Final Year Project Report BSc. by Hewa Balisane 2005

BSc Combined Honours Multimedia Technology

Final Report Page 1 Hewa Balisane

Summary This project report details the work undertaken over the past seven months to design and

create a computer assisted learning package using one of the Macromedia software tools.

For this project I have used Macromedia Authorware 5.2.

As its well noted e-learning is becoming more popular every day, for its coast

effectiveness and less time consuming. Software tools are widely and increasingly used

for developing these programs. Enabling students to get the academic information

required and giving them the opportunity to test their knowledge without having to get help

from third party, it makes it all very flexible and easy. These packages other than being

academic and less time consuming its also can be designed in such way that the student

do not lose their motivation and encouragement while they study and practice on the

electronic packages which adds to its value and popularity.

The objective of this project is to design and develop an e-learning package, which

introduce the concepts of networking to the first year students, studying networking

module within the faculty of science and engineering.

Over the past seven months a plan sat to design the project, which described above. For

this a research was done into networking and its major concepts, then a selection was

done to the information collected into what to include. Then decided for the project to be

done by using Macromedia Authorware. Then the project was designed, developed and

tested.

The package is easy to use, informative, with good user interface. The students who tried

it and tested it overwhelmingly welcomed the package. It’s worth mentioning that they said

they would recommend it for the new students too.



Acknowledgments It was very difficult to complete this project without the help of others, I would like to

acknowledge, and thank all those who helped me out for completing this project.

It is a great pleasure to express my sincere thanks and deep gratitude to my project

supervisor Brian Hall, for his supervision, continuous guidance, encouragement and al the

helpful suggestions through all various stages of this project. Also I would like to express

my thanks to Mr Ian Williams for answering my questions.

Finally I would like to thanks my friends, also my family, and every one else who’s helped

me throughout this project.



Contents

1.0 Introduction Page 8

1.1 The purpose of the project Page 8

1.2 Overview Page 8

1.3 Project objectives Page 9

1.4 History of CAL? Page 10

2.0 The User Page 12

2.1 Overview Page 12

2.2 Understanding the user Page 12

2.3 Who the users are Page 12

2.4 What level of experience they have? Page 13

3.0 Package Design Page 15


3.2 Design issues involved Page 15

3.3 Planning Page 15

3.4 Building Page 16

3.5 Adding Content Page 16

3.6 Editing Page 16

3.7 Designing with the task in mind Page 17

3.8 Package Structure Page 17

3.9 GUI Design and Layout Page 20

3.10 Text Constraints Page 21

3.11 Navigation Page 22

4.0 Macromedia Authorware Page 24


4.2 What is Authorware? Page 24

4.3 The Development Environment Page 24



4.4 The Icons Page 25

4.5 Display icon Page 25

4.6 Navigate icon Page 27

4.7 Interaction icon Page 27

4.8 Calculation icon Page 29

4.9 Variables, functions, and expressions Page 30

4.10 Publishing Page 32

4.11 Packaging an Authorware piece Page 33

5.0 Development Page 36


5.2 Authorware Development Page 36

5.3 Trial Application Development Page 36

5.4 Authorware Model Page 38

5.5 The Navigation Model Page 40

5.6 The Question Model Page 41

5.7 The Test Model Page 42

6.0 Application Main Feature Page 44


6.2 User Profiling Page 44

6.3 Profile Recording Page 45

6.4 New User Registration Page 46

6.5 Returning user Log in Page 47

6.6 Glossary Page 47

6.7 The Working of the Glossary Page 47

7.0 Evaluation Page 50


7.2 Program Testing Page 50

7.3 CAL Usability Testing Page 51

7.4 User Evaluation Page 54

7.5 Post Task Questionnaire Page 53

7.6 Evaluation Result Page 54



8.0 Case study Page 56

9.0 Conclusions and Critique Page 61


9.2 Out-comes Page 61

9.3 Critique Page 61

9.4 Experiences Gained Page 62

9.5 Lessons Learnt Page 62

9.6 Future work and Improvements Page 62

9.7 Conclusion Page 63

10.0 References and Bibliography Page 64



List of Appendices Page 65

A Literature Survey Page 65

B Flow Code Layout Page 71

C UML Design Model Page 77

D Post Task Questionnaire Page 84

E Student Log File Page 86

Declaration of originality Page 89



Chapter One

Introduction



1.0 Introduction 1.1 The purpose of the project

This Project of “Networking Knowledge” CAL package (A Learning Package) is

designed to help people with general knowledge about computers to understand more

about networking.

1.2 Overview The title of my project is “Networking Knowledge” CAL package (A Learning Package). The reason for me to select this particular title is to demonstrate the fundamentals of

networking types and how they function, also how they set.

Networking is becoming more popular and useful every day. Networks are created

everywhere and are needed in a variety of situations, from household computers to small

businesses, and big organisations such as Police, NHS, Banks, etc.

