little boy ashish

 

Design of Technical Learning Solution System.

 

 

ABSTRACT

We Will Write a Custom Essay Specifically
For You For Only $13.90/page!


order now

We Will Write a Custom Essay Specifically
For You For Only $13.90/page!


order now

 In this project, Design of Technical Learning
Solution System is proposed. The simple control mechanism of python based learning
makes it more suitable to be implemented in teaching based applications. Educational technology can be used as media that assist in the communication of knowledge, and its
development and exchange. Learning, such as tools for student and curriculum management,
and education management information systems. Educational technology tries to
analyse, design, develop, implement and evaluate process and tools to enhance
learning. The impact of the Internet on the development and delivery of training
programs is real— analysts forecast that corporate spending on e-learning
programs will top US$23 billion by 2004. Although the term ‘‘e-learning’’ has
now firmly embedded itself into the global corporate vernacular, most
executives find themselves doing little more than scattering people and
technologies within training programs at random with the hope that one of these
programs will work. First generation e-learning systems tend to focus almost
entirely on the management and measurement of training processes. They add
little or no value to the learning process. Furthermore, they do not provide
any means to support internal content production processes, relying instead on
commercial courseware.          

I.                  
INTRODUCTION

 

The
great majority of organizations have only begun to search for ways to build and
maintain ongoing capabilities in e-learning. According to a 1999 study by
Mercer Management Consulting (in Sadler, 2001), most companies that are using
distributed learning today have maintained the traditional focus on
‘‘training’’ and have not yet expanded their vision to the broader uses and
possibilities afforded by e-learning. They found that innovative enterprises
have moved beyond training to focus on e-learning in the context of Knowledge
Management. These usage patterns will change as four trends emerge:  The emphasis will shift from ‘‘training’’ to
‘‘learning’’—from education in preparation for a job to education as a
continuing activity within a career.  The
emphasis will continue to shift to ‘‘performance support’’ with the integration
of Knowledge Management capabilities. E-learning is a vital step in the
development of Knowledge Management Systems. 
E-learning content will expand beyond its current concentration on IT
and certification programs and will focus on meeting business needs.  Internally developed content will become more
important than off-the-shelf courseware as e-learning initiatives focus on the
goals of the organization. First generation e-learning systems tend to focus
almost entirely on the management and measurement of training processes. They
add little or no value to the learning process. Furthermore, they do not
provide any means to support internal content production processes, relying
instead on commercial courseware. These ‘‘Learning Management Systems’’ (LMS)
were seen to be nothing more than launch pads for third party content that the
organization would purchase or outsource. The current generation of e-learning
products were never designed to help organizations collect, organize, manage,
maintain, reuse, and target instructional content. In developing a training
system used by over 50,000 teachers in the United Kingdom (ICCA National Grid
for Learning Project, see http://www.icctg.co.uk), we recognized a need to move
from creating and delivering large inflexible training courses toward producing
database-driven learning objects that can be reused, searched, and modified
independent of their delivery media. Authoring tools that are adequate for
single user authoring and small scale development, do not have integrated
project management or instructional design capability. These capabilities are
essential as the scale and sophistication of learning content development and
deployment increases.

 

 

II.               
METHODOLOGY

          Fig.2.1 Flowchart of work

The
first step or phase was selection of the title by researching on current
scenario and observation done Thus we decided the title Design of technical
learning solution system to assist and minimize the problems faced through conventional
learning and teaching system. Through this project we aim to eliminate the
effects that financial deficiencies and geographical distances have on cogent
delivery, transfer and reception of learning material.

The
next stage was selection of a book that was to be digitally transferred for
learning, thus we decided to work on the CMOS book by Mr.kang. We started
working on the solved example of it. Firstly, we formulated an excel database
of all the answer solution pairs for solved as well as unsolved problems. These
pairs were then to be transferred in a SQL memory database in digital format.

Further,
we created a database using SQL and then transferred all the question answer
pairs in digital format.  Later the coding
for all the questions had to be done. This phase required extensive learning of
python and coding techniques as all the questions had to be coded on an
individual level. These coded solutions had to be linked with the database to
display results.

 The creation of a display medium interface had
to be developed next. We hence chose to develop a website for this purpose.
This website was then linked to the coded interface for efficient visual
display of results.

