PROJECT REPORT

ON
National Geographic Learning

FOR
Zeus Learning Solutions, Mumbai

BY
Piyusha Surendra Shivade
MC2159

POST GRADUATE DEPARTMENT OF COMPUTER SCIENCE,

S.N.D.T. WOMEN’S UNIVERSITY

MASTER OF COMPUTER APPLICATION

SEM VI - (2022 – 2023)

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 CERTIFICATE

This is to certify that Ms. Piyusha Surendra Shivade has completed the project
on National Geographic Learning (E-Learning Solutions) satisfactorily as a
partial fulfillment of the Post Graduate Degree of Master Of Computer
Application (MCA)

External Examiner: Internal Examiner:

Name : Name :

Date : Date :

Signature : Signature :

Head of Department:

Name :

Date :

Signature :

2
Certificate from Company

3
 INDEX
SR.NO CONTENTS PAGE NO
ACKNOWLEDGEMENT 5
ABSTRACT 6
CHAPTER 1: INTRODUCTION 7
1.1 Company Profile 8
1.2 Existing System and Need for System 10
1.3 Scope ff the Work 11
1.4 Operating Environment – Hardware and Software 13
1.5 Technology Used 14
CHAPTER 2: PROPOSED SYSTEM 16
2.1 Proposed System 17
2.2 Objectives of System 18
2.3 User Requirements 20
2.4 Software Development Model (Lifecycle Model) 23
CHAPTER 3: ANALYSIS & DESIGN 27
3.1 System Design of E-learning Management System 28
3.2 General task involved in the design process 29
3.3 Content Integration 30
3.3 Data Flow Diagram 32
3.4 Activity diagram 36
3.5 Test Plans and Test cases 38
CHAPTER 4: SCREEN SHOTS 40
4.1 Screen shots (in order) 41
Drawbacks and Limitations 53
Proposed Enhancements 54
Conclusions 56
Bibliography 57

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 ACKNOWLEDGEMENT

This project would not have been possible without the help and guidance of a lot
of people. It is now time to convey my sincere gratitude to everyone who helped
with this project. I especially want to thank Prof. Shaesta Khan, ma'am, for giving
me the chance to accomplish this project successfully.

It seems proper to start with the group that suggested I take on this project: my
coworkers, the team leader, and the entire Zeus Learning Solution’s staff. I was
given the chance by the organisation to work on this project under reputable
supervision. When I needed good suggestions or comments, the employees
helped me out. They all have my gratitude.

I would like to express my gratitude to the entire teaching staff at the P. G.

Department of Computer Science for helping us effectively accomplish our
project.

Name: Piyusha Surendra Shivade

Signature:

Date:

5
 ABSTRACT

This abstract provides an overview of an e-learning project focused on National

Geographic Learning (NGL), aimed at revolutionizing education through
innovative e-learning methodologies and technologies. The project sought to
leverage the potential of digital platforms to create engaging, personalized, and
collaborative learning experiences for learners of all ages.

The project commenced with a thorough analysis of the current educational

landscape, identifying gaps and challenges in traditional learning environments.
Based on this assessment, a comprehensive framework for NGL was developed,
incorporating principles of learner-centeredness, flexibility, adaptability, and
accessibility.

In conclusion, the NGL e-learning project represents a paradigm shift in

education, harnessing the power of digital tools and pedagogical innovation to
revolutionize learning experiences. By embracing the principles of NGL,
education can transcend physical boundaries and empower learners to thrive in
the knowledge-based society of the 21st century.

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CHAPTER 1: INTRODUCTION

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1.1 Company profile

Zeus learning is an Indian multinational educational platform. The company

headquarter is in Mumbai. It is a globally recognized end-to-end e-learning solutions
provider company. the company is specializing in the development of HTML5 based
interactive learning assets, mobile apps, technology solutions for LMS, CMS and TEI
systems, software simulations training and content-rich courseware and learning
experiences designed using the latest technology for the web and mobile world.

Website:

https://www.zeuslearning.com/

Sector: Technology

Industry: Software and Tech Solutions

Founded:

Established in 2000

Headquarters:

B-1402, Peninsula Business Park, Lower Parel (W)

Mumbai

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Founder:

Joy Sarbadhikary

CEO:

Ashutosh Garg

Their main Activities: -

▪ Software Development
▪ QA & Testing
▪ Content & Animation
▪ Design & Usability

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1.2 Existing System and Need for System

The project team utilized cutting-edge technologies and instructional design strategies
to design and implement a multifaceted e-learning platform. The platform featured
interactive multimedia content, gamified learning modules, virtual reality simulations,
and social learning elements to foster active participation and knowledge retention.

