INSTRUCTION MANUAL
of Designing of a module for distance learning
in the framework of the Project
“Facilitating access to education in the sphere of
information technologies by means of distance learning”
/FATE/
under SOCRATES GRÜNDTVIG 2 program
1
C O N T E N T S:
I.
Introduction.
1.
2.
3.
What is E-Learning?
Statistics.
Prognoses.
II.
Summary of the Project.
III.
Blended Learning Solutions /BLS/.
1.
2.
What is Blended Learning /BLS/?
Approaches of Blended Learning Designing.
IV.
Objectives of the distance learning module.
V.
Structure of the training site and security issues.
VI.
Design of the training site.
1.
2.
3.
4.
5.
VII.
Description of navigation.
Description of graphical design
Contents.
Help.
Others.
Technical Matters.
1.
2.
3.
Software.
Hardware.
Formats of Data.
VIII. Instructions.
1.
2.
Instructions of example module designing.
Script.
2
I.
Introduction
1.
What is E-Learning?
E-Learning involves studying primary off campus. Such learning is made possible
using modern Information and Communication Technology /ICT/ tools such as the World
Wide Web, e-mail, discussion forums etc. The distance student learns how to use many
ICT tools.
The distance courses are much more flexible than traditional on-campus
university courses as the student can study using his/her own computer and the Internet,
wherever his/her presently location.
Many online courses allow the student to study at his/her own pace, any place,
any time, within given deadlines, having synchronously connection in real time to other
students and/or lecturers. The student will need to pay close attention to the course
timetable and assessment deadlines, as it is his/her responsibility to meet them. Being
responsible for his/her own learning means that when the student has questions or when a
problem arises, he/she should try to resolve it first using the resources available to
him/her, before contacting the lecturer.
The E-learning idea involves some lines:
-
Internet Based Learning: It involves Internet based learning processes; these are
usually formal learning events and communication tools /mail = electronic
correspondence/, tutelage in the form of consultations /forum, chat etc./. The educative
contents transmission may be executed by Intranet, Extranet and CD – ROM, under the
precondition the contents to be written according to the usual Internet technologies and to
be used by Web browser.
-
On-line learning: The learning contents are downloaded direct from the Internet.
The training aids are located on the learning platform or in an Internet supplier’s server,
and are used by a normal Web browser.
-
Computer Based Learning: The learning process is executed by the means of
training aids, which become accessible through a PC with available learn software /CD –
ROM/.
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-
Methodological Plan: What are computers in the area of science used for? Since
universities started using computers, they have been treated as “calculators”, which make
office work easier, give possibility for using Internet as information source, which are
scientific simulation tools. However, we state that computers can do much more: by the
means of the modern multimedia tools, the table “calculators” may be used as attractive
tools of scientific content transmissions, too. The key words here are: “Multimedia” and
“New Media”. The multimedia possibilities of computers are considered a stage platform,
on which new quality information may be displayed and staged. The rapid increasing of
Internet is to be considered, too. The Internet is an infrastructure of perfect distribution
and spreading of learning aids. The new technical equipment shows promise of great
success factors realization through computer use for the purpose of learning: this means
possibility to dispose of present day information, to execute real simulation, to be
motivated using new attractive and complex presentation forms, to impact on the learning
speed.
The technical equipment, taken alone, isn’t enough. For the purpose of being
successful one learning digital event needs much more:
-
Didactic Base: Each digital learning event must be accompanied by: concrete
rules for the group, the learning is designed for, and by rules, which regulate the learning
objectives. A didactical consistent model must be used for presentation purpose.
-
Interdisciplinary Team Work: founding possibilities for multimedia use of
learning contents is a complex act and requires investigation, which must include several
lines /authors, designers, media experts, didactic experts programmers/. The good team
work of an interdisciplinary group is a precondition of the entire system high quality.
-
Lectures Use and Distribution Script: how to integrate the digital event with the
available learning contents /lecture, exercise, bibliography/? How can students become
the contents accessible? These questions must be answered in time; they impact on the
design of contents using, too.
Authoring/= New Learning Content Creation/:
The creation of new learning subjects for e-learning objectives lays down high
requirements toward the authors in both directions – selection of texts, which must be
appropriate to the medium and planning and production of multimedia elements. The
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authoring process started by material selection, which will, be “taught”, followed by
didactic building of the subjects and assembling or preparation of media elements. The
process ended by subject summary in one multimedia learning event. To help authors
during the assembling of media based subjects CeDiS founded an instrument of subject
summarizing: The LME /Lernmoduleditor = learn–module–editor/. This software allows
authors to summarize texts and multimedia contents in one learn module, using the text
framing program MS Word and to distribute this module by the means of didactic model.
This way created document may be delivered by: LME as a XML file for the purpose of
further using in Content Management Systems.
LMS/CMS /Learning Management System / Content Management System/
The first offer precondition for on-line multimedia learn subjects is a Web server.
“E-learning” means much more: the students should not be only passive users, but act
and communicate active by Internet. To become this manner possible and easy, the learn
subjects must involve several forms of learning, as group tasks, discussions forms, chat,
live video, tasks series, etc. This is the only way for getting the decisive additional value
to this, which is learnt by subjects’ distribution on CD – ROM.
Mixing subjects with interactive services is executed by learn platforms, which