Considering the present scenario of learning methods used
globally, it is often observed that teaching institutions find it difficult to
convey a cogent teaching experience especially in the rural and suburban areas.
This holds true for the underdeveloped as well as the more technologically gifted
developing and developed countries. The use of technical learning solutions
using visual aids, auditory listening and motion pictures could easily be made
available to the general people deprived of basic learning experiences
irrespective financial inabilities, geographical issues or technological
inadequacies.

A recent survey of 12 groups of people
subjected to learning   alternatives in a
variety of environments namely conventional learning methods and
technologically induced learning reported that the participants had a much
better long term and subconscious understanding of the elements involved in the
process when motion pictures, audio and other discrete technological resources
are incorporated in the learning process.

The designing of the
block diagram plays a very important role as it visually describes the system
as a whole displaying the significant elements of the system. The diagram below
is the block diagram of the project.

 

 

        Fig.2.2 Flow of E-Learning Process

 

E-Learning Strategy:

The
missing ingredients from most e-learning programs are clear and measurable
objectives and cohesive strategies. Before an organization can evaluate any
offerings from 330 J. Ismail / Internet and Higher Education 4 (2002) 329–336
an e-learning provider or implement any internal initiative, it must first
create a cohesive strategy that clearly defines and documents the value each
program must deliver— before any program moves beyond the concept stage. The
too-frequently repeated ‘‘spray and pray’’ approach to Web-based training
programs does not work in most cases. E-learning strategy should at the minimum
address (McGraw, 2001):  A common
language and vision to describe e-learning for the organization and its
linkages to business needs.  Governing
principles and organization-wide support policies.  Creation of content that make learning
compelling, engaging, and relevant to target audience needs.  Support for individual learner profiles,
including job- or role-based competencies, interests, and long-term career
goals.

E-learning
systems framework:

The role and importance of technology in the
development of e-learning systems is often overstated by technology providers.
It is often stated that the deployment of an LMS alone is all it takes to
implement e-learning. The problem is, in many cases the development of
e-learning projects devolved into a purely technical process, resulting in
expensive software implementations, essentially unused by uninformed, fearful,
or resentful employees. Instead, designers should seek to understand the basic
components of what constitutes an e-learning ‘‘ecosystem.’’ This systems
framework is crucial in guiding the decisions relating to the choice and development
of each component in elation to the objectives outlined in the organizational
e-learning strategy. The framework will specify learning systems architecture
for pedagogical development and systems integration. Learning and the needs
associated with supporting learning evolve and change over time, and so should
learning systems. The reference architecture provided by a systems framework
will allow an organization to Progressively select and construct systems
depending on requirements and budget.

             Fig.2.3 E-Learning System  

                          Framework

 

E-learning
applications:-

Once
the systems framework has been adopted by an organization, the next step is to
identify the actual applications that can be developed or acquired. While the
industry has been relatively enamoured by LMSs, the LMS is based on the notion
that content can be purchased. While this may be the case for certain subject
matters such as IT training, content required for organizational development
and knowledge transfer are unlikely to be found in the catalogs of a third
party vendor. Such content needs to be developed to cater for the specific
needs or needs to be customized to the language and cultural requirements of an
organization. As can be seen from Fig. 1, the management of learning is but one
component of the Learning Systems Framework. The other critical components that
can be derived from the framework include a Learning Content Design System, a
Learning Content Management system.

Learning design
system:

The
main function of an LDS is to allow content producers to quickly analyze and
design instructionally sound learning programs. The LDS should also provide a
project management capability that incorporates an instructional design
methodology of choice. An LDS can used to produce a storyboard and flowchart of
the complete structure of the final product. This structure should consist of
learning objects that can then be used by content developers to develop
instructional materials. Many e-learning projects do not realize their full
potential because they fail to adequately meet basic instructional goals and
objectives. In the worst cases, these goals and objectives are never even
defined beyond a broad statement of direction. The key to developing effective
material lies in combining clear learning goals with pedagogical models. Often
this is not done because content developers are not trained in instructional
design principles. One possible solution is to embed instructional design tasks
into a project management tool allowing such tasks to be assigned and tracked.
This approach enables developers who are not trained in instructional design
principles to adopt and follow a good instructional design methodology in
producing learning materials. When supplemented by templates, this approach
will allow content developers to adequately plan and execute the development of
their e-learning project.