Collaboration and community-building were key pillars of the NGL project. The
platform facilitated peer-to-peer interaction, real-time communication with instructors
and mentors, and collaborative project-based learning. Learners were encouraged to
engage in discussions, share resources, and work together on assignments, fostering a
sense of belonging and collective growth.

The project also emphasized the importance of data analytics and learner feedback in
enhancing the NGL experience. Robust assessment mechanisms and learning analytics
tools were integrated into the platform, providing educators with insights into individual
learner progress and enabling personalized learning pathways.

Preliminary results from the NGL project demonstrated promising outcomes. Learners
reported increased motivation, improved knowledge retention, and a sense of
empowerment in their learning journeys. Educators appreciated the flexibility and
customization options offered by the platform, allowing them to tailor instruction to
individual learner needs.

The NGL project serves as a testament to the transformative potential of e-learning in

education. By embracing innovative approaches and technologies, it paves the way for
a future where education is learner-centric, dynamic, and accessible to all. The findings
and recommendations from this project can guide educational institutions and
policymakers in adopting NGL strategies to create impactful and inclusive learning
environments.

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1.3 Scope of The Work

1. Online Courses: E-learning provides the opportunity to create and deliver

online courses on various subjects and disciplines. These courses can be
designed for academic education, professional development, or personal
enrichment.
2. Distance Learning: E-learning enables learners to access educational resources
and participate in learning activities remotely. It eliminates geographical
barriers, allowing individuals to pursue education and training without the need
for physical presence in a traditional classroom setting.
3. Blended Learning: Blended learning combines traditional face-to-face
instruction with online learning components. It offers a flexible and personalized
learning experience by integrating online resources, multimedia, and interactive
elements with in-person teaching.
4. Corporate Training: E-learning is widely used in the corporate sector for
employee training and development. It allows organizations to deliver training
programs efficiently and cost-effectively to a geographically dispersed
workforce.
5. Skill Development: E-learning platforms offer a wide range of courses and
programs focused on skill development. These can include technical skills, soft
skills, language proficiency, leadership skills, and more, catering to the needs of
learners in various industries and professions.
6. Mobile Learning: With the proliferation of mobile devices, e-learning has
expanded to include mobile learning or m-learning. Mobile apps and responsive
websites enable learners to access educational content and engage in learning
activities on smartphones and tablets, providing anytime, anywhere learning.
7. Learning Management Systems (LMS): E-learning often relies on Learning
Management Systems, which are software platforms that facilitate the
administration, delivery, tracking, and management of online courses and
training programs. LMSs provide features such as content management, learner
enrollment, assessments, progress tracking, and reporting.

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 8. Virtual Reality (VR) and Augmented Reality (AR): E-learning can leverage
VR and AR technologies to create immersive and interactive learning
experiences. These technologies enable learners to simulate real-world
scenarios, explore 3D environments, and enhance engagement and retention.
9. Adaptive Learning: E-learning can incorporate adaptive learning
methodologies, where the content and delivery are tailored to individual learner
needs, preferences, and performance. Adaptive learning systems use data
analytics and algorithms to personalize the learning experience and optimize
learning outcomes.
10. Continuous Learning and Microlearning: E-learning allows for continuous
learning by providing access to on-demand resources and microlearning
modules. Microlearning involves delivering bite-sized, focused learning content
that can be consumed quickly and easily, catering to the busy schedules and
attention spans of learners.

The scope of eLearning continues to evolve as technology advances and new

methodologies and tools emerge. It offers a flexible, accessible, and personalized
approach to education and training, catering to a wide range of learners and addressing
diverse learning needs.

