E-learning proposal 2016
2009/2010 E.C
DEBRE TABOR UNIVERSITY
Contents
An eLearning Proposal ...................................................................................................................................................... 2
Abstract ............................................................................................................................ Error! Bookmark not defined.
EXECUTIVE SUMMARY ............................................................................................................................................... 3
Background ........................................................................................................................................................................ 3
1. Introduction ................................................................................................................................................................ 3
DEFINITIONS............................................................................................................................................................... 4
Scope.................................................................................................................................................................................. 8
Scale and Scope of eLearning ........................................................................................................................................ 8
Objectives ........................................................................................................................................................................ 11
Specific objectives ......................................................................................................................................................... 8
Proposed Action ............................................................................................................................................................... 12
Alternative 1 ................................................................................................................................................................ 12
Alternative 2 ................................................................................................................................................................ 12
Alternative 3 ................................................................................................................................................................ 12
Analysis of the Different Alternatives ......................................................................................................................... 12
Need for Solution ............................................................................................................................................................. 13
Facilities use ................................................................................................................................................................ 13
Breakdown of tasks .......................................................................................................................................................... 14
Time and Work Schedule ................................................................................................................................................ 15
Proposed Amount ............................................................................................................................................................ 16
Unifying Framework & Functionality ............................................................................. Error! Bookmark not defined.
Integration to Next Generation Campus Portal (MyUCDavis) ................................... Error! Bookmark not defined.
Single Sign-On................................................................................................................. Error! Bookmark not defined.
Common Set of Menus Across Applications (via web services)..................................... Error! Bookmark not defined.
Mobile Capability; ........................................................................................................... Error! Bookmark not defined.
Online Project Resources and Documentation ................................................................ Error! Bookmark not defined.
Timelines at a Glance ...................................................................................................................................................... 14
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2009/2010 E.C
DEBRE TABOR UNIVERSITY
An eLearning Proposal
This paper is submitted to the Debre Tabor University for its consideration by the University Directorate of Research
and Community Service.
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An Interactive E-Learning Tool for Students in
Debretabor University
By Wondwessen Haile
Wessen0918@[Link]
25, January, 2016
Background
Debre Tabor University is one of the third generation university in the city of Debre Tabor, the capital of the Northern
Gondar, Amhara Regional State in [Link] is one of Ethiopia university that contribute to the sustainable
socioeconomic development of the country by providing vibrant, compassionate and responsible citizens through
social needs tailored curricula; conducting problem solving our mission is to contribute to the sustainable
socioeconomic. We have to note that one cannot develop competent educational skills without having the basic
science foundation and particularly education system. Thus, prime consideration must be given to the teaching and
learning of science. Since, quality education is a fundamental right for all students irrespective of their socio-economic
class the Government of Ethiopia is attempting to provide quality education to all Students, despite the fact that our
economy is being challenged by the delivery of those courses in the environment. Educational reform has now become
a world-wide phenomenon and in Debre Tabor University as well, in the attempt to provide better education, major
fundamental reforms are happening in our education sector. We have to note that in the past there have been several
attempts to reform the education system. However, the only outcome of those past reforms was an increase in the
number of seats in our University. Obviously, to give more Students access to the university is a priority, but it is only
a first step towards the achievement a World Class Quality Education for All.
Introduction
The existence of a multitude of online e-learning facilities is bringing changes, which we have been struggling to enforce for the
last 5 years, in our curricula. It is acknowledged that e-learning can give better support to the less talented students. It can
engage students who show poor response to classical classroom learning. On the other hand, for the brilliant students, e-learning
can provide them with the opportunity to learn faster. In other words, e-learning simply provides a personalised learning
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experience (Boulton, 2008). The aim for implementing an interactive online e-learning tool for Students in Debre Tabor
University is to promote e-learning in the country. The tool will increase access to resources in various fields. This will
promote self-learning among students and at the same time inculcate information and communication technology
(ICT) skills on them. We cannot make Debre Tabor University well standing university without developing competent
and responsible citizen and this cannot come without a basic knowledge of science
DEFINITIONS
eLearning has many meanings to many persons. Some of the meanings given over time are electronic learning,
enhanced learning and enabled learning. From the perspective of our students, they want their learning to be easy,
exciting and effective. Moreover, they expect information and communications technologies (ICT) to enable and
enhance the teaching-learning system. That is their understanding of eLearning.
