The creation of a Web Based Learning System to teach Science

The creation of a Web Based Learning System to teach Science Matthew Pollard Computing and Management Studies Project Report 40 Credits 2003-2004 The candidate confirms that the work submitted is their own and the appropriate credit has been given where reference has been made to the work of others. I understand that failure to attribute material which is obtained from another source may be considered as plagiarism. (Signature of student) I

Summary The objective of this final year project was to design a web based learning system to teach Science. This system was called scinet. Research was carried out into learning theory and how Experiential learning represents the ideal learning environment for this system. Existing systems and the role that technology plays in current learning environments was then researched. An approach for designing web based learning environment is presented taking into account the technology for learning. The development of the system then began, questionnaires were used to gather user requirements and interviews with teachers to gather their requirements on what a systems should offer both the students and themselves. Combining this feedback with the research carried out into learning environments and the features of existing systems, requirements were identified for the system. A prototype was then created and evaluated. This project has achieved the following: Research and evaluation into Web based learning, Learning theory, focusing on Experiential learning, Gathered requirements using research, users and evaluation of existing systems. Developed a framework for a prototype Developed a prototype Evaluated the prototype with user feedback and against the research. II

Acknowledgements I would like to thank my project supervisor, Julika Matravers for her support and never ending patience with me throughout the project. I would also like to thank everybody who took time to add something to this project, from filling out a questionnaire to taking part in a feedback session to proof reading the project. Thanks to King Henry VIII School and Coventry Council for their valuable time. Finally I would like to thank my mother, for everything. III

1 Introduction... 1 1.1 Aim... 1 1.2 Objectives... 1 1.3 Minimum Requirements... 1 1.4 Further enhancements... 2 1.5 Deliverables... 2 1.6 Schedule... 2 1.7 Outline of project... 3 2 Introduction to Computer Based Learning... 4 2.1 The use of computers in education... 4 2.2 Background of Web based learning... 4 2.3 Problem Statement... 4 2.4 Constructivism... 5 2.5 Why use the Internet to learn?... 6 2.6 The Learning Process... 6 2.6.1 How We Learn... 7 2.6.2 Learning Approaches... 8 2.7 Experiential Learning... 9 2.7.1 Knowledge Forms... 11 2.7.2 Collaborative Learning... 12 2.7.3 Communal Constructivism... 14 2.8 Technology... 15 2.8.1 Computers... 15 3 The Development of the System... 17 3.1 From theory to practice... 17 3.2 People Issues... 17 3.3 Heuristic Evaluation... 18 3.4 Existing Systems... 19 3.5 Systems Evaluation Criteria... 19 3.6 Methodology choice... 20 3.6.1 Hard versus Soft Methodologies... 21 3.6.2 Participative Design Approaches... 21 3.6.3 DSDM... 21 3.7 Involving users in Prototype Development... 22 3.7.1 Student Feedback... 23 3.7.2 Teacher Feedback... 25 3.7.2.1 Discussion of results... 25 3.8 Functional and Non-functional Requirements... 26 3.8.1 Functional Requirements... 28 3.8.2 Desirable requirements... 28 3.8.3 Non functional Requirements... 29 Chapter 4 Design... 30 4.1 Design of System... 30 4.2 Development tools... 30 4.3 Navigational Design... 32 IV

4.4 Content Design... 34 4.5 Syllabus Representation... 36 4.6 Physical Design... 38 Chapter 5 Implementation... 39 5.1 Implementation of the prototype... 39 Chapter 6 Evaluation... 41 6.1 Minimum Requirements... 42 6.1.1 Future Scope and further requirements... 42 6.2 Deliverables Evaluation... 43 6.2.1 The Report... 43 6.2.2 Background Research... 43 6.2.3 The Development of the System... 43 6.2.4 Design... 44 6.2.5 Implementation... 44 6.3 The System... 44 6.4 User feedback... 44 6.5 Heuristic Evaluation... 46 6.6 Learning Styles Evaluation... 47 6.7 Conclusion... 49 6.7.1 Further work... 49 References... 51 Appendix A... 54 Appendix B... 55 Appendix C... 58 Appendix D... 60 Appendix E... 61 Appendix F... 64 Appendix G... 65 V

1 Introduction 1.1 Aim The aim of the project is to develop a Web based learning system to teach Science that adapts to the different learning styles of the users. 1.2 Objectives Background Reading concerning computer based learning and learning theory Identify appropriate approaches to learning for Key Stage 4 syllabus. Identify requirements of the users to effectively learn using a KS4 Web based learning system Create a framework that accommodates the different learning styles of users. Create a prototype of a Web based learning system, supporting interactive learning styles such as Theory reading, Group discussions and Exercises. Evaluate the prototype using original requirements outlined in design, using Heuristic Evaluation 1.3 Minimum Requirements 1. Presentation of a chapter on learning theory and background on Web based learning 2. Analysis of 3 existing learning systems. 3. Development of a framework to support the design of a Web based learning system that accommodates the different learning styles of users. 4. Creation of a prototype that satisfies 3 different styles of learning based on the framework under 3. 1

1.4 Further enhancements Creating a teacher support tool. Through features such as the ability to add content to the system, and actively take part in the students learning. Taking the system from prototype stage to completion, through iterative improvement of the system. Iterative improvement can be classed as covering more learning styles, increasing the subject areas included in the system, or the improvement of the user interface. 1.5 Deliverables The deliverables for this project will be: 1. A project report 2. A Prototype of the system 1.6 Schedule Date Objective 01/10/2003 Submit Preference Form 30/9/03-5/10/03 Aims and Minimum requirements identified 5/10/03-19/10/03 Background Reading on Learning Theory 19/10/03-25/10/03 Background Reading on Web based Learning 25/10/03 30/10/03 Research Questionnaire and interview techniques 30/10/03 10/12/03 Research System Design Methodologies 10/11/03-12/12/-03 Collate information gathered for report 12/12/03 Complete Mid-Project report 13/11/03 Complete Mid-Project report(electronic) 13/11/03-19/12/03 Research existing systems 19-12-03-20-12-03 Conduct telephone interviews. 20/12/03 Send out questionnaire for students with cut off date of 09/01/04 10/01/04-14/01/04 Analyse questionnaire responses 15/01/04 Relate gathered data to chosen subject 31/01/04 28/02/04 Design framework for a system 01/03/04 01/04/04 Create prototype 2

19/03/2003 Progress Meeting 01/04/04 14/04/04 Evaluate prototype 15/04/04-27-04-04 Complete report 28/04/2004 Submit report (CSO) 30/04/2004 Submit report (postscript) Revisions made Work productivity on my project fluctuated throughout the year, predominantly due to other coursework s or trips home. Developing the requirements for the system took longer than anticipated, as attaining interviews with teachers proved troublesome, and put my schedule back 4 days. This was made up over the remainder of the project. 1.7 Outline of project The following is a brief outline of the content in each of the chapters of this report. Chapter 1 Introduction This chapter sets out the objectives and minimum requirements for the project. Chapter 2 Introduction to Computer Based Learning This section will set out the background of the project scope; identify how we learn, and the different learning styles. Chapter 3 Development of the Prototype This chapter covers the creation of a framework for a computer based learning system, it will consider design issues surrounding Web based Learning, such as Usability and how to measure the effectiveness of a system in a qualitative not quantitative way. Existing systems will be identified and feedback from users gathered. From the findings of this chapter, functional and non-functional requirements of the system will be identified Chapter 4 Design of system This section covers the justification of the tools used and the actual design of the system. Chapter 5 Implementation This section covers the implementation of the prototype Chapter 6 Evaluation This section evaluates the project against the objectives and minimum requirements specified in Chapter 1. Each part of the project is then evaluated. 3

2 Introduction to Computer Based Learning 2.1 The use of computers in education Computers have been present in academic institutions for over 40 years and at the very beginning their use was restricted to dedicated users such as skilled teachers or students (Lawler, 1997). As technology advanced, and prices dropped, computers became more prevalent both in schools and homes. This increase in availability has resulted in a generation who are skilled in use of computers from a young age, and so the use of computers as an effective teaching tool has become more viable (to the students, maybe not to the teachers!). The realisation of this tool has resulted in the development of systems and techniques in this field. 2.2 Background of Web based learning This section will explain the history of Web based learning and why it is increasing in popularity year by year. Educational content on the Internet is rapidly increasing, with institutions placing increasing amounts of course material online to supplement, sometimes replace classroom instruction. Excluding entertainment uses, the typical usage of the Web is changing from technical to educational. Professionals from computer fields comprised 31.4% of all web users in 1995, while individual users for educational purposes totalled 23.7%. In just one year computer occupation users dropped 29.6% while educational users jumped to 27.8% of the webs overall users (Robin & McNeil, 1997). Now we have a little background knowledge about Web based learning, the next section will look at the problems it currently faces. It is vital to understand the problem, without this understanding a suitable solution could not be created. 2.3 Problem Statement As mentioned in 2.2, there is increasing use of the Internet as a means of delivering educational content. An abundance of information in this multimedia environment allows users to approach the information in different ways. Users may search the material in a goal-orientated manner to find what they need, they may then browse the material in an informal way until something of interest commands greater attention. The latter is analogous with an informal learning environment (Duchastel, 1989) where one s attention skims a wide range of information. However, a corpus of information in a multimedia environment is not necessarily an ideal learning environment, as it is by its very nature non-pedagogical and provides minimal structural support (Duchastel, 1992). General browsing is therefore not necessarily an effective learning method, especially for novices who do not have a well developed schema (personal construct of 4

related information) (Mayes et al. 1990). The World Wide Web is a relatively new way of teaching, and the early adopters were individuals skilled in programming and HTML, and not necessarily knowledgeable about educational concepts (Murray 1996) Further complicating the issue of effective computer based learning, those who are experts in learning theories often lack the technical skills to implement a system. Finding a balance between the technical demands of implementation of a system and the translation of learning theory onto that system is something that has not been accomplished. For example, Bork (1996) reports that many web based systems offer poor learning opportunities, as they are merely translation of books and lectures into an electronic format. Schank (1998) concurs that the present system of organisation and distribution of educational material is not as beneficial as it could be, and the modules need to be based on more learning concepts, and not remain similar to turning pages in a book. He notes that the reason learning systems have not achieved the full potential, is because information is not learning and rather than just presenting the data, systems need to teach (Schank 1993). Bill Tait identified in 1997 two methods of learning using the Web/World Wide Web. The first is a form of distance learning in which a tutor places courseware on a Web server where it can be accessed by remote students. Tait identified the disadvantages of such a system as being expensive if one is to ensure enough software to meet the demands of a complete syllabus. He identified the alternative, independent study in which learners use the Internet to find materials that are relevant. Again this has disadvantages most notably because the suitability of the material cannot be verified. His solution is a combination of the two modes into Web based learning in which a learner is provided with access to courseware stored on a server, and then proceeds to use a constructivist teaching model. 2.4 Constructivism Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own "rules" and "mental models," which we use to make sense of our experiences (Tobin, 1993). Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences. Constructivism represents that the purpose of learning is for an individual to construct his or her own meaning, not just memorise the "right" answers and regurgitate someone else's meaning. Since education is inherently interdisciplinary, the only valuable way to measure learning is to make the assessment part of the learning 5

process, ensuring it provides students with information on the quality of their learning. Some of the more serious problems with computer based learning have been identified in this section; the next section will address why the Internet is an attractive proposition to learners and explain the underlying principles behind learning, both traditionally and using technology. 2.5 Why use the Internet to learn? The dramatic shift in traditional pedagogical methods associated with teaching has arisen due to the Internet providing academics with an opportunity to improve their teaching. It has done this by allowing teachers to teach in different ways to the standard lesson, and to reach more students, more effectively, potentially with international reach. The use of the Internet allows for the maximisation of learning, which Somekh (1996) defines as: 'There are...two ways in which 'maximization' [of learning] can be measured: either in terms of the increase in the amount of learning, or in terms of the increase in the quality of learning.' In addition to this, the Internet (most notably the World Wide Web) has other advantages to aid learning such as: It is attractive to students Easy to use Suitable for accessing resources of different media Suited to remote (by location or time) learning It provides collaboration between students and teachers online So the possibility for delivering rich interactive content has been made possible by the Internet and computers. 2.6 The Learning Process In this section the Learning process will be analysed in detail. By understanding how humans learn a Learning environment can be created so that when using the system, the learning style of the user is catered for and so the user has a more effective learning experience. 6

