Visualization Tools for Learning Environment Development

61 Pages·2018·1.294 MB·English

by  Joseph Frantiska, Jr. (auth.)

SPRINGER BRIEFS IN EDUCATIONAL
COMMUNICATIONS AND TECHNOLOGY
Joseph Frantiska, Jr.
Visualization
Tools for Learning
Environment
Development
SpringerBriefs in Educational Communications
and Technology
Series Editors
J. Michael Spector, University of North Texas, Denton, TX, USA
M.J. Bishop, University System of Maryland, College Park, MD, USA
Dirk Ifenthaler, University of Mannheim, Mannheim, Germany
More information about this series at http://www.springer.com/series/11821
Joseph Frantiska, Jr.
Visualization Tools for
Learning Environment
Development
Joseph Frantiska, Jr.
Contributing Faculty Member
Walden University
Minneapolis, MN, USA
ISSN 2196-498X ISSN 2196-4998 (electronic)
SpringerBriefs in Educational Communications and Technology
ISBN 978-3-319-67439-1 ISBN 978-3-319-67440-7 (eBook)
https://doi.org/10.1007/978-3-319-67440-7
Library of Congress Control Number: 2017953950
© Association for Educational Communications and Technology (AECT) 2018
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This brief is dedicated to my mother
Madeline and to my late father Joseph Sr.
Techniques and Tools of Visualization
A carpenter uses tools such as hammers and saws along with building techniques
like measuring and framing. When developing a learning environment, there is a
need for tools and techniques as well. Just as the carpenter uses them to create a
functional and esthetic structure, the developer of a learning environment utilizes
them to develop a functional and user-friendly environment. In this brief, we will
discuss various tools and techniques to create learning environments.
vii
Preface
Software and systems engineers have for years used various tools that allow them to
understand and visualize a project prior to completion and release to the user com-
munity. As educators continue to develop their own software projects, they also
have a need to visualize the operations of their software prior to usage by their stu-
dents or other practitioners.
In Chap. 1, the background and history of visualization tools are discussed along
with their importance to the engineering profession and how this translates to the
educator/developer. Chapter 2 examines the utility and development of use case
diagrams and how they allow the visualization of the functionality of the system.
Chapter 3 describes the usage of the IPO (Input-Processing-Output) diagram. The
IPO diagram as its name implies allows the visualization of the information flow
through the software. Specifically, what are the required inputs, how are they used
or processed, and what are the required outputs. Chapter 4 discusses the implemen-
tation of flowcharts. While IPO diagrams represent the information flow, flowcharts
delineate the detailed processing of the information. That is, flowcharts are a more
detailed implementation of the processing portion of IPO diagrams. The subject of
Chap. 5 is the entity-relationship diagram (ERD). Chapter 6 discusses the more in-
depth technical standards for learning objects.
It is the goal of this brief to aid the educator in visualizing their software projects
both internally and externally. In this way, they can create learning environments
efficiently so that their productivity is optimized and in turn so will be the learning
of their students.
Joseph Frantiska, Jr.
ix
Contents
1 Use Case Diagrams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Scope and Goals of a Use Case . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
The Unified Modeling Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Appropriate Degree of Detail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Basic Course of Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Use Cases and the Development Process . . . . . . . . . . . . . . . . . . . . . . . . . 7
Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
2 I PO Diagrams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
3 F lowcharts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Flowchart Development Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Benefits and Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
4 E ntity-Relationship Diagrams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Entity-Relationship Diagram Components . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Entity Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Associative Entities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Supertype/Subtype Entity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
5 Information Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Block Paradigm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Horn’s Seven Principles for Structuring Information . . . . . . . . . . . . . . . . . . 32
xi
xii Contents
After: The Information Mapping Version . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
How to Perform Cardio Pulmonary Resuscitation . . . . . . . . . . . . . . . . . . 33
Assessment of Responsiveness Procedure . . . . . . . . . . . . . . . . . . . . . . . . 34
Chest Compression Procedure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Mouth-to-Mouth Respiration Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
6 Learning Objects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
A Standard Definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Tutorial Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Information Object Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Metadata . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Use and Re-use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Evaluation and Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Summary/Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53