tajuk laporan projek tahun akhir

THE DEVELOPMENT OF MULTIMEDIA COURSEWARE ON UNIMAS

ONLINE LEARNING SYSTEM

WONG SHENG TUNG

This project is submitted in partial fulfilment of the requirements for a

Bachelor of Education with Honours

(Computer Science)

Faculty of Cognitive Sciences and Human Development

UNIVERSITI MALAYSIA SARAWAK (2009)

BORANG PENGESAHAN STATUS TESIS

JUDUL : _______________________________________________________________

_______________________________________________________________

SESI PENGAJIAN :___________

Saya _________________________________________________________________

(HURUF BESAR)

mengaku membenarkan tesis * ini disimpan di Pusat Khidmat Maklumat Akademik,

Universiti Malaysia Sarawak dengan syarat-syarat kegunaan seperti berikut:

1. Tesis adalah hakmilik Universiti Malaysia Sarawak.

2. Pusat Khidmat Maklumat Akademik, Universiti Malaysia Sarawak dibenarkan

membuat salinan untuk tujuan pengajian sahaja.


membuat pendigitan untuk membangunkan Pangkalan Data Kandungan Tempatan.


membuat salinan tesis ini sebagai bahan pertukaran antara institusi pengajian tinggi.

** sila tandakan ( )

SULIT

TERHAD

TIDAK TERHAD

___________________________ _________________________________

(TANDATANGAN PENULIS) (TANDATANGAN PENYELIA)

Alamat Tetap:

______________________________

______________________________

______________________________

Tarikh : _______________________ Tarikh: _____________________________

Catatan: * Tesis dimaksudkan sebagai tesis bagi Ijazah Doktor Falsafah, Sarjana dan Sarjana Muda

*Jika tesis ini SULIT atau TERHAD, sila lampirkan surat daripada pihak berkuasa/organisasi berkenaan dengan menyatakan

sekali sebab dan tempoh tesis ini perlu dikelaskan sebagai TERHAD.

(Mengandungi maklumat yang berdarjah keselamatan atau

kepentingan seperti termaktub di dalam AKTA RAHSIA RASMI

1972)

(Mengandungi maklumat Terhad yang telah ditentukan oleh

organisasi/badan di mana penyelidikan dijalankan)

Gred:

The project entitled ‘The Development of Multimedia Courseware on UNIMAS Online

Learning System’ was prepared by Wong Sheng Tung and submitted to The

Faculty of Cognitive Sciences and Human Development in partial fulfillment of

the requirements for a Bachelor of Education with Honours (Computer Science)

Received for examination by:

-----------------------------------

(Assoc. Prof. Dr. Chen Chwen Jen)

Date:

-----------------------------------

Grade

iii

Statement of Originality

The work described in this Final Year Project, entitled

“The Development of Multimedia Courseware on

UNIMAS Online Learning System” is to the best of the author’s knowledge that of the author except

where due reference is made.

__________________ ___________________

(Date submitted) (Student’s signature)

Wong Sheng Tung

15519

iv

ACKNOWLEDGEMENT

Mastering Morpheus is a learning system that is produced as part of our final year

project in the Faculty of Cognitive Sciences and Human Development. The team

would like to acknowledge Assoc. Prof. Dr. Chen Chwen Jen, the supervisor of

this project, and CALM staff (Sh Norizan Bt Wan Zain, Maclean Patrick Sibat,

Pauline Beremas George Gerrie, Ahmad Zikrilah B Abdullah) who have helped

much in the production process of Mastering Morpheus.