2.6.1 How We Learn By researching learning, we know how the human brain works and so a system can be created that satisfies the ways in which we learn. A learning environment can be defined as The domain where learning takes place and how it impacts upon learning (LTSN, 2003). To optimise learning, the learning environment must take advantage of how we learn. The following is a summary of the learning process of human beings. The summary has been adapted from other contributions of learning in the context of autonomous intelligent robotic systems (Simon, H.A, 1984). Learning can be viewed as the continuous, permanent (involving memory) incorporation of observations, experiences, situations, examples, rules, concepts and techniques for improving performance in the execution of tasks. At the beginning of the learning process, the knowledge and performance of a learner can be rather low depending upon the initial knowledge. However, as learners get more experience, it is expected that their performance improves. With sufficient experience, it is expected that the performance of a learner becomes satisfactory in a specific knowledge domain. Creation and retention of experience in learners can be accomplished through a combination of: The human sensory system which can be a combination of various media such as visual and aural stimulation Initial knowledge or transferred knowledge; (An example of transferred knowledge is the process of reading to learn new things.) Building new experiences through an assessment of past experiences. All learning approaches to be discussed next have basically the same objective: that of learning the rules to execute a given mission given a set of sensations, examples, advice or solutions to similar problems. With computer based learning in mind, generating rules typically involves obtaining sensations through human senses, identifying a set of situations and generating the appropriate actions based on capabilities of the system. 7

2.6.2 Learning Approaches The following section summarises the main learning approaches used by learners. Users approach learning in different ways (Riding, 1996). The system that will be created in this project will accommodate different user s needs, by creating a flexible system. Advice Taking This is also known as learning from instruction or learning by being told. The learner is required to transform the knowledge of the entity giving advice into an appropriate form to be of effective use and will incrementally augment their knowledge. Learning from taking advice basically involves translating the advice into a set of learning rules. This method parallels most traditional education methods as provided by schools and universities. Rote Learning Rote learning is synonymous with fact memorisation and does not involve reasoning, discovery, understanding or problem solving. Learning by Analogy This involves the solution to a new problem by adapting a known solution to a similar problem. The learner generates a set of rules for solving the new problem. Learning From Examples or Evidence Given a set of examples and counterexamples of learning actions, the learner induces actions that will hopefully include all of the positive examples and none of the counterexamples. Thus this system generates a set of learning rules given a set of human generated examples. The examples available can include only positive examples or both positive and negative examples. Learning by Exploration or Observation Nature provides the best example of this paradigm for learning through the generation of some actions and consequent survival of beings. Learning by observation does not include a teacher and consists of a number of processes such as: creating classifications of given observations; discovering relationships and laws governing a process; forming a theory to explain a given phenomenon. (Famili, A 1990). 8

A learning system that is built based on this technique is not provided with any sets of instances or examples of a concept. In the learning approach based on exploration or observation, a learner proceeds in an autonomous fashion for generating its learning rules and appropriate examples. This is the learning approach emphasised in experiential learning and in this project. Because of the different learning styles of students, the system created in this project will create a learning environment that caters for these different styles. The next section will introduce Kolb s Experiential Learning theory, and how it is capable of satisfying the different learning styles of users by focusing on the appropriate environment. 2.7 Experiential Learning According to Kolb s experiential learning theory (Kolb, D.A 1984), learning is the process whereby knowledge is created through the transformation of experience. This section will examine the theory of experiential learning. It will then argue further that it is the most suitable learning environment for a Web based learning system One of the most fundamental requirements that facilitate learning is an appropriate environment where learners can have experiences (Kolb, D.A 1984). Experiential learning emphasizes the role that appropriate environments and experiences play in the learning process. In experiential learning the learner is directly in touch different abstracts of the subject being studied. The learning process is not identical for all human beings, and people enter learning situations with a preferred learning style. Associated with this learning style there is a theory about how people learn, or more specifically, about how certain individuals will learn best. Learning environments that operate according to a learning theory that is dissimilar to a person s preferred style of learning are likely to be rejected or resisted by that person (Kolb, D.A 1984). Thus an understanding of learning environments is important for educational materials based on multimedia and the Internet. There are two structural dimensions or degrees of freedom that form the basis for any process of experiential learning. They are prehension and transformation. Kolb (Kolb, D.A 1984) stated that learning is best facilitated in an environment where there is dialectic tension and conflict between immediate, concrete experience (i.e., reality) and analytic detachment (i.e., abstraction) and this constitutes the first dimension called prehension. In fact, contributions from psychoanalysts provide evidence that the left hemisphere of the human brain is concerned with abstract symbolic representation while the right hemisphere is isomorphic with reality. This second dimension 9

involves the actions of the learner which transforms experience into knowledge and ranges from a totally physically active to a totally passive (i.e., reflective) state and constitutes the transformation dimension. The prehension dimension ranges from concrete experience to abstract conceptualization whereas the transformation dimension ranges from active experimentation to reflective observation resulting in the diagram of Figure 1. Affectively Complex Concrete Experience Accomodative Knowledge Diverse Knowledge Active Experimentation Reflective Observation Behaviourally Complex Convergent Knowledge Assimilative Knowledge Perceptually Complex Abstract Conceptualisation Symbolically Complex Figure 1. Structural Dimensions Forming the Process of Experiential Learning and the Resulting Basic Knowledge This explains why some learners learn by being active (i.e. visual and physical interaction) and trying things out to see what happens. These learners believe in the motto: try it to see if it works. The polarity between concrete experience and abstract conceptualization explains why some learners, young and adult, sometimes favor learning methods which combine theory and practice. This experience then turns into knowledge in the brain. 10

2.7.1 Knowledge Forms As shown in Figure 1, the two opposite learning dimensions do not affect each other and define four learning modes and four knowledge types. The four knowledge forms are called accommodative, divergent, assimilative and convergent and the four learning modes are called concrete experience, reflective observation, abstract conceptualization and active experimentation. Individual learning styles can fall in any of the four quadrants defined by the learning modes resulting in four learning styles called accommodation, divergence, assimilation, and convergence. As already noted in 2.7, to effect learning an appropriate environment is required. Learning environments which support the four learning modes depicted in Figure 1 are called, respectively, perceptually complex, affectively complex, behaviorally complex and symbolically complex. The following is a summary of these environments (Kolb, D.A 1984). The primary goal in a perceptually complex learning environment is to understand something: to be able to identify relationships between concepts, to be able to define problems for investigation, to be able to collect relevant information, to be able to research a question and similar activities. To facilitate this, learners are encouraged to view the topic or subject matter from different perspectives (e.g., their own experience, expert opinion and literature) and in different ways (listen, observe, write, discuss, act out, think, touch and smell). If a task is being done or a problem is being solved, the emphasis is more on how it gets done (i.e., the process) rather than on the solution. An affectively complex learning environment emphasizes experiencing what it is like to be a professional in the field of study. Learners are engaged in activities that simulate or mirror what they would do as graduates, or they are encouraged to reflect upon an experience to generate these insights and feelings about themselves. The information discussed and generated is more often current and immediate. It often comes from expressions of feelings, values, and opinions by the learner in discussions with peers or the teacher. In a behaviorally complex learning environment the emphasis is on the active application of knowledge or skills to a practical problem. For example, the problem need not have a right or best answer, nor does it need to be something the learner can relate to, value or feel some intrinsic satisfaction from having solved. This would normally be a real-life problem, case or simulation that the learner could expect to face as a professional. In solving the problem, the focus is on doing. 11

In a symbolically complex learning environment a learner is involved in trying to solve a problem for which there is a right answer or a best solution. The source of information, topic, or problem being dealt with is abstract, in that it is removed from the present and presented via multimedia. In handling such information, the learner is restricted and guided by external rules of the media type and delivery through, as mentioned earlier the information interface and communication interface. Restrictions include symbols, computer technology, jargon, graphical interface, and protocols. This section has shown that environments support learning modes, and that the four different types of environment greatly affect how the user learns and interacts with the subject area. So with four types of environment, some subjects are more suited to being taught using these environments. The next section identifies the strengths of environments in different subject areas. Academic subjects and their learning environments Differing academic subjects are more suited to certain types of learning environments. This section sets out these environments for four broad subject areas. A scientific subject such as biology or physics requires an environment that is primarily symbolically and perceptually complex. An engineering subject such as mechanical or civil engineering requires an environment that is symbolically and behaviorally complex. The humanities requires an environment that is primarily affectively and perceptually complex. A management or economic subjects requires an environment that is affectively and behaviorally complex (Kolb, 1984) The appropriate environment for learning a specific subject is not discrete but rather semi-permeable depending upon the learning style of the student. So the focus of this project will be on the symbolically and perceptually complex environment, but as stated, these do not have to be strictly followed. 2.7.2 Collaborative Learning A vital part of learning is the interaction with other people. In order to create an appropriate environment, following the Experiential Learning theory outlined earlier in the project, Collaborative Learning would be a necessary addition to the system. Collaborative Learning can be defined as An instructional approach in which students of varying abilities and interests work together in small groups to solve a 12

problem, complete a project, or achieve a common goal (Dillenbourg, 1995). This section explains Collaborative Learning and its strengths and weaknesses. Johnson, Johnson & Smith (1991) have summarised the main principles of collaborative learning: Knowledge is constructed, discovered, and transformed by students. Lecturers create the conditions within which students can construct meaning from the material studied by processing it through existing cognitive structures and then retaining it in long-term memory where it remains open to further processing and possible reconstruction. Students actively construct their knowledge. Students do not passively accept knowledge from the teacher or curriculum. Students activate their existing cognitive structures or construct new ones to subsume the new input. Education is a personal transaction among students and between the lecturer and students as they work together. Teaching is assumed to be a complex application of theory and research that requires considerable teacher training and continuous refinement of skills and procedures. Collaborative learning is where people come together in groups, it suggests a way of dealing with people that respects, encourages and consolidates individual group members' learning styles and contributions (Dillenbourg, 1999). The underlying premise of collaborative learning is based upon consensus building through cooperation by group members, in contrast to competition in which individuals best other group members. Through interaction, and the answering of questions, the four learning styles identified in section 2.6.2 are engaged by the learner at some point in the process of collaborative learning. Both the student giving the answer and the student who asked the question, learn from the experience. The student who gives the solution has to go through the knowledge constructed in their mind, and re enforce the thought processes used to answer the question. The student who receives the answer obviously gains from the answer given by one of his/her peers. However not so obvious is the means of delivery and the benefits it brings. The answer will be delivered in a different way to the delivery of the teacher, maybe more on the student s level. This inadvertent two way learning, means both parties benefit, and help each other achieve the goals of the course. This is known as Communal Constructivism. 13