are often called Learning Management Systems. A LMS helps the on-line learning in
terms of author – during assembling and management of content /Content Management/.
Another learning platform basic task is the administration and authenticity specifying of
the user. For this purpose a part model is used, which allows several users types /authors,
assistants, students, …/ to be offered several content sections and services. The learning
progress of the student can be monitored and on-line examination to be held.
The Group, the learning is designed for
This group involves all people, who wish to get higher qualification, but do not
dispose of time or possibility to participate in on-campus traditional or company
seminars.
Terms and conditions
Initial skills of EDV /Electronic Processing of Information/ are necessary for
working with E-learning systems, using communication possibilities to contact the
lecturer. One must possess knowledge to work with “windows” and Internet Explorer,
5
which may be received on the educative stage of the seminar “Introduction in Windows
XX”.
The students have to dispose of a PC of multimedia compatibility and Internet
access.
2.
Statistics
The programs, offered by off-campus models and technologies increase like
snow-slip in the last years. Distance services impacted direct and indirect the million
people's life. Over 145 million people are included in Internet (33 million in Europe).
This number increases permanently. The interactive media possibilities affected
education, business, governments and the entire society. The net setup of communication
has made multiple and various information sources much more accessible and
revolutionizes the communicative connection “Personality-Personality”. The World Wide
Web net gives various setups and approaches for information access organization by
hypertext model and multimedia realizations. We distinguish possibilities, which are
open for us as lecturers or students. The change is so fast, that the problem of adaptation
and development following becomes a basic one for all of us and for the organization we
belong to.
According to an on-line investigation, carried out in Austria and Germany in
March 2002, 45,8% of Internet users believe in the future of e-learning and state that elearning is very interesting. These are people between 30-39 years of age, who are
impatient to learn by World Wide Web. About 80% stated that Internet is an essential
part of their process of learning, and about 56% stated that Web Based Learning makes
savings. The most important e-learning advantages on investigated opinion are: every
time learning (89,6%), every where learning (86,5%) and savings (54,8%).
In connection with the subject’s choice of the e-learning module in October and
November 2002, an investigation has been carried out about the necessity of e-learning in
Bulgaria and Poland. There is a great interest in connection with e-learning in both
countries, but the percentage of people with knowledge of e-learning programs and
organization, which offer them, is higher in Poland. The difference results of the fact, that
the local private Polish organizations which offer this form of learning, are more sharply
6
outlined and acknowledged on the market, for example the university of Informatics and
Management in Rzeszów and the Business School in Nowy Sącz. The New Bulgarian
University is the first institution in Bulgaria, which offers e-learning. Its school of
management works according to the program “Open University Business School”, Great
Britain. According to New Bulgarian University information, over 190 000 managers in
Great Britain and over 1700 acting managers of Bulgarian companies have learnt on the
grounds of this program. Notwithstanding of the great interest, shown towards the elearning forms, this kind of learning hasn’t still covered broad circle of participants.
18,2% of all investigated people participated in this learning in Poland and only 7% in
Bulgaria. The fact, that over 30% from the investigated in both countries inclined to
spare up to 10 hours weekly for e-learning and over 40% - 5 hours weekly, is hopeful.
The e-learning benefit according to the chosen computer technologies area is stated by
the investigated as follows: time saving, every time learning, every where learning at any
place with Internet access.
3.
Prognoses
The last years of the 20th century did their bit for the global economics opening
and for the beginning of the information period. The dramatic highly increased world
market mobility is a result of the real traditional barriers replacements in production and
the fast advancement of technologies. Companies, which wish to last competitive have to
follow the change effectively. For this purpose they have to ensure that their employees
are able to learn fast, to renew the old skills and assimilate big quantity of information
about new products, markets and competition in short terms. E-learning is a revolution
manner which enriches the employees by knowledge and skills, which are necessary to
keep abreast of the time of fast changing market. E-learning removes the traditional
learning limits (learning in the classroom). The students have to understand that the
permanent learning for the whole life must become a part of the usual working day, just
like e-mail and voice-mail.
E-learning will be the biggest equalizer of the 21st century. By the means of
eliminating of time, distance and social – economical status barriers, the single person
may learn from the results of his/her own knowledge of life. In the age of information
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comprehensiveness the knowledge possibilities range over the lifetime – from the
childhood to the mature age. The skills and knowledge need to be added and refreshed
permanently to keep abreast of the fast changed culture time. New technologies and elearning will help countries and organizations to adapt to the Internet economics
requirements through their citizens education and employees training.
II.
Summary of the project.
The project theme to the program SOCRATES GRUNDTVIG 2 with leading
organization Bulgarian-German Vocational Training Center (BGCPO) – Pazardjik is
“Facilitating access to education in the sphere of information technologies by means of
distance learning” /FATE/. The project refers to improving of the access to computer
training of people who need to upgrade their computer skills to secure their
employability, but are facing barriers to mobility. The partnership consists of three
organizations from Bulgaria, Austria and Poland. The partnership’s specific themes and