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1.4 Operating Environment – Hardware and Software

Minimum hardware requirements: -

 CPU: Intel PIII 500 MHZ

 HDD: 30 GB

 RAM: 256MB

 Ethernet Card for LAN connectivity

Minimum software requirements: -

 Avallain Author e-learning authoring tool

 Redmine Project Management Web Application
 Windows Server
 Windows Server Service Pack
 Adobe Acrobat PDF Reader
 Internet Explorer / Google Chrome
 Audacity (Digital Audio Editor)
 Photopea (Digital Photo Editor)
 Microsoft Application’s (Excel, word)

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1.5 Detail Description of Technology Used

Various technologies are used in eLearning projects to create, deliver, and enhance the
learning experience. Here are some key technologies commonly employed in
eLearning:

1. Learning Management Systems (LMS): LMS platforms serve as the

foundation for eLearning projects. They provide a centralized system to
manage and deliver online courses, track learner progress, and facilitate
communication between instructors and learners.
2. Content Authoring Tools: Content authoring tools enable the creation of
interactive and engaging eLearning content. These tools allow instructional
designers and subject matter experts to develop multimedia-rich lessons,
assessments, and interactive modules without requiring extensive programming
knowledge.
3. Learning Content Management Systems (LCMS): LCMS platforms
facilitate the storage, organization, and management of learning content. They
enable collaborative content development, version control, and reuse of content
components across multiple courses.
4. Multimedia Elements: Multimedia elements such as videos, audio recordings,
images, and animations are integral to eLearning projects. Tools and
technologies for creating and editing multimedia content, such as video editing
software and graphic design tools, are used to enhance the visual and auditory
aspects of the learning materials.
5. Virtual Reality (VR) and Augmented Reality (AR): VR and AR
technologies provide immersive and interactive learning experiences. VR
involves creating a simulated environment, while AR overlays digital content
onto the real world. These technologies are used for simulations, virtual
laboratories, virtual tours, and hands-on training.
6. Mobile Learning (m-learning): Mobile devices and responsive design play a
crucial role in delivering eLearning content to learners on their smartphones

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 and tablets. Mobile learning apps and mobile-friendly learning platforms
enable learners to access educational resources anytime and anywhere.
7. Learning Analytics: Learning analytics tools collect and analyze data on
learner behavior, engagement, and performance. These insights help instructors
and administrators make data-driven decisions, track learner progress, and
personalize the learning experience.
8. Gamification: Gamification techniques and tools are employed to make
eLearning more engaging and interactive. Gamified elements, such as badges,
leaderboards, and rewards, motivate learners and enhance their participation
and learning outcomes.
9. Social Learning Tools: Social learning tools facilitate collaboration,
interaction, and knowledge sharing among learners. Discussion forums, chat
platforms, and social media integration enable learners to engage in online
discussions, group projects, and peer-to-peer learning.
10. Cloud Computing: Cloud-based platforms and services provide scalability,
accessibility, and data storage for eLearning projects. Cloud hosting, file
storage, and collaborative document editing platforms enable seamless
collaboration and easy access to learning materials.

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CHAPTER 2: PROPOSED SYSTEM

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2.1 Proposed System

The aim of proposed system is to develop a system of improved facilities. The proposed
system can overcome all the limitations of the existing system. The system provides
proper security and reduces the manual work.

• Security of data.
• Ensure data accuracy's.
• Proper control of the higher officials.
• Minimize manual data entry.
• Minimum time needed for the various processing.

The proposed system has following requirements:

▪ System needs store information about new entry of Assignment.
▪ System needs to help the internal staff to keep information of Student and find
them as per various queries.
▪ System needs to maintain quantity record.
▪ System needs to keep the record of TEACHER.
▪ System needs to update and delete the record.
▪ System also needs a search area.

It also needs a security system to prevent data.

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2.2 Objectives of System
The objectives of eLearning can vary depending on the specific context and goals of the
organization or educational institution implementing it. However, some common
objectives of eLearning include:
• Accessibility: One of the primary objectives of eLearning is to provide
accessible learning opportunities to a wide range of learners. E-learning allows
individuals to access educational resources and courses anytime and anywhere,
overcoming geographical barriers and time constraints.

• Flexibility and Convenience: E-learning aims to provide learners with

flexibility and convenience in terms of when and where they can engage in
learning activities. Learners can progress through courses at their own pace,
accommodating their personal schedules and learning preferences.

• Cost-effectiveness: E-learning can be a cost-effective alternative to traditional

classroom-based learning. It eliminates the need for physical infrastructure,
travel expenses, and printed materials. Organizations can reach a larger audience
and deliver training or education in a more budget-friendly manner.

• Personalization and Customization: E-learning enables personalized and

customized learning experiences. Learners can choose courses and modules that
align with their specific interests, needs, and skill gaps. Adaptive learning
technologies can tailor content and assessments based on individual learner
profiles.

