52
_________________________________________________
Network concept Completed Successfully 1 In the Network concept Test Scored: 3 out of 6 On: At: 09 April 2005 20:05:16
_________________________________________________ Final Report Page 87 Hewa Balisane
Network concept Completed Successfully
_________________________________________________
_________________________________________________
1 In the Network Standards Test Scored: 7 out of 5 On: At: 09 April 2005 21:02:17
_________________________________________________
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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:_________________
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BSc Combined Honours Multimedia Technology

BSc Combined Honours Multimedia Technology Acknowledgments

BSc Combined Honours Multimedia Technology

1.1 1.2 1.3 1.4

The purpose of the project Overview Project objectives History of CAL?

Page 8 Page 8 Page 9 Page 10

2.1 2.2 2.3 2.4

Page 12 Page 12 Page 12 Page 13

4.1 4.2 4.3 Final Report

Overview What is Authorware? The Development Environment Page 3

Page 24 Page 24 Page 24 Hewa Balisane

5.1 5.2 5.3 5.4 5.5 5.6 5.7

Page 36 Page 36 Page 36 Page 38 Page 40 Page 41 Page 42

Application Main Feature

6.1 6.2 6.3 6.4 6.5 6.6 6.7

Page 44 Page 44 Page 45 Page 46 Page 47 Page 47 Page 47

7.1 7.2 7.3 7.4 7.5 7.6 Final Report

Page 50 Page 50 Page 51 Page 54 Page 53 Page 54 Hewa Balisane

BSc Combined Honours Multimedia Technology

Conclusions and Critique

9.1 9.2 9.3 9.4 9.5 9.6 9.7

Page 61 Page 61 Page 61 Page 62 Page 62 Page 62 Page 63

References and Bibliography

BSc Combined Honours Multimedia Technology List of Appendices Page 65

Page 65 Page 71 Page 77 Page 84 Page 86

BSc Combined Honours Multimedia Technology

Chapter One Introduction

BSc Combined Honours Multimedia Technology 1.3 Project objectives

BSc Combined Honours Multimedia Technology 1.4 History of CAL?

BSc Combined Honours Multimedia Technology

Understanding the user

Who the users are

BSc Combined Honours Multimedia Technology

Design issues involved

In planning the application a number of questions needed to be asked:

Package Structure GUI Design Text Constraints Navigation

BSc Combined Honours Multimedia Technology

Register (first time User)

Login (Returning User)

Enter Registration Details

Enter Previous Login Details

Is Login name already used?

Do Login Details Exist?

How to use this course

Figure 3.1 Indicating the overall Design of the application

Figure 3.2 A visual demonstration of screen design

BSc Combined Honours Multimedia Technology 3.10 Text Constraints

As its showing in the figure below.

BSc Combined Honours Multimedia Technology 3.11 Navigation

BSc Combined Honours Multimedia Technology

The Development Environment

4.6 Motion icons

4.7 Erase icon

4.8 Wait icon

Figure 4.3 Demonstrating the Erase Icon Properties dialog box

BSc Combined Honours Multimedia Technology

Figure 4.3 Demonstrating the Wait Icon Properties dialog box

Figure 4.4 Demonstrating the Interaction Icon Properties dialog box

BSc Combined Honours Multimedia Technology 4.8 Calculation Icon

Variables, functions, and expressions

BSc Combined Honours Multimedia Technology

Packaging an Authorware piece

Xtras folder containing image, audio, animation, and text drivers