organization and designing effective web
TRANSCRIPT
Organization and Designing Effective Web-based Courses
Mahabat Fayaq Mohammed Ali
University of Garmian/College of Science/Computer Department
The aim of this study was to investigate the reality of systems
management e-learning through computer networks in general and the
Internet in particular in the Kurdish environment, and the need for
systems to manage, and access to a range of management models and
technical that can be relied upon in the management systems of e-learning
in the Kurdistan region Environment via the Internet.
Abstract:
Kurdistan Region- a proposed organizational model with scientific
and technical developments enormous, and the use of information
technology, and communication in education, scientific research,
management, and the emergence of the information revolution, there have
been the urgent need to develop strategies for educational development
and reform, which imposed the same technique as an indicator of the
progress of society, development, and one of the foundations for
development, and emerged elearning based on multimedia, and through
the Internet as a strategic option to develop education and promotion,
and re-engineering institutions and planning to change its system to
conform with developments in science, technology, and the information
revolution, modern, and in return, this cutting-edge technology you need
when you apply to education to the administrative organization
elaborately built on a scientific basis, in the context of educational
planning, educational administration and to ensure the achievement of the
objectives of education and, therefore, emerged as the subject of the study
entitled: "Management of e-learning in public education in the Iraqi
Kurdistan Region- a proposed organizational model".
The study aimed to provide an organizational model for managing e-
learning in public education in the Iraqi Kurdistan Region, and published,
and the development of policies, and founded, its objectives, and
organized in a manner conducive to the optimum benefit from the
employment of information and communication technologies in
education through (the aims of the research):
1. Recognize the reality of e-learning management in public
education in the Iraqi Kurdistan Region.
2. Development of the philosophical foundations and organizational
must be based on the management of e-learning in public
education in the Iraqi Kurdistan Region.
3. To reach the goals that can be achieved by the Department of
Education in e-public education in the Iraqi Kurdistan Region.
4. Development of methods and plans leading to the activation of e-
learning management in public education in the Iraqi Kurdistan
Region.
Keywords:
E-Learning: refers to the learning that is delivered or enabled via
electronic technology. It encompasses learning delivered via a range of
technologies such as the internet, television, videotape, intelligent
tutoring systems, and computer-based training.
Design: the analysis may lead to a number of possible alternative designs,
for example, different combinations of manual and computerized
elements may be considered. Once one alternative has been selected the
purpose of the design stage is to work from the requirements specification
to produce a system specification. The system specification will be a
detailed set of documents that provides details of all features of the
system.[2] ( p.p 425 computer science, c.s. French, 5th edition,2002)
Web-based: A multidisciplinary pursuit pertaining to the planning and
production of Web sites, including, but not limited to, technical
development, information structure, visual design, and networked
delivery.[3] (Web Design: The Complete Reference, Second Edition,
Thomas Powell, McGraw-Hill,2002,p.p 15)
Courses: any subject considering a working model for designing an
online course it is essential to consider the people that need to be
involved in the process of creating the different elements of successful
online learning.[4] (Julie Struthers, Working Models for Designing
Online Courses and Materials,2001,p.p 2)
Introduction
The process for designing online courses will vary with each individual
course but there are definite steps taken to complete the design, at first
must be known what is Instructional Design?
Many definitions exist for instructional design - all of them are an
expression of underlying philosophies and view points of what is
involved in the learning process. The following is a listing of ID
definitions:
Instructional design (ID) is a systematic approach to planning and
producing effective instructional materials and the second definition is
systematic development of instructional specifications using learning and
instructional theory to ensure the quality of instruction. It is the entire
process of analysis of learning needs and goals and the development of a
delivery system to meet those needs, also it Defined Instructional design
is a systematic process for developing instructional programs and
materials, figure 2.1. The diagram below shows some of the key stages
which are often part of the instructional design process.
The instructional design process can be applied to the development of
almost any type of instruction. This process is iterative and one can go
Figure 2.1 instructional design system process model
through multiple cycles depending on the results of the evaluation as to
whether it meets the expressed instructional needs. Examples might
include: the development of an entire curriculum; the creation of a
computer-based simulation; or, the design of a course web-site.
Professionals, called instructional designers, serve as learning architects.
They are trained in applying the instructional design process and can
assist academic staff in developing all kinds of teaching and learning
materials.[37]
Structuring of the design process: which includes defining what is
to be learned, specifying the process through which it will be learned,
documenting the process of authoring and producing instructional
materials, implementing the use of materials in context, evaluating the
effectiveness of the materials formatively, and evaluating the efficacy of
the material. Defines ID as the process of determining and specifying
objectives, strategies, techniques, and media for meeting instructional
goals. It is also defined as a systematic process of identifying an
instructional goal, analyzing the audience and their needs, developing
instruction to meet those needs, and evaluating the instruction [38].
