| Autor: |
Stewart, Iain, Devon, James, McKee, William, Harrison, David, Allan, Malcolm |
| Předmět: |
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| Zdroj: |
Proceedings of the European Conference on e-Learning (ECEL); 2012, p541-551, 11p |
| Abstrakt: |
The prototyping model is one that is familiar from the software development world. In it a specification is considered to be evolutionary rather than fixed. From a simple initial specification, a system offering limited functionality is developed. This provides a subset of the anticipated full feature set. The prototype is then deployed and feedback from the users of the system informs and guides the development of the next iteration of the system. This mechanism contrasts with the top down, tutor centric approach taken in the development of many eLearning systems. This paper describes how the prototyping methodology was applied to inform the development of an integrated eLearning resource. This resource was initially developed to apply lecture capture technology to create a resource that allowed hearing impaired students to revisit and review captured lecture content through embedded subtitles. As the product evolved it became clear that traditional lecture capture resources available at the time did not fully meet the needs of the general student body. In particular the existing resources only addressed elements of the behaviourist and cognitivist learning theories but did not support constructivist or social constructivist learning theories. In addition they only supported certain of the learning styles identified in the literature. The authors set out to develop an eLearning system based on the initial work but within a flexible structure. This allowed enhancement and extension of the system as the feedback from its deployment was received. The paper discusses how feedback from both student and staff users was incorporated into the design process and how the development of the prototype was guided through these iterations to ensure that the application would map strongly against the core learning strategies identified in the literature. In particular it is shown how the online experiences of the students led to some of the limitations of traditional lecture capture as a tool for effective learning being overcome by the incorporation of web 2.0 related technologies into the product. This allowed the system to incorporate elements of user generated content, linkages and supporting materials to enhance the learning resource, address different learning theories and increase student engagement. The feedback from the users in the classroom environment was a critical part of the development process and the paper presents the data gathered, discusses how it was analysed and incorporated in subsequent iterations and how the prototyping model for the development of eLearning resources could be deployed more widely. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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