MultiMedia Authoring and GUI/Multimedia Systems for Web based Applications

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Multimedia Streaming =Introduction=

The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. Alvin Toffler

Since the advent of the Web, demands for online curriculum development have continued to increase. Teachers and curriculum developers are encountering both unprecedented opportunities and challenges in developing effective curricula.. Kearsley (2000) notes that some issues in creating high-quality online curricula are really no different from those found in the development of traditional instructional materials, i.e. creativity, ambition, self-discipline, and teamwork, there are distinct and important differences. The differences lie in the opportunities inherent in a technological world that seems to change exponentially, along with network technology itself, hypertext structure, and digital multimedia techniques. Each of these advances allows us to design more flexible, motivational, and effective curricula. But developing Web-based curricula and courses is a complicated and time-consuming process, and requires a team approach. And the greatest challenge facing curriculum designers is often re-thinking and adapting traditional curriculum development models.

Any Courseware Development involves
 * 1) Content Planning ( Curriculum for the Course)
 * 2) Presentation Planning
 * 3) Evaluation and Delivery Mechanism
 * 4) Testing

=Content Planning=

Tyler's (1949) model
This model suggests four basic principles for curriculum development, including:
 * Purpose(s) of the school,
 * Educational experiences related to purposes,
 * Organization of experiences, and
 * Evaluation of purposes.

Taba's Model (1962)
This model proposed a more complex model that builds on Tyler's view of effective curriculum development and includes the following stages:
 * Define target students and their needs.
 * Identify instructional objectives.
 * Select the scope of subject content.
 * Organize sequence and structure.
 * Select presentation methods and media.
 * Design assessment activities.
 * Implement formative evaluation.

Web-based Learning Model
=Presentation Planning= In the Cognitive Design Model, E-Learning is situated within the context of Knowledge Mgt. resources. It provides a "blended learning" solution — that unites traditional classroom training with numerous other delivery formats, such as self-paced Web-based Training, online virtual classroom, simulation, peer-to-peer mentoring, etc. The keynote is "instruction" — meaning not just information presentation, but interactivity, guidance, reinforcement, demonstration and practice that strengthen learning. The following list is a quick summary of E-Learning modalities currently in use:

E-Learning refers to Web-based training — anywhere, anytime, self-paced instruction — that is presented over the Internet to browser-equipped learners. "E-Learning is the convergence of learning and the Internet." (Banc of America Securities) "E-Learning is content and instructional methods delivered on a computer (whether on CD-ROM, the Internet or an intranet), and designed to build knowledge and skills related to individual or organizational goals." (Ruth Clark, e-Learning Developers Journal, Sept. 2002) "E-Learning is the use of network technology to design, deliver, select, administer, and extend learning." (Elliott Masie, The Masie Center) "E-Learning is Internet-enabled learning. Components can include content delivery in multiple formats, management of the learning experience, and a networked community of learners, content developers and experts. E-Learning provides faster learning at reduced costs, increased access to learning, and clear accountability for all participants in the learning process. In today's fast-paced culture, organizations that implement e-Learning provide their work force with the ability to turn change into an advantage." (Cisco Systems) Each of these definitions acknowledge the revolutionary impact of networking for training and education in corporations, schools and government. Client-server technology standards, particularly the web browser and related technologies (i.e., HTML, CSS, DOM, JavaScript/ ECMA scripting, and XML) have rapidly evolved and have been universally and enthusiastically adopted.

These technologies remove barriers to instructional delivery — overcoming problems of incompatibility and access — and they continue to dramatically increase in power, quality and effectiveness. These important capabilities include:


 * Multimedia instruction ("anytime, anywhere" — asynchronous learning)
 * Live "virtual classrooms" (synchronous learning)
 * Streaming video and audio (new broadband capabilities will enhance the next phase of rich media delivery)
 * Internet phone (IP telephony will transform the level of interactivity in virtual classrooms and collaborative learning tasks)
 * Instructor resource sharing (instructors are now collaborating and building shared curriculum archive in ways never before possible)
 * Enhanced instructor-student and student-student communication
 * Global access to learners and instructors.
 * Networking, both internet and intranet, establishes a new context for education and training. It redefines the dynamics of the learning community and its resources. So whether one particular learning experience is "online or offline," in cyberspace or in the classroom, the network effect is still present.
 * Use of technology to enrich classroom/workplace learning (Internet, CD-ROM,, interactive multimedia, games/simulations, social networks)
 * Online instruction for distance learning cost savings (no face-to-face meetings)
 * Blended instruction (combining online and face-to-face learning events)
 * Synchronous: real-time, multiple students online, instructor-led
 * Asynchronous: students and instructor in intermittent interaction
 * Instructor-led group work (combining both synchronous and asynchronous events)
 * Self-study (online tutorials, research and discovery learning events)
 * Self-study with subject matter expert (tutoring, mentoring, coaching)
 * Web-based tutorials (individual or group using self-paced online resources)
 * Computer-based tutorials (individual or group using CD-ROM resources)
 * Video and audio resources (distributed by tape, CD, DVD, online streaming, download, or pod-cast, etc.)

Ref:http://www.cognitivedesignsolutions.com/ELearning/E-Learning1.htm

=Evaluation and Delivery Mechanism= The technology infrastructure of E-Learning provides the mechanism for automated course delivery and lesson presentation. Here is a list of the major elements of instruction that are enhanced by this automation.

E-Learning Lesson Presentation


 * Self-checks -- questions interspersed within the instruction
 * Lesson and module quizzes
 * Positive and negative examples
 * Mixed media -- text, audio and visual
 * Review
 * Mnemonic devices
 * Content chunking -- breaking up the content into manageable and logical topics and lessons as well as individual nuggets of instruction
 * Letting learners practice — with feedback

E-Learning Course Delivery


 * Tutorial presentation (receptive & directive learning)
 * Guided discovery
 * Role-play
 * Guided and unguided demonstrations
 * Simulations and practice
 * Gaming
 * Storytelling
 * Exploratory learning
 * Mentoring

=Testing=

=References= Ref: http://faculty.ed.uiuc.edu/westbury/jcs/Vol34/CHOU.HTM

Welcome to the Course !