v

TABLE OF CONTENTS

Page

Statement of Originality iii

Acknowledgement iv

Table of Contents v

List of Figures viii

Abstract

Abstrak

CHAPTER 1 – INTRODUCTION

1.0 Overview

1.1 Background of the Project

1.2 Problem

1.3 General Objectives

1.4 Specific Objectives

1.5 Significance

1

1

3

5

5

5

CHAPTER 2 – LITERATURE REVIEW

2.0 Overview

2.1 Terminology

2.2 Courseware Development Process

2.2.1 Prepare the Text

2.2.2 Write the Program Code

2.2.3 Create the Graphics

2.2.4 Produce the Audio and Video

2.2.5 Assemble the Pieces

2.2.6 Prepare Support Material

2.2.7 Do an Alpha Test

2.2.8 Make Revisions

2.2.9 Do a Beta test

2.2.10 Make Final Revisions

2.2.11 Obtain Client Sign-off

2.2.12 Validate

2.3 Developmental Tools

2.3.1 Adobe Photohop 7.0

2.3.2 Adobe Captivate 3

2.3.3 Macromedia Flash 8

6

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vi

CHAPTER 3 – METHODOLOGY

3.0 Overview

3.1 Developmet Model


3.1.2 Write the Program Code



3.1.5Assemble the Pieces


3.1.7 Make Revisions

3.1.8 Do a Beta test

3.1.9 Make Final Revisions

3.2 Developmental Tools

3.2.1 Macromedia Flash 8

3.2.2 Adobe Captivate 3

3.2.3 AdobePhotoshop 7.0

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CHAPTER 4 – SYSTEM DEVELOPMENT