Point out that instructional design, as a technology for the development
of learning experiences and environments, promotes the acquisition of
specific knowledge and skills by learners. In the process, it incorporates
knowledge and verified learning strategies into instructional experiences
which make the acquisition of knowledge and skill more efficient,
effective, and appealing.
Two Purposes of the Instructional Design Process:
To identify the outcomes of the instruction
To guide the developing the instructional content (sequence).[39]
In the design process, the teacher needs to:
1. Gather information on any important Situational Factors.
2. Formulate the learning Goals for the course.
3. Select the Teaching/Learning Activities needed for the goals.
4. Formulate the kinds of Feedback and Assessment needed.[40]
What is ID Theory?
Instructional design is the process by which instruction, computer-based,
is created. Instructional design provides a framework for the creative
process of design, and ensures the learners' needs are met. It first gained
popularity in World War II, where the Instructional design approach fared
so well that it was quickly co-opted into corporate training. In the fifty
years that followed, ID has become the standard for producing excellent
Figure 2.2 the basic elements of instructional design
Goals
Teaching &
Learning Activities
Feedback &
Assessment
Goals
Teaching &
Learning Activities
Feedback &
Assessment
Learner
Goals
Teaching &
Learning Activities
Feedback &
Assessment
Goals
Teaching &
Learning Activities
Feedback &
Assessment
Goals
Teaching &
Learning Activities
Feedback &
Assessment
Goals
Teaching &
Learning Activities
Feedback &
Assessment
LearnerLearnerLearner
training in the military and corporate realms, as well as textbook
authoring and development of computer-based learning material. [41]
It is of paramount important that researchers, content experts or
specialists, and instructional designers producing multimedia learning
material should intensively reflect on the instructional design of the
individual content modules which represent the nodes within a e-learning
environment and usually contain media such as text, graphics,
animations, simulations, and video [42].
It is also necessary that the designers developing learning environments
take advantage of multimedia and hypermedia capabilities, and at the
same time focus on learners’ needs and individual differences [43].
Stages of Instructional Design
The Instructional design consisting of eight key stages as is appears in
figure 2.3
Stage 1: Define instructional goals.
goal
Analysis instructional
Learner characteristics
Develop objectives
Select ID method
Assemble ID material
Plan
& formative evaluation
Plan
& summative evaluation
Learners
goal
Analysis instructional
Analysis instructional
Learner characteristics
Learner characteristics
Develop objectives
Select ID method
Assemble ID material
Plan
& formative evaluation
Plan
& summative evaluation
LearnersLearners
Figure 2.3 stages IDS
A goal may be defined as a general statement of desired
accomplishment. It does not specify exactly all of the components
or steps or how each step will be achieved on the road to
accomplishing the goal. Example Goals: (1) Students will master
the procedure of a generic history and physical. (2) Students will
understand the biochemistry of diabetes.
Stage 2: Conduct an instructional analysis.
Identify what learning steps will be involved in reaching the goal.
This is done through a task analysis, which identifies each step and
the skills needed in order to complete that step, and an information
processing analysis, which identifies the mental operations the
learner needs to employ in performing that skill. The task analysis
is performed by asking "What are all of the things the student must
know and/or be able to do to achieve the goal?"
Stage 3: Identify entry behaviors/learner characteristics
Having determined via the instructional analysis which steps and
skills the learner must accomplish, it is now necessary to identify
the knowledge and skill level that the learner possesses at the
outset. Although there may be pronounced differences from learner
to learner in their knowledge and skill levels, the instruction must
be targeted as much as possible to the level of the learners' needs.
Stage 4: Develop performance objectives.
At this stage, it is necessary to translate the needs and goals into
objectives that are sufficiently specific to guide the instructor in
teaching and the learner in studying. In addition, these objectives
form the blueprint for testing as a means of evaluating both the
instruction and the learning that has occurred. Example: The
student will be able to explain the role of the Krebs cycle to thermo
genesis.
Stage 5: Select an instructional method.
The purpose of selecting an instructional method is to identify and
employ teaching strategies and techniques that most effectively
achieve the performance objectives. Current educational theory and
research support the use of instructional methods that make
students active learners (e.g., lecture lab, small group discussion,
case-based study, simulations, independent study, etc.).
Stage 6: Assemble instructional material.
Once the instructional methodologies have been identified for each
objective or unit of content, it is important to assemble the
necessary instructional materials. The materials may be in various
forms: print, computer, audio, audio-video, etc. Although the
necessary instructional materials may already exist, they may need
improvement or revision. For example, slides that have been used
in the past but that have been problematic, need to be modified.