purposes are research and analysis of the background situation, the target groups the
module is designed for and the best practices in each partner country; skills and
knowledge exchange about e-learning methods in the IT area; distance learning module
designing on the grounds of computer technologies; module testing in each partner
organization; special terminology standardization; module evaluation and editing;
distribution of project outcomes – the European dimension of education will be
reinforced this way; the culture partners horizon will enlarge and the knowledge stage of
European traditions, culture and spirit will raise.
The project passes through three phases: preparatory phase, which includes
activities of research, linguistic training of the staff and training, terminology study
dictionary designing in the area of computer technologies (in partners’ languages). The
active phase of project includes mobility activities (staff exchange) and e-learning ITmodule designing. During this phase practice, ideas and knowledge in the area of the
chosen subject will be exchanged between the partners, as the ready e-learning module
testing. The third phase is a final one. The end products will be translated and distributed.
The “End Products” are: the instruction manual, the terminology study dictionary and the
8
distance learning module in IT area. During this phase the final evaluation of the project
will be executed. One of the greatest priorities of the partnership is that the project theme
gives to learners and/or organizations notwithstanding of sex, age, physical and mental
condition, social and geographical status, great possibilities of equal access to the
education, fighting this way with isolation and discrimination.
The project refers to improve the computer access of people with mobility
trouble, who need to improve their computer skills for the purpose of ensuring work load.
The project stimulates lifetime learning by exchange of knowledge and experience
between teaching institutions in EU-member countries and in EU - probationary member
countries, and also stimulates the European dimension in education’s development. The
project gives the ability of transnational analysis of the specific needs of e-learning in the
informational technology’s sphere, characteristics of the basic beneficiaries of e-learning,
and also the most wanted subjects by them. Therefore the project’s proposal will
stimulate the overview of existing learning modules and schemes in e-learning area and
the new modules testing in one EU-member country and in two EU- probationary
member countries. Special instruction manual and terminology study dictionary will be
designed to guarantee quality and effectiveness. The events, learnt during the project, as
the project outcomes will be distributed between interested in organizations from the
partners’ countries, and this way they will become common knowledge as innovative
outcomes and products of indisputable European value. The project will contribute for
thresholds decreasing and for facilitating of old people learning access, who feel
difficulties about learning mobility.
III.
Blended Learning Solution
1.
What is Blended Learning
Blended learning is defined as a learning solution, which includes face-to-face,
live e-learning and self-paced learning. At times, blended learning is also used to describe
a combination of varied delivery media /ILT and e-learning/ and a mix of technologies
such as, e-learning, electronic performance support, and knowledge management
practices.
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As per this definition, blended learning implies a mix of the following:
-
varied delivery media (non – technology –based = on site and technology- based
= on-line)
-
varied learning events (self – paced = individual and collaborative = group –
based)
-
electronic performance support (instruction) and knowledge management
(information)
Is blended learning only about mixing the appropriate elements? Probably not.
Rick J. Valdez states in his paper “Blended Learning – Maximizing the Impact of an
Integrated Solution“, following: “like chemistry, blended learning is about combining
elements to create a desired reaction. However, both practices are not simply about the
inclusion of elements but about how the elements are combined. The execution of the
formula – by combining the right elements at the right time – creates the desired
reaction.”
This would imply that the sequence of mixing the elements is as important as the
elements itself in order to meet desired outcome. So, how does one go about sequencing
the appropriate elements, appropriately?
There is no one formula to achieve the desired outcome – a lot of factors need to be
considered before selecting the elements of a blended solution and applying the
techniques to meet the business/learning outcome.
2.
BLS Design Approaches
There are several approaches for BLS designing. Some directions are given below
in connection with the blending and sequence of the elements, which are appropriate to
meet the given situation requirements.
The blended learning can be categorized under three headings:
1)
Blended self- paced learning with instructor/facilitator support to develop
specific knowledge and skills (Skill Driven);
2)
Blended varied learning events and delivery media to develop specific
attitudes and behaviours (Attitude Driven );
3)
Blended learning with knowledge management and mentoring to develop
work place competencies (Competency Driven).
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Refer to the table below to overview of the varied approaches.
The Approach
Skill driven
When
Why
How
When you have self-paced
learning modules, that deal
with the transfer of
knowledge and skills
E-learners
often
feel
isolated
and
require
trainer/facilitator support
Creating a group-learning
plan (through LMS) that is
self-paced, yet time bound
Padding the self-paced
learning material with
instructor
–
Led
“Overview” and “Closure”
sessions
Demonstrating procedures/
processes
through
Learning Labs (live-on –
the-web) or through the
classroom
Providing
support
to
learners through e-mail
Designing
assignments
and project work that help
apply the concepts learnt
Attitude Driven
When you have content
that deals with developing
attitudes and behaviours
Such content requires
peer-to-peer interactions
and trying out behaviours
in a risk-free environment
Designing a web-based or
project-based certification
program for the content
Creating a Learning Space
and activating discussions
through
Discussion
Forums
Conducting Life Web
conferences (Webinars)
