Published Articles - Implementation of Non-linearity and interactivity in e-Learning

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Implementation of Non-linearity and interactivity in e-Learning
A. Vidya Sagar
sagar@avantelsoftech.com
Abstract
In this paper, we will discuss three aspects. Initially,
we will explain the methods we used for developing
interactive content. Then we will detail the technology
elements that we incorporated in our learning
environment. Finally, we also described the simulations
that we developed for providing high degree of
experience to the students.
The architecture used in WWK is Model View
Controller architecture. Java applets and Flash
animations are extensively used for interactive
simulations. All components for use, operations,
maintenance and content development are accessible via
web-enabled devices, using web (http) protocols for
access.
1. Introduction
“Wonder Whiz Kids” creates an innovative, inquiry
based, interactive learning environment to acquire
knowledge, gain insights and think intuitively. WWK is
for students of age 12 years and above, parents, teachers
and all those who are interested in promotion of science
and scientific thinking. The main features of this portal are
visualization, concept related content sequencing,
interactive and collaborative learning, self-assessment,
games and simulations. The content would be
informative, interesting and interactive to sustain and
enhance the span of attention while helping the student to
understand the fundamental concepts of science and
apply them gainfully to real world situations.
2. Content creation
2.1 Concept related content sequencing-----
Structuring
Content sequencing is the efficient ordering of content
in such a way so as to facilitate the learning process.
There are several general methods of sequencing content.
One well-known method is concept-related content, which
is described by Posner and Strike [1]. The concept
related scheme suggests sequencing based on the
relationships between concepts.
A definition of "concept" based on Bloom's model for
Mastery Learning [2] is as follows: "A concept is a
semantically meaningful unit of instruction with a specific
intent type and a matching instruction and evaluation
type". A concept must have clear learning objectives. This
will make sure that the concepts are of a reasonable
breadth and depth.
The content sequencing is based on a concept-related
strategy. The subject matter expert identifies the various
concepts, which constitute the course content. WWK
provides the course designer with an interface to structure
the course content thereby building a map of the course.
This course map provides a systematic method for
presenting the content that is likely to match the learner's
expectations.
The course designer is allowed to design the course in
the form of topics, sub-topics, sub-subtopics. Topics are
similar to what are known as Learning Objects in other
tools (SCORM) and as such, each topic is stored
internally as a separate object.
2.2 Visualization -----Flash Animations
Concepts that involve spatial movements of tiny
particles or 3 dimensional layouts are best understood
through visualization. Hybridisation, polymerisation,
reaction types, working of heat engines, lenses, mirrors,
are some of the concepts that are much easier to
understand through visualization.

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Fig: 1 sp Hybridisation In Carbon Atoms
The students can visualize how exactly the reaction is
taking place step by step and also can analyse the factors
affecting the type of reactions. They can also see how
carbon undergoes different types of hybridisation, leading
to millions of organic compounds.
WWK relies on using flash animations effectively to
explain the concepts which are usually the most difficult
for students to understand.
2.3 Managing the content
Learning content is broken down to modules. Modular
learning objects could be re-used in different contexts and
could more easily be updated than large integrated blocks
of content. The course designer associates content with a
topic, but stores the content separately. It may be modified
independent of the rest of the object by the content
developer.
3. Learning Environment
Obviously e-learning offers several tools that are
otherwise non-implementable in other forms of education.
The learning management system of WonderWhizKids
works on the following interactive tools.
3.1 Collaboration tools ---- Chat
This term is often used to refer to the asynchronous
and synchronous tools integrated with learning
management systems to support collaborative learning.
Asynchronous tools include threaded discussion groups
and e-mail, while synchronous tools include virtual
classroom platforms, “whiteboarding”, online chat and
application sharing.
Synchronous, or live e-Learning, means that
communication occurs at the same time between
individuals, and information is accessed instantly.
3.2 Self - assessment ----Quiz
One of the most important educational components is
the assessment of the student’s acquired knowledge.
SA provides the means of evaluating the student’s
acquired knowledge and valuable feedback regarding his
performance (the grade, a bar graph, the correct answers
etc).
SA is a highly dynamic component of the
WonderWhizKids methodology, involving both
synchronous and asynchronous communication between
students and instructor. In order to build a model of SA,
we analyzed the assessment process, different possible
scenarios, relationships between different concepts and
different assessment types.
Fig: 2 Assessment Report - Bar Graph
3.3 Games
Game-based learning is proving the most engaging
and effective means of acquiring new knowledge and
stimulating new thinking. Learner tends to be more
involved. Learner interacts with game and concentrates on
learning the material. Learners think it's great, since they
are learning and enjoying themselves at the same time –
an unprecedented combination.
WWK provides games like cross word, memory game
for each sub topic. Interactive presentation of material
provided within a game-like framework.