The danger of settling on preexisting instructional materials is that
some instructors may allow the materials to determine the direction
of the instruction rather than vice versa. Currently, more instructors
are using the Web as a way of making didactic information
available to students, rather than using lectures or transcripts.
Stage 7: Plan and conduct formative evaluation.
Formative evaluation: evaluation that occurs from feedback while
the instruction is in progress, provides data for revising and
improving the instructional materials that were used and those that
are yet to be used. It is important to remember that sometimes the
plans that look so good on paper actually fail in practice. When
possible, test instructional materials with one or a small group of
students to determine how students use the materials, how much
assistance they need, etc. Considering the teaching methods
implemented and the course materials provided are students
learning what they should be?
Stage 8: Plan and conduct summative evaluation.
Summative evaluation: evaluation that occurs at the end of the
instructional effort (unit, course, etc.), provides data on the
effectiveness of the instructional effort as a whole. This is the
evaluation that provides information on how the whole
instructional unit enabled the learner to achieve the objectives that
were established at the outset. [44]
Computer Requirements for Proposed Designing Model
A list of computer system requirement for designing proposed model
of effective on-line courses at the college of Basic Education. Can be
easily available
Pentium III processor or above
128 MB memory
Internet service provider (for providing lunix/ windows server)
Microsoft office (word , power point, ….. etc)
Current version of internet explorer
Windows 2000,xp or recent version (like window vista)
By properly configuring your computer system many of time will prevent
delays in accessing to the proposed course, figure (3.1) below shows the
path of the proposed model.
The Course Homepage Design
The first page you will see when entering proposed course is the
homepage, the CBE model course has a set of tools and options,
additional items added to this page depending on the course contents,
figure (3.2) below is a typical home page of the proposed model, trainer
can return to the course homepage by selecting the “welcome” link from
anywhere in the course, our design the contains difference section and the
learner can follow and proceed through these section easily.
The home page is the first page displayed before logging in to
course which Contains links to learning activities and support tools and
it’s accessible from every other page in the course.
The homepage layout is designed to be suite the topic and learning
methodology for each desirable course, the number of icons and their
function will vary from course to other, the Most common feature on the
Add & edit& deleteprocess
Course Access Chat Link & Recourse Map About Us
Home page
Register new
student& teacher
courses calendar lessons quiz assignment profile
Add & edit& deleteprocess
Course Access ChatChat Link & Recourse MapMap About UsAbout Us
Home page
Register new
student& teacher
courses calendar lessons quiz assignment profile
Figure (3.1): The path of CBE proposed model
homepage design includes some demo links as welcome this link view
and short explain about the CBE effective on-line course, and the goals
these online courses.
The Course access interface provide the contains information of
effective course model such as a course overview, topical outline, polices
and performance standards, once you have decided to take an online
course, you need to know how to access to the course material. Most a
proposed model of effective online course design shown in the figure
(3.3) below.
The Available courses in proposed model related to online teaching
of theoretical and practical materials of technical computer organization
and design subjects.
Figure (3.3): Course access interface
In this design the learner can be easily access to the CBE
Chat tutorial by interning the user name and password as shown in
figure (3.4).
Figure (3.4): CBE_chat screen
Proposed model also contains some Links & Resources, the CBE
online effective course provides several links and resources to online
students, these resources and links are shown in figure (3.5), as follows:
http://www.kutub.info/library/
http://www.helpwithpcs.com/courses/Course.htm
http://www.onlinecomputerbooks.com/free-elearning-books.php
http:// istancelearn.about.com/od/isitforyou/a/FreeComputer.htm
Figure (3.5): Links screen
Proposed model containt the a mapping service It offer maps
locator for users and provide Smooth transition in the CBE courses, see
Figure (3.6).
Finally the About us screen is a brief outline of about the college of
basic education with regard to when established and general information
about departments and aims of the college ... etc, as shown figure (3.7).
Figure (3.6): Map screen
Web-based Design Processes for Proposed Model
In this proposed model accessing to CBE course must be done by
create a new account. By default this is done via e-mail confirmation, a
message is sent from CBE course after completing the new account
registration form figure (3.8), accessible from the main login screen
figure (3.9), other forms of user authentication are supported in CBE
course (e.g. manual accounts only), and these are explained in the
administration section of this manual, once a user account is established,
the primary CBE course administrator can change accounts login
permissions. Where this account store and in which database named
logsql.myd, the following are the types of user accounts that can be
assigned to a CBE course user:
• Student (default - can interact with course content only).