Organizing Instructor –
Led sessions after learners
go through self-paced
“pre-requisite” knowledge
modules
Assigning projects (to be
completed off -line) that
require the application of
behaviours learnt
Competency Driven
When you need to capture
and
transfer
tacit
knowledge
There
are
certain
competencies with which
experts
work,
while
making decisions/ solving
problems = these skills are
not explicit and learners
Assigning mentors/ guides
to learners
Developing,
populating
and
maintaining
a
Knowledge Base
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learn by simply observing
how the experts work
What are the key features of each approach? In which situations is an approach adopted?
What blended techniques can be adopted to enhance learning? The next section examines
these questions in detail.
1)
The Skill Driven Approach
The skill driven approach can be defined as “a learning approach that blends selfpaced learning (WBT/CBT, paper, books) with learner support offered through
interactions with a facilitator – through e-mail, discussion forums instructor – Led contact
sessions and other techniques.”
If we were to continue with the analogy of a chemical reaktion given by Rick J.
Valdez, the provission of facilitator support in this situation acts as a catalyst to achieve
the desired reaction – successful completion of learning.
Purpose
The purpose of blending self-paced learning with facilitator support is to ensure
successful completion of the self-paced learning modules. Trainer/facilitator support also
ensures that the learner doesn’t feel isolated.
Katherine Golas, in her paper “Guidelines for designing on-line learning” says, “a
survey conducted by Masie (2000) regarding the roles and responsibilities of trainers in
on-line learning revealed that 88% of students and 91% of managers recommend that
trainer/facilitator be part of the on-line training program. The survey respondents placed a
high value on having trainer/facilitator monitor progress and contact the learner if
necessary, evaluate on-line project work and provide feedback, build and facilitate an online community for the course participants, and be available via e-mail or threaded
discussion to respond to content questions”.
Situations
-
When learners are expected to go through self-paced learning material, such as,
papers, books WBT/CBT that deal with content at the knowledge or application
levels.
Techniques
-
Creating a group – learning plan (through LMS) that is self-paced, yet time bound
12
-
Padding the self-paced learning material with Instructor – Led “Overview” and
“Closure” sessions.
-
Demonstrating procedures/processes through Learning Labs “live-on-the-web” or
through the classroom.
-
Providing support to learners through e-mail
-
Designing assignments and project-work that help apply the concepts learnt.
-
Designing a web-based or project-based certification program for the content.
2)
The Behaviour Driven Approach
The bahaviour driven approach can be defined as “a learning approach that blends
collaborative learning events through a) Instructor –Led classroom sessions and learning
labs, and b) interactions and discussions facilitated through technology (Discussion
Forum and Virtual Classroom) to develop specific attitudes and behaviours among the
learners.”
Purpose
The nature of the content, as well as the desired outcome (developing attitudes
and behaviour) necessitates the inclusion of collaborative learning facilitated through
face-to-face sessions or technology-enabled collaborative events. For instance, content
that is in the soft-skill domain such as, negotiating/interacting with a customer is better
presented through role-place that enable interaction with other participants. In addition,
development of higher-order thinking and critical reflection also call for group and team
work.
Situation
-
When teaching behavioural content that requires peer-to-peer interaction
(collaboration for discussion and practice) and the ability to try out behaviours in
a risk-free environment.
Techniques
-
Creating a Learning Space and activating discussions through Discussion Forums
-
Conducting Live Web conferences (Webinars)
-
Organizing Instructor – Led sessions after learners go through self-paced “prerequisite) knowledge modules
13
-
Assigning projects to groups (to be completed off-line) that require the
application of behaviours learnt – these would entail discussing, debating,
negotiating and defending their viewpoints.
3)
The Competency Driven Approach
The competency driven approach can be defined as “a learning approach that
blends varied learning events with mentoring support to facilitate the transfer of
tacit knowledge.”
Purpose
In the present era of knowledge work, success depends upon how quickly and
appropriately employees make decisions in the work place. While part of the decision –
making process may be guided by facts and principles, there is this tacit knowledge, that
experts have and apply while making decisions – and this knowledge is crucial for
successful performance in any given task. Learners absorb such tacit knowledge by
simply observing the way experts work and by interacting with them. The competency
driven approach focuses on capturing and transferring such Tacit Knowledge through
mentoring (technology – based and face-to-face) – for developing work place
competencies.
Situations
-
Far –transfer work that involves decision-making – this requires the worker to
translate guidelines or principles into decisions that best fit a given work situation,
which will vary each time.
Techniques
-
Assigning mentors/guides to learners
-
Developing, populating and maintaining a Knowledge Base.
In our case the most appropriate is the Skill Driven Approach since the basic purpose of
the course is acquiring specific knowledge and skills in DHTML. Beside this the
participants in the course are not required to have any preliminary knowledge in DHTML
– the only one requirement for the participants is to have computer literacy (Windows
and Internet). The very training passes through different phases: classroom training, self
training and distance training.
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IV.
Objectives of the distance learning module
The differences between traditional approach of teaching and e-learning must be
considered when e-learning module is designed.
The basic purpose of the e-learning module is to develop specific knowledge and
skills in connection with the concrete subject from the information technologies’ area –
Web Design DHTML.
The e-learning module must possess the following characteristics to be maximum
useful for the learners:

Easy navigation;

Rich content of necessary;






Explanations;
Step – by-step instructions;
Graphics;
Speed;
Interesting;
Interactive.
Following formats can be used for the purpose of e-module realization:

Data base;

Servers (Web, ftp, …);

Macromedium;
 Flash;
 Director;
 Dreamweaver;

Text files;

HTML files;

Wave files;

Avi Files;

Mp3 files;

Scripts;

Pictures (gif, PPT, …);

Text
V.
Structure of the training site and security issues
The basic structure of the site is shown on the picture below. Colors on the picture are
not the actual colors of the page – they only serve as an example.
15
Logos Area
a
n
g
u
a
g
e
Navigation Frame
L
S
e
le
c
t i o
n
L
i n
e
Content Frame
20%
80% of page width
The page consists of three independent frames:
-
Logos Area – horizontal frame in the upper part of the window.
-
Content frame - main area for visualization of information – this frame is 80% of
page width.
-
Navigation frame – guiding column - vertical frame in the left part of the window
– this frame is 20% of page width. Another possibility is with fixed dimensions
for example 200 px/578 px in order the page to be seen normally.
The page is optimized primarily for speed.
-
Logos and navigation frames are loaded once. Only Content frame is changing
during browsing.
-
The resolution is 800 x 600.
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The concern is also security.
Security is based on the following:
- User is enforced to choose strong password during registration– at least 8
characters,
- SSL is used for page providing password validation,
- After validation, SSL is switched back to clear HTTP to improve speed,
- To protect from password trading/stealing, security mechanism is used, allowing
user to log on only from one (or closed group) IP address and blocking account
after detecting simultaneously logons from different IPs
- Password must be changed every 30 days
Concerning the security of the training site the partners issued a SECURITY PAPER,
including the following:
1.
Instruments of breaks and potential vulnerabilities’ detection
1.Scanners
2.Instruments for passwords break and defense against them
3.Programs of the type “Trojan Horse”
4.Instruments of traffic monitoring
5.Techniques of tracks covering
6.E-mail abuses
7.Attacks of the type “Denial of Services”
8.Viruses
9.Exployts – Buffer overflow, Raise condition, Heap overflow
Summary: Designing of entire monitoring system; weekly monitoring of the offered
services sites and the sites of the type: http://packetstormsecurity.org
Proposal: for monitoring –1.prelude, tripwire /entire monitoring systems/, 2.designing of
own monitoring system for the offered concrete services.
2.
Assured Code Programming
1.Potential vulnerability source
2.Writing of an assured code on PHP and Perl.
Summary: Software for program code verification for the purpose of vulnerabilities
uncovering; official period of code and DB testing
3.
Remote Attacks
1. Attack’s Levels
2. Means of Defense. “Firewalls”.
3. Spoofing.
4. Other Remote Attacks
Summary: Designing of a Hardware and Software Firewall; cryptographic systems
17
Proposal: Designing of a demilitarized area, if possible – on several levels /architecture/.
Using of the means, given by CISCO Systems and their devices – ACL, AAA, NAT, and
of the means, given by Linux kernel and instruments as: netfilter/iptables/, iproute2.
Using of DES, RSA, RC4 or MD5 algorhythmes and system as SSL and PGP.
4.
Basic services configuring. Best known attacks
1.Defense and Sendmail Attack
2.Defense and FTP Attack
3.Defense and Apache Attack
4.Defense and SSH Attack
5.Defense and DNS Attack, configuring, areas
Summary: weekly monitoring of the offered services sites and the sites of the type:
http://packetstormsecurity.org; monitoring; Firewall
5.
Physical attacks: Measures of limiting the physical access to the machines, which
offer the services.
VI.
Design of the training site
1.
Description of navigation
The site includes easy navigation based on hyperlinks.
Navigation starts with the language selection line which includes the buttons with the
possibility of the language choice. The language selection line is placed in the upper part
of the window, right below the Logos Area.
Main navigation links are placed in Navigation Frame – under Main Categories List.
Each category is a link to the separate window opening in the main area.
Each window includes the return button to the home window.
The site includes the links to the project site, Dictionary and links to other attractive sites.
2.
Description of graphical design
The background, as well as visited and active links is in shades of green color.
The font’s style is Times New Roman – size 12.
3.
Contents
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The content of Logos Area and the Navigation Frame is invariable.