4.0 Overview

4.1 Development of the Courseware

4.1.1 Colour

4.1.2 Text

4.1.3 Graphic

4.1.3.1 Image Size

4.1.3.2 Import an Image

4.1.4 Video

4.1.4.1 Creating a Video

4.1.4.2 Exporting a Video

4.1.4.3 Adding Playback Controller to the Video

4.1.5 Connecting Different Pages

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36

CHAPTER 5 –OVERVIEW OF THE SYSTEM

5.0 Overview

5.1 System Overview

5.2 Title Page

5.3 ‘Introduction’ Page

5.4 ‘What is Online Learning’ Page

5.5 ‘About Mastering Morpheus’ Page

5.6 ‘Morpheus Basic Features: Tutorial Modules’ Page

5.7 ‘Help’ Page

5.8 Ending

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vii

CHAPTER 6 - CONCLUSION, LIMITATIONS, AND

RECOMMEMDATIONS

6.0 Overview

6.1 Conclusion

6.2 Limitations

6.3 Recommendations for Future Work

48

48

49

49

REFERENCES 50

viii

LIST OF FIGURES

Figure 2.1

Model for Design and Development by Alessi and Trollip (2001) 9

Figure 2.2

Screenshot for Adobe Photoshop 7.0 15

Figure 2.3

Screenshot for Adobe Captivate 3 16

Figure 2.4

Screenshot for Macromedia Flash 8 17

Figure 3.1

Sample Work for Macromedia Flash 8 22

Figure 3.2

Sample Work for Adobe Captivate 3 23

Figure 3.3

Sample work for Adobe Photoshop 7.0 24

Figure 4.1

Resizing an Image Using Adobe Photoshop 7.0 27

Figure 4.2

Step 2 in Importing an Image 28

Figure 4.3

Step 3 in Importing an Image 28

Figure 4.4

Step 2 in Recording a Video 29

Figure 4.5

Steps 3 to 4 in Recording a Video 30

Figure 4.6

Steps 5 to 7 in Recording a Video 30

Figure 4.7

Steps 8 and 9 in Recording a Video 31

Figure 4.8

Exporting the Recorded Video to Macromedia Flash 8 32

ix

Figure 4.9

Importing the Recorded Video into Macromedia Flash 8 33

Figure 4.10

Selecting the Needed Button 34

Figure 4.11

Positioning the Button on the Stage 34

Figure 4.12

Add a New Layer 35

Figure 4.13

Add Action Script to the Rewind Button 36

Figure 4.14

A ‘Login’ Button Connecting to the ‘Login’ Page 37

Figure 5.1

Title Page of the Courseware 39

Figure 5.2

‘Introduction’ Page of the Courseware 40

Figure 5.3

‘What is Online Learning’ Page of the Courseware 41

Figure 5.4

‘About Mastering Morpheus’ Page of the Courseware 42

Figure 5.5

‘Login’ Page of the Courseware 43

Figure 5.6

‘Demonstration’ Page of the Courseware 44

Figure 5.7

‘Help’ Page of the Courseware 45

Figure 5.8

‘Exit’ page of the Courseware 46

Figure 5.9

‘About’ Page of the Courseware 47

ABSTRAK

PEMBANGUNAN PERISIAN MULTIMEDIA UNTUK PEMBELAJARAN

SISTEM DALAM TALIAN UNIMAS

Wong Sheng Tung

Projek ini bertujuan untuk menghasilkan perisian kursus multimedia untuk staf

akademik Universiti Malaysia Sarawak (UNIMAS), khususnya pensyarah,

memperolehi pengetahuan dan kemahiran tentang cara menggunakan Morpheus,

sistem pembelajaran dalam talian UNIMAS. Objektif projek ini ialah untuk

menghasilkan teks, gambar, fail flash, dan video yang sesuai dan diintegrasikan

ke dalam perisian kursus yang berfungsi. Untuk membangunkan perisian kursus

ini, tiga perisian, Macromedia Flash 8, Adobe Captivate 3, dan Adobe Photoshop

7, telah digunakan. Selain itu, model untuk reka bentuk dan pembangunan oleh

Alessi dan Trollip (2001) juga telah digunakan sebagai pedoman utama untuk

pembangunan perisian kursus ini. Model ini menerangkan langkah-langkah yang

diperlukan untuk menghasilkan sesuatu perisian kursus. Setelah sistem alfa telah

dibangunkan, ia dinilai oleh seorang pakar subjek. Selepas penilaian, sistem beta

dibangunkan. Selepas itu, sistem beta dinilaii lagi oleh tiga orang pengguna

potensi. Selepas sistem beta diubahsuai, produk akhir yang berfungsi dihasilkan.

ABSTRACT

THE DEVELOPMENT OF MULTIMEDIA COURSEWARE ON UNIMAS

ONLINE LEARNING SYSTEM

Wong Sheng Tung

This project aims to develop a multimedia courseware for academic staff of

Universiti Malaysia Sarawak (UNIMAS), particularly the lecturers, to obtain

basic knowledge and skill on how to use Morpheus, the UNIMAS online learning

system. The objectives of the project are to create relevant text, images, flash

files, and videos and integrate them into a functional multimedia courseware. In

the process of developing this courseware, three software programmes,

Macromedia Flash 8, Adobe Captivate 3, and Adobe Photoshop 7, were used.

Besides, the model for design and development by Alessi and Trollip (2001) was

also used to guide for the development process of this courseware. This model

explains the various stages in creating the courseware. After the alpha system was

created, it was evaluated by a subject matter expert. Then, it was revised and a

beta system was created. After that, the beta system was evaluated by three

potential learners. Then, the system was revised again. Finally, a functional final

product was developed.

1

CHAPTER 1

INTRODUCTION

1.0 Overview

This chapter describes the background, problem, objectives, significance,

and scope of the project.

1.1 Background of the Project

According to Cotton (1991), the microcomputer was rarely use before the

1970s. However, during the 1970s, many schools began acquiring

microcomputers and used them for instruction, drill and practice, record keeping,

and other applications (Cotton, 1991). The use of microcomputers expanded

greatly starting from 1980s and at the end of 1980s, more than half of American

schools began providing technology programmes for all prospective teachers

(Kinnaman, 1990).

In 1990, Kinnaman suggested that the information era has arrived and that

the educational use of computer technology will continue to grow (Kinnaman,

1990). His prediction no doubt has come true as most educators, legislators,

parents, and researchers welcome the use of computer for educational purposes

(Cotton, 1991).

2

As technology is getting more and more advanced every day, its use as a

mean of delivering instruction is also growing. With that, the use of computer as

tools for learning starts to grow and brings about computer-assisted instruction

(CAI). However, what is computer-assisted instruction (CAI)? Many other terms

are used to refer to it – computer-assisted instruction (CAI), computer-based

education (CBE), computer-based instruction (CBI), and computer-enriched

instruction (CEI) (Cotton, 1991). The following are some definitions of those

terms, which are offered by Grimes (1977), Bangert-Drowns, et al. (1985), and

Batey (1986), and are commonly accepted:

Computer-based education (CBE) and computer-based instruction

(CBI) are the broadest terms and can refer to any usage in

educational settings, including drill and practice, simulations,

tutorials, instructional management, supplementary exercises,

writing using word processors, and other applications.

Computer-assisted instruction (CAI) is a narrower term and most

often refers to tutorial, drill-and-practice, or simulation activities

offered either by themselves or as addition to traditional, teacher

directed instruction.