My project is to familiarising user(s) with Network Concepts, Card and Cables, and

Network Standards, by developing an e-learning package, explaining step-by-step helping

the user(s) to learn more about the concepts above. With regards to the fast development

of the world, which in actual fact has gives rise to fields such as Networking, which is also,

part and parcel of any organisation. With this in mind my approach would require looking

at networking in the above three main modules.

The route that I plan to take is that to design a learning package, explaining step by step

the three major modules of networking. For my project I have searched for books and

websites that are relevant to my project to provide the required information.



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.



1.4 History of CAL? CAL’s history began in the early 60’s, when the third generation of digital computers were

built and introduced. These systems were cheaper and more reliable than the earlier

models. So digital computers became typical facilities in universities and research

centres. Consequently, researchers started to find new fields of applications for the

computers and CAL was one of those.

Certainly at the beginning, like other technological productions, CAL systems, which are a

combination of computer hardware, added special purpose peripherals, and CAL software,

had only scientific and academic applications, and was experimental. At that time, before

other specialists, psychologists used the computer as an ideal tool for conveying

programmed instructions.

This branch of CAL was called Computer assisted instruction, CAI. (Ref 8), as Frye listed

(1969), about 20 various CAL systems had been developed in universities and research

centres (Ref 9). Obviously these were the first steps and were concentrated on academic

goals and had a wide range from a computer based science testing system (Ref 10) to one

of the earliest distributed and remote educating systems that was developed in Harvard

university.

(Ref 4)



Chapter Two

The User



2.0 The User 2.1 Overview After figuring out why a package should be produced, the second most important aspect is

determining who the audiences are. This is an invaluable step that many people fail to

grasp. Many project do not even take into consideration, who will be using them. How can

we design a product if we don't know who's going to be seeing it?

Some people think an audience is defined by the technology it uses to access the product.

A true audience definition consists of who the users are and their aims and objectives.

2.2 Understanding the user Understanding the user is vital. In order to develop the package to the users requirement

you have to understand the users needs and level of their education. Also to make a

successful package you have to be able not to just provide the information and test the

users knowledge, but also be able to engage the user so that they do not lose their

motivation and be encouraged, also for the user to find new challenges as they go through

the package.

For the application modelled here the task of knowing the user can be determined by: -

2.3 Who the users are First year BSc students, studying the Networking module with a relative educational

background. Lecture and tutors instructing the student in the module.

It has been established the end users of this software package can be determined as the

first year students, upon determining who the users will be, the developer must establish

what category each of the user type falls into. User types are found to fall into the

following three categories (Direct Users, Remote Users, and Support Users)



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.



Chapter Three

Package Design



3.0 Package Design 3.1 Overview

This section is aimed at the designers and developers of Computer-Aided Learning

packages. It describes the board principles of usability and provides insight into how to

start the process of design for both ease of use and ease of navigation.

3.2 Design issues involved

Authorware is an authoring tool used to create interactive multimedia applications with the

aid of building blocks known as icons. The icons are placed together to form a flowchart or

structure with each icon causing the application to take a particular action. In designing the

application or indeed any CAL application with the aid of Authorware basically requires

four stages in its development. These are:

1.Planning

2.Buildig

3.Adding content

4. Editing

Each one of these will discussed briefly in the following sections.

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

• What do we want the application to do?

• How will it do it?

• What parts of the application will be used more than once?

• Which graphics can be used more than once? Which animation can be used more

than once?

• How will the effectiveness of the application be measured?

Although formal planning techniques can and should be used to shorten the development

time. It was decided that the actual plan would be, is to simply follow the lecturing structure

tutorial. An approach that had been tried and practised, also could identify re-usable parts

i.e. graphics, animation, text etc. Without any doubt the most time consuming part in



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.



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.



Is Login name already used?

Welcome page

Register or Login

Enter Previous Login DetailsEnter Registration Details

Do Login Details Exist?

Menu page

Test Main menu How to use this course

START

Login (Returning User) Register (first time User)

Yes

No No

Yes

NO

Yes

NO

Yes

NO

Yes

END

Figure 3.1 Indicating the overall Design of the application



In the package after the welcome page, the user will be asked to enter there login details

in order to be able to continue, once the user has entered these details, then these details

will be stored in Microsoft Access Database Application. After a successful login, then the

user will have to choose from one of the three deferent sections.

The first section is about how to use this course. In this section the user will navigate

through several pages, which explain to the user how to use and navigate through the

course.

The second section is to proceed to the main menu. This section has been sub divided in

to three sections, in each section there are several pages on the topic, which explains the

topic with use of picture and/or text.

The third section is test section. Which the user use’s after finishing from reading the

pages on the topics provided in the main menu section, as the student successfully

completes any of the test sections of the application their personal profile is updated

indicating the score, which has been achieved (timed and dated), also the sections in the

application completed. This information independent to each user and allow the

application to track the progress of all users while monitoring their understanding of the

topic.



