SYSTEM DEVELOPMENT LIFE CYCLE OF E-LEARNING CONTENT
MANAGEMENT SYSTEMS
Baharat Ahmad Malik*, Sheikh Mohd Imran**, Mir Suhail Hamid***
*Al-Noor College of Education, Jammu & Kashmir, India.
**University of Kashmir, Jammu & Kashmir, India. Email:
[email protected] ***Islamic University, Jammu & Kashmir, India. Email:
[email protected] Abstract
The aim of this study is to provide a logical and profound relation in order to develop an e-
learning prototypeusing Learning Content Management System(LCMS) and application of
System Development Life Cycle (SDLC). Its immediate need is toimprove performance and
effectiveness of an e-learning management system.It will also help in making the online
educational systems more consistent in perspective of quality and effectiveness.
Introduction
E-learning is an umbrella term which encompasses various synonym terms like online
learning, web-based learning, digital learning, internet based learning, web-enhanced
learning, computer-based learning etc. E-learning is provided usually through website-based
and/or webportal based digital environments. An effective and efficient e-learning portal is
designed using latest software solutions like Learning Management Systems (LMS), Content
Management Systems (CMS), and more sophisticated Learning Content Management
Systems (LCMS) that follow various international standards for interoperability and other set
of functions. An e-learning portal is a website that offers learners and organisations a
consolidated access to a wide range of learning and training resources from multiple sources
(Marjanovic, 1999). A learning portal is more than just a website that contains links to online
courses, upcoming classes, job aids, downloadable content and links to websites, programs
etc. It may also include a rating system, search functionality, bookmarking ability, and more
(Schone, 2009).These Learning portals are easily accessible from any part of the world via an
internet connection and are flexible enough to be accessed at our own schedule round the
clock. E-learning portals have the capability of making the global educational system more
uniform, qualitative and cost-effective.All these e-learning web-portals are designed using
LMS, CMS, and/or LCMS platform. However, the main focus of this study is the latest
integration of LMS and CMS based learning system i.e. LCMS and its generic development
cycle for effective and efficient need based logical structure of e-learning portal
Literature Review
The principle aimof this literature review is to better understand the research that has
informed the design of e-learning software using different systems like Learning
Management Systems, Content Management Systems, and more sophisticated Learning
Content Management Systems. This section begins with a review of literature pertaining to e-
learning and LCMS.
The main role of e-learning is to extend learning that involve the addition of discussion
forums/email/virtual presentations, software simulations, etc. to existing learning and replace
traditional learning with new and effective method of teaching and learning. Saeed and
Samani (2014) say that the revolution brought by information technology and tele-
communication has put a challenge for modern educationists to cope up and move quickly to
join the revolution. The objective of the education from education for all is to be changed to
distinguished education and excellence for all with the aim of using ICT for teachers, students
and business men. Scientific research looks forward to improve the teachers, learners and
schools and changes it to more modern educational operations. The most important plus point
to e-learning is its ability to allow the student to control the learning process by offering him
an immediate, action oriented, practical learning experience (Kamsin, 2005). The author feels
it for sure that conventional learning will be replaced by e-learning in the forcible future.
With web-based learning, communication among learners from remote places is enhanced,
knowledge being acquired and transferred among the learners, the ability to conduct an open
discussion is enhanced and students can learn according to their own schedule. All these
facilities create the creative abilities that cannot be seen in conventional learning. According
to author, the most important for the learning process, besides the above said points, is the
flexibility and it can be best seen in e-learning.
The impact of e-learning can be seen more clearly by the facts that there has been an extent in
the nature and use of e-learning in further education worldwide. Newer technologies and the
evolution of older technologies, such as forums, chatrooms, and pod casts help make the
online learning environment highly interactive; however, without adequate preparation to use
the technology, the technology seldom meets expectations.
The rapid expansion of Internet technologies has provided a range of learning management
systems that can support teaching and learning activities through e-learning in educational
and training institutions around the world. A web-based learning tool known as Course
Management System (CMS) or Learning Management System (LMS) is generally used to
deliver e-learning courses’ (Daniel, 2013). One such example is the Divine Word University
which is embracing the use of e-learning technology through the adoption of the Moodle
platform to support and improve teaching and learning activities
Learning Content Management Systems for E-learning
A Learning Content Management System (LCMS) is a sophisticated premeditated solution
for planning, managing, and delivering all learning proceedings within an organisation,
including online, virtual classroom, and instructor-led courses (Greenberg, 2002). The
primary key is replacing inaccessible and fragmented learning programs with a systematic
means of assessing and raising skills and performance levels throughout the organisation.
International Data Corporation (IDC)’s white paper “Learning Content Management
Systems: Comparative Analysis of Emerging Technologies” defines a learning content
management system (LCMS) as a “system that is used to create, store, assemble, and deliver
personalised e-learning content in the form of learning objects, also known as knowledge
objects” (Brennan, Funke, & Anderson, 2001a).
According to various authors, any Learning Content Management System encapsulates four
components in its learning objects:
1. Learning objectives: general and specific learning goals for a lesson plan, scenario
or course module.
2. Pre-assessment element: the learner is tested prior to teaching and a learner’s
personalised learning plan is generated as a result of the pre-test.
3. Learning content: the subject matter to be taught, in various formats like text, audio,
graphics, videos and animation.
4. Post-assessment: following instruction, the learner is tested to assess its mastery of
the content as delineated by the objectives.
