By Lester Gilbert and Veronica Gale (Auth.)
The publication integrates the foundations of software program engineering with the rules of academic concept, and applies them to the issues of e-learning improvement, hence constructing the self-discipline of E-learning structures engineering. For the 1st time, those rules are accumulated and organised into the coherent framework that this booklet offers. either newbies to and validated practitioners within the box are supplied with built-in and down to earth suggestion on idea and perform. The booklet provides powerful functional and theoretical frameworks for the layout and improvement of technology-based fabrics and environments that have educating, education or academic worth. It brings jointly a whole variety of the explicit theories and precise options all in favour of the layout, improvement and supply of fabrics comparable to company displays, web-based displays, education classes and educational classes. even if the tools and theories mentioned are mostly applicable to all types and degrees of studying and educating, the ebook illustrates their use in and focuses its technique upon e-learning with adults.
- Integrates the foundations of software program engineering with the rules of academic theory
- Provides a coherent strategy for constructing e-learning activities
- Provides a coherent framework for the content material and constitution of e-learning activities
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Extra resources for Principles of E-Learning Systems Engineering
3. 3 Overview of the complete ELSYE project Technical activities Project management Quality management project, so this component is shown as covering both project management and the technical activities. 3. This figure is the ‘standard icon’ of the principles of e-learning systems engineering, and expresses a summary of these principles. The remainder of the text is devoted to amplifying and explaining them. There is nothing particularly new in this ELSYE model. g. , 2004; Gery, 1987) have proposed similar models, and reviews have identified 80 or more other variants.
From this perspective, the question of whether and how to undertake and document front-end analysis, for example, is a question of balancing the risks of inadequate analysis and its documentation versus the possibly excessive costs of such analysis and documentation within a given project, rather than any question of what ought to be done according to some abstract principle of ‘quality’ or ‘best practice’ in project development. There are other models of an e-learning development life cycle that may suit particular circumstances, in the same way as there are other models of software engineering.
5), and this is rectified 41 Principles of E-learning Systems Engineering in the diagram of an e-learning transaction by explicitly identifying it. The second elements of the diagram identify the two roles which exist in any learning and teaching situation. 11 for those readers who might assume that what is on the left comes before what is on the right. The emphasis on role intends to establish the idea that any particular person could undertake either or both roles at different times in such a transaction, as might be imagined in learning which is self-directed or in group or peer learning.