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Fig: 3 Crossword Game - Topic wise
3.4 Non-linearity --- Search, Keywords,
bookmarks, Notes
Search: The student while going through the lesson
can branch (take a detour) at designated points to delve
more deeply into the subject for a greater clarity.
Bookmarks: WWK also provides the student with the
ability to bookmark topics within a course. A student must
explicitly state which topics he wishes to bookmark. He
may also specify a short one-line description for the topic
that he creates a bookmark for. The default description is
the name of the topic. A student may jump to a bookmark
at any time during the course.
Notes: Since only a single line description can be
added in a bookmark, this is often insufficient for a
student to keep track of his thoughts while going through a
topic. A note-keeping feature has been provided for this
purpose. Just like a student would carry a notebook to a
class and note down points of interest, or things that he
may want to look at later, WWK provides students with a
notepad like interface for adding notes to a given topic.
Any number of notes may be added to a topic, and all
notes for a topic are listed sequentially when requested.
Using the above-mentioned memory features, a
student can move around the course in any order that he
wishes. A student may move back and forth between
sections, in essence, creating his own hyperlinks in the
content. These are private to the student and are not
reflected in other students' profiles.
3.5 Real world applications ------Explore
The implementation of the learned concept in the real
world applications is clearly explained in the Explore link.
Fig: 4 Selective Reflection
3.6 Collaborative content development --- File
upload area
WWK enables subject matter experts, learners to
participate in the course from varied locations through the
‘File up load area’ feature. The content manager sees the
uploaded content and do necessary changes and include in
the main course.
4. Simulations
An area where WWK has spent substantial time is in
developing simulations for standard experiments. Since
context and practice are two keys in retaining and
applying knowledge, simulations provide a means for the
student to have hands-on experience without the costs or
risks involved in working in a “live” environment.
In e-Learning, simulations strive to recreate the
student’s work environment. They solve three primary
purposes that regular lab experiments cannot provide.
• Better visualization: Experiments may not
always clearly demonstrate what happens within
the apparatus as it is closed. Students mostly see
the end results. Simulations on the other hand
can be used to demonstrate the effects in all
stages.
For example, a telescope has a lot of
phenomenon taking place within the tube. In an

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live experiment, what the student sees is that
object that is far off is appears at a reduced
distance when viewed through the telescope.
In a simulation, however, the image formation at
every stage can be shown and the student can
actually vary the distances to study the effect.
Fig: 5 Image Formation in Bi-concave Lens
• Approximations and varying initial
conditions:
In lab experiments, students aim is to reproduce
the ideality and verify the theoretical values.
However, many a times the students will benefit
and gain an overall understanding of the process
if he/she can change the initial conditions or the
environment.
For example, let us consider a refractive index
experiment. Typical lab experiments are aimed
at measuring the refractive index of a medium
(water, alcohol or some other liquid). But, if the
student must understand the effect of the density
of the medium or the wavelength of the incident
light on refractive index, constructing lab
experiments will be extremely cumbersome and
time consuming.
Fig: 6 Refraction of light in different Media
However, through a simulation these changes can
be easily implemented and the student will gain
the ability to approximate.
• Experiments that are impossible to perform in
real world:
Conditions like absolute zero, frictionless
surfaces can be very effectively simulated.
These can never be obtained in real world and
any experiment constructed is just an
approximation.
However, a properly designed simulation can
show the student how the motion gets closer to
the physical laws he studied when the friction of
the surface goes down.
This is also a great way to answer few of the
simple but curious questions that students have.
Fig: 7 Polarisation

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A standard question that student has is as
follows: Earth is moving at a speed. So, if I
jump and some how stay in air for long enough,
can I not just travel to any spot I want.
A simulation showing motion of earth and the
weather around it and how the object revolves
even if it is not in contact with the surface will
explain such concepts clearly to the students.
All our simulations are applets. An applet is a little
application. On the web, an applet is a small program that
can be sent along with a web page to a user. E.g. Java
applets can perform interactive animations, immediate
calculations, or other simple tasks without having to send
a user request back to the server.
References
[1] Posner G. J., & Strike K. A., A categorisation scheme
for principles of sequencing content, Review of
Educational Research, 46, pp. 665-690.
[2] Bruce Joyce, Marsha Weil, Models of teaching (5th
ed.), Prentice Hall of India, 1997.
[3] Timothy A. Philpot', “ Using Flash Animations And
3d Rendering To Increase The Effectiveness Of
Instructional Software”. IEEE, 3lth ASEE/IEEE Frontiers
in Education Conference S2F-17, Reno, NV, October 10-
13, 2001.
[4] Eddy Ferre, Wai Shan Lau, Bee Ngo, Eve A. Riskin,
Mani Soma, Richard Christie, Jennifer Haris, Laura J.
Collins, Robert E. Lee, and Michael campion. “Flash
Animation In Introductory EE Courses”. IEEE, 32nd
ASEE/IEEE Frontiers in Education Conference T1F-3,
Boston, MA, November 6-9, 2002.
5. Conclusions
E-Learning environment with application of e-tools
like Flash animations, Java applets promotes visualization
of concepts and help students gain insights through
interactive simulations. Non-linearity in content
sequencing enables interactive, flexible learning along
with application of concepts in everyday life through
features like keywords, search and explore.
[5] C. Giovannella, P.E. Selva, L. Serafini, A. Bruni
“Conceptual Learning Assessment and Content
Management in E_Learning Platform by Means of
Conceptual Maps”, The 3rd IEEE International
Conference on Advanced Learning Technologies
(ICALT’03)
[6] Philip S Tellis, Prem Sreenivasan Narayan,
Suresh Dhamapurkar, Sasikumar M, SP Mudur, “Vasistha
- An Instruction Delivery Framework for Online
Learning”, Proceedings of the National Seminar on E-
Learning and E-Learning Technologies - "ELELTECH
INDIA 2001" - Hyderabad, India.

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