Online Learning project

7/29/2019 Online Learning project

1/22

E-Learning

CONTENTS

1. ABSTRACT

2. INTRODUCTION

3. DESIGN PRINCIPLES & EXPLANATION

3.1. MODULES

3.2. MODULE DESCRIPTIOIN

4. PROJECT DICTIONARY

4.1. DATAFLOW DIAGRAMS

4.2. E-R DIAGRAMS

4.3. DATA DICTIONARY

5. FORMS & REPORTS

5.1. I/O SAMPLES

6. BIBILIOGRAPHY


2/22

1. ABSTRACT

Advances in technology and the growth of e-learning to provide

educators and trainers with unique opportunities to enhance learning

and teaching in corporate, government, healthcare, and higher

education. This application serves as a forum to facilitate the

exchange of information on the current research, development, and

practice of e-learning in the sectors.

It includes the research, development, and practice of e-learning

related to the following multi-dimensional topics and sub-topics.

E-learning comes in different configurations that dictate the

depth of a needs assessment. The simple e-learning implementations,

such as those following an application service provider (ASP) model,

won't necessarily look any different from a resource requirement

perspective than traditional classroom training. That's e-learning.

E-learning can be an enormous undertaking and, require

significantly more preparation due to its increased scope, higher

interdependence, and visibility. These factors--described below--are

the reason a needs assessment for an e-learning initiative looks

different from one for a traditional classroom program.

Scope. Developing an e-learning initiative is a typically much

larger endeavor than that of an instructor-led training (ILT)

program. Consider the increased expenses, number of people

involved, development time, technological requirements, and

delivery options.

Interdependence. It's possible, even common, for an ILT

program to be conducted without the knowledge of anyone but


3/22

the participants, their immediate managers, and the training

provider. In contrast, even the smallest e-learning program

requires a wider group of people. Ranging from (at a minimum)

representatives from the IT and HR departments to (more

commonly) an organization-wide task force, the scope of the

project often dictates that there are more decision makers, more

stakeholders, and more links between previously unrelated

departments.

Visibility. When a traditional training program goes bad, a

participant's dissatisfaction is usually voiced by word of mouth.

And the people who express dissatisfaction, in most cases, are

the participants and, maybe later, the people directly affected by

their work. Again, due to the scope of the undertaking

(especially the high budget and number of resources required),

the efficacy of an e-learning program will be delivered to a larger

group of people and through a wider variety of channels than an

ILT program. Typically, a CEO can tap into a training database

and view participants' course comments, exam results, and thecourses taken. It's easier to determine whether an e-learning

program is unpopular or ineffective than to rely on word of

mouth about a questionable ILT program.


4/22

2. INTRODUCTION

In order for a needs assessment to have a successful outcome, it

must accomplish many things--improving performance being just one.

It must also

determine how to achieve the high-level goals of the

organization (such as increasing sales and fostering innovation)

determine what system obstacles (other than training) need to

be removed

point to an intervention that will balance the conflicting needs of

different stakeholders (IT versus HR, participants versus

managers, budget versus vendor costs, and so on)

Pave the way for a new program.

Organizations implementing e-learning programs need to expand

the usual needs assessment process by creating a high-level

requirements document that includes

objectives (macro organizational objectives and micro target

learner population objectives)

an e-learning readiness score

a list of advantages and potential obstacles to e-learning

adoption

a list of possible e-learning configurations.


5/22

3. DESIGN PRINCIPLES & EXPLANATION

3.1. MODULES

Administration

User Management

Content Management

Evaluation

3.2. MODULE DESCRIPTION

Administration:

Uploading the content permanently

Uploading the content temporally

Removing the content permanently

Removing the content temporally

Working options

o Caching Feature

o Content length for each Category

User Management:

User Information

User Session Maintenance

Updating User Information


6/22

Content Management:

These are the pages that are associated with the logic pages,

and contain content specific to that page.

Organizing the topics according to the category

Organizing the subtopics according to the subcategory

Providing appropriate links to specified category

Evaluation

Preparing the question paper randomly according to thecategory

Spot result evaluation

Specifying level of evaluation

4. PROJECT DICTIONARY

4.1. DATA FLOW DIAGRAMS

CONTEXT LEVEL DIAGRAM


7/22


8/22


9/22

4.2. E R DIAGRAMS


10/22


11/22


12/22


13/22

4.3. DATA DICTIONARY

Database Design:

User_master:

Column Name Type(size) Constaint

Username varchar2(20) Primary key

Password Varchar2(10)

Not null

Name Varchar2(20)

Notnull

Address Varchar2(30)

Gender Varchar2(6)

Email Varchar2(30)

Not null

Course_master:

Column name Type(size) Constraint

Course_id Varchar2(10) Primary key

Course_name Varchar2(20)0

Not null

No_of_sessions

Number(2) Not null

Student_course:

Column name Type(size) Constraint

Username Varchar2(20)

Referencesuser_master(username)

Course_id Varchar2(10

)

References

course_master(course_id)

Current_session Number(2)


14/22

Session_master:

Columnname

Type(size) Constraint

Session_id Varchar2(5) Primary key

Course_id Varchar2(10) Referencescourse_master(course_id)

Topic name Varchar2(10)Topic Varchar2(200

)

Exam_master:

Columnname


Question_id Number(4) Primary key

Course_id Varchar2(10)

Referencescourse_master(course_id)

Question Varchar2(50)

Choice1 Varchar2(30)




Answer Varchar2(10)

Results_master:


15/22

Columnname


User_name Varchar2(20)

Referencesuser_master(username)

Course_id Varchar2(10

)

References

course_master(course_id)Percentage Number(3)

5. FORMS & REPORTS

5.1. I/O SAMPLES


16/22


17/22


18/22


19/22


20/22


21/22

6. BIBLIOGRAPHY

1. H.M.DIETEL.P.J.DIETEL, Java How to Program, PhL,

Second Edition

2. Gray Cornett, Horstmann, CorelJava, Sunsoft Press, 1996.

3. Patrick Naughton & Herbert Schildt, Java : The Complete

Reference, Tata McGraw-Hill, Macrch 1997.

4. Grady Booch, Object Oriented Analysis and Design with

Applications, the Benjimin/Cummings, 1994.


22/22

Documents

Online Learning project