Computer-enriched instruction (CEI) is defined as learning

activities in which computers

Generate data at the students' request to illustrate

relationships in models of social or physical reality,

Execute programmes developed by the students, or

Provide general enrichment in relatively unstructured

exercises designed to stimulate and motivate students.

Besides the definitions from the 1970s and 1980s, there are also some later

definitions for CAI. According to The Access Center (2004), CAI is instruction or

remediation presented on a computer. It refers to tutorial, drill-and-practice, or

simulation activities offered either by themselves or as addition to traditional,

teacher directed instruction (Parr and Fung, 2000). Besides, it can also be defined

3

as training that you can accomplish while seated at your computer, normally with

the use of CD-ROM (www.aarons-computer-training.com, n.d.), just as what it

sounds – computer-assisted instruction.

With the rapid development of technology, better courseware were

developed (Parr and Fung, 2000). Modern implementation of CAI includes more

advanced hardware and software technology, allows greater student interaction,

and stores greater information (Christmann, Badgett, & Lucking, 1997).

According to yourdictionary.com (2008), courseware can be defined as the

computer software designed to provide instruction or training. Besides, it can also

be defined as educational material intended as tools or material for teachers or

trainers or as tutorials for students, usually packaged for use with a computer

(www.whatis.com, 2005). Based on the definitions above, a courseware can be

defined as educational software that is used for learning.

Then, what is multimedia courseware? Multimedia courseware can be

defined as a single instructional unit with one or more lessons designed for self

instruction or small group instruction using a computer (Graves and Gibbs, n.d.).

They may include text, graphic, video, and audio elements and may be mounted

for remote access on a file server or pressed onto a CD-ROM for stand-alone

distribution (SAF, 2007).

1.2 Problem

The online learning system in UNIMAS, Morpheus, is powered by

Moodle. Moodle is a learning management system that enables user to create

powerful, flexible, and engaging online learning experiences (MoodleDocs,

2008). It runs as an interactive website with a number of features and activities

designed to engage learners and promote collaborative, student-centred learning

(MoodleDocs, 2008).

4

However, not every academic staff member of UNIMAS knows how to

use Morpheus. For example, a new lecturer from other organization or university

will not know how to use it if he or she never comes across it. According to

Associate Prof. Dr. Chen, the Deputy Dean (Learning Technology) of Centre for

Applied Learning and Multimedia (CALM), even lectures that had been with

UNIMAS for a long times do not necessarily know how to use it well or utilize it

(personal communication, September 10, 2008). Thus, UNIMAS has to arrange

training sessions for them.

CALM is the entity in UNIMAS that is responsible to provide the training

on Morpheus system for all academic staff members of UNIMAS. According to

Dr. Chen again, the centre has conducted various training sessions over the past

few years to accommodate this need (personal communication, September 10,

2008).

Nevertheless, the current face-to-face training session poses a few

limitations. According to Dr. Chen, it is always a problem to arrange for a date

and time slot which is convenient for lecturers. There are a lot of things to be

learned about Morpheus, so, many sessions will be needed. Thus, it is not cost

effective to train each and every one of them. Next, the effectiveness of the

training session is also very dependent on the instructor, number of attendance,

and the venue and facilities available for the training. Lastly, the different needs

or demands by different lecturers due to the differences in terms of their computer

literacy background as well as their experiences in using Morpheus will also

affect the outcome of the training sessions (personal communication, September

10, 2008).

So, in order to overcome these shortcomings, a multimedia courseware is

to be developed. With this courseware available, the lecturers, or whoever that

needs it, can learn Morpheus at their own will, wherever they like, and whenever

they want. Apart from that, training sessions will not need to be held. This will

benefit the instructor, learners, as well as the university.

5

1.3 General Objective of the Project

The purpose of this project is to develop a multimedia courseware that can

be used to equip academic staff of Universiti Malaysia Sarawak (UNIMAS),

particularly the lecturers with the necessary knowledge and skill on how to use

Morpheus, the UNIMAS online learning system.

1.4 Specific Objective

The specific objectives of this project are as follows:

Create relevant text that is needed for the Morpheus system

courseware.

Create relevant images that are suitable to be use on the courseware.

Create relevant flash files for the use of Morpheus courseware.

Create relevant videos that are suitable to be integrated into the

courseware.

Integrate all the created media elements into a functional multimedia

courseware.

