Describe the systems approach to courseware development.
Distance education is an established system of tutoring in
which teachers and scholars are separated by physical distance. It has numerous
benefits as compared to formal face-to- face education delivery system. For
illustration, it provides a chance of literacy to those who are deprived of
formal education due to social, provident, geographical and other reasons. It
also helps those who couldn't continue their education due to job commitments,
limited time,non-availability of suitable educational or vocational programs,
physical disability and other reasons. Describe the systems approach to courseware development. In addition, distance specialized and
vocational education provides openings tosemi-skilled and unskilled pool to
enhance their qualifications and chops. Due to numerous advantages that the
distance education offers, numerous universities around the world are now
offering distance education programs.
In a traditional
distance literacy surroundings, the scholars are handed with course material (
textbook books, videotape lectures, assignments/ schoolworketc.), generally,
through postal services. This isn't only precious but also an hamstrung course
delivery system. Also, the published matter isn't changed constantly due to the
cost involved. Still, recent developments in multimedia and Internet
technologies have opened new openings to be exploited in distance education. Describe the systems approach to courseware development. It
has been extensively honored that the use of multimedia and internet
technologies would produce a major shift in the educational service paradigm
that promises major advantages over the analog distance literacy and face-to-
face systems (Carver etal., 1999; Lee and Sullivan, 1996). Radical changes in
the computing structure, prodded by multimedia computing and advanced
communication technology will make the lecture theatres and laboratories much
more accessible and effective (Carver and Biehler, 1994). While the multimedia
and Internet give numerous openings but it also poses numerous challenges to
multimedia courseware inventors. A common vision in open and distance literacy
is that it's sufficient to take a course syllabus and course material from on-
lot tutoring and deliver it to scholars via CDS or WWW (Bourdeau and Bates,
1996). Still, one needs to understand that the multimedia courseware
development requires a methodology suitable for the specific subject to be
tutored, the followership to be addresses and its felicity for a specific
literacy terrain (Retalis, 1997). It requires the inventors to shoulder a
number of affiliated conditioning for the development of effective, successful
and quality Describe the systems approach to courseware development. courseware. It's believed that, like traditional software
development, one should use a methodical, well- chastened and practical
approach to design and develop a multimedia courseware. A development process
model provides the inventors with such a methodical and disciplined approach which
explicitly shows what's to be done and in which sequence.
Realizing the need
for a methodical approach for courseware development, a number of courseware
developed models have been proposed (Bostock, 1996; Grutzner etal., 2004;
Retalis, 1997; Low etal., 2003). All of the proposed models have been
acclimated from the discipline of software engineering models similar as
cascade model, prototyping model and incremental model (Pressman, 2005). Sins
and strengths of these models have been bandied (Bostock, 1998; Grutzner etal.,
2004). Still, none of these models has been extensively applied and estimated
to give a degree of confidence in using them. Thus, still utmost of the
courseware Describe the systems approach to courseware development. development takes place using informal and ad hoc system/ models
(Cochran and Rodrigo, 2006; Whittington and Sclater, 1998; Margi etal.; 2000;
Alfonseca and Lara, 2000). The ad hoc and informal styles may prove successful
on simple and small size courseware development, the scalability of these
styles to large and complex courseware development may affect chaos and
failure. In 2003, the authors of this study shouldered a design to develop a
number of multimedia courseware that could be used in distance education as
well as an aid to face-to- face education delivery. The courseware was needed
to be of high quality, fluently upgradeable and largely flexible and to be
completed within time. The attainability of extensively used and estimated
styles and the sins in the being models motivated us to propose, use and
estimate a process model suitable for the development of a high quality
courseware within time and budget constraint.