Designing of Academic Courses on Base the Technology of Designing of Information Systems
Department of Computer Sciences, Daugavpils University,
Daugavpils, Latvia
e-mail: nelly@dau.lv
Abstract
Designing the teaching process within framework of general
curriculum has all information systems life cycle’s steps: a planning and an
analysis, a design, a development, a testing and a implementing. In regards to
strategy and tactics of the study content of the academic course the most
interesting step is design. On base the technology of designing of information
systems are designed course of bitmap graphics within the framework of learning
“Computer design” specialists in multimedia applications development area.
Introduction
Rapid
development of computer science last decades XX centuries has prepared base for
use of computers and information technologies in teaching. Information
technologies are rather wide concept used not only for development of the
software. Information technologies are applicable to any system in which the
information collects, stored, processed and transferred. So, information
technologies can be attributed to a wide class of systems with the purpose of
research of structure of system's information streams and management by them;
for designing system's models, and understanding their optimal performance. At
present time in pedagogical researches is tendency of transition from research
of opportunities and efficiency of computers' using in teaching to researching
of teaching's process as information system. Let's consider process of learning
as information system.
The
goal of research. To construct functional model of learning technology for
bitmap graphics subject, using Structured Analysis and Design Technique SADT
and to formulate the rule of course's structuring for designing of information
system.
1. Structured Analysis and Design Technique
IDEF0
(Integration DEFinition language 0) is based on SADT (Structured Analysis and Design Technique), developed by
Douglas T. Ross [1] and SofTech, Inc.
In its original form, IDEF0 includes both a definition of a graphical
modeling language (syntax and semantics) and a description of a comprehensive
methodology for developing models.
A
model is a representation of a set of components of a system or subject
area. The model is developed for
understanding, analysis, improvement or replacement of the system. Systems are composed of interfacing or
interdependent parts that work together to perform a useful function. System
parts can be any combination of things, including people, information, software, processes, equipment, products, or raw materials. The model describes what a system does, what
controls it, what things it works on,
what means it uses to perform its functions, and what it produces.
IDEF0 is a modeling technique based on combined graphics and text that are presented in an organized and systematic way to gain understanding, support analysis, provide logic for potential changes, specify requirements, or support systems level design and integration activities. An IDEF0 model is composed of a hierarchical series of diagrams that gradually display increasing levels of detail describing functions and their interfaces within the context of a system. There are three types of diagrams: graphic, text, and glossary. The graphic diagrams define functions and functional relationships via box and arrow syntax and semantics. The text and glossary diagrams provide additional information in support of graphic diagrams.
2. Functional model of technology of training
The
goal of model. To define optimal structure for "Bitmap
graphics applications" course. The optimality means improvement of quality
of students' knowledge. View point of model: teacher and developer.
Diagram
A0 description. Designing of learning technology. Designing of learning technology includes designing
of models: required knowledge model, learning model, and estimating model, and
information system model. Designing of the each model is carried out in view of
restrictions and opportunities requirements of others models. Change of
learning technology at a design stage is set of changes of the above-stated
models. Designing of information system is carried out by developers, designing
of other models is carried out by teachers and developers in common.
Diagram
A1 description. Design of required knowledge model. According to the purposes of learning and standards
of a trade developers together with teachers build required knowledge model.
The structure of required knowledge model is defined by a subject domain which
is expressed in the form of standards and the learning purposes and as specific
requirements of learning model. The chosen knowledge model should provide the
mechanism of modification in a subject domain.
Design of learning model.
Depending on the chosen purpose of learning is formulated the purpose of
learning model. In view of opportunities and restrictions of information system
at a design stage the learning model which most full realizes the learning
purpose gets out. The chosen learning model defines type of information system.
Deign of estimating model. Depending on the purpose of
studying it is necessary to choose a technique of the knowledge control.
Figure
3. Diagram
A2. To learn on learning technologies base
Designing of information system. Designing of information system
is process of its full specification's creation in view of requirements of required knowledge model (size, data
types, data structure), learning model (information system type), estimating
model (testing methodology) and external restrictions (time and financial
restrictions, volumes of expenses, material support, etc.). On the other hand,
designing of information system imposes the requirement of adaptability to
manufacture of design stages of the set forth above three models.
Modular teaching as learning model. The basis of learning technology is the separation of
the process of learning into uniform structural units, connected with inner
logical community, and sequential study of these units in accordance with some
standard scheme, the aim of which is to form a stereotype of study behavior.
Modular approach to education has been reflected in content, organizational
forms and methods of teaching. Defining modules, methodology of education
organization, the general trend, aims, content of modular education, we guided
by the principles, developed by Youtsavichene P. [2-5]: modularity, education
structurizing into separate element, dynamic, active and operative character of
knowledge and its system; flexibility, rational perspective, diversity of
methodological consulting, parity. The formulated principles are based on
general didactic principles and they are opened by pedagogic rules, showing
specific ways of implementing the necessary pedagogic conditions.
Figure 4. Diagram A2. To learn on training technologies base
According
to modular teaching the rate should be divided into modules. Let's define
structure of the module, methodology of the current control and sequence of
modules’ studying. For this purpose we shall lead decomposition of learning in
view of modular learning technology.