Two concepts seem to recur in attempts to discuss and define eLearning innovation in teaching-learning, and the use
of ICT for teaching-learning. The United Kingdom Department for Education and Skills contracted consultation
paper, Towards a Unified e-Learning Strategy (July 2003), offers the following two definitions:
1. If someone is learning in a way that uses information and communication technologies (ICTs), they
are using e-learning. They could be a pre-school child playing an interactive game; they could be a
group of pupils collaborating on a history project with pupils in another country via the Internet;
they could be geography students watching an animated diagram of a volcanic eruption their lecturer
has just downloaded; they could be a nurse taking her driving theory test online with a reading aid to
help her dyslexia it all counts as e-learning.
2. E-learning exploits interactive technologies and communication systems to improve the learning
experience. It has the potential to transform the way we teach and learn across the board. It can raise
standards, and widen participation in lifelong learning. It cannot replace teachers and lecturers, but
alongside existing methods it can enhance the quality and reach of their teaching, and reduce the
time spent on administration. It can enable every learner to achieve his or her potential, and help to
build an educational workforce empowered to change. It makes possible a truly ambitious education
system for a future learning society.
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EXECUTIVE SUMMARY
The principal business of DTU University is the development and delivery of education services which follows the
plan enunciated by the Ethiopia educational minister. Being CS practitioners in this academy, We are very conscious
of our roles in implementing the goals of the DTU Strategic Plan 2008 - Now. As we seek to support the principal
business of the University, we also take some requirement from students and staffs, is clear that the University is a
dual mode instruction institution. Dual mode in this case counts the traditional face-to-face instruction modality plus
any other than face-to-face (field researches). In many ways and in various places, the students and instructors have
both recognized that ICT is on point and in the vanguard for change. We, as practitioners therefore, can do no less than
respond.
Having been instructors and learners at one time or other, We have sought to develop a framework of action which is
consonant with our responsibilities for teaching computer related courses and learning program that helps students to
get them more interactive on the educational system. We diligently combed and digested the relevant literature,
roamed the exhibit halls of numerous symposium and technology showcases seeking out the latest ideas on using ICT
for teaching and learning process that support the best practices for its deployment in this institution. In the final
analysis, we hold that:
Multi-channel learning is highly effective
There must be a framework for action consistent with the needs and strategies of the academy
Using multimedia technologies for teaching and enhances learning that promotes the lessons at anywhere and
anywhere.
Developing quality learning objects consistently requires a process that must integrate technology, people and
practices
eLearning is both cost effective and efficient
The Internet is a cost effective delivery platform for eLearning
To enhance the delivery of lectures
To enhance communication between instructors and students, and among students
To provide asynchronous access to course materials and
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Providing a set of questions
This paper seeks to enlist the assumption of our point of view, stepwise, towards the acceptance of online learning
objects as an alternate way to deliver teaching in the University, that it may be used in conjunction with or exclusive of
the traditional face-to-face modality and is worthy of equal standing in the academic community.
Feasibility of the DTU eLearning
The vast movement towards e-learning is clearly motivated by the many benefits it offers. However much e-learning is
praised and innovated, computers will never completely eliminate human instructors and other forms of educational
delivery. What the important is to know exactly what e-learning advantages exist and when these outweigh the
limitations of the medium.
Features Unique to e-Learning
Like no other training form, e-learning promises to provide a single experience that accommodates the three distinct
learning styles of auditory learners, visual learners, and kinesthetic learners. Other unique opportunities created by the
advent and development of e-learning are more efficient training of a globally dispersed audience; and reduced
publishing and distribution costs as Web-based training becomes a standard.
E-learning also offers individualized instruction, which print media, cannot provide, and instructor-led courses allow
clumsily and at great cost. In conjunction with assessing needs, e-learning can target specific needs. And by using
learning style tests, e-learning can locate and target individual learning preferences.
Additionally, synchronous e-learning is self-paced. Advanced learners are allowed to speed through or bypass
instruction that is redundant while novices slow their own progress through content, eliminating frustration with
themselves, their fellow learners, and the course. In these ways, e-learning is inclusive of a maximum number of
participants with a maximum range of learning styles, preferences, and needs.