2.7.3 Communal Constructivism This is an approach to learning in which students not only construct their own knowledge (Constructivism) as a result of interacting with the environment (Social Constructivism), but are also interactively engaging in the process of constructing knowledge for their learning community (Holmes et al, 2001) The process of learners constructing knowledge for themselves and the learning community is facilitated by the ease with which learners adapt to the learning environment provided by computers and can produce high quality information and publish them electronically, using the technology. Over time a knowledge base will grow, and students can access this to see if other students in the past have had similar problems. This grows to be a very useful tool for learners and also for teachers to see what part of their course needs to be addressed. To facilitate the learning described above, there are two types of communication between sender and recipient. Asynchronous can be classified as users communicating from remote locations at different times. So email lists, newsgroups and message boards can be read at anytime in any place. The main problem with this is that communicating emotion through this form is a lot harder than synchronous communication, and the possibility of miscommunication creeps in. There is the danger recipients may be liable to ignore important messages in the same manner as those of less importance. The time to, respond given by asynchronous communication, allows for a thought out answer, giving the recipient a better standard if reply that they would receive through Synchronous communication. Synchronous communication allows for effective communication, via chat rooms or video conferencing, and users may approach teachers differently through this medium than face to face in a classroom. This anonymity permits the user to act in ways that they wouldn t normally face to face, such as easily straying off the topic, or not answering a question as accurately as would be done in a classroom situation. This opens up a risk that some communication would not be beneficial to the learning of the user, so this is a possible disadvantage. On the whole, it may be asserted that for a learning system to offer learn anywhere, anytime, it must be Internet based. Collaborative learning has been identified as vital to the learning process in this section; in the following section the technology behind Web based learning will be discussed. Without the discussion of the technology available, the best possible framework will not be created for the learner s. 14

2.8 Technology The theory just covered can not be fully realised in the system, unless the Learning environment is designed and implemented in a way that complements both the theory and the technology. They are codependent. The advances in technology made in the last 10 years have facilitated commencement of the creation of truly effective learning environments that could change the way information is imparted for a long time. With the appropriate tools, it is possible to design web based learning environments that take advantage of new methods and approaches for teaching and learning. Below is a discussion of the most influential technological developments that affect the quality of learning systems. 2.8.1 Computers This is clearly the most influential development on the delivery of any electronic learning environment. Advances in video and image processing, graphics, hardware and audio technology have resulted in a low cost, practical multi purpose tool. With processing power improving for the foreseeable future, media rich environments will only improve, with increased interactivity. For example the creation of a virtual school, where virtual students attend from around the world, all rendered in 3D, and students attend lessons in the virtual world but from the comfort of home or the classroom. See 2.1 for how computers have been used in education. What is Multimedia? Multimedia is the presence of different types of media, such as text, pictures and sound in a concept that makes sense. Interactivity is allowing the user to interact with the multimedia, having control over what they see and being able to manipulate the environment, in this case the multimedia environment. This is how the learner will receive the subject being taught, interactive multimedia. By offering this interactivity, different approaches to learning can be taken, so users with different learning approaches (see section 2.6.2) can use the system effectively. This is something cannot be offered so easily with traditional classroom teaching methods such as the teacher/students interaction during lessons. There are two predominant types of computer interaction, information interfaces and communication interfaces. Information interfaces are monologue presentation, very similar to traditional lectures, and are consequently the most common type of learning activity. The content is communicated in an ordered fashion, working towards an ultimate goal or solution. The student in this scenario will learn through apprehension of a series of statements. However these are not as engaging to the user and are thus not as 15

effective at teaching as the user is not active in the learning process. Communication interfaces provide the functionality to engage the user, and showing you understand the problem is vital to the learning process (Hoadley 1999). If students can ask questions, get feedback and discuss the course, an iterative learning process takes place where slowly they improve their understanding of the topic in hand. See Figure 2 in the Appendix B for a history of the technology behind distance learning. Internet/Intranet Initially developed in the late 60 s, becoming widespread in 1994 when the first Web browser, Mosaic was developed. The significance of the Internet for Web based learning is that users can transcend geographical boundaries, and content can be accessed everywhere, to anyone with an Internet connection (dependent on available Bandwidth). The development of the World Wide Web has allowed the Internet to be used by all sectors of developed World Society, not just academics, as it was the situation before 1994. So the distribution and publishing of online education materials, with html acting as the glue holding the Internet together, more advanced applications such as Java or Flash can be placed on top of it to produce more complicated functions, such as animations or simulation. There still exists a Digital Divide worldwide, with lesser developed countries currently lacking the capability to embrace the Internet as widely as developed countries. Recent conventions, such as the UN Summit in December 2003 have been held to try and lessens this divide. Now both the learning environments and technology used to create those environments have been researched, the design of the system must now begin. 16

3 The Development of the System Introduction This section of the report contains the steps taken to develop the prototype. 3.1 From theory to practice Designing effective virtual learning environments is not a trivial task. As Bourne (1998) has pointed out there are two challenges: How to design an environment to enable students to learn better How to design an environment that will enable learning outside the classroom and provide improved learning experiences for the students. Experiential learning more precisely enables the characterisation of a web based learning environment and helps in designing web based systems to meet the challenges outlined in section 2.2. More specifically, we can identify the main features of the four learning environments defined by experiential learning and use these features to design a web based system developed for a scientific subject. Figure 1 in Appendix B lists the features of each of the four learning environments. These features of the Learning environments accommodate the types of Learning can be found in section 2.6.2. By identifying that a scientific subject is best suited to two specific learning environments (section 2.7.1), the features of these two environments should be given serious consideration when designing the system. See section 3.8 for the design considerations of these features. 3.2 People Issues This section talks about people issues, a vital part of systems development. For a system to be classed as successful, it has to be used by the target user group. To increase the chance of this happening, people issues must be considered. These issues can be defined as Usability, Acceptance, Support and Involvement (Mason 1994). Usability Defined in ISO9241 as - the extent to which a product can be used by specified users to achieve specified goals with effectiveness, efficiency and satisfaction in a specified context of use. Learnability, flexibility and robustness of the system are the three factors of usability. 17

Learnability is identified as the predictability, synthesizability, familiarity, generalisability and consistency of the system. In creating the Web based system, established Web practices such as, no frames, traditional 'left to right' page layout and traditional navigation trees will be implemented. The learnability of a learning system should be very high, if the user cannot pick up the system and use it, what chance do they have learning anything from it. Flexibility can be identified as how the system adapts to different states placed on it, and how differing users should be able to navigate the system equally as effectively. Robustness in a system allows users to retrace there steps, if they become lost in the navigation of the system, observability, knowing what state the system is in just by looking at it. Acceptance For each stage of the development of a project, acceptance criteria can be defined and agreed on with the users. This helps determine whether the deliverable is on course to being developed to an acceptable standard. By involving users in the checking of the system, it helps promote ownership of the system while keeping their expectations in check. During the development of this system I will be maintaining contact with some teachers and students who have agreed to test the system. At the completion of the prototype, I will conduct a user testing session to gain feedback o the acceptance of the first iteration of the prototype. 3.3 Heuristic Evaluation In general, heuristic evaluation is difficult for an individual to do as one evaluator will never be able to find all usability problems in an interface. Due to time limitations, the scale of the project and the fact I am the only person working on this project, I will be the only evaluator on this project. As I have an understanding of the project area and I am collecting potential user feedback I hope to address as many usability problems as I can. However not having multiple expert evaluators will mean all potential problems will not be identified. Fundamental principles to be applied to all types of software, along with the evaluation process can be found in Appendix C. This section has recognised that user feedback is vital in the creation of a system, and the next section continues the research by evaluating existing systems to find strengths and weaknesses in the programs so that my system can learn from them. 18

3.4 Existing Systems Every existing Computer based learning system found was visited and the four top systems were chosen to be evaluated. These systems vary in what they offer to learners from software with lesson plans built in, to software that allows the teacher to create their own lesson plan. A summary of the findings can be found below, with a more detailed section found In Appendix D. 3.5 Systems Evaluation Criteria Nielsen s Heuristic Criteria outlined in Appendix C was used to evaluate the usability of the systems. The systems will also be subject to the testing used on all web-based environments, such as the use of colour and images, navigation of the site and interface. The user requirements outlined in Section 3.8 were used to evaluate whether the software provided all the functionality the users wanted in a Learning environment. The software will also be evaluated on if it provides an accurate syllabus representation, meeting the KS4 syllabus requirements. Evaluation Criteria Breakdown Usability: Navigation and Interface Design. Whether the site adheres to Nielsen s 10 Heuristics and the navigation of the system is acceptable. Functionality: Functionality identified by the user feedback, such as Collaboration tools, theory readings; examination level questions and user interaction are included on the site. Simulation of experiments, graph generation. Ability to print out content generated by the system, and a user support system, such as online help or a database of queries. Whether the systems offer an environment indicative of Experiential Learning (see 2.7.1). The system will be evaluated according to how it attempts to provide an appropriate environment for the user. The level of appropriateness will be determined by the usability, the subject area and the subject the system is attempting to teach. Educational Content: Whether the content provided on the system meets KS4 requirements, and is presented in a challenging but understandable way. The integrity and reliability of the information will be checked. 19

Results of Evaluation None of the systems met the criteria 100%. Macromedia Breeze system was never going to meet the syllabus functionality, as it is not geared towards any specific curriculum; however the functionality when it comes to content delivery and help is second to none. Of the systems that have educational content, only one is certified as curriculum standard and endorsed by the government. Multimedia science school is endorsed by the Government, and offers plug in modules of certified content. None of the environments offered Collaboration facilities for the students, though facilities were offered for teachers to collaborate to aid in lesson planning and help solve any problems they were having. This is an important oversight, as identified in section 2.7.2 Collaboration is a very important part of the Learning process. User requirements indicated that both sections covering theory and sections testing the curriculum. Users also wanted animations, and interactivity to help learning particular parts of the syllabus. Only the Macromedia product met all of Nielsen s heuristics, so the one that can be classed as an effective learning environment. Navigation through the software was similar with all software, with all having a point of return to the starting page, if the user was ever lost. While engaged in learning, it would be preferable for the student to have a constant point or return to the main menu via a fixed navigation bar, this would maintain the effectiveness of the learning environment. These systems offer the appropriate learning environment for some of the learning styles, but not all. This means none of them have truly implemented experiential learning; this system will create an appropriate learning environment, catering for all types of learning. What needs to be kept in mind is that all these systems have to be purchased and so are changing all the time due to revisions in the software and development teams releasing add-ons and new functionality all the time. The system developed as a part of this project will be classed as a different market to everything else as it is free to use. 3.6 Methodology choice The choice of methodology is vital within the system development process (Mason, 1994). For scinet to succeed the development process must follow a methodology. The structure and rules provided by a methodology mean the project has a greater chance of fulfilling the identified requirements and staying to 20