1.5 Significance of the Project

The developed courseware will allow UNIMAS academic staff to self-

learn the basic functions of Morpheus at any time and any place convenient to

them. This learning tool can be used as an alternative way to learn about

Morpheus system. Using this multimedia courseware, learners are able to interact

actively with the simulate environment to construct their knowledge and

understanding. Besides, it also helps to reduce cost of face-to-face training as less

training sessions are required.

6

CHAPTER 2

LITERATURE REVIEW

2.0 Overview

This chapter presents the related literatures which have been done by

various researchers. It will look at computer-based training, courseware, and the

different courseware development process.

2.1 Terminology

In this project, the literature, computer-assisted instruction (CAI) is a

generic term that includes a range of forms, varying according to different

implementations of computer technology to assist instruction. The term

multimedia courseware will also be defined.

Since the advent of microcomputers and instructional software for

education, computer-assisted instruction (CAI), computer-based education (CBE),

or computer-based instruction (CBI) has provided a supplemental instructional

methods in schools (Parr and Fung, 2000). There are no precise definitions of the

terms CAI, CBE, and CBI (Parr and Fung, 2000). In general, the concept of CAI

in the early research was aligned to “drill-and practice” programmes (Cognition

and Technology Group at Vanderbilt, 1996). Computer-based education (CBE)

7

and computer-based instruction (CBI) are the broadest terms and can refer to any

usage in educational settings, including drill and practice, simulations, tutorials,

instructional management, supplementary exercises, writing using word

processors, and other applications (Bangert-Drowns, et al., 1985; Batey, 1986).

However, with the rapid development of technology, better courseware were

developed (Parr and Fung, 2000). Modern implementation of CAI includes more

advanced hardware and software technology, allows greater student interaction,

and stores greater information (Christmann, Badgett, & Lucking, 1997).

On the other hand, the information from oregonone.org (n.d.) explains

CAI as instruction delivered with the assistance of computer. It says that in CAI,

student interacts with the computer and proceeds at his or her own speed.

Furthermore, it classified courseware into these categories: drill-and-practice;

tutorial; simulation; educational games; problem solving; applications. This

comment is supported by Fletcher-Flinn and Gravatt, 1995. In their research, they

said that CAI covers drill-and-practice, tutorials, simulation/interactive thinking,

word processing, conferencing, and other activities (Fletcher-Flinn & Gravatt,

1995).

There are various definitions for courseware. Webopedia.com (1997),

defined courseware as “software designed to be used in an educational program”.

Thefreedictionary.com (2003), defined courseware as “educational software

designed especially for classroom use”. Both definitions bring to one conclusion,

which is, courseware is a programme for educational purpose.

Whatis.com (2005) on the other hand provides a longer explanation on

what courseware is. According to whatis.com (2005), “courseware is educational

material intended as kits for teachers or trainers or as tutorials for students, usually

packaged for use with a computer”. It encompasses any knowledge area, but

subjects related to information technology are most common. It is frequently used

for delivering education about the personal computer and its applications. Besides,

courseware is also widely used in information technology industry certification

8

programmes, such as Microsoft Certified Systems Engineer (MCSE) and

Computing Technology Industry Association's A+ examination (whatis.com,

2005).

However, what does a courseware normally contain? According to

whatis.com (2005), courseware can include material for instructor-led classes,

material for self-directed CAI, web sites that offer interactive tutorials, material

that is coordinated with distance learning such as live classes conducted over the

Internet, and also videos for use individually or as part of classes.

What is multimedia courseware then? According to Graves and Gibbs

(n.d.), multimedia courseware can be defined as a single instructional unit with

one or more lessons designed for self instruction or small group instruction using

a computer. They may include text, graphic, video, and audio elements and may

be mounted for remote access on a file server or pressed onto a CD-ROM for

stand-alone distribution (SAF, 2007).

2.2 Courseware Development Process

There are many types of models or method available for the development

of a courseware. However in this project, the model for design and development

by Alessi and Trollip (2001) was chosen. The model is an improved version from

Alessi’s eight stages of lesson design (Alessi and Trollip, 2001). The following

figure shows the content of the model for design and development by Alessi and

Trollip (2001).

9

Figure 2.1 Model for Design and Development by Alessi and Trollip (2001)

However, this report will not discuss the planning and design phases but

only focuses on the development phase. In this model, there are twelve phases

altogether for the development phase. The phases are as follow (Alessi and

Trollip, 2001):


Most of the texts of a programme are written in the design phase.