Collaborative Learning
All collaborative learning theory contends that human interaction is a vital ingredient to learning. Consideration of this
is particularly crucial when designing e-learning, realizing the potential for the medium to isolate learners. With well-
delivered synchronous distance education and technology like message boards, chats, e-mail, and this potential
drawback is reduced. However, e-learning detractors still argue that the magical classroom bond between teacher and
student, and among the students themselves, cannot be replicated through communications technology.
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Advantages of DTU e-Learning to the Organization
Some of the most outstanding advantages to the trainer or organization are:
Reduced overall cost is the single most influential factor in adopting e-learning. The elimination of costs
associated with reducing printing documents, and student travel, lodging, and meals are directly quantifiable.
Consistent delivery of content is possible with asynchronous, self-paced e-learning.
Expert knowledge is communicated, but more importantly captured, with good e-learning and knowledge
management systems.
Advantages to the Learner
Along with the reduced learning time, and other aforementioned benefits to students, particular advantages of DTU e-
learning include:
On-demand availability enables students to access conveniently at off-hours or from home.
Self-pacing for slow or quick learners reduces stress and increases satisfaction.
Interactivity engages users, pushing them rather than pulling them through e-learning.
Confidence that refresher or quick reference materials are available reduces burden of responsibility of
mastery.
Research development due to the attachment of selective researches and project papers, students should
engage in different research and projects easily and efficiently
Advantages to the instructors
Operational Teaching Mechanism increased by providing assignments and projects that helps students
to engage in the right manner.
Sharing resources to share their different resources and materials to the students easily.
Communication Instructors can communicate with their students easily.
Use their time effectively instructors should give different resources for students at anytime and
anywhere.
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Objectives
Building standard-driven distributed and interoperable learning system.
Specific objectives
To provide information on a variety of science topics of importance to the Students.
To develop a data exchange methodology.
To make students become independent and allow them to learn at their own pace.
To enable the students to think and explore a given subject area and increase their Knowledge in a more
interactive way.
To promote learning through animation, interactive application and to make learning fun.
To present learning information to students in appealing and meaningful ways.
Scope
Scale and Scope of eLearning
Most universities that engage with online learning now have contractual arrangements with publishers of electronic
journals, books and other media. However, it is also important to note that national and global networking has been
developing in the eLearning market, reflecting trends in different areas such as computers and pharmaceuticals.
Whilst many of the arrangements have been informal there have been some important and formal collaborative
ventures between infrastructure providers those offering learning management systems, authoring and communication
tools as well as market place brokers and content providers such as the universities and publishing firms. So the
eLearning market is large, complex and dynamic. However, care has to be taken with the hyperbole associated with
some of the figures for the eLearning market. It is clear that DTU eLearning is here to stay and has already changed
the organizational arrangements associated with the delivery of learning quite significantly.
Basic features provided by DTU eLearning system for Instructors are:
The software should provide an account with a username and password to each faculty instructors.
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The Instructors should be able to create an assignment and upload details and files.
The software allows the Instructors to provide the video tutorials for all department students.
The software should provide private messages between different instructors and administrative staffs.
Submission of self-test questionnaires for students using a web based wizard interfaces
Submission of students selected project and researches using a web based wizard interface
Setup of assignments by Instructors.
.it provides educational software, magazines and newspapers.
It also allows the instructors to upload new technologies and scientific ideas to the students.
The software enables Instructors to upload students result.
Basic features provided by DTU eLearning system for students are:
The software should provide an account with a username and password to each student.
The software should be web based so that it can be accessed from anywhere using a standard web browser.
After logging in students should be able to browse to the homepage for different faculty and department
that should hold a particular assignment, projects, and video tutorial and view the details, such as
specification, due dates, and any other details posted by the faculty.
The software allows students to see there interesting topics by multiple options (video, animation, pdf).
The software should provide private messages between different user and administrative staffs.
The system allows every user to give feedback for uploaded materials including video tutorials assignments
and projects
The software allows students to take different evaluation test provided by the department (test cases and
assignments)
When a student completes his/her assignments and test cases they have to see their results
The final result is computed by applying a formula provided by the system.