the schedule. Users need to be involved in the development process because they, in the end will be using the system. By considering user demands and gaining an insight into how they think, the success, and acceptance by the user of the design of the system will inevitably improve. So when choosing the methodology, this will influence the outcome. So any methodology that does not consult the user will be dismissed. 3.6.1 Hard versus Soft Methodologies Hard methodology are usually taken to mean objective, quantifiable or based on engineering principles, in contrast soft involves people issues and is ambiguous and subjective. One way of looking at the difference between the two styles is that hard and soft methodologies cover different parts of the lifecycle. Taking this view, a soft methodology is more useful in the earlier stages of the life cycle, particularly when there is uncertainty about the goals of the system. When these objectives have been identified, a hard approach becomes more appropriate, so the emphasis shifts to a specific project with relatively clear goals and boundaries. 3.6.2 Participative Design Approaches Participatory Design (PD) is the name given to a collection of approaches to information systems development that share an ethos, more than sharing particular tools or techniques. This common ethos is based on the assumption that active involvement of users in the design and development activity is critical to the success of an information system. This is because a successful design for an information system is said to rely just as much in knowledge of the work to be supported as it does on the technical capability of the available technology used to implement the system. The typical PD lifecycle is experimental and iterative in nature, in recognition of the fact that design is always to some extent a learning experience for all participants. RAD and DSDM are two system design methodologies that encourage the active participation of users in design and development 3.6.3 DSDM The Dynamic Systems Development method (DSDM) is a management and control framework for rapid application development (RAD) the distinction between RAD and prototyping is sometimes blurred. A RAD approach aims to build a working system rapidly while a prototyping approach also builds rapidly, but usually only produces a partially complete system, typically to conform to some aspect of the requirement. Similarities between DSDM and RAD lie in that they both aim to develop software quickly, similar development environments are used for both. This system will be created under a limited time 21

frame, so a methodology that accommodates limited development and coding time has been chosen. The traditional waterfall approach to systems development has deficiencies, particularly the time taken to deliver a working system and the inflexibility of the approach to requirements change. Iterative approaches to development can also be problematic, with it sometimes being difficult to cease the iterations when they start becoming unproductive. In the early 1990 s RAD became much more popular and was viewed as a way of matching systems development to the fast changing needs of business. 3.7 Involving users in Prototype Development Involving users improves the quality of analysis and design of a system, leading to a more effective learning system. By involving users an accurate portrait of the learning domain can be identified and the users goals within that domain. Ewusi-Mensah & Przanyski (1991) identified that the second most important factor in project failure was lack of user involvement. User less design has been considered, but it was concluded that surely it is a rather unusual approach to build a system for users if you have no idea of the characteristics or needs of the potential users. In a business environment it can be argued that user less approaches save time and money - but with regards to my project this doest not apply. It can be stated that taking a user centered approach to developing the system will make it more likely that an effective system can be created. This has affected the choice of development methodology in the project (Section 3.6) Gathering requirements for this system will require actual input from the users, as they hold an insight into what they actually want, something that could not be identified by looking at documentation of previous systems used. By direct contact with potential users both teachers and students, requirements will be gathered. Techniques used in this process need to be suitable for the differing styles of users, as they cannot take up too much of the users time and must effectively gather relevant data from them. Questionnaires were used to collect data from students and teachers, and phone interviews used with the teachers to get a more detailed insight into there understanding of the teaching requirements as they have a unique insight of the requirements of the syllabus and how to communicate it. See Appendix E for the questionnaire that was sent out. As a part of Usability Engineering for the scinet prototype, the questionnaire was aimed at students varying from 14 to 21 years old, and for teachers who are in contact with students of this age. The Directors of ICT for Coventry Schools was also contacted by telephone interview. As identified in this section, involving users contributes positively to generating accurate design requirements, and a 22

questionnaire was used to quickly and effectively do this. Teachers and directors were interviewed as they will have more detailed experience of what computer based learning systems are required to do, with first hand experience of helping students tackle problems with the syllabus. The questionnaire was developed following the guidelines outlined by Dr. Robert Frary (2002). 3.7.1 Student Feedback Students were contacted through contacts from the Coventry Education board. Both private and state schools are represented in the questionnaire, representing differing levels of funding put into the schools. These questionnaires contained multiple choice questions, open ended questions, and a rating scale question. The possibility for follow up was included, allowing the student to fully express them self. The questionnaires were returned predominantly through email, but around 10% were returned via mail. It was hoped that teachers wouldn t influence the student s answers but with such a high proportion being answered and returned by email, it must be assumed some teachers were present in the classroom when the questionnaire was being answered. No teacher present would have been the most suitable environment to fill in the questionnaire, as the student wouldn t feel like the teacher was going to read it, this may have affected there responses.150 forms were sent out, with 49 being returned, 44 completely filled out. The questionnaire can be found in Appendix E. The List of features to be graded by students was compiled after looking at existing systems and the research so far (see section 2). To identify functionality of an appropriate learning environment, these questionnaires were used to Identify whether they thought a Computer Based Learning system has benefits and what they were Whether they thought it would be useful to learning Science Identified desirable functionality Identify a suitable subject area for a system. Results All students either enjoyed using the Internet at school, or would like too if they didn t have it installed. All believed that using a Computer based system would have helped them learn, with Sciences being identified as most difficult to learn at KS4 level. 23

Functionality Feature Average Rating (out of 5) Animations 3.6 Tutorials 4.6 Short tests 2.7 Sample Exam Questions 4.1 Collaborative functionality Message boards or 3.8 emails. Answers to tests and example questions 4.1 Figure 3.1 Features of a Learning system Discussion of Results All students identified that the use of a web based system would be desirable as an aid in learning Science. Disengaging content in text books was a frequent comment from students, who liked the idea of animations on a website. The two highest scoring features of the system were tutorials and answers to tests. Example questions and answers as a feature of the website were highly marked, although the students may have marked it this way to save themselves from doing the exam questions in the first place! Tools for collaboration were identified as desirable to the site. One student, now at university, commented some kind of student discussion board of sorts wherein students can postulate ideas, theories, likes, dislikes, ask for help, offer help etc just between themselves. I am finding this invaluable at university and would have liked to use this tool at school. Short tests and animations were the lowest scoring of the features outlined, but still received a mark notably above average. These can be identified as desirable requirements, not essential like the Theory readings or tutorials. 24

3.7.2 Teacher Feedback Through the Director of ICT Coventry, these questionnaires were distributed to teachers across schools in the Warwickshire area of the directors choosing. These questionnaires objectives were: Identify areas where Computer Based Learning systems can benefit learning and if it can be used to benefit teaching. Identify essential functionality What advantages and disadvantage Web systems offer over traditional class room based learning environments These questionnaires aimed to get feedback from teachers on what makes an appropriate learning environment and what they expected from a system. A copy of the questionnaire can be found in Appendix E. Of the 10 teachers the questionnaire was sent out too, two responded: Aran Dhilhon - KS3 Science Consultant whose job is to support designated 'additional support schools' in raising attainment and levels of teaching and learning in these schools Ian Rye - Adviser whose job entails support, advice and guidance to schools and evaluation of quality of ICT systems. ICT Director Dyan Hewett - Through communication between myself and Dyan over email and then a formal telephone interview. A paper by Scottish Council for research in Education on interviews in education was used to formulate the interview. The interview took place using the questionnaire sent out to the other teachers as a guide (Wilson, 2003). 3.7.2.1 Discussion of results Both teachers agreed Web based systems can bring benefits to students. With Aran commenting, Anything that can support teaching and learning, that encourages the development of independent learners and has the capacity to capture the minds and imaginations of these students in the target audience Both teachers recognised that demonstration of practical activities that are difficult to represent in schools would be beneficial to a system, although Aran pointing out Specific functions would probably relate to simulations of experiments that are hazardous to humans such as use of radioactive isotopes. Keep in mind that there are many very highly polished pieces of 25

simulation software out there So the creation of a system re-creating complex experiments is not a realistic target. When the questionnaire came to collaboration question 4, Aran commented Having already tried this I know this 'collaboration' works. I used email to set, deliver, mark and feedback on homework with 'A' level students. Video conferencing has some advantages. Teaching and learning of pupils who cannot make it to school/lessons for one reason or another would benefit from this. All of these have some advantages however keep in mind the greatest way of sustaining capacity is to use interactive teaching and learning methods and relating this to all of the different ways of learning (kinaesthetic, pictoral, verbal etc). Both teachers recognised that Computer based systems can offer advantages over traditional systems. Aran identified a concern with the take up of computer systems in school The main problem with web based learning systems at present is the lack of reliable ICT networks in schools. Unfortunately, the way schools are funded particularly the lack of funds mean that a fair few schools do not have a reliable and 'fast' enough network to make use of web based resources. Hardware is the problem at present along with the need for a change in ethos to embrace the use of ICT in the whole curriculum. This comment has meant my original plan to predominantly use Flash on the website looks unrealistic, with HTML, PHP and MySQL being used as the basis of the site with Flash animations available, this is instead of using Flash to navigate the site. Dyan Hewett pointed out, that this being a web based system and trying to cover all aspects of teaching, the student does not get the chance to practice hand-writing skills. She noted that the effect of text messaging on students spelling and sentence structure is an example of how using an electronic interface to communicate has a detrimental effect on the students grammar and composition. To take this into consideration, student will be encouraged to print out test questions and hand into the teacher. 3.8 Functional and Non-functional Requirements A subject area that kept on being mentioned in the student questionnaire was that of Science. As students have said in the feedback that it was problematic to learn, a portion of the KS4 Science syllabus will be added to the system for testing purposes. The subject area chosen is a section of the Physics part of the 26

KS4 Science syllabus, the Characteristics of Waves. As stated in section 2.7.1, A scientific subject such as biology or physics requires an environment that is primarily symbolically and perceptually complex. In Appendix A, Figure 2, the components that satisfy symbolic and perceptually complex environments have been identified. The following table shows the major features of the symbolic environment and then the perceptual environment. Table 3.2 Symbolically complex learning environment features. Table 3.3 Perceptually complex environment features. 27

From the questionnaire and interview responses and characteristics taken from the research into existing computer and paper based learning, functional, desirable and non-functional requirements have been categorised. 3.8.1 Functional Requirements Theory readings To teach the characteristics of waves. To be able to understand the different types of waves, and how waves interact with each other. Sample Exam questions To promote understanding of the subject area, past exam questions will be made available to the user, allowing them to work through the questions in there own time. Short tests to test on what has just been learnt via Theory readings and Animations, quick tests are included to re-enforce the knowledge just learnt Answers to tests and example questions Included to allow the student to check there answers from the given tests. Collaborative tools By bringing students and teachers together, this will aid learning of the subject material. Although not receiving a high mark in the questionnaire, the feedback from the teachers has put this functionality in the essential requirements list. Hand in work - Tests that are to be marked by teachers for personalised feedback, maintaining an interaction in the classroom, as a result of this system, reminds and encourages student and teachers to use the resource. 3.8.2 Desirable requirements Log into the system Only authenticated users can use the system. Keeping the collaboration facilities safe from abuse by unauthorized users. Timed examination papers As well as offering sample examination papers, the addition of a timer to allow the student to take an exam in timed conditions. Recreation of complex experiments, not possible in the classroom. Recreating experiments that would not normally be possible would help the learner grasp the subject area. User support - online help system for users of the system. Video Conferencing Another form of synchronous learning Tools for teachers allowing updating of the system, and interaction with the collaborative tools. 28

Code of conduct to be followed by users. If it is not followed, teachers can ban users from the site. 3.8.3 Non functional Requirements These requirements are not essential to the system, and are not easily quantifiable. They are however an attractive consideration for the system and in this project will attempt to translate each one into a measurable property of the prototype. Speed the system should be able to run on the host schools computer network as well as be designed to run comfortably on students home PC s. This means taking the lowest reasonable PC specification and checking to see if the system runs successfully. Reliability the system should be robust and if lost, can be recovered. Usability Using a log in system, a more tailored learning system will increase the usability to the user. If the user is able to customize to there own preferences, factors such as ease of use will increase for the user. Navigation will be intuitive and support offered to students having trouble navigating the system. In this section, the requirements have been identified. These will form the basis for the design of the prototype in the next chapter. This prototype will be used by a group of users and teachers to get feedback and take the first step in the iterative development process being followed in this project, DSDM. 29