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



3.10 Text Constraints Enormous amount of research and debates done about textual content of multimedia

packages by the multimedia and software developers on the subject. The points raised are

greatly increased in the field of Computer Assisted Learning. Researches have shown that

people read 25% slower from a computer screen when compared to paper. This creates a

concerned about the known weakness in the transfer from paper sources to the computer

environment for the readers. This reduced reading speed should therefore always be

considered when transferring text content to a computer environment and consequently

requires the designer to greatly reduce the amount of text displayed on the screen and

make it interactive by adding some images and some transaction to it.

As it’s showing in the figure below.

Figure 3.3 Indication the sectional nature of the on screen text and image



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



Chapter Four

Macromedia Authorware



4.0 Macromedia Authorware 4.1 Overview The software package used for this project is Macromedia Authoware 5.2. This is rarely

used tool within the UK, and one of the principle aims for the project was to understand the

application use in today’s media. This section will therefore look at the authoring tool itself

and try to explain its function while showing its relevance to the project. I will try to

summarise the Macromedia Authoring tools and how they have been applied to my

project. 4.2 What is Authorware? Authorware is an authoring environment for creating cross-platform interactive multimedia

systems. It provides tools for producing interactive learning and training applications that

use digital movies, sound, animation, text and graphics. Authorware enables users to

create applications without any programming. The creation of an application is simply a

case of dragging icons onto a flowline!

4.3 The Development Environment Upon opening the Authoware application. The programmer is presented with the

development environment that is used throughout the application.

F lo w lin e

Figure 4.1 Demonstrating the development environment navigation system in the package



To create application within Authorware icons are dragged from the toolbar at the far left of

the IDE onto the workspace, these icons are the arranged along this flowline to in

accordance with requirements of the design to build the structure of the final application.

4.4 The Icons The important thing for the Authorware Developer to fully understand the functions and the

use of these icons, which are available. Below there are descriptions for the icons, which

are used in creating and developing this package.

4.5 Display icon Use the display icon to display text and graphics. Drag a display icon onto the flowline and

then add graphics and text to it in the Presentation window.

Use the Display Icon Properties command to change the properties of a display icon. For

example, you can change the layering, transition, and position of objects in the

Presentation window. When you open the Display Icon Properties dialog box, Authorware

opens the Presentation window behind it. You can then directly move, change, and view

objects as you change property options.

4.6 Motion icons Use motion icons to move display objects from one location on the screen to another.

First place a display icon on the flowline. Next place a motion icon after it. Then define the

motion of the display objects in the Motion Icon Properties dialog box. All the display

objects in that icon move together. You can also move movies playing on the screen this

way.

Double-click the motion icon in the Design window to open the Motion Icon Properties

dialog box. There you can set type of motion, timing, and other options. You can also

preview the type of motion you've set up by clicking the Preview button in the dialog box.

4.7 Erase icon

Use the erase icon to erase any icon that's currently displayed. You can erase the objects

displayed by the display, interaction, framework, and movie icons. Figure 4.2 Demonstrating the Display Icon Properties dialog box for Display Icon



When you erase an icon, you erase all its contents. For example, if a display icon contains

three graphic objects, Authorware erases all three objects. If you want to erase just one of

those objects, place it in a separate display icon, so it appears as a separate object in the

Presentation window.

To open the Erase Icon Properties dialog box, double-click the erase icon. When you

open the Erase Icon Properties dialog box, Authorware opens the Presentation window

behind the dialog box so you can select the objects you want to erase.

4.8 Wait icon Use the wait icon to pause the piece for a specified amount of time or until the user

presses a key or clicks the mouse. Double-click the wait icon to open the Wait Icon

Properties dialog box.

Use the Wait Icon Properties dialog box to specify the type of event, such as a mouse click

or keypress, that the icon waits to respond to. You can specify whether the wait icon

should wait for a certain length of time before continuing on with the flowline and can

display a countdown of the time. You can also display the wait button on screen.

Authorware doesn't automatically open a new wait icon the first time it encounters the icon

on the flowline. However, if you display the clock icon by choosing the Show Countdown

option, you can open the wait icon during presentation by double-clicking the clock icon.

Figure 4.3 Demonstrating the Erase Icon Properties dialog box



4.6 Navigate icon Icons attached to framework icons are called pages. You can use navigate icons to create

links that jump to specific pages in a framework. When Authorware encounters a navigate

icon, it goes to the page you set up as a destination.

When you define a navigation link, you define the type of destination, such as going

forward or backward a page, jumping to a page, searching for text, or jumping to the first

or last page of a framework. Double-click a navigate icon to open the dialog box where

you can select destination options.

4.7 Interaction icon

Use interaction icons to set up interaction structures that consist of an interaction icon with

result icons attached to it. Each result icon corresponds to a response that the user can

make, such as clicking a button or entering text or to an event, such as the number of tries

the user has made.

When Authorware encounters an interaction icon, it displays any text and graphic

elements it finds, including buttons, hot spots, text entry fields, and so on, defined by the

response type symbols. Authorware then halts and waits for a response from the user.

Figure 4.3 Demonstrating the Wait Icon Properties dialog box



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



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.