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Results from each check are recorded in the database.
The detailed result is then displayed to the student.
Students should be able to resubmit an assignment any number of times till the deadline.
The system also allows users to upload resources on his/her profiles.
Download of resources by students. For instance projects, worksheets and PDF documents and video
lectures
Automatic grading with immediate feedback for student test
Providing solutions and guidelines for students project, assignments, and test cases.
Students can view class schedule in a tabular format, additional information about the courses he/she has
taken and courses with prerequisite information.
Project Specification
A high level description of the project:
Each student has a unique student ID and a profile. The profile includes first/last names, gender, date of birth,
local address, enrolled year, username, login password, and may have a picture. I should add other necessary
information if it is worthy.
Each instructor has a unique faculty ID and a profile. The profile must indicate the Instructors department(s).
An instructor may work at more than one department
A department has a unique department ID, a name, and a list of faculties.
Each course has a course number, an instructor, given department, term, credits, classroom, Periods,
prerequisite courses, textbooks, and other information you think is necessary.
Students may login (with username and password) to the system to retrieve all the courses that they desire.
Instructors may login (with username and password) to the system to add courses materials (videos, projects
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assignments and exams) and or retrieve all the courses they have already given/added.
Students may retrieve all the courses materials given by a department, an instructor, or held in a Specific
period.
There can be an arbitrary number of students/instructors/departments/classrooms/courses
Unifying Framework & Functionality
This proposed system also involves the following strategies:
The creation of new student tools that better streamline the tasks they need to perform
The creation of system framework that allows faculty partner departments to include their student services into
one common presentation
This framework will provide an agreed-upon set of navigation and single sign-on. Such system will allow faculty
partner departments to present their locally-developed and hosted projects and researches in one central web site
framework, thus creating a single, uniform system experience for students. The new system will support both mobile
and desktop browsers in order to meet the growing demand by students for complete anytime, anywhere access to
services they need. Additionally, plans are under way to integrate these services into the next generation education
system.
Single Sign-On
Students and instructors will only need to log in once to access the services listed in this proposal.
Mobile Capability
The DTU e-learning system will have both native web and mobile format capabilities to provide greater access
to services all listed activates.
Limitation of DTU eLearning
Since the DTU eLearning software is developing based on web application system, it is deployed on the server and we
need to access internet connection or available Wi-Fi, otherwise the system should not provide the required activities
that are listed on this proposal.
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Proposed Action
Alternative 1
The first priority is to have an education relevant to the needs of the country bearing in mind that new Information
Technology based skills are rapidly replacing the traditional skills all around the world. This means the university
curriculum must be reviewed so as to give our Students a broad-based education that will promote their mental,
aesthetic, spiritual and cultural development and at the same time prepare them for the opportunities, responsibilities
and experiences of life. It will make our students responsible citizens and equip them with the necessary qualities to
st
face the new challenges of the economy and the trends of the 21 century society.
Alternative 2
Fundamentally, one of the main objectives of education is to train individuals based on the needs of the society. And
the needs of any society are highly influenced by the needs of other societies throughout the world. As a result, the
Debre Tabor University education system must provide education of international standard to its citizens. Nowadays,
to be equipped with the ability to access information, to compose, to evaluate, to use information and to communicate
with others have become an absolute requirement for trained people. One way to make this necessity easier and more
efficient can be located in the integration of the Debre Tabor University educational system into ICT. This integration
has two basic elements complementing each other which reflect on the students needs and this process necessitates
both teachers and school principals.
Instructors are required to bring behavioural changes in the students. The teachers are expected to integrate their
lessons with ICT in order to train the individuals of an information society. Thus, the teachers should have a sound
knowledge of ICT. The teacher should be trained if required.
Alternative 3
Since the Internet is a craze among Students in Debre Tabor University then we should make use of it to provide a way
of learning to our students, which can encourage self-learning as well as developing their skills in ICT. It would be
interesting to have an online system for students where they can interact with each other and where they are provided
with a wide range of resources for their studies.