Chapter 4 Design 4.1 Design of System Design has been described by Rumbaugh (1997) as stating how the system will be constructed without actually building it. The models produced by the design activities will show how the various parts of the system will work together. In this chapter the tools used to develop the system will be justified and then the design of the system will take place. Taking the essential functional requirements gathered from Chapter 3, these will be implemented along with as many other requirements as possible in the time frame. The design of the system will be split into three sections Navigational Design the actual path through the system and how it was designed. Content Design the educational content included in this prototype and how it will be presented to the user. Physical Design Colour schemes chosen, screen structure and use of text. It must be remembered throughout the design of this system that this is to create the first prototype, in an iterative process. To successfully fulfill every design requirement is unrealistic for a project of this size and time frame. After the first prototype is evaluated, changes may be made to the design and then the DSDM process starts again. In projects that follow an iterative process, design is not such a clear cut stage. To show the concepts in pictorial form, UML will be used. Unified Modeling Language is a recognised standard used in systems development. Activity diagrams will be used to show the flow of activities through the system and use case diagrams used to show a snapshot of the functionality of the system. It was recognised when designing the content in the system that to adequately cover the syllabus, a large number of theory reading, test questions and animations will be required. As this system is a prototype, each section will contain a limited amount of content, showing all required functionality but a snapshot of the syllabus. This is with the expectation that when a final system is created, the prototype can be extended to handle the full syllabus requirements. 4.2 Development tools There are many different tools that could be used for the development of scinet. In this section I will compare the alternatives and justify my choice of tools. HTML Hypertext Markup Language is designed to specify the logical organisation of a document. It is 30

a scripting language, not a programming language. It is used to format web pages, using tags define layout, fonts, graphical elements and links to other web pages. The tags are interpreted by a web browser, and the information is displayed on screen. WYSIWYG packages such as Xara and Microsoft Frontpage allow HTML code to be generated without the user actually writing it. Through the manipulation of graphical icons, HTML features can be implemented on a page without the user needing to know the intricacies of the HTML language. Using these editors reduce development time, with more complex scripting it can be faster to manually manipulate the code as the Generators can create overly complex code. Xara has been chosen for the HTML code manipulation in this project. PHP - Active Server Pages (ASP) is Microsoft's technology for displaying dynamic web pages. PHP is the open source alternative to ASP that runs on multiple operating systems, including Linux and Windows. PHP has been chosen for this project In PHP modules, everything runs in PHP's memory space. This means that PHP code will run faster because there is no overhead of communicating with different COM objects in different processes PHP is free of charge; runs cross-platform unlike ASP and due to the very nature of open source is constantly being improved. The main factor in choosing PHP over ASP is the integration into MySQL. PHP's integration with MySQL is very good. ASP and PHP are both very good solutions for mid-range web sites. What makes PHP stand out is the tight integration with MySQL. MySQL is also tuned for mid-range web-sites, where selecting and pumping loads of data is more important than transaction support. This transaction support allows the programmer to synchronise updates on multiple tables; which the majority of web sites do not require. This is ideal for this project. MySQL Utilising a scripting language such as PHP, data stored on a web server can be manipulated and accessed. By embedding the PHP in HTML, the web browser can communicate with the web server. This translation from the web browser to the web server, allows for powerful manipulation of data through a web browser front end. MySQL is open source and licensed through the GNU General Public License (GPL). Schools and nonprofits are exempt from this commercial licensing requirement. SQL Server is a commercial database program (Purchase necessary), created by Microsoft and the preferred development partner with ASP scripting language (also created by Microsoft) MySQL is best suited to building a third-party-hosted Web site, pushing a lot of data out to a lot of clients, or have a limited budget then MySQL will be the preferred option. This is why it has been chosen for the project. 31

Flash - Flash is cutting edge multimedia format developed by Macromedia. Flash has the capability to create full-screen animation, interactive graphics and integrated audio clips at remarkably small file sizes. Flash is a vector based format as opposed to bitmap, resulting in compact file sizes, well suited to delivery over the Web. Vector graphics define objects with mathematical formulas that require far less data than describing each individual pixel of a bitmap image. See Appendix F for further justification of the use of Flash. 4.3 Navigational Design Even with the best design of a single page, the system will not be accepted by users if not equipped with a neat, consistent and intuitive navigational interface. Every page of the site has to address two questions the user will ask themselves when they progress through the navigation tree, Where am I? and Where do I go from here? By building a navigation bar into the site that remains throughout, a consistent point of reference remains for the user throughout the system. This helps stop the user feeling trapped or getting lost in a systems navigational structure. Visual accentuation of buttons on the navigation bar, such as adding graphics or separating lines even altering the graphic to make it appear indented or raised off the page are used to help the navigation point stand out. Buttons in the bar are of uniform length and size. Using the PHP script, themes can be applied to the interface. The adaptive nature of the interface is well suited to a learning system that is being developed to cater for different learning styles. The user must have control over how they navigate through the system, this facilitates learning as they progress through the system as and when they find appropriate. See chapter 2 for research into how we learn. The use of a navigation bar, allows the users to navigate between theory readings, tests and examination answers. The navigation bar also provides the user with information such as who is currently logged in, latest news stories, the ability to log in or out and the option to vote on the latest topic. Navigation Structure Progression through a system is determined by the structure of the navigation tree. There are different types of navigational schema through systems Linear Of the three structures, this most similar to the way a learner navigates through a text book. There is no control given to the user, with only one path available to progress through the system. This allows the system designer to accurately control the order the content is delivered in, but for an interactive system, such as this project this structure is too restrictive. Unstructured Users are allowed to navigate around the system any way they want, unfortunately the user can get lost in the system not allowing for effective learning, which is an objective of this 32

system. By its very nature this structure encourages the constructivist approach to learning( see end of section 2.3) allowing the user to learn in their own way. So combining this structure with the Hierarchical, it will create the best balance for the structure in the system. Hierarchical Taking main conceptual starting points, and then splitting them down into sub topics. A traditional way of presenting information on systems, with the sub-topics being natural progressions from the conceptual starting points. Taking the control given to the user in the unstructured approach, and combining with a hierarchical site layout, the benefits of a computer based system can be delivered to the user. The use of a navigation bar allows the user to go wherever they want, at any stage in the system. If they choose to navigate through the system, they will progress down a number of sub-trees. The following diagram represents this. Log in / Register Theory Readings Main Navigation Bar Tests Menu Animations Collaboration Menu Example exam questions Short tests Chat Message Board Peer to Peer chat, Student Teacher chat Subject Resource Figure 4.1 Navigational Structure of scinet 33

The message board, over time will start to become a knowledge base for the students. This Communal Constructivism talked about in Section 2.7.3. The main navigation bar is the focal point of the navigation structure, allowing the user to return to the home page at any time. This bar is what makes the navigational structure possible. Implied navigation To the user, the natural progression is to read theory, then do tests on this subject. This is not explicitly stated in this system, but makes sense to navigate in this way. 4.4 Content Design The design of the content of the system, deals with the fulfillment of the requirements identified in chapter 3. The functional requirements are; Theory readings To teach the characteristics of waves, put across concepts and provide examples. Sample Exam questions To promote understanding of the subject area. Short tests to test on what has just been learnt via Theory readings and Animations Answers to tests and example questions Included to allow the student to check there answers from the given tests. Collaborative tools By bringing students and teachers together, this will aid learning of the subject material Hand in work - Tests that are to be marked by teachers for personalised feedback 34

scinet <<include>> Theory Readings <<include>> Short Tests <<include> Animations Log In / Register Student Tests <<extend> Exam questions Teacher Message Board <<include> Collaboration <<include> Chat Figure 4.2 UML use case diagram showing the two actors, Student and Teacher interact with the scinet This use case diagram shows how the actors will interact with the content on the system. The next section will explain how the actual content on the system was created and how the differ in use cases interact with each other. 35

4.5 Syllabus Representation The area chosen for this system is KS4 Science, the characteristics of waves. All content is taken from a certified KS4 book (Levy, 2000) and other reading materials, given by King Henry VIII School Coventry. The functional requirements outlined above have been chosen to teach the subject at the required level and engage the user throughout, they are part of symbolically and perceptually complex learning environments, and these were identified to best teaching a scientific subject in section 2.7.1. No attempt was made to change the syllabus content; the focus is on using the technology and the internet to provide a new, effective medium to aid learning. Attempting to teach the syllabus in a new way using the system would be foolhardy to say the least. Educational content design and how it is taught is beyond the scope of the project and beyond the scope of the author. However taking the syllabus from books and other reading materials proved to be a difficult task. There was always the threat of creating an electronic text book, which is not the point of this project. The functional requirements will create an environment that contains educational content presented in ways that will offer the syllabus to the user and cater for their different learning styles. Using hyperlinks to create hotwords the theory can satisfy both beginner learners and more knowledgeable ones. By providing a link to more detailed explanation of a word that a beginner would not know, a balance can be achieved in the text to accommodate different levels of learner. Learners have the option to click on the hotwords and gain a better understanding, something not available with a textbook. Following DSDM, due to the rapid nature of the method, documentation of design is very important. By keeping the design fully documented, the idea is that when the prototype is taken to its next development stage, there is full documentation for the designers and then programmers to develop the system from scratch or modify the existing system. Animations Animations in scinet aim to provide an abstraction on the subject area, so for users who aren t as comfortable with theory readings on a subject, the animation helps reinforce the knowledge. This multimedia experience provided by the computer, is used to grab the users interested in a way that a text book simply cannot. Tests The testing section is split into two sections, with short tests based on the theory presented in a different part of the site, and sample examination questions, to help the user experience what level of knowledge 36

will be asked of the in the exam. Test are used to reinforce the information already learnt, with test answers being presented on another page. Sample exam question s due to their discursive nature, can either be printed out and handed in to the teacher or answered and emailed to the teacher. Collaboration facilities The collaborative tools in this system are divided into two types, synchronous and asynchronous. Message board the message board will act as a forum for students to post there thoughts on the syllabus and engage in discussion about latest topics or the latest test on the site. This board will be encouraged to act as a useful resource e for students, over time the resource will grow and the discussions students have can be used by other students to help them with other problems. This sort of functionality introduces communal constructivism to the project, this was explained in section 2.7.3. This forum can act as a tool to allow peer to peer feedback, with students posting test answers to see what other students think. Putting students in a position to critique others work, reinforces learning further. This sort of peer to peer assessment is open to abuse, and the forum can be moderated, most likely by the teacher, who can remove posts, ban users and generally take part in the discussion to help students along. Chat room Similar to the Message board in that it allows communication between teachers and users, but a chat room is synchronous communication Users have to log into the system. When logged into the system, the navigational bar shows who is logged in and so available for chat. Additional functionality The users have to log in, so all the functionality is only available to users who are logged in. This allows users to be identified and any abuse is logged by the server. A calendar function allows users to put in important dates, such as homework deadlines or examination dates. There is a vote that can be set on the home page by the teacher, allowing the students to vote on a poll, set up by the teacher. 37