• Continuous Learning and Lifelong Learning: E-learning promotes

continuous learning and lifelong learning by providing opportunities for learners
to acquire new knowledge and skills beyond traditional educational settings. It
supports professional development, upskilling, and reskilling throughout
individuals' careers.

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• Scalability: E-learning allows organizations to scale their training or educational
programs more easily compared to traditional methods. Courses and materials
can be replicated and delivered to large numbers of learners without significant
additional resources.

• Collaboration and Social Learning: E-learning facilitates collaboration and

social learning among learners through discussion forums, chat features, and
group projects. Learners can interact with peers, share knowledge, and engage
in collaborative learning experiences.

• Performance Improvement: E-learning aims to improve learner performance

and outcomes. It provides opportunities for formative and summative
assessments, feedback, and tracking learner progress. Organizations can identify
areas for improvement and adjust learning materials accordingly.

• Measurement and Analytics: E-learning incorporates measurement and

analytics tools to track learner engagement, progress, and performance.
Organizations can gather data on learner behaviour and use analytics insights to
enhance instructional design, identify knowledge gaps, and assess the
effectiveness of courses.

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2.3 User Requirements
▪ Allow user (admin/Zeus admin/instructor) to create their own need full Learning
Object.
▪ Feedback. Here we create/edit/delete the feedback, which will be send to client.
▪ Integrating multiple activities.

User requirements for eLearning software typically revolve around the needs and
expectations of the learners, instructors, and administrators involved. Here are some
common user requirements to consider when developing eLearning software:

Learner Requirements:

• User-Friendly Interface: The software should have an intuitive and user-

friendly interface that is easy to navigate, allowing learners to access courses,
modules, and learning materials effortlessly.

• Course Enrollment and Progress Tracking: Learners should be able to easily

enroll in courses, track their progress, and access their completed modules,
assignments, and assessments.

• Multimedia Content Support: The software should support a variety of

multimedia content formats, such as videos, presentations, interactive
simulations, and e-books, to enhance the learning experience.

• Assessment and Feedback: Learners should have access to assessments,

quizzes, and assignments to evaluate their understanding. They should receive
timely and meaningful feedback on their performance to support their learning
journey.

• Discussion and Collaboration: The software should facilitate communication

and collaboration among learners through features like discussion forums, chat
rooms, and collaborative projects.
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 • Mobile Compatibility: Learners should be able to access the eLearning
software on various devices, including smartphones and tablets, for flexible and
on-the-go learning.

Instructor Requirements:

• Content Creation and Management: Instructors should have tools to create,

upload, and manage course content, including lessons, quizzes, assignments, and
resources.

• Assessment and Grading: The software should provide features for creating
assessments, grading student work, and providing feedback. It should support a
variety of question types and grading scales.

• Communication and Feedback: Instructors should be able to communicate

with learners, provide feedback on assignments and assessments, and respond to
learner inquiries.

• Analytics and Reporting: The software should offer analytics and reporting
capabilities, allowing instructors to track learner progress, monitor engagement,
and generate performance reports.

Administrator Requirements:

• User Management: Administrators should be able to manage user accounts,

including user registration, enrollment, and access control.

• Course Management: Administrators should have the ability to create, edit, and
organize courses, assign instructors, and manage course catalog information.

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 • System Administration: The software should provide system administration
features, including security settings, backups, user roles, and permissions
management.

• Integration and Compatibility: The software should support integration with

other systems or tools, such as learning management systems (LMS), student
information systems (SIS), or authentication services.

Technical Requirements:

• Scalability and Performance: The software should be scalable to handle a

growing number of users and courses. It should perform efficiently, even with a
large user base and concurrent access.

• Security and Privacy: The software should prioritize data security and privacy,
ensuring secure user authentication, data encryption, and compliance with
applicable regulations.

• Reliability and Availability: The software should be reliable, with minimal

downtime, and accessible from anywhere with a stable internet connection.

• Compatibility: The software should be compatible with different operating

systems, browsers, and devices, ensuring a consistent experience across
platforms.

These user requirements should be further refined and customized based on the specific
needs and context of the eLearning software being developed. Gathering feedback from
users, conducting user research, and incorporating iterative design and development
processes are crucial to ensuring that the software meets the diverse needs of its users.

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2.4 Software Development Model (Lifecycle Model)

Waterfall Model:

The Waterfall model follows a linear and sequential approach, with distinct phases such
as requirements gathering, design, implementation, testing, and deployment. Each
phase is completed before moving on to the next. This model is suitable when
requirements are well-defined and unlikely to change significantly during the project.