However, there are textual component to be written or edited in development

phase as well. Normally, the best way to produce text material is by using word

processor such as Microsoft Word or Notepad. Storing text material in word

PLANNING

Define the scope

Identify learner characteristics

Establish constraints

Cost the project

Produce a planning document

Produce a style manual

Determine and collect resources

Conduct initial brainstorming

Define the look and feel

Obtain client sign-off

DESIGN

Develop initial content ideas

Conduct task and concept analyses

Do a preliminary program description

Prepare a prototype

Create flowcharts and storyboards

Prepare scripts

Obtain client sign-off

DEVELOPMENT

Prepare the text

Write program code

Create the graphics

Produce audio and video

Assemble the pieces

Prepare support materials

Do an alpha test

Make revisions

Do a beta test

Final revisions

Client sign-off

Validate

STANDARDS

PROJECT

MANAGEMENT

ONGOING

EVALUATION

10

processing software allows easy editing to the content of the material. Besides, the

text can also be copied into whatever authoring system or programming language

that is use for final development.

2.2.2 Write the Programme Code

This is the step where programme codes are written. It covers variety of

approaches to implementing the content of the computer. Programming codes can

be self written using the suitable programming languages or in some cases,

authoring tools such as Authorware (Macromedia, 2003) may be used.

It is wise to check if a little extra time and effort can produce reusable

code that can be used in the project. Besides, a library of programme building

blocks could also be build to increase the efficiency of the project development.

Last but not least, it is also important to ensure that the courseware

produced can be used on any operating systems. Some tools only produce

programmes that run only on specific operating system (e.g., Windows), whereas

some have cross-platform capability (e.g., Windows and Macintosh).


It is important that all graphics in the programme have the same level of

richness and character. A courseware will look odd when the graphics at the

beginning are different from those later on.

The quality of the image is also important. It should match the purpose of

the programme and the image of the organization that will use the programme.

Besides that, graphics should take into account of medium of delivery. Not all

types of graphics are suitable to be used in a courseware.

11

There are many graphics development tools available for designing

interactive multimedia. Some examples are like Adobe Photoshop 7 (Adobe,

2002) and Paint 5.1 (Microsoft, 2001).


Audio and video are both powerful tools for learning and instruction. In

some occasions, it will be difficult to show or illustrate human behaviour without

showing a video. Video can be used to show the whole process about something,

or to give a clear message to the audience.

Including audio in a courseware can also offer benefits. For example, for

people who cannot read well, they can listen to the sound or instruction. Besides,

it is good in attracting attention. When used together with text, it can be used to

distinguish different types of verbal information. On the other hand, if it is used

together with photographs or animated GIFs, it can almost give the impression of

watching video.

Audio is possible on almost every platform if appropriate hardwares are

available on the computer. Comparing to video, it is much easy to produce.

Hardware like microphone is needed to record the sound.

2.2.5 Assemble the Pieces

When all the pieces of a programme have been produced, they must be

assembled. After all the pieces have been assembled, you will have the first

version of the programme. Perhaps the most important part for this stage is

keeping track the versions of the various materials.

12

2.2.6 Prepare Support Materials

Most programmes require the use of external material, like operating

manuals, and reference books. The development phase includes creating and

providing these materials. The materials that will come with the courseware are

learner manual, instructor manuals, technical manuals, and additional teaching

and learning materials.

In general, only the most complex of programmes will require a technical

manual. Information about equipment and system requirements and setup will

generally be included in the instructor's manual but not in the manual for learners.

Similarly, if there is little additional instructional material, it may be included in

the other manuals rather than published separately.

In addition to the standard title page table of contents, and introduction,

the learners' manual might include information about how the programme

normally runs, worksheets, and/or suggestions for further study. The instructor's

manual could also include material for teaching learners how to use the

programme, possible test questions, and/or a trouble-shooting guide.


In addition to ongoing evaluation activities, most projects include at least

two major tests. In this stage, the producer, the instructional designer, content

experts, and external people such as potential learners are asked to go through the

programme to evaluate the content, the flow through the material, the robustness

of the programming, and so on. The purpose is to identify and thus eliminate as

many problems as possible.

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