There is a search functionality built into the site, allowing the students to search the resource for documents quickly and easily. There is a links page, managed by teachers, directing students to useful web resources. Teacher centered functionality The teacher can log into the site and is set elevated privileges. This allows for maintenance of the site, such as removing unsuitable information Teachers are also able to add new content to the site. This defines the system from a stand alone system with static content. This system can be updated at any time by the teacher, reflecting the latest syllabus requirements. Teachers are also able to log into the chat room and forums and act as moderators and take an active part in the discussion of the students. This gives the teachers another method of communicating with the students. 4.6 Physical Design Using the HCI bibliography site (Human-Computer Interaction Resources, 2004) and the HCI handbook (Jacko, J, 2003). In section 4.3 button style was addressed, this section is about the layout of the screen. The focal point of the screen, is where all educational content is delivered, it is also the biggest section of the screen. The human eye is naturally drawn to the largest point on the screen (Preece J et al. 2002), so naturally this is the best place to put the bulk of the information on the site. See screenshots in Appendix G for design plans and final shots of the site. Any registered user of the system can change the colour scheme of the site to suit personal taste. There are 6 pre-set schemes available to the user at the moment. This lets the user pick the style most appealing to them. Every user is different, with factors such as personal preference and colour blindness determining what they find most suitable to navigate around a site with. There is also a selection of 12 languages that can be chosen from to be displayed on the site. As the system is based on the Internet, it is accessible worldwide. This feature caters for international students. The font chosen is neutral and widely used choice on websites. Content and physical designs cover both aspects of the design of scinet. Covering the choice of tools that will be used to communicate the syllabus to the user and what HCI rules are implemented to increase the effectiveness of the system. To evaluate this framework, a prototype will be built and then used by a set of students and teachers. Only through use and interaction with the proposed system, can it be fully 38

evaluated. The next section documents the implementation process. Following the DSDM methodology this documentation is required, as it is used in the next iteration of the system to help with the implementation. Chapter 5 Implementation 5.1 Implementation of the prototype The prototype is available at www.mjpollard.com. This chapter documents the implementation of each of the functional requirements, the problems encountered and the implementation process as a whole. Then the results of the heuristic evaluation and the testing sessions done by students and teachers will be recorded. 5.2 Functionality Register/Login Users must log into the system, the log in box is built into the navigation bar. New students register with scinet and a username and password is sent to the email address supplied. This a rudimentary form of verification used on many sites to stop fake users from signing up. When they receive the username and password in their inbox, they can log into the system and the functionality opens up to them. Students are then allowed to navigate the site; teachers are assigned a higher level of privilege and can add or remove content on the site. This site runs using a MySQL database, and the user s logs in on a HTML page. The HTML and database communicate, using PHP scripts. Teachers are able to approve new users on the system, and ban any users who violate the code of conduct on the site. The database also allows the creation of the calendar and personal preferences each time they log in, creating a more tailored learning environment. Navigation Bar a persistent feature of the system, the user is able to navigate to any part of the site at any time. Links to sections such as forum, Theory readings and tests are available as links in the side bar. This gives the user control over the pace of learning and a choice of what they want section of the site they want to visit and so what type of abstraction on the syllabus they wish to be exposed too. See section 2 for research into learning using computers. Nielsen identified that objects should be visible from one part of a dialogue to another, a navigation bar provides a consistent reference point for the user. Main page A brief introduction, informing users of what is available for them today on the system and that they must login or register to access the system. 39

Theory readings Syllabus is taken from a book and transferred to electronic form with pictures. Keywords are explained in using hotwords to link to a section that goes into further detail. The readings can be progressed through at the students own rate, and to help navigating through the readings they are split up into sections. Animations Reinforcing what the user has just learnt in the theory reading section, the animations provide a different abstract on the subject area, appealing to a different learning style. These animations can be restarted as many times as the user likes. Fully fledged Flash animations have not been implemented in this prototype; it was not seen as vital in testing the prototype design. The system shots, shown in Appendix G are mock ups of what the page would look like. Short tests taking from what the student has just learnt in the theory readings and animations, the short test section lets the student put this into practice. There is no time limit on taking these tests, and can be repeated as many times as the student wants. The students have the option of emailing it to their tutor, or printing out the questions and handing in. Exam questions An extension to the short tests, actual practice of exam level questions. The student can either email the answer to the tutor or they are encouraged to print off the question and hand it in. This is due to the discursive nature of exam questions and in the exam the student will not be answering via computer, so it is wise to practice under exam conditions. Answers After the students have answered the set questions a week later, the answers are made available, to let the students run through the questions and answers at there own pace. Originally the answers were going to be added at the same time as the test but this was deemed to tempting for the students. Chat/Message board There is a message board that is made available to logged in users. Teachers can set topic threads on the board and students post discussing the thread. For example a teacher could post regarding the difficulty of the latest set of test questions they have put on the site. When logged in students can see who else is logged in and enter a chat room for discussion about things on the site or on the course. It became immediately apparent that the introduction of a chat room, that could not be moderated without the help of a teacher, presented a threat to learning. The chat room that was going to be used needed a human moderator logged in at all times to prevent abuse of the system. The feedback received in the testing session will be important in deciding the future of this part of the 40

system. User support this section gives users assistance in using the functionality of the system, such as how to use the forum, or take part in the short tests. The user support section is separate from the functionality of the system, so new users can choose to navigate there, and those accustomed to the system do not need to look for help. This helps create a more effective learning environment. Help was identified by Nielsen as vital in creating a usable system. Calendar this allows users to input important events, such as exams or homework hand-ins. Poll A tool that can be used by the teacher to gain feedback on the latest set of tests or the latest animation installed on the system. Logout When logged out of the system, the user no longer has access to the functionality afforded to them when logged in. Nielsen s heuristics identified that users need control and freedom. The logout system gives them that freedom. Problems in Implementation The major stalling point in this project was linking the HTML to the PHP scripts for the Forum and Chat functions. The plug in scripts are written by different developers, with limited documentation, so creating a system that integrates these scripts required some modification of things such as field names to ensure data is passed between the scripts reliably. Considerable time was taken over linking the MySQL database to the PHP code used on the site. One reason for this was setting up a MySQL database on the web server. A program called phpmyadmin was used to do this quickly, after trying to manually create one. Chapter 6 Evaluation Evaluation Measuring the effectiveness of a learning environment is not as simple as taking quantitative data from users of the system to produce numerical results such as a system being 33% more effective learning software This section will ascertain if the project has been a success. Evaluation of my project against the minimum requirements. 41

Evaluate the deliverables of the project, Evaluate the implementation and the tools used in the project. Evaluate the system against heuristic guidelines and against the four learning styles identified in section 2.6.2. To finish, the report will conclude with further enhancements and a conclusion. 6.1 Minimum Requirements Looking back at section 1.3, the minimum requirements can be described as Presentation of a chapter on learning theory and background on Web based learning Computer web based learning, Web based learning and then learning theory was researched in this project. By understanding how we learn, an effective learning system could be created Analysis of 3 existing learning systems. The analysis of four existing systems using criteria outlined in section 3.4 Looking at these systems and evaluating them, essential and desirable functionality was identified and usability issues found. Development of a framework to support the design of a Web based learning system that accommodates the different learning styles of users. A framework was developed in section 3.4.3. The requirements gathered in chapter 3, through the use of a student questionnaire, teacher questionnaire and the evaluation into existing system. This resulted in a list of functional and non functional requirements. Taking the gathered requirements and correlating them to the environmental features of symbolically and perceptually complex environments (identified as being most suitable for a scientific environment) a framework was generated. Creation of a prototype that satisfies 3 different styles of learning based on the framework under 3. Taking the list of requirements, a prototype was generated. It can be found at www.mjpollard.com. 6.1.1 Future Scope and further requirements Creating a teacher support tool. Through features such as the ability to add content to the system, and actively take part in the students learning. The creation of the system, as it started to take form, it was decided that rather than this being a static, stand alone system, it could actually become a tool for teachers as well as students. The introduction of a 42

login system, allowed teachers privileges over students, and so allowed to add content, take part in discussion and play an active role in this system. Taking the system from prototype stage to completion, through iterative improvement of the system. Iterative improvement can be classed as covering more learning styles, increasing the subject areas included in the system, or the improvement of the user interface. This minimum requirement was partially met. After listening to the feedback from the first user testing session, the chat room was removed. It simply was not contributing to an effective learning environment. 6.2 Deliverables Evaluation 6.2.1 The Report This section is to determine whether the stages of this report, are appropriate for the initial problem, described in the problem statement. By assessing the suitability of the stages, it can be determined, if at all, they contributed to the development of a solution. This report consists of 6 chapters. First to be evaluated is the background research chapter, chapter 2. 6.2.2 Background Research This chapter contains background reading to ensure the problem statement, and so the fundamental point of this project is understood. This research covered computer based Learning, web based learning and the learning process. From this research, experiential learning and collaborative learning were two of the features identified to create an effective solution for this project. This section finished off with research into what technology should be used, and the benefits it can bring too the solution. 6.2.3 The Development of the System This section then started to tackle the issues that need to be addressed to create an effective system. Research was done into the development methodology, how to evaluate existing learning environments and how to identify functional and non-functional requirements of the proposed prototype. To gather functional and non functional requirements for the system, the existing research into learning, specifically the experiential learning and collaborative learning was combined with the evaluation of existing systems. The section on user involvement, got feedback from teachers and students to get an idea of what both students and teachers wanted out of the system. The questionnaire was quick and effective at gathering user requirements, using any other gathering approach would not have yielded any markedly different results. The extra time and cost from using a different method would not have been viable. 43

The choice of the methodology for this project set out the remainder of the tasks to be done in this project, and it worked well. It ensured user involvement throughout the project, took into account a rapid development environment and is a methodology that is iterative, vital for the creation of an effective learning environment. 6.2.4 Design This section justified the use of the development tools and then taking on the results of chapter 3, the system was designed from three abstracts. The physical, the content and the navigational design covered all aspects of the requirements identified. By looking at these three abstracts individually, it ensured each was created with complete focus on that part of the system. UML, an industry standard for systems development was used to visualise the system, this worked very well. 6.2.5 Implementation The prototype was successfully implemented, incorporating requirements and satisfying learning styles identified in the background research. The animations part of the system is not implemented in the prototype. It was underestimated the time it would take to learn flash but more importantly produce animations that are effective at representing the educational content. This is a whole other research area, and not part of the scope of the project. The collaborative functionality is implemented in the prototype, but not without flaws. The chat room was quickly removed after the user testing session as it posed a serious threat to effective learning. The room simply could not be moderated all of the time and so was deemed beneficial to remove it from the system. 6.3 The System The prototype system produced covered the four types of learning, something that the existing systems evaluated do not. The collaborative functionality is what defines the prototype from the other systems. The system successfully passed all heuristics tests. Teachers can have an active input into the system, inputting new content, taking interactive polls, and active in using the collaborative tools. 6.4 User feedback Following DSDM, user feedback is a vital part in the iterative process of designing a successful system. An evaluation session was set up with 10 students, from King Henry VIII School Coventry. The purpose of the session was to evaluate existing functionality, identify any missing functionality and test the HCI and navigational structure of the system. These 10 students were all KS4 level. The testing process was the same as outlined in Heuristic evaluation (section 3.3). 44

6.4.1 Student Feedback A group discussion was carried out after the test session for students. Anonymous user comment sheets were made available. The main points raised in this session were as follows: Students liked the system. One commenting, I much prefer look at the syllabus on a website, where I can access animations and readings quickly and easily. The students were asked whether this system helped them learn science, to the level required by the syllabus; they agreed it did, apart from actual experiment experience. Through the use of theory and animations, students of different ability levels were able to learn parts of the syllabus that they would have been less likely to tackle not using the system. One commented, something that I would choose to not bother look at before, I have started to learn using this system as it is so easy to find on the system. Browsing is so painless, I don t mind looking at everything the site has to offer. Students also liked the idea of the forums becoming a useful resource over time, immediately recognising it as something to help them with homework! None of the students had problems logging into the site, but when it came to using forums and chat room, a few did have problems. The help page helped students through posting on forums, as for the chat room, it was decided that more help was needed to use it. During the testing session it could be seen that the chat room was not being used to discuss the syllabus, and this was noted. Student thoughts The students were asked what they thought of the interface of the site and all liked it. One commenting It fits with traditional websites out there, I like how when you have logged in you can choose from a set of colour schemes. I could not stand the original blue and black scheme, and changed it to a lighter grey colour.the students also liked how they could navigate to any section of the site using the navigation bar. They were asked if they thought anything more could be added to the system to make it easier to navigate and make a more effective learning environment, a few points were mentioned. One was the inclusion of Flash functionality, to which was replied that it was planned for future iterations. Another student would have liked videos to see actual examples of the theory talked about on the site. The feedback received from the students was generally positive; with most saying they would use it again. Some commented they wanted animations and videos on the system, to which they were informed it was planned for the future. 45