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.



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



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).



For this project it has been decided that the project will be put on a CD as it’s a multimedia

package and also, so it can be easy to transferred from one place to another and if

decided at any point to put on the LAN it can be easily copy and paste to it.

4.11 Packaging an Authorware piece Packaging apiece converts it to the format that the developer distributes. The developer

don't need Authorware to run a packaged piece, but the developer need a run-time

application to play it. The run-time application can be distributed separately from the piece,

or it can be part of the packaged piece. In Windows, there are two versions of the run-

time application: Runa5w16.exe (for Windows 3.1) and Runa5w32.exe (for Windows 95,

Windows 98, Windows NT and Windows 2000).

If the developer package a piece with the run-time application, the piece is a completely

self-contained application. But sometimes the developer wants to keep the run-time

application separate. For example, if the developer have a bunch of packaged files that

are part of one project, all can use the same run-time application if it's not packaged. Also,

a piece packaged with the run-time application is not cross-platform.

Two things have to be done before the developer package a piece:

Make a copy of the piece. Once a piece is packaged, its structure can't be examined

and its media can't be copied or edited (the flowline and icons are no longer

accessible). Making sure by the developer that they keep a copy of the unpackaged

version of the files in case the developer need to make changes to the piece.

Making sure by the developer that they have all the additional files that the piece

requires and that the developer follow the license agreements related to them.

It was therefore important to establish how the application can run without the users

requiring Authorware to access it, and the solution to enabling this standalone capability of

published applications is to package with the “Runtime” application.



Runtime is not the only factor in ensuring the success of a published piece, and another

important factor in publishing Authorware applications is the inclusion of “Xtras”. Xtras are

external driver files stored locally in an independent folder that are required by the

application to run. This folder needs to be stored on the same directory where the final

application has been stored.

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

Application executable file

Database application to store user profile, and other files needs for the database file

Figure 4.7 Illustration of the package files created when published via Authorware for CD, LAN and Local hard drive distribution



Chapter Five

Development



5.0 Development 5.1 Overview

In this section its covered in detail the development of the final application. It will specify

how the preliminary design allowed the problem to be divided into key elements, and from

there how this allowed each of these elements to be developed independently and then

built-into trial version of the final application.

5.2 Authorware Development

In the time scale given for this project the authoring tool alone had to be researched and

understood in detail, to fully comprehend the accessible scope for the project.

Its important for the developer to backup any theory gained from the printed text with the

hand on use of the application itself, because of having to learn how to use a software tool

for the first time. Known that this project needed a greater understanding of Macromedia

Authorware, it was necessary to develop “Trial” application to familiarise with its function

and to asses any changes may impose onto the design due to the limitation of the

software tool.

5.3 Trial Application Development

Initial trial application was created during the early stages in this project development. The

design ideas that was detailed in the preliminary report, intended to mirror the projects

main application. While fully functional these initial applications displayed an inherently

liner structure, whereby each icon would lead progressively downwards towards the next

icon in the flowline.

After creating the initial application, it seemed that there was too many icons on the

flowline that made it really hard to locate and correct error(s) or amend the application.

Further icon types available to the developer to assist in over coming this repartition of

logic include the map icon.

Using map icons to group a sequence of icons. By grouping icons in map icons, the

developer can organize their piece into convenient modules, which facilitates a clear

overview of the piece's workings, no matter how many icons it contains. Place map icons



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.



5.4 Authorware Model

By using modules, its much easier to edit and manage the program, also it can be less

time consuming because if a code used in a place the same code can be used in a

different module and amended to meet the requirement of that module.

Models introduce uniformity to the developer program, and encourage a modular design

and code structure, and since a model is always seen as a independent section of logic,

many of the same models can be added in to the same application, and then individually

amended to contain a different content, or an altered function.

Network Cards and Cables Network Concepts Network Standards

Figure 5.1 Indicating the modular structure for all the section of the application. The three sections share the same logical structure



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



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.



5.6 The Question Model

A primary factor in aiding the learning process in any computer based training and learning

package is interaction, so it is important to create a model question structure that could be

amended into a variety of different interactive forms. Therefore this model structure

enhances the users learning progress by allowing interaction with the application in variety

of different ways.

For this application it was decided to use three Authorware interactions, which they are

text entry, keyboard press and typing interaction. The question model consists of a single

interaction icon and three map icons set as the response paths. Each of the paths is set

to be a button interaction and the default question text for the model is contained the

display property of the interaction icon.

The main idea behind the question model is for the user to be able to asses their

knowledge, which they have gained throughout the topic by judging their respond to

multiple-choice interaction.

Figure 5.3: (Left) Flow structure of the Question model. (Right) The running view of the same model as displayed to the user.



In each of the answer response properties box see figure 5.4 the developer sets the states

of the response to mirror the outcome of the question. If the user click on the button which

is in the response properties, it’s state is set to “Correct Response “ then a mark will be

awarded, but if the state is set to “Wrong Response “ then no mark will be awarded.