Diagram
A2 (Figure
4) describes algorithm of formation of knowledge at
students by studying each module. After successful testing an entrance level of
knowledge, at students passive and active knowledge of the current module at the
base and expanded levels accordingly should be consistently generated. Studying
of the module comes to the end with the control. The base level of knowledge (Figure 5) is formed by means of theoretical knowledge, the
decision typical, and then complex and exercises. Thus, at the student the
required knowledge model, structural model of a subject, conceptual-essential
model of a subject are consistently formed. The following stage of learning
technology is formation at students of active knowledge through performance of
projects and creative tasks (Figure 6).
Figure 5. Diagram A22. Base level of knowledge
Figure 6. Diagram A23. Advanced level of knowledge
Let's use methodology of the current knowledge's control
qualitative testing. Questions of the test have weight and are in ascending
order of skills level. The information about knowledge and skills level at
students can be received from a structure or profile of answers. The monotonous structure means presence of
all levels of knowledge. And in that case it is possible to speak about
qualitative knowledge.
Sequence
of modules’ presentation. As type of
information system we shall choose Help and Tutorial System. The sequence of
studying of modules in modular training is linear. The task of decomposition – separation of teaching process into
components, was better solved by the modular approach in contrast to the task synthesis.
Designing of information system demands nonlinear representation of a teaching
material. Let's define sequence of modules in the form context-modular approach
[6, 7]. Let us formulate the main theses of the context-modular approach.
- The structure of
content has a form of overlapping hierarchies.
- Hierarchies are
isolated for subject and applied areas.
- Modules are nodes
in a hierarchical structure.
- Modules are
independent within one layer.
- Modules of upper
layers detailed by modules of lower layers. References across one layer
and more are not advisable.
- The inner structure
of each layer is defined in accordance with principles and pedagogic rules
of modular education.
Figure 7. Subject area for course "Bitmap graphics applications"
hierarchy
The
upper layer (Layer1) in a subject area hierarchy is envisaged for the modules,
containing the most important, global notions. The subject area hierarchy is
presented in Figure
7. The upper layer of a hierarchy is specified and
detailed by nodes-modules of the lower level. The lower level contains basic
notions, definitions of subject area and the spheres of knowledge adjacent to
it. In its turn, the lower level of the applied area contains elementary tasks
and methods of their solving.
Figure 8. Applied area for course "Bitmap
graphics applications" hierarchy
Modules
of the same level should be independent if possible (in the sense of hyper
references), i.e. notions of the same level are not defined by means of notions
adjacent to them. Such a demand provides the possibility to deepen knowledge
even to theoretical basics (the lower level of a hierarchy). The number of
references to the modules of the lower level is not limited. References across
one level or more are not advisable.
Detailing
or deepening the main notions of a subject area (while passing a hierarchy from
the top to the bottom) or classification to categories (while passing a
hierarchy from the bottom to the top) takes place in the frames of context. For
an applied area, the motion from the bottom to the top corresponds to
enlargement of actions and widening the circle of tasks using a specific
method; motion across an applied area from the top to the bottom is a more
detailed description of rules and methods of solving specific tasks and
fulfilling some action.
References
should be set between hierarchical structures of subject area content and
applied area content, for this purpose lists of the following type compiled:
the first list – list of task types, projects à tools and notions, the second list contains list of
the following type: notion, tool à tasks, projects. Analysis of lists allows to
formulate the evolution of hierarchical construction optimality (criteria of
hierarchy level isolation and arrangement of modules-nodes along levels): the
more references to a module, the higher it is in a hierarchy.
The
process of constructing overlapping hierarchies can be divided into the
following stages:
- modules isolating
in subject area and in applied area;
- constructing
hierarchies of subject and applied areas;
- defining hyper
references between hierarchies.
3. Conclusions
1.Designing of learning technology of bitmap graphics
within the framework of training specialists of “Computer design” in multimedia applications development area
includes designing of models: required knowledge model, learning model, and
estimating model, and information system model.
2.Modular teaching defines learning technology and
structure of each module.
3.Context-modular approach defines structure of modules i.e. academic course structure.
4. References
[1] Ross, D. T., "Structured Analysis: A language for communicating
ideas" IEEE Trans. on Software Engineering, 3, 1, 1977, pp. 16-34
[2] Youtsavichene P.A. “Computer teaching based on modular programs”,
Pedagogical and psychological aspects of computer teaching (high school).
- Riga: RPI. 1988. – pp.40 – 42.
[4] Youtsavichene P.A. “Principles of modular
teaching”, Sovetskaja pedagogika. 1990.
– N1.-pp.55 – 60.
[5] Youtsavichene P.A “Principles of modular
teaching”, Sovetskaja pedagogika. 1990.
– N2.-pp.55 – 60.
[6] Bogdanova N. Context-modular Approach to Designing and Developing
Multimedia Educational Programs. // Proceedings of the 2nd International Tempus
DETECH Workshop “Using Technology in Open Distance Learning”, Maribor,
September 13-14, 2001. PP.139 – 145.
[7] Bogdanova N. Didactic
Basics of Context-modular Approach. //
Proceedings of Vienna International Working Conference – eLearning and eCulture
2002. – Austria, Osterreichische Computer Gesellschaft, 2003. pp. 21-26.