When developing eLearning software using the Waterfall model, the project typically
follows a sequential and linear process with distinct phases. Here's an overview of
how the Waterfall model can be applied to eLearning software development:

▪ Requirements Gathering: In this initial phase, the project team works closely
with stakeholders, including instructional designers, subject matter experts, and
clients, to gather and document detailed requirements for the eLearning software.
This includes identifying the target audience, learning objectives, content
specifications, technical requirements, and any specific features or
functionalities.
▪ System Design: Once the requirements are defined, the system design phase
begins. Instructional designers, software architects, and user experience (UX)
designers collaborate to create a detailed design plan for the eLearning software.

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 This involves designing the overall system architecture, user interface,
navigation flow, and content organization.
▪ Implementation: The implementation phase involves actual development and
coding based on the design specifications. Developers write the code, integrate
necessary technologies, and create the required features and functionalities
outlined in the design phase. The eLearning content, such as multimedia
elements and interactive modules, is also developed and integrated into the
software.
▪ Testing: In the testing phase, the developed eLearning software is rigorously
tested to ensure it functions correctly and meets the defined requirements. This
includes functional testing, usability testing, performance testing, and
compatibility testing across different devices and browsers. Any identified issues
or bugs are logged, tracked, and addressed by the development team.
▪ Deployment: Once the eLearning software passes all the necessary tests and
meets the quality standards, it is prepared for deployment. The deployment phase
involves packaging the software, creating installation packages, and setting up
the necessary infrastructure for hosting the eLearning content. It may also
involve integrating the software with a learning management system (LMS) or
other relevant systems.
▪ Maintenance: After the deployment, the eLearning software enters the
maintenance phase. Ongoing support and maintenance activities are performed
to address any issues, bug fixes, updates, or enhancements that arise. This phase
ensures the smooth functioning of the eLearning software and its continuous
availability to learners.

Overall, the Waterfall model provides a structured and systematic approach to

eLearning software development, ensuring a well-defined process and clear milestones
at each phase of the project.

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Agile Model:

The Agile model is well-suited for eLearning development due to its iterative and
collaborative nature. Here's how the Agile model can be applied to eLearning projects:

Establish the Project Vision: Define the overall vision and objectives of the eLearning
project. Identify key stakeholders, including subject matter experts, instructional
designers, and learners, and involve them in the project from the beginning.

Create the Product Backlog: Collaboratively create a product backlog that lists all the
features, functionalities, and content items that need to be developed for the eLearning
platform. Prioritize the items based on their importance and value to the learners.

Sprint Planning: Plan the development process in short iterations called sprints.
Determine the duration of each sprint (usually 1-4 weeks) and select a set of high-
priority items from the product backlog to work on during the sprint.

Development: The development team works on the selected items from the product
backlog during the sprint. Developers collaborate closely with instructional designers,
content creators, and other stakeholders to design and develop the eLearning modules,
assessments, and other components.

Daily Stand-up Meetings: Conduct daily stand-up meetings to ensure communication

and collaboration within the development team. Each team member provides updates
on their progress, highlights any issues or obstacles, and discusses the tasks they will
work on next.

Continuous Integration and Testing: As the development progresses, ensure

continuous integration and testing of the eLearning software to identify and fix any
issues or bugs. Regularly review and test the functionality, usability, and performance
of the platform.

Sprint Review and Demo: At the end of each sprint, conduct a sprint review meeting
where the development team demonstrates the completed features and functionality to

25
stakeholders. Gather feedback and suggestions for improvements, which can be
incorporated in subsequent sprints.

Sprint Retrospective: Reflect on the sprint's successes and challenges during the sprint
retrospective meeting. Identify areas for improvement in the development process, team
collaboration, or product quality, and take necessary actions to address them in the next
sprint.

Repeat and Refine: Repeat the sprint cycle, starting from sprint planning, to work on
the next set of items from the product backlog. Continuously iterate and refine the
eLearning platform based on feedback, user testing, and evolving requirements.

Release and Feedback: After multiple iterations, conduct a final release of the
eLearning software. Gather feedback from learners, instructors, and administrators to
gather insights for future enhancements and updates.

By adopting the Agile model, eLearning development teams can respond quickly to
changing requirements, gather frequent feedback, and deliver incremental value to the
learners. This iterative approach fosters collaboration, promotes flexibility, and ensures
that the eLearning software meets the evolving needs of the users.