5.7 The Test Model

Figure 5.4: (Left) Button response option for the correct response, here the state of the interaction is set to correct response therefore upon its click this would award the user 1 mark. (Right) Button response option for the incorrect response, here the state of the interaction is set to incorrect response therefore upon its click this would award no marks to the user.

Correct Response Wrong Response

The test model as shown in figure 5.5 is effectively

created by the repeated use of the question model

thus forming the overall test structure present in

the completed application.

As each question model is added onto the

flowline the display contents for its interaction icon

are amended to represent the question text

presented to use.

Finally on the flowline there is a calculation icon at

the end, this calculation icon works with system

variables “ PercentCorrect” and the “TotalCorrect”

to calculate the amount of correct answers and will

be displayed to the user.

Figure 5.5 The overall flow structure of the Test model.



Chapter Six

Application Main Feature



6.0 Application Main Feature 6.1 Overview This section will detail with some of the main features in the completed application, the

completed application comprises of all the models featured within this report, and give

reasons to back up their inclusion. It will also detail how these features support the

theories behind CAL, and indicate how they function within the final piece.

6.2 User Profiling An underlying principle behind the way in which people learn it to receive feedback from

their actions, and this principle is greatly enforced in the effective use of CAL. Some type

of feedback should always be provided whenever the student is asked to perform an

activity, even in the case of open-ended questions when the student answer cannot be

verified. There are two types of feedback, verification and elaboration (Fenrich 1997).

Verification feedback simply tells the student whether they are right or wrong, elaboration

feedback gives the students more detailed information. Elaborative feedback is much

more valuable to the student and should be used whenever possible.

Feedback should help students identify and correct misunderstandings. Computers can

provide two types of feedback. The first type is pre-programmed feedback from the CAL

package in response to the student answering questions. Usually the CAL package tells

the student that they were right or wrong and gives some additional information. The other

type of feedback provides a much richer source of learning. This feedback occurs when

students interact with models or simulations. They will receive feedback on the

consequences of their actions and so are able to test out their ideas and discover for

themselves, whether their ideas are adequate. Both types of feedback are important.

Feedback may not only be use to the direct user (student) of the application but remote

users may also benefit from feedback, this can be in the form of a lecture receiving results

from a student’s progress through the CAL. This remote user feedback can be used by a

tutor as a confirmation of student understanding of the subject be it positive or negative,

which in turn may lead to amendments to the CAL itself, or even changing in the relevant

lecture material.

As this application is for functioning across a local network it is an ideal opportunity to

implement a working user profile system, allowing both functions of user registration, and



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.



6.4 New User Registration As the default login knowledge object, which provided by Authorware allow the user upon

registration to select a unique user ID and that all profile details will be stored in an access

database file. The system must therefore not allow other users to use the same user ID.

The registration system first request the user to input details into text interaction icons

concerning their first name, middle name, surname and user ID. All of the inputs from

these interactions are stored in individual variables defined specifically for this function that

created automatically by Authoware.

User Input Variable Stored In First Name UserName

Middle Name MidName Surname SurName User ID UserID

Is User ID already used?

Enter Register Details

Log user and store data in database file

NO

Yes

Figure 6.2 Demonstrating the user login to the application.

Figure 6.3 The user inputs in the text entry interaction throughout registration procedure are stored in the above variables.



6.5 Returning user Log in

The aim of any returning user login feature is to check if a particular user has previously

used the application. The next step for the login system is to check if the user ID has been

used matches the password and the other login details.

If find returns a value of zero then user ID has not previously been used therefore the

chosen user ID is allocated to the new user and the appropriate file created. The user now

allowed to use the main application. If find returns a value that is not equal to zero the user

ID has previously been used. This situation is indicating to the user and an instruction is

issued requiring them to select a different user ID. 6.6 Glossary

The glossary is designed as an independent area of the application flow and because of

this it allows the user full access to its contents throughout the entire package. It’s used so

that user can find out more about the irregular or uncommon words which are used in the

application.

6.7 The Working of the Glossary This is a list of topics, which is built using a repeat function that loops through all of the

child icons that are contained within the “Glossary Topic” framework. The glossary upon

first accessed builds a clickable list of its contained topic and displays them to the user.

Glossary Topic Framework Flow Glossary List Built and displayed to user

Figure 6.4 Indicating the build glossary function that creates the glossary topic list presented to the end user.



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.



Chapter Seven

Evaluation



7.0 Evaluation 7.1 Overview These sections will discuss the process of evaluation undertaken to test these aspects and

detail its findings. It will also glance at some of the alterations that arose from the

feedback gained throughout this testing process, and add analysis behind these

alterations.

7.2 Program Testing This stage is concerned with testing the CAL package. Normally there is evaluation at all

the stages to ensure that what the programmer is doing is correct and fit for purpose.

However, the completed computer program needs to be tested formally to iron out any

'bugs'. Large companies may have whole departments dedicated to testing and quality

control. However, smaller organisations (especially academic ones) tend to use more ad

hoc systems.