6.4.2 Teacher feedback The same teachers used in the original identification of functional requirements were contacted for feedback. The evaluation was done in the same way as with the students. Teachers immediately questioned the use of a chat room on the site, citing they would not be able to moderate the site all the time and suggested the removal of the chat room. Teachers generally liked the system, commenting As a first prototype this lays a fantastic groundwork for a system to build on. It has great content, and represents it in different abstractions, appealing to students who learn in different ways. However in the future, it would be excellent if experiment simulation facilities were added and a way of recording the test results electronically. Teachers also liked that they had input into the system. New content can be added, such as a new test every week, or the teacher taking part in discussions on forums. One teacher commented Being able to change the system adding new content and even discuss with the students is a very useful feature. It gives us another communication channel with the students on top of the classroom. In my experience, communication using a tool like a forum means the students are more forthcoming with their thoughts on a subject, or more likely to actually ask questions. Both the student and teacher feedback was generally positive, indicating user requirements had been met, identified in section 3.8. The introduction of animations has been identified as vital in the next iteration of the system. 6.5 Heuristic Evaluation Using the Evaluation method described outlined in Appendix E, the system was evaluated. Visibility of system status The system lets the user know what point they are, at any given time. If the system stops working, they server will return an error message. Match between system and the real world The site layout follows syllabus order, with theory, animations and tests separate sections. Language used on the system is consistent with the syllabus, taken from a certified book. User control and freedom Users are always in complete control. They are able to log in/out whenever they want, and able to visit any section they want at any point of the system. Consistency and standards This system is navigated using a traditional web browser, so a state consistency is achieved. For example, hotwords in the theory section, will always take you to the hotwords section when clicked on. 46

Error prevention The code and system has been tested with errors identified taken out. Effort has been made to remove potential problems, but the system has not been thoroughly tested as only one person has been working on the project. Recognition rather than recall The navigation bar provides a constant point of navigation around the system. Flexibility and efficiency of use The use of hotwords and a help section are examples of this in the system. Beginners have the choice to click on hotwords and further reading on a topic. More advanced users can skip over the hotword and carry on learning. Also a web browser has many inbuilt short cuts that the user can use to navigate the system. Aesthetic and minimalist design Dialogue is minimal, only relevant labeling of sections is used. Help users recognize, diagnose, and recover from errors A help section is included. Errors such as incorrect log in have appropriate message boxes. Other errors are handled by the browser. Help and documentation Help can be given by teachers through use of the forum and email. There is also a help section on the system. The prototype has been evaluated by users and using a heuristic evaluation. The users have tested the system and confirmed that it met nearly all of their original requirements and that they would use the system again. This is a clear sign of user acceptance of the system. The heuristic evaluation of the system concluded that the system interface adheres to usability guidelines. These two forms of testing indicate that this prototype can be developed into an effective learning system. The next section will evaluate whether the prototype has the functionality to satisfy the different learning styles. 6.6 Learning Styles Evaluation This section will evaluate if the system caters for the Learning styles described in section 2.6.2 Advice Taking This is also known as learning from instruction or learning by being told. The inclusion of collaborative tools allows the user to discuss with peers and teachers, so forming knowledge through interaction. Both giving advice to peers and receiving from teachers and peers using this system means this learning style is satisfied. When this advice has been received, the user can help translate this into knowledge forms by electronically recording it or on paper. Although not as effective as a classroom environment, due to the lack of physical human interaction, this system acts as an effective aid to effective learning. 47

Rote Learning The theory reading section only asks the user to read the text it does not expect reasoning, discovery, understanding or problem solving. Other, optional, parts of the system cater for this further learning. Through satisfying this most basic Learning style, and providing tools to further understand the syllabus, an effective learning system is achieved. Learning by Analogy This system contains both short tests and example exam questions. The teacher has the ability to change these periodically. This allows the student to periodically take these tests and so learn by analogy. These tests are not enforced, but recommended by the teacher to aid learning. There are no answers provided to these tests, this is to promote different ways of tackling the problems. The discussion tool allows the users to compare ideas, and so be exposed to many different ways of tackling the problems presented. This variety of analogies on one problem will create a more effective learning experience for the user. Learning From Examples or Evidence Not being able to replicate the classroom environment means this style of learning has to be satisfied in other ways. There are three ways this system satisfies this learning style Over time the forum will become a place of reference to students. This forum will consist of question either in discussion or answered. This kind of discussion, over time, creates a knowledge base for the students, acting as a type of wiki for learning. Discussion will inevitably end up being both negative and positive, but both type of constructive comments help students learn. The animations will provide an abstraction on the theory readings, and combined together provide structured evidence to the users. Short tests and Exam questions, after a set amount of time, will have the answers published. This provides relevant examples of the level and detail the students will be examined on. This combination of content from the syllabus represented in different ways, and discussion of this content, satisfies this learning style. Learning by Exploration or Observation The combination of the above learning styles, but giving the user the option to explore the system and the syllabus easily, satisfies this learning style. Learning by observation does not need a teacher, and merely 48

the interaction with the system. The navigation through the different parts of the system, each representing the syllabus in different ways, will mean an effective learning environment for the user. Although a user will have a preference for a section over another (See section 2.7.1), these sections will still be explored and so the student learns. This prototype caters for all of the learning styles listed above. Naturally some styles are better satisfied in the classroom environment, this system covers them, and uses technology to cross the boundaries between classroom and a computer based learning system. This allows a user to learn in the style they feel most comfortable with, while giving them the freedom to satisfy their other learning needs, with no restrictions, such as course necessity, placed on the user. This section has consisted of an evaluation of the objectives and minimum requirements. Then, the functionality of this system, a user evaluation, and heuristic evaluation against Nielsen s heuristics were carried out. To finish off the section, a successful evaluation of the prototype against the learning styles identified in section 2.6.2 was carried out. The prototype has met with the Heuristics guidelines and so has met a level of usability needed for an effective learning environment. The predominant success of this evaluation section shows that the user requirements have been met, to the extent that they would use the system again. The next section concludes the project and suggests future enhancements for the system. 6.7 Conclusion Looking at this report and the work gone into the system it leads to the conclusion that scinet was a success. The minimum requirements, outlined in section 1.3 were all met and surpassed. The beginnings of the further work objectives were taking shape in the system. With the iterative development of this system it has the potential to meet the final further objective and complete the final stage and move from prototype to the final system. Experiential learning and the process of learning provide a powerful framework for designing computer based learning environments. By identifying the features of the four learning environments (Appendix B), designing effective environments involves identifying appropriate features for a specific subject while taking into account the various learning styles of potential users. By considering these learning styles, functionality that satisfies them was built into the system. 6.7.1 Further work Following the DSDM methodology, this iteration will be improved incrementally. The user feedback session on the first prototype revealed some changes that need to be made to the prototype. The 49

implementation of the animations, or the inclusion of a moderated chat room are two areas that need to be implemented, and these were in the original specification of the project. Further functionality identified by users is the inclusion of videos on the system. Streaming experiments would present another abstract on the syllabus, and one different to animations. This feature and to an extent animations, is limited by the bandwidth of the systems using it, the level of service ahs to be acceptable for users to use the feature of the system, without this it becomes redundant. The inclusion of simulated interactive complex experiments to the system would be very useful. As identified by the teachers in the original feedback, it was too complex for this project, but could be implemented in a future iteration of this project. By simulating experiments that would otherwise not be feasible, for many reasons, would provide a more effective learning environment. The addition of a moderated chat room would allow the collaboration initially envisioned in this project. The creation of a self moderating chat room would make this a more feasible inclusion. The cost of a moderator is not feasible for schools. An extension of the chat room and forum would be video conferencing and voice over IP communication. Voice over IP software is readily available and does not place an unreasonable demand on bandwidth available. Video conferencing on the other hand is bandwidth intensive and could possibly be limited to the school s Intranet. These two options present a more natural, refined way of synchronous communication using the internet. This system already uses PHP and MySQL, so the foundations are there to allow the results of the short tests to be recorded by the system. The student already logs into the system, so creating a way of recording the process would not be too difficult. This could be used by teachers to monitor progress of students and create an Adaptive learning system. When the student logs on they could be presented with different parts of the syllabus according to how well they have done in the previous tests. The inclusion of timed examination papers on the system would help the user in their preparation fro examination conditions Finally this system could extend its syllabus coverage to other parts of the curriculum, eventually acting as a tool for every KS4 student to use as a resource for learning and revision all throughout the course. This is the creation of a truly effective learning environment, one where everything the student needs to know is at their fingertips, through a usable, feature rich, syllabus complementary system, that teachers have an active input into 50

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Jacko, J, Sears, A (2003) The human-computer interaction handbook: fundamentals, evolving technologies, and emerging applications Jonasses et.al (1995), Murray(1998), Schank (1998), Hamalainen et al (1996) and Merrill et.al (1996) Jonassen, D.; Davidson, M.; Collins, M.; Campbell J.and Haag, B. (1995). Constructivism and Computer Mediated Communication in Distance Education. American Journal of Distance Education, 9 (2), 7-25. Kolb, D. A.(1984) Experiential Learning, Prentice-Hall Laurillard, D(1993) Rethinking University Teaching Lawler, R.W (1997) Learning with Computers Learning & Teaching Support Network, http://www.ltsnhsap.kcl.ac.uk/site/resources/glossarykeywords.htm [20/02/2004] Mason, D, Willcocks, L (1994) Systems Analysis, Systems Design Mayes et al. `(1990)Mayes,T., Kibby, M., & Anderson, T. Learning about Learning from Hypertext. Murray, T. (1996). From Story Boards to Knowledge Bases, the First Step in Making CAI 'Intelligent'. In Carlson & Makedon (Eds.) Educational Multimedia and Hypermedia, Nielsen, J. (1994). Heuristic evaluation. In : Nielsen, J., and Mack, R.L. (Eds.), Usability Inspection Methods. John Wiley & Sons, New York, NY. Riding, R (1996) Learning styles and Technology based Training Rumbaugh, J (1997) Models through the development process, Journal of Object Oriented Programming. Robin, B. and McNeil, S. (1997). Creating a course-based web site in a university environment. Computer & Geosciences, 23 (5), 563-572. Rogers, Y; Sharp, H; Preece, J (2002) Interaction Design: Beyond Human-Computer Interaction Saettler, P. (1990). The evolution of american educational technology. Englewood, CO: Libraries Unlimited, Inc. Sangster, A (1995)'World-Wide Web - What Can it Do for Education?' Schank, R. (1998). Horses for courses. Communications of the ACM, 41 (7), 23-25. Schank, R. (1993). Learning Via Multimedia Computers. Communications of the ACM, 36 (5), 54-56. Schuman, L. (1996). Perspectives on instruction.. http://edweb.sdsu.edu/courses/edtec540/perspectives/perspectives.html, [02/02/2004] 52