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CHAPTER 3: ANALYSIS & DESIGN

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3.1 System Design of E-learning Management System

In this phase, a logical system is built which fulfils the given requirements. Design
phase of software development deals with transforming the client's requirements into a
logically working system. Normally, design is performed in the following in the
following two steps:

1. Primary Design Phase:

In this phase, the system is designed at block level. The blocks are created on the basis
of analysis done in the problem identification phase. Different blocks are created for
different functions emphasis is put on minimizing the information flow between blocks.
Thus, all activities which require more interaction are kept in one block.

2. Secondary Design Phase:

In the secondary phase the detailed design of every block is performed.

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3.2 General task involved in the design process are following:

A. Design various blocks for overall system processes.

B. Design smaller, compact and workable modules in each block.

C. Design various database structures.

D. Specify details of programs to achieve desired functionality.

E. Design the form of inputs, and outputs of the system.

F. Perform documentation of the design.

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3.3 Content Integration
The common methods of content integration for eLearning software:
Multimedia Integration: eLearning software often supports the integration of
multimedia content, such as videos, audio files, images, and animations. Content
creators can upload these media files to the eLearning platform, and the software should
provide features to embed or link them within the course materials. Learners can then
access and interact with the multimedia content during their learning sessions.

Document Integration: eLearning platforms typically support the integration of

documents, such as PDFs, Word documents, or PowerPoint presentations. Content
creators can upload these files to the system, and learners can view or download them
as part of their learning materials. The software should have document viewers or
plugins that enable learners to easily access and navigate through the integrated
documents.

External Content Embedding: eLearning software often allows for the integration of
external content from various sources. This can include embedding videos from video
hosting platforms like YouTube or Vimeo, embedding social media posts or feeds, or
linking to external websites or resources. Content creators can utilize embed codes or
URLs to integrate external content into their courses, providing learners with access to
a wider range of relevant materials.

Learning Management System (LMS) Integration: Many eLearning software

platforms integrate with Learning Management Systems (LMS) to streamline content
management and delivery. LMS integration enables seamless sharing of course content,
assessments, and learner data between the eLearning software and the LMS. This
integration facilitates efficient content distribution and enables centralized management
of user accounts, course enrollments, and progress tracking.

Assessment Integration: eLearning software often integrates assessment tools and

systems to facilitate the creation and delivery of quizzes, tests, and assignments. The

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software should allow content creators to design assessments within the platform and
seamlessly integrate them into the learning materials. This integration ensures a
cohesive learning experience where learners can complete assessments directly within
the eLearning software.

Gamification Integration: Gamification elements, such as badges, points,

leaderboards, or progress tracking, can be integrated into eLearning software to enhance
learner engagement and motivation. The software should provide features or plugins
that enable content creators to incorporate gamification elements into the learning
materials, allowing learners to earn points or achievements as they progress through the
courses.

Interactive Content Integration: eLearning software can support the integration of

interactive content, such as simulations, interactive exercises, or virtual labs. Content
creators can design interactive activities using authoring tools or specific software and
integrate them into the eLearning platform. Learners can then interact with the content,
perform simulations, or engage in hands-on exercises to enhance their understanding
and skills.

Effective content integration in eLearning software ensures a rich and diverse learning
experience for users. It enables the inclusion of various media formats, external
resources, assessments, gamification elements, and interactive content, providing
learners with a dynamic and engaging learning environment.

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3.4 Data Flow Diagram

A data flow diagram (DFD) is a graphical or visual representation using a standardized

set of symbols and notations to describe a business's operations through data movement.
They are often elements of a formal methodology such as Structured Systems Analysis
and Design Method (SSADM).

A dataflow diagram (DFD) represents the flow of data within a system and the processes
that manipulate that data. In the context of eLearning, here's a high-level description of
the components and data flow in a DFD:

Users: The primary actors in the eLearning system are the learners, instructors, and
administrators. They interact with the system to perform various activities.

Course Management: This process involves managing courses within the eLearning
system. It includes tasks such as creating courses, updating course information, and
organizing course content.

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User Enrollment: Learners can enroll in courses offered within the eLearning system.
The enrollment process involves capturing learner details, verifying eligibility, and
registering learners for specific courses.

Content Management: This process handles the creation, management, and delivery
of learning content. It includes tasks such as creating learning modules, uploading
multimedia content, and organizing content into lessons or units.