Analysis of the Different Alternatives
Alternative 1 seems to be quite an appropriate solution, but it will be a lengthy process to fully implement it. For the
second alternative, we can say that providing training is good solution to the problem but it is not cost effective
besides the implementation being a long process. The major problem with the second alternative is that we will still be
sticking to our traditional way of learning. Despite living in a modern life, students will not be able to develop their
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ICT skills. The third alternative appears to be the best option. The development of an e-learning system for Students
will be appropriate. Anyway, if Debre Tabor University aims at becoming a competitive knowledge-based Educational
institute, there is an urgent need to foster and actively support the wide spread deployment and Adoption of e-learning
throughout the environment, in education, in the home and in industry (researches), especially among youngsters.
Methodologies
Need for Solution
The practical implementation of a real time database management system made us understand the intricacies
involved in designing the database schema with inter related constraints and the complexity that exists in integrating the
front end system with the back end data-store. This project gave us a hands-on experience on developing the entire project using
MySQL, PHP using the Apache Server, and some technologies Json and Ajax. The implementation methods were chosen
carefully taking into consideration the possibilities of hosting this project online in a server after the semester. Several
high profile hosting companies support MySQL and PHP. Comparisons can be drawn later based on performance,
execution time, efficiency, memory usage by implementing the system in different servers with various traffic
load.
Facilities use
Package used: WAMPSERVER 2.0.
WAMP stands for Windows,
Apache 2.2.11,
MySQL 5.1.33
PHP 5.2.9
Operating System: Windows7 64 Bit Processor
Processor Speed: Core 2 Duo 2.4 GHZ Processor
Memory available: 4 GB, 256 MB Intel Graphics card
Hard Disk capacity: 250 GB
Database size: 5.26 MB
Front end code: 5 MB
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Breakdown of tasks
The following table indicates the task distribution among the team members.
TASK ASSIGNED TO
Comprehensive study of the system Wondwessen Haile &
Meles Bitew
Modelling the database relational schema Meles Bitew
Basic Testing and Optimizing relations and tables Wondwessen Haile &
Meles Bitew
Loading Real-time data entries in the database using PHP Wondwessen Haile
Front-end template design using CSS Meles Bitew
User Interface design with Adobe Photoshop Wondwessen Haile &
Meles Bitew
Break down of coding and analysing requirements Wondwessen Haile
Coding student related functionalities Meles Bitew
Coding instructor related functionalities Wondwessen Haile
Testing & Optimization of code Wondwessen Haile &
Meles Bitew
Project Documentation Wondwessen Haile &
Meles Bitew
Timelines at a Glance
The timeline is very aggressive with a pilot of the Debre Tabor University e-learning System available by the
beginning of September 2009 e.c. 2 months of testing will follow with the system being made available for use in
September 2010. I proposing that a phased release for the September, perhaps by college or level to ensure that the
load balancing and all the different systems work properly.
September 2009 Work begins
April 2009 Prototype available for testing
June-August 2009 Maintenance if it is necessary
September 2010 Available to students
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Time and Work Schedule
Timeline Tasks Sep1-sep30 Oct1 -Nov30 Nov20-Dec15 Nov20-Apr30 nov8-jan28 nov8-jan1 nov17-jan1 nov17-Og25 jul1-og1 Nov20-ogst25
4wk 2mth 3wk
Comprehensive study of the
system
Modelling the database
relational schema
Basic Testing and Optimizing
relations and tables
Loading Real-time data entries
in the database using PHP
Front-end template design using
CSS
User Interface design with
Adobe Photoshop
Break down of coding and
analysing requirements
Coding student related
functionalities
Coding instructor related
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functionalities
Testing & Optimization of code
Project Documentation
Proposed Amount
Cost Element Proposed amount
Base software license fees 20,000
Software modification costs to meet the DTU university 40,000
requirements (*)
Requirement gathering and System analysis 25,000 birr
System Design and specification 75,000 birr
Third-party software, if applicable 992 birr
Implementation services 60,000birr
Data conversion and interfaces design 20,051birr
Training and Support 10,000 birr
Total Amount 211,043 birr
Conclusion
References
Technical Integration Questions: Contact the architects of the framework, Brian Alexander, wessen0918@[Link]. or Wondwessen Hail .
Questions on Content: For questions on the specific content of a particular area, please contact me by my phone 0918548528
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