• Teacher with Editing Permissions (can populate a course with activities
and provide learner feedback - e.g. grades, assignment comments etc.).
Figure (3.7): About as
• Teacher without Editing Permissions (can provide learner feedback only
- e.g. grades, assignment comments etc.).
• Course Creator (can create new courses, teach within them and assign
teachers).
• Administrator (can do anything and go anywhere within CBE course
proposed model ).
Step 1: Click “Start now by creating a new account button”
Figure (3.8): Main login screen
The CBE Model Screen Elements
Learners can access a CBE course model using almost any
browser, including Internet Explorer, Fire fox and Safari for the
Macintosh. It is important that learners have a familiarity with using their
browser and those basic screen elements shown in figure (3.10) are
explained, including:
• The title bar
• Side blocks (administration block & search, calendar block)
• Course content area (or available courses)
• Course Description (or latest news)
Step 2: Complete signup form and click“Create my new account” button
Step 3: Respond to the e-mail sent byclicking link within message
Figure (3.9): Create new account screen
Figure (3.11) view the calendar design page which this block
allows a user to post significant events, relative to their account
permissions:
• Site (event viewable in all courses - created by admin users)
• Course (event viewable only to course members - created by teachers)
• Groups (event viewable only by members of a group - created by
teachers)
• User (personal event a student user can create - viewable only by the
user)
If you add closing dates to an Assignment, Forum, Quiz or Chat activity
within your course, these events will show up on the Calendar
automatically, trainer can hide or show various categories of events by
clicking on the color key.
Title bar Course description
Side blocks
Course content area
Figure (3.10): The main screen elements
For example, if you wanted to hide group event dates (events assigned
to learner groups you create), click “group events” on the bottom of the
calendar. This would hide all group events, and the color code would
disappear from the link on the calendar. To show the events again, click
the group events link again shown in figure (3.11).
The course design also allows adding a calendar event for user,
course, or site event, where the new event will display with color code
with in calendar block as shown figures (3.12) & (3.13).
Design of Survey Instruments
The use of quantitative and qualitative research methods allowed
collecting the data from a selected group of students.
Finding the principles of effective online courses design, involved
asking the students what they are consider to be important for
instructional design elements from the CBE Web-based learning
environments which associated with their course in order to assist with
answering the questionnaires.
Figure (3.11): Calendar view
A questionnaire is a part of survey involved a collection of suitable
questions required to our design, figure (4.2) provides a summary of the
stages which were followed for the design and development of the survey
instruments.
Students Perception for Evaluation CBE Courses
The border of this study, is to design on internet effective online
courses for CBE College, the researcher sample is selected from the
department of Mathematics & Computer in the first stage for the school
year 2006/2007.
The questionnaire included (15) paragraph, students opinion about
the CBE courses model is prepared by the researcher, as a model for the
instructional design evaluation.
The dimension scale used in this questionnaire is a Likert-scale style
format
Questionnaire
Data Sources
Quantitative Initial Analysis Qualitative
Data Analysis
Discussion
Design & development of survey instruments
Sample selection
Data collection
Analysis
Results
Questionnaire
Data Sources
Quantitative Initial Analysis Qualitative
Data Analysis
Discussion
Questionnaire
Data Sources
Quantitative Initial Analysis Qualitative
Data Analysis
Discussion
Design & development of survey instruments
Sample selection
Data collection
Analysis
Results
Design & development of survey instruments
Sample selection
Data collection
Analysis
Results
Figure (4.2): Summary of design & development of the survey instruments
1 = strongly agree, 2 = agree, 3 = no opinion, 4 = disagree, 5 = strongly
disagree, for each question.
The majority of questions were written as attitude statements about
the CBE courses web site, this format allows students to place themselves on
an attitude continuum for each statement, the questions divided on (structure,
content, motivation, and interaction dimensions) as shown in Table (4.3).