The Logos Area includes two logos: FATE and Socrates, placed on the left side of the
frame.
The Navigation Frame - Guiding column includes the following topics:
1.
2.
3.
4.
5.
About us
Courses available
Enrollment
Payment
Registration of the trainee
a. personal study plan
b. marks
c. forthcoming tests
d. module
e. e-tutor
f. FAQ
6. Best works - Archive
7. Student’s list
The content frame will change depending on user’s choice.
At the beginning, right after the logon, the main area shows the Welcome message – with
the name of the logged on user.
There is also the Personal settings part where the user has a possibility to set up his
preferences and alter some personal information.
At the bottom of the window, there is a text counter showing the number of visits.
The Welcome page disappears as soon as the user clicks on one of the topics from the
Main Categories List and the main area shows the appropriate information.
1. About us – information about the partner organizations.
2. Courses available – the list of courses currently available for enrolment.
Information includes the title of the courses, main subject matter of each course,
the length and price.
3. Enrollment – information about enrollment process. Requirements to be fulfilled
in order to become a user.
4. Payment – payment methods
5. Registration of the trainee – section with the following subtitles:
a. personal study plan
b. marks
c. forthcoming tests
d. module
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e. e-tutor
f. FAQ
6. Best works – Archive of the best students’ works
7. Student’s list – the list of students that have successfully completed the courses.
5.
Help
Separate window with help topics regarding the usage of the site i.e. navigation, login
and registration process.
6.
Etc.
Any other issues not included in the list above that might come up later, during the use of
the site.
VII. Technical issues
1.
-
Software
Linux OS
Apache Web Server
MySQL Database Server
PHP
Perl
ProFTP Server
Sendmail Mail Server
POP3 Server
IMAP Server
BIND9 DNS Server
Squid Cache Server
SSL
SSH
Development:
- php web interface to mysql databases for DHTML dictionary
- squirrel mail webmail system - php based
forum system - php based
The following table shows the software which can be used for the FATE training site:
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FATE SOFTWARE
Name
Version
DNS, Mail,FATE Web and Ftp Server
Slackware Linux
8.1; kernel - 2.4.18
Apache httpd
1.3.27
Bind
8.2.5
Sendmail
v9
ProFTPd
1.2.5rc2
Squid
2.4.STABLE7
OpenSSH
3.2.3p1
popa3d
0.5.1
imapd
4.44-i386-2
Web, MySQL DATABASE Server and Forum
Mandrake Linux
9.0; kernel - 2.4.18
Apache httpd
1.3.26
OpenSSH
3.4p1-4
PHP
4.2.3-1
MySQL
3.23.52
OpenSSL
0.9.6g
mod_ssl
2.8.10
Firewall
iptables
1.2.6a-1
iproute2 and cbq interface
2.4.7-4
CISCO IOS
12.2(5d)
2.
Hardware
Hardware:
Intel based PCs
CISCO System devices - routers and switches
FATE HARDWARE
Motherboard
CPU
Asus
P4 2.0G/FSB
256MB
400MHZ/512K DDR333
CACHE
VIKING
P4B-M
400/533 Mhz Intel
RAM
HDD
DNS, Mail, FATE Web and Ftp Server
NIC
Number
120 GB IBM
/7200/ATA100/2M
Repotec
DDMMA133/100/66
Single
Rp-1624
1
10/100
21
Web, MySQL DATABASE Server and Forum
MSI-6566E
P4 2.0G/FSB
256MB
400MHZ/512K DDR333
CACHE
VIKING
400/533 Mhz Intel
120 GB IBM
/7200/ATA100/2M
Repotec
DDMMA133/100/66
Single
Rp-1624
1
10/100
Internet Line Speed 128Kbps
CISCO2621XM
Mid Performance Dual 10/100 Ethernet Router w/Cisco IOS IP
3.
Formats of data
The following formats will be used in content production:
HTML – for use in text and in general for the building of the site,
JPG and GIF – for use as "layout" elements and for representation of graphical elements
of training material,
Flash (SWF) – for use in interactive elements i.e. tests,
WMA – for audio on demand (if needed)
WMV – for video on demand (if needed)
Short description of data formats:
-
HTML – the HyperText Markup Language - is the language for publishing on
the World Wide Web. Having gone through several stages of evolution, today's
HTML has a wide range of features reflecting the needs of a very diverse and
international community wishing to make information available on the Web.
HTML 4.0, created by W3C, became a Recommendation in December 1997. A
revision, HTML 4.01 was published in December 1999. In addition to the text,
multimedia, and hyperlink features of the previous versions of HTML (HTML
3.2 and HTML 2.0), HTML 4 supports more multimedia options, scripting
languages, style sheets, better printing facilities, and documents that are more
accessible to users with disabilities. HTML 4 also takes great strides towards the
internationalization of documents, with the goal of making the Web truly World
Wide.
-
JPG – JPEG - Joint Photographic Experts Group
(.JPG extension). This is the right format for those photo images which must be
very small files. The JPG file is small, often compressed by 90%, or to only 1/10