Assessments and Feedback: This process involves managing assessments, quizzes,

and assignments within the eLearning system. It includes tasks such as creating
assessments, assigning them to learners, and collecting and providing feedback on
learner performance.

Progress Tracking: The system tracks and manages learner progress throughout the
eLearning journey. It includes recording completed modules, assessments, and
assignments, as well as tracking overall course progress and generating progress
reports.

Communication and Collaboration: Learners, instructors, and administrators can

communicate and collaborate within the eLearning system. This may involve features
such as discussion forums, chat rooms, messaging, and notifications.

Reporting and Analytics: The system collects data on learner activities, performance,
and engagement. It can generate reports and analytics to provide insights into learner
progress, course effectiveness, and system usage.

External Systems and Services: The eLearning system may interact with external
systems or services, such as learning management systems (LMS), authentication
services, payment gateways, or content providers, to integrate functionality or access
additional resources.

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The dataflow diagram illustrates how data flows between these components, processes,
and actors within the eLearning system. Arrows represent the flow of data, and data
stores can be included to represent databases or repositories where data is stored.

It's important to note that the level of detail and complexity of the dataflow diagram can
vary depending on the scope and requirements of the eLearning system. A more detailed
diagram can include additional processes, data stores, and interactions based on the
specific features and functionality of the system.

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3.5 Activity diagram

Activity diagram is basically a flowchart to represent the flow from one activity to
another activity. The activity can be described as an operation of the system. The control
flow is drawn from one operation to another. This flow can be sequential, branched, or
concurrent.

The purpose of an activity diagram can be described as –

▪ Draw the activity flow of a system.
▪ Describe the sequence from one activity to another.
▪ Describe the parallel, branched and concurrent flow of the system.

Steps:

1. Start: The activity diagram begins with the start node.

2. Login/Registration: The user is presented with the option to log in if they have
an existing account or register if they are new to the eLearning platform.

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3. Browse Courses: Once logged in, the user can browse and search for available
courses. They can view course details, such as the course name, description,
instructor, and ratings.

4. Enroll in a Course: The user can select a course of interest and enroll in it. This
step may involve confirming enrollment, checking prerequisites, and making
payment if required.

5. Access Course Materials: After enrolling in a course, the user gains access to
the course materials, which can include modules, lessons, videos, presentations,
or documents. The user can navigate through the course materials and select
specific topics for learning.

6. Complete Assessments: As the user progresses through the course, they

encounter assessments such as quizzes, tests, or assignments. The user
completes the assessments and submits their answers.

7. Receive Feedback and Results: The system evaluates the user's assessment
responses and provides immediate feedback or scores. The user can review
their performance and see their results.

8. Progress Tracking: The user's progress is tracked throughout the course. The
system updates the user's progress status, indicating completed modules,
lessons, or assessments.

9. Communication and Collaboration: The user can engage in communication and

collaboration activities within the eLearning platform. This can include
participating in discussion forums, messaging instructors or peers, or joining
virtual classrooms.

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10. Complete Course: The user continues to progress through the course,
completing modules, assessments, and activities. The system updates the user's
progress until all course requirements are fulfilled.

11. Obtain Certificate: Upon successfully completing the course, the user may be
eligible to receive a certificate of completion. The system generates and
provides the certificate to the user.

12. End: The activity diagram concludes with the end node.

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3.6 Test Plans and Test cases

Test Plan:

a. Introduction: Provide an overview of the eLearning software, its purpose, and

the scope of testing.

b. Test Objectives: Define the objectives of testing, such as verifying functionality,

assessing usability, and ensuring compatibility.

c. Test Approach: Describe the overall approach to testing, including the testing
techniques, test levels, and test environments to be used.

d. Test Schedule: Define the timeline and milestones for the testing activities,
including specific start and end dates for each testing phase.

e. Test Resources: Identify the resources required for testing, including personnel,
tools, hardware, and software.

f. Test Deliverables: Specify the expected deliverables from the testing process,
such as test plans, test cases, test reports, and any other documentation.

g. Test Execution: Outline the procedures for executing the tests, including the
sequence of test cases, test data, and any special test conditions.

h. Test Risks and Mitigation: Identify potential risks and challenges related to
testing, and propose mitigation strategies to address them.