Q StatementStrongly Agree
AgreeNo opinion
DisagreeStrongly Disagree
Mean of item
Correlation
R % R % R % R % R %
1 the screen were crowded with too much information
- - - - 6 30 12 60 2 10 3.8 12.05
2 the text was attractive and easy to read
10 50 6 30 4 20 - - - - 4.3 13.94
3 The pages loaded quickly enough 8 40 9 45 3 12 - - - - 4.16 13.90
4 the picture of icons are unclear and Incomprehensible
11 55 5 25 3 15 1 5 - - 4.3 14.11
5 I understood from the content what i was expected to learn
7 35 8 40 5 25 - - - - 4.35 13.76
6 the content was supported with non- online information such as text books
6 30 4 20 10 50 - - - - 3.8 13.64
7 The materials presented were easily understandable
9 45 4 20 6 30 1 5 - - 4.05 13.70
8 This unit built confidence with the use of the internet
12 60 3 15 5 25 - - - - 4.35 14.14
9 Online learning provided me with flexibility such as being able to study when it was convenient to me
8 40 6 30 6 30 - - - - 4.1 13.75
10 I needed to more than links & recourses in the CBE course our model
9 45 9 45 2 10 - - - - 4.35 14.12
11 the one lesson not enough for me - - 2 10 3 15 6 30 9 45 4.1 11.77
12 I found the online chat with my lecturer and other students easy
15 75 3 15 2 10 - - - - 4.65 13.95
13 The material presented was completely new to me
- - 2 10 3 15 7 35 8 40 4.05 11.81
14 the power point shows were attractive
13 65 5 25 1 5 1 5 - - 4.5 14.14
15 I think the E-learning Will contribute to the development of traditional education
6 30 8 40 6 30 - - - - 4 13.73
Table (4.3): Paragraphs questions with number and percentage Recurrences
Summary of Results for Research Question
This section presented the quantitative analysis of the students'
responses to the questions relating to what factors make for effective
instructional design in Web-based learning environments in E-learning.
The comments from the students about the questionnaire were
generally positive, the piloted questionnaire contained (15) question items
were related to their CBE course where major questions are positive
paragraph and minor of negative paragraph, the analysis included an
examination of what elements of online learning Environments students
perceived to be effective. From the analysis, it was found the majority of
the students were reasonably satisfied with their class Web sites'
structure, content, motivation, feedback, and interaction. This may
suggest the need for specific areas needing attention to improve the
learning effectiveness of their class Web sites.
Figure (4.4): Students’ perception to the CBE course
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15
Qusetin No.
Ite
m M
ea
n
From figure (4.4), it’s clear that over all effectiveness’ of CBE
module is about more the (80%) for all survey.
Conclusion
The main objective of this research is to design and implement an effective
online course in the college of basic education (CBE) University of
Sulaimani. This will be the first trigger to support the feature of distance
learning in this university.
The CBE effective model is a course management system, which is a
software package designed using sound pedagogical principles to help
educators create effective online courses. The CBE model is friendly use
model, which can be used easily and efficiently by students or teachers.
Also there is activity called choices which allowed students to gain
feedback, also allows students to submitted work by teachers using
assignments or workshops and also quizzes.
As a results of the analysis of the survey questions relating to this
research question. The CBE courses have clear learning styles, and
Provide clear instructions for the initial access and technical
requirements, navigation within the content (e.g., from topic to topic)
should be simple and self-intuitive.
Use easily recognizable icons and ‘breadcrumbs’, also provide
appropriate access to resources, e.g., Web links, Wiki, etc.Also a good
screen Web page design, text styles, and graphics such as power point
shows, provide an introductory “Welcome” page describing contact
details (lecturer and technical help), unit description, and how the class
Web site is to be used. The learning objectives for our courses clearly
stated and provide the entire unit’s content needed to successfully
complete all the unit, Content should be accurate, detailed, relevant and
supported with resources, ensure content is suited to students’ learning
styles and prior knowledge. Finally, clearly explain assignment
requirements with appropriate examples, and provide links to other
relevant and interesting Web sites and resources, utilize the class Web
site to increase flexibility of teaching and learning.
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39- Taken from Kibler, R.J., & Bassett, R.E. (1977). Writing performance objectives. In Briggs, L.J. (ed.), Instructional design (pp. 49 - 95). Englewood Cliffs, NJ: Educational Technology Publications.
40- Diamond, R.M. 1998. Designing and Assessing Courses and Curricula: A Practical Guide. Rev. ed. San Francisco: Jossey-Bass
41- Boling, E. (1996). Instructional Technology Foundations I: Historical Timelines Project Page Online. Available: http://education.indiana.edu/~istcore/r511/datelist.html 1998, June 7
42- Steinke, M; Huk, T & Floto, C. 2003. Impact of Instructional Design on Navigation in Hypermedia Learning Environments. Proceedings of SITE 2003. Online. Accessed on 24 May 2004. Available from http://projekte.learninglab.unihannover.de/pub/bscw.cgi/d28352/Steinke_S ITE2003.pdf.
43- Chen, Sy & Marcredie, Rd. “Cognitive styles and hypermedia navigation: Development of a learning model”, 2002, Journal of the American Society for Information Science and Technology, 53(1), 3-15.
44- Derived from Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of Instructional Design (4th ed.). Fort Worth, TX: Harcourt Brace Jovanovich College Publishers.