of the size of the original data, which is very good when modems are involved.
However, some image quality is lost when the JPG data is compressed and saved,
and this quality can never be recovered.
JPG compression has very high efficiency (relatively tiny files) because it is
intentionally designed to give very small files without the requirement for full
22
recoverability. JPG modifies the image pixel data (color values) to be more
convenient for its compression method. Detail that doesn't compress well can be
ignored (removed instead of retained). This allows amazing size reductions on the
remainder, but when the file is opened and expanded, the data to access it again, it
is no longer the same data as before. This makes JPG quite different from all the
other usual file format choices.
Web pages and email files need to be very small, to be fast through the modem,
and some uses may not need maximum quality.
JPG compression can be adjusted to be better quality in a larger file, or to be
lesser quality in a smaller file. JPG is mathematically complex and requires
considerable CPU processing power to decompress an image. JPG also allows
several parameters, and programs don't all use the same JPG rules. Programs vary,
some programs take shortcuts to load JPG faster but with less quality (browsers
for example), and other programs load JPG slower with better quality. Final image
quality can depend on the image details, on the degree of compression, on the
method used by the compressing JPG program, and on the method used by the
viewing JPG program.
-
GIF – Graphic Interchange Format (GIF)
(.GIF extension) GIF was developed by CompuServe to show images online (in
1987 for 8 bit video boards, before JPG and 24 bit color was in use). GIF uses
indexed color, which is limited to a palette of only 256 colors. GIF was a great
match for the old 8 bit 256 color video boards, but is inappropriate for today's 24
bit photo images.
GIF files do NOT store the image's scaled resolution ppi number, so scaling is
necessary every time one is printed. This is of no importance for screen or web
images. GIF file format was designed for CompuServe screens, and screens don't
use ppi for any purpose.
GIF is an excellent format for graphics, and this is its purpose today, especially on
the web. Graphic images (like logos or dialog boxes) use few colors. Being
limited to 256 colors is not important for a 3 color logo. A 16 color GIF is a very
small file, much smaller, and clearer than any JPG, and ideal for graphics on the
web.
Graphics generally use solid colors instead of graduated shades, which limits their
color count drastically, which is ideal for GIF's indexed color. GIF uses lossless
LZW compression for relatively small file size, as compared to uncompressed
data. GIF files offer optimum compression (smallest files) for solid color
graphics, because objects of one exact color compress very efficiently in LZW.
The LZW compression is lossless, but of course the conversion to only 256 colors
may be a great loss. JPG is much better for 24 bit photographic images on the
web. For those continuous tone images, the JPG file is also very much smaller
(although lossy). But for graphics, GIF files will be smaller, and better quality,
and (assuming no dithering) pure and clear without JPG artifacts.
If GIF is used for continuous tone photo images, the limited color can be poor,
and the 256 color file is quite large as compared to JPG compression, even though
it is 8 bit data instead of 24 bits. Photos might typically contain 100,000 different
23
color values, so the image quality of photos is normally rather poor when limited
to 256 colors. 24 bit JPG is a much better choice today. The GIF format may not
even be offered as a save choice until you have reduced the image to 256 colors or
less.
So for graphic art or screen captures or line art, GIF is the format of choice for
graphic images on the web. Images like a company logo or screen shots of a
dialog box should be reduced to 16 colors if possible and saved as a GIF for
smallest size on the web. A complex graphics image that may look bad at 16
colors might look very good at say 48 colors (or it may require 256 colors if
photo-like). But often 16 colors is fine for graphics, with the significance that the
fewer number of colors, the smaller the file, which is extremely important for web
pages.
GIF optionally offers transparent backgrounds, where one palette color is declared
transparent, so that the background can show through it. The GIF File - Save As
dialog box usually has an Option Button to specify which one GIF palette index
color is to be transparent.
Interlacing is an option that quickly shows the entire image in low quality, and the
quality sharpens as the file download completes. Good for web images, but it
makes the file slightly larger.