The early stage of the testing was to test the completed application and to check the

overall function of it against the all of the code used. By using trial input data this form at

code level testing was preformed on independent machines and over any network, this

way any errors that arose could easily be amended and then re-tested.

This stage in testing independently checked each of the functions below:

• The user login system

• The User registration system

• The sectioning of the application

• The overall function of the testing process



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 .



Question

Answer Yes / NO

Does every menu have a title? Yes

Are visual cues like mouse cursor changes and roll-over

highlights used consistently on all buttons?

Yes

Are buttons labeled with text descriptions (or with roll-over text)?

Yes

Are text fonts used consistently?

Yes

Can users interact with the program from either the keyboard or

the mouse?

Yes

Does text appear clearly and with normal margins and spacing? Yes

Are all pop-up windows positioned on the screen so they do not

cover up relevant information?

Yes

Can students move backward, as well as forward, in linear

tutorials?

Yes

Do all buttons and icons have a consistent and unique

appearance?

Yes

Are navigation buttons displayed in exactly the same screen

position every time they appear?

Yes

Does every menu screen include an option to return to the

previous or Main Menu?

Yes

Are error messages written in plain language?

Yes

Are page or screen counters used to show progress within linear

lessons?

Yes

Figure 7.1 Indicates the responses for this CAL package to the question posed.



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.



7.6 Evaluation Result After giving out the post Task questionnaire the result collected from that clearly indicate

there was a general opinion shared by all of the students that the application functioned

well meeting all of their requirement. The answers given in the questionnaires varied, but

there was positive feedback on the use of the package. Figure 7.2 illustrates the answers

given to the first four questions, which asked student about their views on the package. It

can be seen that 90% of students who used the package where rated the package

excellent in terms of the layout, content, navigation and the over all success of the

package.

The Figure 7.3 shows that the students were, in general, very happy with the package, as

when the students asked whither the package helped with understanding networking and

are they going to recommend the package to others 100% of all the student answered yes

as they have benefited from the application.

89

108

211 1

02468

1012

How wouldyou rate thelayout of the

package?

How wouldyou rate the

content of thepackage?

Thenavigationwithin the

package was?

How wouldyou rate the

overallsuccess of the

package?

ExcellentGoodFairPoor

Figure 7.2 illustrates the answers given to the first four questions

10 10

76

34

02468

1012

Did thepackage help

you learnabout

Networking?

Do yourecommend

the package toothers?

Did you usethe Glossary?

Did you usethe Findfunction?

Yes

No

Figure 7.3 illustrates the answers given to the last four questions



Chapter Eight

Case Study



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.



Before e-learning was introduced as a training solution for the IR sales force, a more

informal training process was in place.

Although well received and fairly effective, it was a “catch-as-catch-can” situation,

requiring a lot of effort and expense. Several days of selling opportunities were lost.

Solutions An interim solution using an Internet conferencing platform was introduced. International

Rectifier set up monthly product training sessions. Because of the different time zones,

multiple training sessions were needed to accommodate the worldwide audience. The

benefit of Internet conferencing became apparent immediately, since “real-time” visual and

audible communications with the presenter via live chat and conference calls were

available. The sales force also liked the idea of attending training sessions from their

“home base” without the need for travel, and at a time most convenient for them.

Although convenient and effective, there was room for improvement:

Registration: A limited number of “seats” (site licenses) were available, limiting the

number of participants. The registration process was also cumbersome to manage. Security: Each training session had a unique user ID and password. Multiple user ID

codes and passwords created confusion for the sales force.

Evaluation: There was no evaluation process to capture and track the knowledge gained

or training satisfaction.

Progress Report: Supervisors and students wanted to see individual training progress in

real time.

Refinements International Rectifier responded to these challenges by launching the Power Tech

Learning Centre, deployed using GeoLearning’s GeoExpress Learning Management

System (LMS). The LMS was implemented in two phases. In Phase 1, the LMS platform

was customized to include the previous Internet-based conferencing solution. The unique

user ID and password scheme was discarded, and the registration process was

automated. An attendance report and administration management were also integrated

into the LMS.

In Phase 2, the Personal Learning Plan module was added to the LMS. In the PLP

module, multiple programs can be created for different job functions. Each student is



enrolled in one or more programs. Each student is required to complete a curriculum of

prerequisite courses, major courses and elective courses every quarter. In return for

successful completion of their training, they are rewarded through a commission and

incentive plan.

In addition, International Rectifier’s in-house recording capability has been enhanced. The

entire monthly product training events are archived so that the sales force can access

training sessions at their convenience. This in-house recording capability reduced course

development costs by as much as 90%, and course development time was reduced by

80%.

Looking back at the company’s progress, there were several success factors that lead to

the successful deployment of a successful online training tool at International Rectifier:

Phased Approach to Roll Out

International Rectifier rolled out the e-learning system worldwide by geographical region.

Regional managers took the responsibility for communicating and coordinating the new

online Learning Centre for their region.

