MIGRATING FROM A WEB SITE TO A MOODLE BASED CMS

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2 performance falling is due to students inability to read the supporting texts or they were not willing to spend the required reading time. It was also realised they like to surf the net and play computer games. These two conclusions led to the decision of setting up a web page to support the course contents resorting to interactive and simulation tools as much as possible. This page has been in operation during last years and also updated according the experience got along the time. The URL for the mentioned web page is given in reference [1]. The page navigation was structured in order to offer several ways of presentation: i) week syllabus and lab activities; ii) theory index by topics and iii) exercises index. To motivate students work, most of the proposed exercises are interactive. According to some particular information, like the individual student s number, the system can generate the same type of questions, but involving different final results. In this environment the student is immediately informed about the correctness of its answer. This kind of web page is not difficult to build if we use proper JavaScript tools, java applet software or video clips. Additionally this approach can be followed to interactively exemplify the physical models under study. Figure 1. presents an example of interactive applet to exercise the principle of a current divider based on two resistors R1 and R2. The student can change the value of these two resistors and also arbiter the input current i. The applet calculates the two currents i 1 and i 2 according to the formulas given. Similarly this applet can be adapted to evaluate the student knowledge by reversing the roles. In this case the system arbitrates the resistors values as well as the input current and the student is asked to input the resulting currents i 1 and i 2. The results of this new approach are encouraging, however there are some aspects the system doesn t support: i) the information flows only in one direction; ii) the system works fine to publish text, exercises lists, but does not offer efficient tools to evaluate the individual work of each student. It is considered important to renew the student s work since it encourages its continuous work, however this system does not help to log students activity. Figure 1. Example of an interactive applet used to study the current divider.

4 the containment production tools. In fact a LO object can be built in any media technology available for the web, ranging from pure HTML pages to java applets or a flash presentation. For SCORM editing, we adopted the open source set of tool developed by the RELOAD project. There are several commercial tools available in the market however for our objectives, the functionalities offered by the RELOAD tools are satisfactory. When migrating resources organized in a set of related web pages, the main work is to isolate the pages in atomic self-contained sets and remove any cross-reference hyperlink. The result of such work leads us to a possible organization of the contents in a set of learning objects. One question arises again: do the objects obtained by this way comply with the definition of learning object? In our opinion they do, because the definition of learning object does not contain any restriction related with the size of the composing materials. In [10] the following definition for learning object is given: a learning object is defined as any entity -digital or non-digital- that may be used for learning, education or training. This is one of the several definitions we can find in the literature, but in our opinion it is one of the most objective that can be found and our approach is in line with it. To make the work more consistent, the following general guide lines were identified and followed: i) organize a learning object as a small unit of learning where the typical time required ranges from 2 to 15 minutes; ii) avoid or do not use at all hyperlinks a learning object is self containing; iii) use navigation sequences outside the learning object SCORM offers sophisticated mechanisms to support sequencing; iv) supply the meta-data as much complete as possible metadata is important for facilitating the sharing, usage and retrieving of the learning objects. However this last guide rule related with the learning objects meta-data, by the time this paper is written, was not taken into consideration. There are two main reasons for taking this decision: i) extra work must be done in order to study and evaluate existing ontologies; ii) once it is mostly important for archiving learning objects in a digital library, metadata information filling can be delayed for a later phase. Figure 2. Interactive applet used to evaluate Ohm s law.

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