IT 315 Final Project Part I Solution Submission Template Name: Juan Rodriguez Date: 01/19/2017 This template is a guide for you to organize your
IT 315 Final Project Part I Solution Submission Template
Name: Juan Rodriguez
Date: 01/19/2017
This template is a guide for you to organize your information. Some information may be too large or too small for the area in which it is intended. Resize or rearrange the area as necessary.
| 1. | Generate your student information system (SIS) use case diagram. Copy and paste your diagram here: SIS Use Case Diagram: Use Case 1 Description: |
| Using this use case description template, provide a description for each use case in your use case diagram: Use Case Name: Watch Videos ID: 11243 Importance Level:Medium Primary Actor: Student Use Case Type: Student Stakeholders and Interests: Students and Admin Brief Description: Students can watch Video and stay on course of Studies. The videos are helpful in delivering course content Trigger: Student Registration successful Type: Relationships: Association: students Include: Lecturer upload course materials Extend: Generalization: Normal Flow of Events: The student register and has access to the video upon successful subscription. SubFlows: Video is uploaded by the tutor; the tutor assigns the video to various students. Alternate/Exceptional Flows: Registered student can log in to the student and access and watch videos. Use Case 2 Description: Use Case Name: Send Statistics to Parents ID: 112422 Importance Level: High Primary Actor: Student/System Use Case Type: Student Stakeholders and Interests:Parents, Admin Brief Description: Students can download the statistics and send to the parents Trigger: Examination Done Type: Manual Relationships: Association: students, parentsInclude: Student Processing Normal Flow of Events: The system sends statistics to the student SubFlows: Lecturer posts Results to the student Alternate/Exceptional Flows: The student triggers the flow of information. The student can download the result and post to parent via Email. Use Case 3 Description: Use Case Name: Create Classes ID: 112411 Importance Level: High Primary Actor: Student/Lecturer Use Case Type: Student Stakeholders and Interests: Parents, Admin Brief Description: Students can download the statistics and send to the parents Trigger: School Opening Type: Manual/Automatic Relationships: Association: students, lecturerInclude: Creating Classes, Assigning Classes Normal Flow of Events: School Opens and the Lecturers create classes SubFlows: No Sub-flows for this use-case Alternate/Exceptional Flows: The system automatically assigns classes to students | |
| 3. | Explain your approach to the problem, the decisions you made to arrive at your solution, and how you completed it: Based Trainings (CBTs) are independently directed learning practices open by method for a COMPUTER or handheld contraption. CBTs consistently present substance in an immediate way, much like scrutinizing an online book or manual. Therefore they are every now and again used to show static techniques, for instance, using programming or completing numerical conditions. The term ComputerBased Training is much of the time used on the other hand with Web-based planning (WBT) with the fundamental refinement being the movement strategy. Where CBTs are consistently passed on by method for CDROM, WBTs are passed on through the Internet using a web program. Studying learning in a CBT as a rule comes as different choice inquiries, or diverse assessments that can be easily scored by a COMPUTER, for instance, improved, extended catch, reenactment or other instinctive means. Evaluations are easily scored and recorded by method for internet programming, giving fast end-customer feedback and satisfaction status. Customers are frequently prepared to print satisfaction records as verifications. CBTs can be an OK differentiating alternative to printed learning materials since rich media, including recordings or liveliness, can without a lot of an extend be embedded to redesign the learning. Another good position to CBTs are that they can be adequately passed on to a wide assembling of individuals at a tolerably ease once the basic change is done. In any case, CBTs speak to some learning challenges as well. Frequently the development of effective CBTs requires enormous resources. The item to create CBTs, (for instance, Flash or Adobe Director) is consistently more bewildering than a theme ace or instructor can use. Besides, the nonappearance of human joint effort can limit both the sort of substance that can be displayed and furthermore the kind of assessment that can be performed. Many learning affiliations are beginning to use humbler CBT/WBT practices as a noteworthy part of a broader electronic learning program which may consolidate online examination or other smart segments. Computer-maintained synergistic learning (CSCL) COMPUTER maintained communitarian learning (CSCL) is a champion among the most promising improvements to upgrade teaching and learning with the help of forefront information and correspondence development. Most recent progressions in CSCL have been called E-Learning 2.0, yet the possibility of communitarian or social event learning whereby instructional procedures are planned to ask or oblige understudies to coordinate on learning errands has existed any more. It is extensively assented to perceive aggregate picking up from the standard ‘direct trade’ show in which the teacher is thought to be the distributer of data and aptitudes, which is as often as possible given the neologism E-Learning 1.0, in spite of the way that this prompt trade procedure most accurately reflects Computer-Based Learning systems (CBL). |
| 4. | Reflect on this experience and the lessons you learned from it: Understanding that our open online course would serve an overall learners, we hoped to give different strategy for addressing the substance. As demonstrated by the National Center on Universal Design for Learning, “Learning is inconceivable if information is indistinguishable to the learner, and troublesome when information is presented in setups that need striking effort or support”. To address this issue, we: Offered alternatives for sound-related and visual information by giving different ways to deal with get to the substance (e.g., content, pictures, infographics, recordings). Introduced recordings that included close engraving (for YouTube recordings that did not have closed subtitling we gave elective strategy for getting to a comparable information, for instance, an association with a related article or infographic). Participated with ISTE Inclusive Learning Network Officers to lead accessibility testing and changed the course substance and sight and sound in light of their suggestions. Included choice substance depictions for most of the photos and gets on the site.In the post-course examine, individuals were made a demand to depict the general course plan and one of the individuals especially extolled the various technique for representation of the course content. With the unfathomable measure of advantages available on the web and the relative effortlessness with which intelligent media can be made, we encourage all course originators to find a collection of ways to deal with address the course content. |
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