ABSTRACT
The term Multimedia Tutor covers a range of
computer-based packages, which aim to provide Multimedia 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
Multimedia 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 Multimedia 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 Multimedia Tutor about the effectiveness of computers in
teaching. There
are still good reasons to use MULTIMEDIA TUTOR rather than Internet based technologies.
MULTIMEDIA TUTOR is run either straight from a CD or floppy disk drive or over
a Multimedia Tutor network so the constraint of the internet – slow download
times for multimedia materials may not apply. This, coupled with the fact that MULTIMEDIA
TUTOR technology has been around a bit longer, means that MULTIMEDIA TUTOR
packages have the potential to offer more advanced, Multimedia, 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 MULTIMEDIA TUTOR
rather than the Web and MULTIMEDIA 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 Multimedia Tutor on computer logic and assemble language .
Chapter one
talks about introduction to computer assisted learning, MULTIMEDIA 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
Multimedia 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 assemble language topics.
- Inability
of some people to understand lecture on computer logic and assemble language even
after have been taught.
- Improper
ways of enlightening on computer logic and assemble language.
- Lack
of conducive environment for learning.
- Time
wasted in impacting computer logic and assemble language knowledge to the people.
The need arise for the development of software for Multimedia Tutor on computer logic and assemble language in order to solve these problems.
DESIGN AND IMPLEMENTATION OF COMPUTERIZED MULTIMEDIA TUTOR ON COMPUTER LOGIC AND ASSEMBLE LANGUAGE CASE STUDY OF COMPUTER SCIENCE, IMT ENUGU