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Appendix A Personal Reflections My personal thoughts on the project are that it was a very enjoyable challenge and has taught me many lessons. I have learnt time management skills such as the importance of good planning and adhering to a schedule, no matter how much work needs to be done. I was very conscious of the schedule, and although productivity levels fluctuated, this can be mainly attributed to other coursework deadlines. Some of my experiences could be taken by other students to help in completing their own projects. The length of this project, both the time and size, has taught me that by working in small sessions often, something of such importance as a final year project can be completed with minimal stress and not at any point rushed. I soon came to realise that choosing a project scope was a very difficult thing to do, at one point having far too much research. I saw that it is possible to spend as much time as you want gathering research, but you must restrict yourself to the scope of the project. Of course it is possible to do more research into any given area, it always is, but attaining the right amount of research to satisfy the objectives for this project proved troublesome, in the end having to reduce my project in size. Along with learning to restrict my research I have also had to learn the concept of prototype creation. Initially doing this project knowing that I was not going to implement everything I had talked about, felt strange. I learnt to cope with this feeling, knowing the system had been developed with an iterative methodology and even though something wasn t implemented it had still been recognised in the framework. The primary example of this was the lack of Flash animations on the implemented prototype. The time needed to learn Flash and also learn the techniques in producing animations that are educational and stimulating to the user was underestimated. However recognising that some things weren t going to be implemented allowed for more focus on the rest of the project and helped development. Gathering data was an interesting learning curve. The human side of this project needed to be handled carefully as gathering relevant information before and after implementation is vital to the project. Also arranging interviews with teachers proved problematic, in the mid project report I had planned on correspondence with a teacher who specialised in learning materials with Flash, but this never came about. It is iddifult to enforce the dates set aside for interviews with working professionals, so I have learnt to set aside a 7 day grace period in case the interview is put back. If any problems are encountered, the schedule is not affected too dramatically. I had to change my method of gathering user requirements to the combination of user feedback, research and evaluation of existing systems. 54

Appendix B Environment features 55

Figure 1 Environmental Features of the Learning Environments defined by Experiential Learning 56

Figure 2 Sherron, G T Boettcher, J V Distance (1997) Learning: the shift to interactivity who took it from the unpublished manuscript of a white paper on distance learning at Florida State University edited by J.V. Boettcher and Barbara Foster (1996). The concept of generations of distance learning was adapted from A. W. Bates, Technology, Open Learning and Distance Education (London and New York: Routledge Publishing, 1995). 57

Appendix C Heuristics The top ten usability heuristics are : Visibility of system status The system should always keep users informed about what is going on, through appropriate feedback within reasonable time. Match between system and the real world The system should speak the users' language, with words, phrases and concepts familiar to the user, rather than system-oriented terms. Follow real-world conventions, making information appear in a natural and logical order. User control and freedom Users often choose system functions by mistake and will need a clearly marked "emergency exit" to leave the unwanted state without having to go through an extended dialogue. Support undo and redo. Consistency and standards Users should not have to wonder whether different words, situations, or actions mean the same thing. Follow platform conventions. Error prevention Even better than good error messages is a careful design which prevents a problem from occurring in the first place. Recognition rather than recall Make objects, actions, and options visible. The user should not have to remember information from one part of the dialogue to another. Instructions for use of the system should be visible or easily retrievable whenever appropriate. Flexibility and efficiency of use Accelerators -- unseen by the novice user -- may often speed up the interaction for the expert user such that the system can cater to both inexperienced and experienced users. Allow users to tailor frequent actions. Aesthetic and minimalist design Dialogues should not contain information which is irrelevant or rarely needed. Every extra unit of information in a dialogue competes with the relevant units of information and diminishes their relative visibility. Help users recognize, diagnose, and recover from errors Error messages should be expressed in plain language (no codes), precisely indicate the problem, and constructively suggest a solution. 58

Help and documentation Even though it is better if the system can be used without documentation, it may be necessary to provide help and documentation. Any such information should be easy to search, focused on the user's task, list concrete steps to be carried out, and not be too large. ( Jakob Nielsen), 1994 Evaluation Process The evaluation process in this project will be carried out as follows. The evaluator will read up on the piece of software they will be evaluating. Then they will spend at least an hour inspecting the interface alone. Then they will analyse the interface and relate to the Heuristic checklist mentioned above. The interface is inspected, and the dialogue between the different elements in the system is examined. It is recommended that the evaluator goes through the interface twice, the first time to get a feel for the flow of the interaction and general scope of the system. The second pass then allows the evaluator to focus on specific interface elements while knowing how they fit into the larger whole. By using functionality on the website, such as a Message Board or clicking on a hyperlink, errors can be noted. After this has been completed, the evaluators would meet the other experts and correlate their findings. Since there is only one evaluator, they will simply identify the most important flaws using the top ten heuristic points as my guideline. This sort of evaluation is ideal at analysing the system at a high level. To identify the lower level usability issues from all systems, further use by myself and the taking into account of user feedback from questionnaire. 59

Appendix D Existing systems WebCT - Synchronous education software, that is used to build online courses and delivery systems. The ability to build a system is provided, not an actual out of box system. A US based company, they appear to target institutions that actively encourage online courses, and WebCT believes the nature of education is changing, with increasing number of people learning via online systems and the average age of learners increasing. Identiifed features of this system are active content management, through a designed user interface. This allows the users of the system to share the content that they make. Tools allowing for tracking of activity on the site, by users and what content is actually used, with Security functionality built into the system to help maintain Data integrity. Unique functionality, is the provision of a data mining tool, giving students a very powerful tool for analyzing and collating data. Krucible - This is award winning educational software for teaching science. The software is focused on delivering interactive simulations, across a range of topics and suitable for multiple KeyStages. This system comes with Virtual Laboratories, used to simulate complex, sometimes dangerous experiments, all in the safety of the classroom. 25 activities come with the software, made to tie in with the curriculum. Graph plotting functionality is also included, with dynamic graph generation according to variables entered. A note pad function is also included to record results from the experiments. There is no option for students and teachers to collaborate using the software. Macromedia Breeze - This software allows teachers and students to be taught and share information through online training courses. Though offering no content itself, it has the functionality to create presentations with MS PowerPoint, and the content is being delivered using Macromedia Flash. The software offers Video, Audio, Diagrammatic, Animation and Transcripts all on the same screen. This caters for many different learning styles, all in one go and although initially seeming like a perfect solution, without even the option of reducing any of the content windows, the user is literally bombarded with information to multiple senses. This information overload would confuse and not give the student not enough time to consume what they are being taught. The software does not come with any syllabus preloaded on it, or any modules to purchase to create a tailored system. All content on this software must be created by the user, in this case, the teacher. 60

Multimedia Science School - This software Offers 75 purchasable plug-in teaching tools, for different parts of science subjects across the curriculum. Covering the vast majority of the UK science curriculum up to GCSE level. The modules are certified online digital learning products, and are recognized by the UK Government by including this program in its elearning credits program. Each of the modules is purchased sepeartely, allowing for a completely tailored elearning (if expensive) program. Access to a website is also provided, with teacher s worksheets and notes. A support network for teachers is in place, but it does not comment on what this network is. Appendix E Student Questionnaire I am doing a final year project at Leeds University, developing a web based learning system to assist teaching Key stage 4 Science. The following questionnaire has been devised to help me gather user requirements to develop a better system. Please fill in the questionnaire, and with information you deem would help me develop a system. The information you provide will only be used to help me develop a system and for no other purpose. You will not be contacted again after you have filled in the questionnaire. 1. Age 11-16 17-21 22-30 31-40 40+ 2. What level of education do you currently hold? GCSE A-Level Degree Further higher education 3. Did you take any scientific subjects at secondary school, if so, what grades did you get? Subject Grade Subject Grade Subject Grade 4. Did you use the Internet at school? If no, would have liked to? 5. Do you think that using a web based system to aid your studying would have helped you learn? (If so why?) 61

6. Would you use a web based system if teachers suggested you did so? Yes/No 7. Pick a subject that you remember as being particularly tough to learn at school between the ages of 11 and 14?(Tick all that apply) Biology Chemistry Physics 8. Can you remember why? 9. Please rate the following functionality, which ones would you most likely use? (Rate between 1-5 1 Not Useful 2- Quite Useful 3- Useful 4-Very useful 5-Use every time) -Animations -Tutorials -Short tests -Sample exam questions -Answers to the tests and example questions -Collaboration functionality, such as message board or email to teachers. 10. Is there anything else you would like to see in a Web Based Learning System? Yes/No If yes please give details and explain how you think they would help a student studying science? Any additional comments on the system or the questionnaire can be made below. 62

Thank you for your time, copies of the project will be available on request. Please email me at mjpollard@softhome.net if you have any further queries. Otherwise contact School of Computing, Leeds University, Woodhouse Lane, Leeds using Matthew Pollard Level 3 Student, Computing and Management as the contact name. Please reply to this questionnaire using email address provided or by putting in the envelope provided and return to your supervisor. Teacher Questionnaire Hello, I am doing a final year project at Leeds University, developing a web based learning system to assist teaching Key stage 4 Science. The following questionnaire has been devised to help me gather user requirements to develop a better system. Please fill in the questionnaire, and with truthful information that you deem would help me develop a system. The information you provide will only be used to help me develop a system and for no other purpose. You will not be contacted again after you have filled in the questionnaire. There is no word limit, please number your answers and write them after the questions. When completed, could you email the document back to me at mjpollard@softhome.net. Thanks for your time; this information gives my project validity that research just cannot. 1. Can you tell me your name, current job and what it entails? 2. Do you think web based learning systems can help students learn? 3. What do you think should be included in a system? 4.This system will be developed specifically for teaching KS4 science, can you think of any specific functions that could be included related to teaching science?if yes can you explain how and why it would help. 5. How do think students and teachers can collaborate effectively using the Internet? 6. In your experience, can Computing system offer advantages such as teaching effectiveness, time management and knowledge uptake over traditional systems? 7. In your experience, what disadvantages and problems do Web based learning systems offer compared to traditional learning approaches such as Lesson planning and Experiments. 63

Appendix F Justification of use of Flash Small file size As mentioned above, Flash s vector format means small files and quick downloads, perfect for transfer over the internet and over a schools intranet. Flash images and animations can be resized with no loss of detail, making it easy to fill the whole browser window with a Flash interface without adding to the file size. Flash can be used to create static images, such as diagrams, where zooming into finer detail is desirable. High image quality Real-time anti-aliasing smoothes the edges of graphics and text, regardless of the display size. Users can zoom in on vector graphics with no loss of image quality, perfect for allowing extra attention to be paid to parts of diagrams.. Streaming technology Flash files start playing quickly and continue to play as they download. There is no special server software required. So instant access to content, not allowing users attention to wander. Integrated sound Flash is a good way to bring background sound and user-triggered sound effects to a web site. Studies have shown that music aids learning and animations can be synchronized with highquality streaming audio in flash Interactivity Incorporating interactivity into a Flash file is done without scripting. Designers can easily create their own navigation interfaces and interactive graphics and animations without prior knowledge of programming languages. The reusable nature of a flash animation allows for it to be easily plugged into different websites, maybe of different languages. Disadvantages Plug-in player required Standard Flash files require the Shockwave Essentials or Flash players to be installed on the user s machine. Although this may seem like a small hurdle, particularly since the Shockwave and Flash players are some of the most popular and universally available plug-ins, the words plug-in required are enough to make many users say no without a second thought. Schools should have Flash installed in all machines, although this is rarely the case. 64

Appendix G Initial Mock up of site scinet Site content Navigation Bar Title bar with links that are not related to the syllabus Status bar Site Screenshot www.mjpollard.com 65