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
CHAPTER
FIVE
- Implementation 42
- Source
Program: Test Run 59
CHAPTER
SIX
Documentation 60
CHAPTER
SEVEN
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.
DESIGN AND IMPLEMENTATION OF AN INTERACTIVE TUTOR ON SICKLE CELL AENEMIA CASE STUDY OF PARK LANE SPECIALIST HOSPITAL