Management Support An organization must believe and communicate that training is an important aspect for sales

force success. International Rectifier reinforces this principle by formally tying its sales

compensation and commission structure closely with its training programs.

Needs Assessment Conducting a detailed analysis of needs is very important so that the system’s design can

meet the company’s needs accurately.

Benefits & Competitive Advantages Approximately 500 sales “students” from International Rectifier have completed 5,525

courses over the past nine months. The cost to deliver the training is less than $12 per

student per course. The cost includes LMS, Web conferencing and recording media. The

company saved approximately $250,000 during the past year with the online learning

system, compared to the on-site training.

Using e-learning, International Rectifier is now able to train its worldwide sales force in an

effective and timely manner. Sales people can refresh their memories and sharpen their

product knowledge before meeting with customers at any time. And sales management is

able to identify the skill and knowledge levels of each individual sales professional for

ongoing support and training.



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).



Chapter Nine

Conclusions and Critique



9.0 Conclusions and Critique 9.1 Overview In the section below, all the topics and subjects involved in this project will be explained in

depth. Comparing the results, which have been achieved with the initial goals, which was

mentioned in the early stages to Asses to how far the project was successful. Pointing out

any difficulties and problems, which may have occurred.

9.2 Out-comes In order to be able to grade how successful the project was the outcome must be

compared with the aims, which was sat at the beginning. The aims were as below:

(Creating computer assist learning package by using software tool called Macromedia

Authoware 5.2).

“The project was to create an application using macromedia Authoware to teach and

assist the students from first year who are doing BSc in their Networking Module. “

Overall outcome of the project was a success.

9.3 Critique

The Networking CAL package will be evaluate whether it has achieved its aims and

objectives.

The first objective was to provide a learning package for the first year student (the end-

user). This has certainly been achieved and the end-user has been students at

Manchester Metropolitan University.

The second objective was to test out the software on real students to see if they gain from

using the software and found the method of teaching useful and appropriate. It was more

difficult to come up with substantial evidence to support this claim and unfortunately no

evidence was gained. This was because it was not possible to bring a certain number of

people together (due to their commitments) to test whether the software does improve

students’ learning. It should be noted though that many complementary praise was

received from colleges who had used the software.



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.



9.7 Conclusion

This has been an interesting and enjoyable project and I have learned a lot about e-

learning packages technologies and design. I have achieved all my objectives apart from

gaining real evidence of the software improving students’ learning. While this was slightly

disappointing I am confident that people will learn and benefit from the package. There is

a fair amount of scope to extend the project to further lessons and even introduce totally

new topics such as set-up your own Network or manage your own Network. This project

has given me the satisfaction from knowing that people have benefited from their use of it

and that in future years more and more people will learn this way.



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



Appendix A:

Literature Survey



Introduction:

The use of tool is one of man’s distinguishing characteristics and as Bruner (1972)(ref1)

has observed, the tools at man’s disposal tend to shape his way of thinking and

behaviour. In the last generation the tools we used to help us create, communicate and

organise have changed in away few of our parent could have foreseen. Cars are built by

robot, letters are faxed across the world instantaneously and the copies filed in there

hundreds on a single magnetic disk. The world of education and training has been

affected by these developments no less than that of manufacturing or banking.

In 1991 the MARIS open learning database listed a total of about 6200 titles of

packages available in UK. Of these nearly 1000 were in computer-based format. In

addition to these commercially available materials many others are produced for internal

use in colleges, companies, government departments and other organization.

(Ref 2)

The computer technology has advanced much faster than educational technology the

technology of learning design. Professor Harry Kay (Ref 3) wrote in 1997 that ‘There is no

simple theory, one easy solution as to how man learns or how can he can best be taught’.

This statement is still valid. The process of designing the lesson remains the most

problematic aspect of CBT development.



A DEFINITION OF E-LEARNING:

E-Learning is defined as: any form of learning that utilizes a network for delivery,

interaction, or facilitation (in few years you might not even use the computer). The

network could be the Internet, a school or college LAN or even a complete WAN. The

learning could take place individually (guided or instructed by a computer) or a part of a

class. Online classes meet either synchronously (at the same time) or asynchronously

(at different times), or some combination of the two.

(Ref 5)

SCOPE AND STATUS OF E-LEARNING: Attempting to describe the state of e-Learning is similar to eating spaghetti with a knife

and Jell-O with chopsticks. The constant changes coming from new technology,

hardware, and software, respectively, are changing the landscape almost daily. Since

1999 the number of colleges and universities offering online courses has increased

dramatically. More than two million learners were predicted to be enrolled in distance

learning programs by 2002. Nearly 40 percent of venture capital going into the education

market went into companies developing e-Learning products and services. In 2001 there

were five thousand companies offering e-training technology, service, and content.

(Ref 6)

ADVANTAGES OF E-LEARNING:

Many advantages to e-learning may accrue to individual learners and to institutions.