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Test Plan:

▪ Quality Assurance
▪ User Registration
▪ Content Navigation
▪ Content Integration
▪ Images, Audios, Videos

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CHAPTER 4: SCREEN SHOTS

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4.1 Screen shots

• High resolution PDF

Steps wise Screenshots:

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42
43
44
Steps for Label Type in Activity: -

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46
47
Output: -

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Screenshots of Preview:

• FIB Type in activity with video

• FIB Type in activity with Audio

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• Mc single answer activity

• Present activity

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Preview:

• Flashcard activity

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• Sorting Activity

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Drawbacks and Limitations

1. Online student feedback is limited

2. E-Learning can cause social Isolation
3. E-Learning requires strong self-motivation and time management skills
4. Lack of communicational skill development in online students
5. Cheating prevention during online assessments is complicated
6. Online instructors tend to focus on theory rather than practice
7. E-Learning lacks face-to-face communication
8. E-Learning is limited to certain disciplines
9. Online learning is inaccessible to the computer illiterate population
10. Lack of accreditation & quality assurance in online education

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Proposed Enhancements

• Interactive and Engaging Content: Develop eLearning content that incorporates

interactive elements such as videos, simulations, gamification, and virtual reality
experiences. This promotes active engagement, improves knowledge retention,
and enhances the overall learning experience.

• Personalization and Adaptive Learning: Implement adaptive learning

technologies that can tailor the eLearning content based on individual learner
profiles and progress. This allows learners to receive personalized
recommendations, adaptive assessments, and targeted feedback, catering to their
unique needs and learning styles.

• Social Learning and Collaboration: Incorporate social learning features into

the eLearning platform, such as discussion forums, chat rooms, and collaborative
projects. Facilitate peer interaction, knowledge sharing, and group learning
experiences to foster collaboration and create a sense of community among
learners.

• Mobile and Offline Learning: Optimize eLearning platforms and content for
mobile devices, enabling learners to access educational materials on-the-go.
Additionally, provide offline learning capabilities, allowing learners to
download content and continue learning in areas with limited or no internet
connectivity.

• Real-time Feedback and Support: Implement mechanisms for providing real-

time feedback and support to learners. This could include features like chatbots,
virtual assistants, or live chat support to address learner queries promptly and
offer immediate guidance during the learning process.

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 • Continuous Assessment and Feedback: Incorporate frequent formative
assessments throughout the eLearning courses to gauge learner understanding
and progress. Provide immediate feedback to learners, highlighting areas of
improvement and suggesting further learning resources.

Implementing these enhancements can make eLearning more interactive, personalized,

collaborative, and effective. However, it's important to consider the specific needs,
target audience, and available resources when selecting and implementing these
enhancements to ensure they align with the organization's goals and learning objectives.

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Conclusions

In conclusion, eLearning has become a prominent and valuable approach to education

and training. It offers numerous advantages, such as flexibility, accessibility, scalability,
and cost-effectiveness. Learners can access educational materials anytime and
anywhere, allowing for self-paced learning and accommodating diverse schedules and
geographical locations. Additionally, eLearning enables organizations to reach a wider
audience, including remote learners, and provides opportunities for continuous learning
and skill development.

However, it's important to acknowledge the limitations and drawbacks of eLearning as

well. These include the potential for limited social interaction, the need for self-
motivation and discipline, technical challenges, and the difficulty in delivering certain
types of hands-on or practical learning experiences. Ensuring inclusivity, addressing
accessibility needs, and maintaining learner engagement and motivation are critical
considerations in eLearning implementation.

To maximize the benefits of eLearning and mitigate its limitations, proposed

enhancements include incorporating interactive and engaging content, personalizing the
learning experience, fostering social learning and collaboration, optimizing for mobile
and offline learning, providing real-time feedback and support, leveraging gamification
and rewards, utilizing data analytics for insights, integrating virtual labs and
simulations, and ensuring seamless integration with learning management systems.

Ultimately, eLearning continues to evolve and improve, driven by advancements in

technology, instructional design, and learner-centered approaches. By embracing these
enhancements and leveraging the potential of eLearning, organizations and educational
institutions can create effective, engaging, and inclusive learning experiences that
empower learners and support their growth and development.

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Bibliography

• https://app-cen-author6-prod.avallain.net/
• https://www.zeuslearning.com/
• https://www.slideshare.net/YashrajNigam/e-learning-project-report-yashraj-
nigam
• https://chat.openai.com/
• https://elearningindustry.com/directory/elearning-companies/zeus-learning

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