Computer-Aided Design as Carrier of Set Development Changes System in E-Course Engineering

Computer-Aided Design as Carrier of Set Development Changes System in E-Course Engineering

Irina Sidorkina (Volga State University of Technology, Russia) and Aleksey Rуbakov (Omega-R Inc., USA)
DOI: 10.4018/978-1-4666-9489-7.ch035
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The current stage of development of learning management systems is associated with use of opportunities provided by global computer networks and technological standards developed in distance education. It offers structuring of educational material in electronic course and approach to navigation modeling, which are consistent with international specifications of e-learning SCORM and IMS, adding to them specific adaptive algorithms for navigating through training courses based on use of the model of integral evaluation of student's knowledge. In this chapter professor Irina Sidorkina (Volga State University of Technology) and professor Vardan Mkrttchian (HHH University) using the results previously obtained for the implementation of Computer - Aided Design as Carrier of Set Development Changes System in E-Course Engineering. Dr. Alexey Rybakov (Omega-R Inc.) was a designing a software on the subject of this chapter.
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E-learning course design, like technological process design includes analysis, synthesis and optimization of key characteristics for integration with Microsoft Office software. Presentation of a training course as graph significantly improves perception of its structure as a whole and allows to use visual representation effectively for course display, organization of material study process, volume of the material studied, storage of graph traversal history etc. As a result, the model proposed above provides and supports the solution of practical problems rising due to creation and application of CAD e-learning course, namely:

  • Selection of sub graphs with subsequent detail in the presented graph course;

  • Representation of decomposition process of computer-aided design down to functionally indivisible components with specific algorithmic and program implementation;

  • Description of the learning paths based on the use of classical algorithms and simulated adaptive and intelligent learning strategies;

  • Presentation and description of adaptive and intellectual sub-processes, accompanying the design process;

  • Harmonization of data interfaces among alternative software components of developed CAD;

  • Expansion of the operating structure of application software using new technologies and action strategies for implementation project procedures and descriptions of design object with organization of networking solutions at the level of development and use of the course.

  • The use of CAD solutions for cognitive tasks depends on many factors.

The first step is to highlight the major tasks for which user accesses the CAD during interactive design of the course, among them:

  • Entering initial description of the course and assigning its individual parameters;

  • Receiving information about parameters of the object designed;

  • Requesting auxiliary information, containing description of CAD functionality and its available resources, use of specific devices in design, as well as background information, tips, describing the range of possible actions of course developer in the current state of the system and application rules of its traditional components;

  • Choosing algorithm and formation process of design given the nature of tasks;

  • Using interactive tools to evaluate and visualize the properties of individual parameters of the project to determine the values of the generalized quality index that characterizes the success of automatic flow process and acceptability of design decision;

  • Selecting and using service editing and design procedures for interactive completion of the project;

  • Visual control and managing course of the process of automatic design.

High degree of automation is achieved through the use of design algorithms that reflect the knowledge and experience of teachers. Carrying out the system design includes the following: the original data structure, ensuring solution of typical problems; the programs designed to formalize the steps of synthesis and optimization of set-theoretic models of the object, the programs of documents design guidance.

Key Terms in this Chapter

Study Route: Is planning of training effects sequence among e-learning course, transitive closure plan design features on the set of design situations in the form of finite sequences of base units process. These sequences include algorithmic steps, interactive and creative stages of the user, each of which is characterized by a set of criteria.

Information and Linguistic Environment: Is a logical form of ordering semantically homogeneous representations at the user level domain concepts and computer-level data structures, the creation of which is based on mutual information and components of immersion linguistic software.

Routing: Is the process of moving information from source to destination through the internetwork.

Course Graph: Is an e-learning model with its logical sub-plans, describing the baseline scenario of the course.

Container of the Course: Is a navigation element for e-learning courses.

Generating E-Learning Course: Is filling a disciplinary course, formation of an information object with fragments of different types and sizes. It is carried out in auto and interactive mode.

Scenario of the Course: Is course description of multifaceted hypergraph based on the methodology of its teaching, the proposed developer using tabular synopsis and system directories. Result scripting is a structured description of methods of studying the subject area of the proposed expert.

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