For GIF files, a 24 bit RGB image requires conversion to indexed color. More
specifically, this means conversion to 256 colors, or less. Indexed Color can only
have 256 colors maximum. There are however selections of different ways to
convert to 256 colors.
-
SWF – this file format was designed by Macromedia to deliver vector graphics
and animation over the Internet. The SWF file format was designed as a very
efficient delivery format and not as a format for exchanging graphics between
graphics editors. It was designed to meet the following goals:
o On-screen Display — the format is primarily intended for on-screen
display and so it supports anti-aliasing, fast rendering to a bitmap of any
color format, animation and interactive buttons.
o Extensibility — the format is a tagged format, so the format can be
evolved with new features while maintaining backward compatibility with
older players.
o Network Delivery — the files can be delivered over a network with
limited and unpredictable bandwidth. The files are compressed to be small
and support incremental rendering through streaming. SWF is a binary
format and is not human readable like HTML. SWF uses techniques such
as bit-packing and structures with optional fields, to minimize file size.
o Simplicity — the format is simple so that the player is small and easily
ported. Also, the player depends upon only a very limited set of operating
system functionality.
o File Independence — Files can be displayed without any dependence on
external resources such as fonts.
24
o Scalability — Different computers have different monitor resolutions and
bit depths. Files work well on limited hardware, while taking advantage of
more expensive hardware when it is available.
o Speed — the files are designed to be rendered at a high quality very
quickly.
SWF files have the extension .swf and currently for historical reasons the MIME type
is application/x-shockwave-flash.
-
WMA – Windows Media based file which contains audio only
-
WMV - Windows Media based file which contains both video and audio
Windows Media files are based on ASF - The Advanced Systems Format is an extensible
file format designed primarily for storing and playing synchronized digital media streams
and transmitting them over networks. ASF is the container format for Windows Media
Audio and Windows Media Video-based content. The extension .wma or .wmv is used to
specify an ASF file that contains content encoded with the Windows Media Audio and/or
Windows Media Video codecs.
The primary goals of the ASF format are:
-
To support efficient playback from media servers, HTTP servers, and local
storage devices.
- To support scalable media types such as audio and video.
- To permit a single multimedia composition to be presented over a wide range of
bandwidths.
- To allow authoring control over media stream relationships, especially in
constrained-bandwidth scenarios.
- To be independent of any particular multimedia composition system, computer
operating system, or data communications protocol.
An ASF file can contain multiple independent or dependent streams, including multiple
audio streams for multichannel audio, or multiple bit rate video streams suitable for
transmission over different bandwidths. The streams can be in any compressed or
uncompressed format; however, the best compression is achieved with the Microsoft
Windows Media Audio and Video 9 Series codecs. In addition to the standard audio and
video media stream types, an ASF file can also contain text streams, Web pages and
script commands, and any other arbitrary data type. ASF supports live and on-demand
multimedia content.
25
VIII. Instructions of example module designing
The purpose of the present methodological guide is to give an algorhythm of
concrete e-learning module designing and to be used as a guideline by the participated
organization for others distance modules designing for different subject.
On all partners’ opinion the best decision for course of 50 hours (DHTML) is a
blended learning solution (BLS), consisting of:

Face-to-face (learning in the classroom
20 hours

Tutor + self-paced learning
20 hours

E-learning (distance learning)
10 hours
The e-module designing on the grounds of Web Design DHTML passes through to
stages: script and module designing according to the script. The purpose of script is to be
used as a guide for the module designing. On all participants’ opinion the script has to
contain:

Rich content (if necessary);

Basic purpose;’

Sub-purposes;

Detailed content;

Tools;

Examples;

Tests - test idea;
The web server loaded e-learning module may contain the following data formats:

Pictures;

Text;

Flash – for purposes of testing;

Audio files;

PPT – power point presentation;
A part of our script is applied to the present Guide.
2. Script
Please, refer to the enclosed script as an example.
26