ABSTRACT
The term Interactive Tutor covers a range of computer-based packages, which aim to provide interactive instruction usually in a specific subject area, and many predate the Internet. These can range from sophisticated and expensive commercial packages to applications developed by projects in other educational institutions or national initiatives to simple solutions developed by individuals with no funding or support to tackle a very loInteractive Tutor problem. The amount of time and money invested in development is high and partly because of the very subject specific nature of the education market as well as the very personalised nature of the teaching process – particularly at FE and HE level – means that commercial success is difficult to achieve and work done in one subject area rarely transfers to others subject areas.
In general, the use of computers in education through Interactive Tutor has been sporadic a great deal of effort was expended with little general impact. Many of those academics that took part in that earlier crusade are now cyniInteractive Tutor about the effectiveness of computers in teaching. There are still good reasons to use INTERACTIVE TUTOR rather than Internet based technologies. INTERACTIVE TUTOR is run either straight from a CD or floppy disk drive, or over a loInteractive Tutor network so the constraint of the internet – slow download times for multimedia materials may not apply. This, coupled with the fact that INTERACTIVE TUTOR technology has been around a bit longer, means that INTERACTIVE TUTOR packages have the potential to offer more advanced, interactive, multimedia learning experiences than it is currently reasonable to expect from the Web. This has been changing as Web technologies develop and bandwidths improve but there are currently many things that can only be achieved with INTERACTIVE TUTOR rather than the Web and INTERACTIVE TUTOR has been an integral part of the curriculum in many departments at Warwick for some time
ORGANIZATION OF WORK
This project work is primarily designed to give an insight into Interactive Tutor on sickle cell aenemia.
Chapter one talks about introduction to computer assisted learning, INTERACTIVE TUTOR software system, study of problem and objectives as well as definition of the scope.
Chapter two comprises the literature review. Chapter three gives the detailed information about the existing (old) system, while chapter four and five deals with the design and implantation of new system.
Chapter six documents the project work, while chapter seven summaries, conclusion and suggestions were made.
TABLE OF CONTENTS
Title page i
Certification ii
Dedication iii
Acknowledgement iv
Abstract v
Table of contents vii
CHAPTER ONE
INTRODUCTION 1
1.1 Background of the study 1
1.2 State of the problem 2
1.3 Purpose of the study 3
1.4 Aims and objectives 3
1.5 Scope of study 5
1.6 Limitations of study 5
1.7 Assumptions 6
1.8 Definition of terms 7
CHAPTER TWO
LITERATURE REVIEW 8
CHAPTER THREE
- Description
and analysis of existing system 15
- Fact finding method used 17
- Organization structure 19
- Objectives of Existing system 21
- Input, Process and Output Analysis 22
- Information Flow Diagrams 26
- Problems of the Existing System 27
- Justification of the New System 28
CHAPTER FOUR
- Design
of the New System 30
- Input Specification and design 30
- Output specification and design 32
- File Design 34
- Procedure chart 36
- System flow chart 38
- System requirements 40
CHAPTER FIVE
- Implementation 42
- Program Design 45
- Program Flowchart 48
- Pseudo code 54
- Source Program: Test Run 59
CHAPTER SIX
Documentation 60
CHAPTER SEVEN
- Recommendation 62
- Conclusion 64
Bibliography 65
1.0 CHAPTER ONE
INTRODUCTION
Interactive Tutor is similar to the experiential model of learning. The adherents of experiential learning are fairly adamant about how we learn. Learning seldom takes place by rote. Learning occurs because we immerse ourselves in a situation in which we are forced to perform. You get feedback from the computer output and then adjust your thinking-process if needed. Unfortunately, most classroom courses are not learning systems. The way the instructors attempt to help their students acquire skills and knowledge has absolutely nothing to do with the way students actually learn. Many instructors rely on lectures and tests, and memorization. All too often, they rely on “telling.” No one remembers much that’s taught by telling, and what’s told doesn’t translate into usable skills. Certainly, we learn by doing, failing, and practicing until we do it right. The computer assisted learning serve this purpose.
If the learning environment is focused on background information, knowledge of terms and new concepts, the learner is likely to learn that basic information successfully. However, this basic knowledge may not be sufficient to enable the learner to carry out successfully the on-the-job tasks that require more than basic knowledge. Thus, the probability of making real errors in the business environment is high. On the other hand, if the learning environment allows the learner to experience and learn from failures within a variety of situations similar to what they would experience in the “real world” of their job, the probability of having similar failures in their business environment is low. This is the realm of simulations-a safe place to fail.
The appearance of management science software is one of the most important events in decision making process. OR/MS software systems are used to construct examples, to understand the existing concepts, and to discover useful managerial concepts. On the other hand, new developments in decision making process often motivate developments of new solution algorithms and revision of the existing software systems. OR/MS software systems rely on a cooperation of OR/MS practitioners, designers of algorithms, and software developers.
The major change in learning this course over the last few years is to have less emphasis on strategic solution algorithms and more on the modeling process, applications, and use of software. This trend will continue as more students with diverse backgrounds seek MBA degrees without too much theory and mathematics. Our approach is middle-of-the-road. It does not have an excess of mathematics nor too much of software orientation. For example, we lean how to formulate problems prior to software usage. What you need to know is how to model a decision problem, first by hand and then using the software to solve it. The software should be used for two different purposes.
Personal computers, spreadsheets, professional decision making packages and other information technologies are now ubiquitous in management. Most management decision-making now involves some form of computer output. Moreover, we need caveats to question our thinking and show why we must learn by instrument. In this course, the instrument is your computer software package. Every student taking courses in Physics and Chemistry does experimentation in the labs to have a good feeling of the topics in these fields of study. You must also perform managerial experimentation to understand the Management Science concepts and techniques.
- STATEMENT OF PROBLEM
Owing to:
The difficulties people face during learning.
The vast scope of sickle cell topics.
Inability of some people to understand lecture on sickle cell even after have been taught.
Improper ways of enlightening on sickle cell aenemia.
Lack of conducive environment for learning.
Time wasted in impacting sickle cell aenemia knowledge to the people.
The need arise for the development of software for Interactive Tutor on sickle cell aenemia in order to solve these problems.