Since institution such as corporations, schools, and colleges seem to be the stimulators

of e-learning interests, we’ll first look at the benefits to them then we’ll identify and

discuss the learner advantages.



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.



What is a Local Area Network? A local area network (LAN) is a high-speed communication link that connect together

computers and peripheral equipment that are within a restricted geographical domain.

LANs may be contrasted with wide area network (WANS). WANs cover a large

geographic area and use leased telephone lines or other long – haul facilities. LANs

cover a much smaller area than WANs and are almost invariably owned by the user.

LAN data speed vastly exceed those of WANs: An Ethernet 10 Mbit/sec LAN is more than

six time as fast as a high-speed WAN T-1 facility operating at 1.544 Mbit/sec.

(Ref 7)

Benefits of a LAN:

Shared peripherals if you share devices with other users, expensive and powerful

peripherals.

Shared storage LAN enables larger and faster disk storage systems to be shared cost-

effectively.

Shared software a single copy of the application can be held centrally, and run by many

users simultaneously.

Shared data from applications such as word-processing and spreadsheets can be stored

centrally, and accessed by many users.

Reliability Power failures and disk errors can be prevented through the implementation of

UPS systems, disk duplexing and disk mirroring.

Security a centralized system can control access to shared resources and manage data.

(Ref 11)



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 ).



Appendix B:

Flow Code Layout



Flow Illustration B 1 Application Overview

Main

How to use this course Section

Main Menu Section

Test Section



Flow Illustration B 2 How to use this course

Section



Flow Illustration B 3 Main Menu Section



Flow Illustration B 4 Test Section



Flow Illustration B 5 Network Topics

e.g. Network standards



Appendix C:

UML Design Model



Is Login name already used?

Welcome page

Register or Login

Enter Previous Login DetailsEnter Registration Details

Do Login Details Exist?

Menu page

Test Main menu How to use this course

START

Login (Returning User) Register (first time User)

Yes

No No

Yes

NO

Yes

NO

Yes

NO

Yes

END

C 1 UML Application Design Overview



Running Application Register or Login

Glossary

Welcome screen

START END

Click Continue

Click Exit Click Exit

Click Glossary Click Back

Click Exit

Click Continue

C 2 UML State diagram for the Top level

of the Application



Main Application Login screen

START END

Enter Login details

Enter Registration Details

Entered Details

Records Match

Click Exit

C 3 UML State diagram for the Running

state of the Application

Login

Register Check Registration Login name

Check Existing Login details

Login Name Used

Entered Details

No Match on Records

Login Name not Used



Main Menu

START END

Click Menu To Take Test Click Exit

C 4 UML State diagram for the Running

state of the Application

Network Concept Section

Network Cards and Cable Section

Network Standards Section

Click Exit

Click Exit

Click Menu To Take Test

Click Menu To Take Test

Menu



START

END

C 5 UML Activity diagram for simple

Question Interactions

Incorrect Response

Display Question text

User interaction with the Question e.g. Enter Text

Increment TotalCorrect by 1

Correct Response



START

END

C 6 UML Activity diagram for the

Glossary Build Topic List

Fals

Initialise loop counter

Loop counter = 2 to PageCount of Glossary Topics


True




Appendix D:

Post Task Questionnaire



CAL NETWORKING KNOWLEDGE POST TASK QUESTIONNAIRE

Excellent Good Fair Poor How would you rate the layout of the package?

How would you rate the content of the package?

The navigation within the package was?

Did you use the Glossary?

Yes NO

If answered yes, how would you rate the contents of the Glossary?

Did you use the Find function?

Yes NO

If answered yes, did you find it helpful?

Yes NO

Do you recommend the package to others?

Yes NO

How would you rate the overall success of the package?

Did the package help you learn about Networking?

Yes NO

Are there any ways, which the software could be improved?



Appendix E:

Student Log File



_________________________________________________ Network concept Completed Successfully 1 In the Network concept Test Scored: 3 out of 6 On: 04 April 2005 At: 21:10:28 _________________________________________________ 1 In the Network Standards Test Scored: 2 out of 5 On: 05 April 2005 At: 10:01:45 _________________________________________________ Network concept Completed Successfully 1 In the Network concept Test Scored: 5 out of 6 On: 08 April 2005 At: 11:10:52 _________________________________________________ Network concept Completed Successfully 1 In the Network concept Test Scored: 3 out of 6 On: 09 April 2005 At: 20:05:16 _________________________________________________



Network concept Completed Successfully 1 In the Network concept Test Scored: 3 out of 6 On: 09 April 2005 At: 20:43:58 _________________________________________________ 1 In the Network concept Test Scored: 2 out of 6 On: 09 April 2005 At: 21:01:07 _________________________________________________ 1 In the Network Standards Test Scored: 7 out of 5 On: 09 April 2005 At: 21:02:17 _________________________________________________ 1 In the Network concept Test Scored: 2 out of 6 On: 11 April 2005 At: 16:29:26



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:_________________

Documents

Final Year Project Report BSc. by Hewa Balisane 2005