        Fig.2.4 E-Learning Application

Learning Content Management System:

 

The primary role of an LCMS is to
provide a collaborative authoring environment for creating and maintaining
learning content. Within the LCMS, workflow processes can be activated to
coordinate collaborative authoring of learning content. Subject Matter Experts
and Content Developers use the LCMS to develop content while Media Developers could
add interactive materials and multimedia elements. Finally, editors would use
the LCMS to review and approve the submitted objects. Traditionally, a single
person, typically the instructor, would have performed such activities. An LCMS
provides a structured framework to manage the content development process where
more than one person is involved in the development process. If delivered as a
web application, content can be created and assembled from multiple remote
locations. Revision tracking, task notification, and check-in/check-out
facilities provide content developers with a means to collaborate in a
systematic manner. The goal of an LCMS is the creation of instructionally
effective learning content that is on time and within the budget. The LCMS bridges
the gap between authoring tools and LMSs (Singh, 2001). The LCMS provides the
developer with the tools and functionality required to produce and manage
effective learning content. The LCMS allows organizations to:  Capture the knowledge within their organization.  Structure the knowledge into focused,
directed learning programs.  Incorporate
third party content.  Achieve rapid
updates, dissemination, management, and utilization of that knowledge throughout
the organization.

 

Learning Support System:

 

LSS is a web-based environment for
supporting teaching and learning activities. From the perspective of an
instructor, the LSS is a tool to manage and support a group of learners. The
LSS is a tool used by the instructor to design the materials for a course. The
syllabus could contain materials assembled from learning objects created in the
LCMS and/or pages specifically created in the LSS. The instructor could then
use the LSS to plan the delivery of the materials whether through traditional
lectures or through online delivery mechanisms. The LSS should provide tracking
and usage information to the LMS, using industry standard protocols. From the
perspective of a learner, the LSS provides access to the syllabus as laid out
by the instructor. This could take the form of a study plan or a schedule of
lectures with links to the 334 J. Ismail / Internet and Higher Education 4
(2002) 329–336 materials in the syllabus. In addition to the learning
materials, the LSS should also provide learners with a suite of collaboration
tools: threaded discussions, synchronous messaging, and shared whiteboards. The
support of LSS for class projects and assignments is essential to facilitate
the learning process. A repository for learner-provided materials could be
provided to allow learners to share their knowledge. An LSS can also be used to
deliver quizzes, tests, surveys, and other forms of assessment. While most LMSs
tend to provide these capabilities, the features implement in the LMS has
tended to support self-directed learning. While this is an important mode of
online learning, e-learning should be first and foremost about creating a
social space that must be managed for the teaching and learning needs of the
particular group of people inhabiting that space. This requires a platform that
can be easily modified to take into consideration the needs of the particular
learners in the course. E-learning does not imply that all learners will be
individually advancing at their own pace, rather, most organizations will tend
to provide online learning support to traditional instructor led programs.
Instead of reducing interaction between learners as was originally feared,
effective e-learning programs will tend to increase collaboration and
communication between learners and instructors. Studies by the OTTER Group
(Gilroy, 2001) have shown that the ideal class is organized around the 50/50
rule. At least 50% of the time students spend in the virtual classroom is spent
interacting with and learning about other students. When the social aspect of
the classroom is missing, student dissatisfaction rises dramatically, as does
the attrition rate.

 

Scope
of Project:

 

Ø  Easy and hassle free learning can be provided to the needy.

Ø  Online connectivity can solve issues pertaining to geographical places
where conventional teaching methods are far from reach.

Ø   Use of adequate technical
resources ensures long term understanding of concepts.

Ø   Global scale incorporation
can be implemented with wireless connectivity round the clock at any place in
the world.

Ø 
The use of Learning
Management Systems (LMS), which allows tracking and monitoring of learners’
progress, usage, and other parameters automatically in an efficient manner.

 

 

 

 

III.            
   RESULTS & DISCUSSIONS

 

 

The
design of such a system facilitates delivery of cogent information to the right
person in the right time in an efficient manner whether the information is
received on a notebook or a PDA.The currently in use learning methods being
conventional retain their own set drawbacks. Hence, to assure efficient learning,
innovators must embark on an appropriate e learning strategy to ensure learning
with ease.

 

 

 

 

 

 

 

 

IV.             
CONCLUSION:

 

The
learning system is efficient in delivering effective learning and teaching
experience through the use of diverse software and programming techniques. The
fabrication of an online learning database can be established for learners
around the globe. By the educational technology alternatives. Learners can
overcome hurdles such as geographical distances, power outages and financial
inadequacies and have an abundance of information at their fingertips anywhere
at any time. The implementation of these systems can result in conventional
methods becoming obsolete and make learning for anyone at anytime at any part
of the globe a bit easier.