But, there is one more component which is metadata or a label providing information
on the content of the learning objects in an LCMS in order to catalogue, access and
utilises it. Metadata usually supplies details about duration of instruction, the target
audience, or any prerequisite knowledge.
In essence, a learning object is the smallest entity in a LCMS and can be aggregated in
various ways to form simple to complex learning scenarios. According to Ellis (2001)
“learning objects, which are reusable, media-independent chunks of information
organised by a metadata classification system and are modular building blocks of e-
learning content.”Its main task is storing and structuring of content files in a database,
managing revisions and modifications, and ensuring that content is tagged for easy
retrieval and reuse
Specific Features of LCMS
An LCMS power lies in its efficient, training administration capabilities. LCMS, also known
as training management systems, training administration systems, or integrated learning
systems, can register students for online or offline courses, launch online courses and assign
the appropriate learning resources (e.g., providing access to lab equipment for e-learning
experiments), track student’s progress, and modify report test scores and overall manage the
communities of users. With the help of integrated collaboration tools including email,
discussion forums and chat rooms, an LCMS can allow users to engage in joint work and
learning. Some LCMS have a special functionality for competency mapping and skills
assessment to establish a competency profile, a (curriculum) training plan to bridge the
competency gap with the corresponding training resources, and an evaluation of the impact
on performance.
An LCMS’s strength resides in its content management, delivery, and storage abilities.
Sometimes described as providers of adaptive learning, LCMS can assist learners in selecting
adequate combination of learning resources, generate personalised instruction plans by
assembling different “chunks” of content, closely track the user interaction with the learning
material to adjust the delivery instruction (update the content of the learning path)
accordingly and can provide comprehensive reports on tests results. An LCMS allows an
organisation to do more extensive tracking of learner’s interaction with its content than the
top-level tracking allowed by an LMS, where tracking is generally restricted to course
completion and rudimentary test results (Brennan, Funke, & Anderson, 2001b).
Key Features of LCMS
Some of the key features of LCMS are the availability of:
1 A Learning Object Repository which supports different granularities of objects, such
as :
● Content assets, which are the most granular type of objects. Content assets are raw
media such as photographs, illustrations, diagrams, animations, audio and video files,
applets or simple text documents etc.
● Reusable Information Objects (RIOs) are classified as a concept, fact, principle or
procedure and are usually described by metadata which give some hints about the re-use
of the object. To support reuse, RIOs already contains metadata to describe them.
● Reusable Learning Objects (RLOs) are data formed by assembling a collection of
(ideally 7±2) relevant reusable information objects to teach a common job task on a
single learning objective and are self-contained, like e.g. course chapters. RLOs are the
first level of granularity where it makes sense to automatically assign its objects to
learners based on their skill gap analysis. However this will only happen in systems with
very advanced competency management functions, usually only courses, which are the
next level of granularity, are assigned to users.
● Learning Components are a result of bundling and sequencing several learning objects
together, such as courses or lessons. Sometimes (i.e. Autodesk Content Strategy
Molecular Model View (Hodgins, 2000) lessons and courses are handled at different
levels because a course can consist of multiple lessons.
● A Learning Environment is the combination of several learning components (i.e. a
personal curriculum) together with learning support services, such as communication
and collaboration tools.
The growth of e-learning in organisations and institutions has strongly influenced the
evolution of computer-based training architectures such as learning management systems and
learning content management systems, in response to demands for better administration of
training with personalised developmental paths, up to date records on training activities.
However, for the entire process of formal, logical steps taken to develop a software product
by using LCMS, System Development Life Cycle (SDLC) is taken into consideration for its
effective and logical operations. The complete SDLC framework has been modulated which
provides various insights of developing a need based information system.
System Analysis for Current Study
A system approach was taken to develop information system which is known as System
Development Life Cycle (SDLC). It is a step-by-step process which refers to a methodology
for developing systems. It provides a consistent framework of tasks needed to develop
systems (Mishra, 2002). The SDLC methodology can be reduced to include only those
activities that are appropriate for a particular project, whether the system is automated or
manual, whether it is a new system or an enhancement to existing systems. SDLC
methodology tracks a project from an idea developed by the user, through a feasibility study,
systems analysis and design, programming, pilot testing, implementation, and post-
implementation analysis. Documentation developed during the project development is used in
future when the system is re-assessed for its continuation, modification, or deletion.
System Development Life Cycle (SDLC)
The System Development Life Cycle (SDLC) is a conceptual model used in project
management that describes the stages involved in an information system development project
from an initial feasibility study through maintenance of the completed application. Various
SDLC methodologies have been developed to guide the processes involved including the
waterfall model (the original SDLC method), rapid application development (RAD), joint
application development (JAD), the fountain model and the spiral model (Whitten, Bentley,
& Dittman, 2004). Several models are combined mostly into some sort of hybrid
methodology. Documentation is crucial regardless of the type of model chosen or devised for
any application, and is usually done in parallel with the development process. Some methods
work better for specific types of projects, but in the final analysis, the most important factor
for the success of a project may be how closely a particular plan was followed.
The system development life cycle (SDLC) is the entire process of formal, logical steps taken
to develop a software product. The phases of SDLC can vary somewhat but generally include
the following:
1. Conceptualisation;
2. Requirements and cost/benefits analysis;
3. Detailed specification of the software requirements;
4. Software design;
5. Programming;
6. Testing;
7. User and technical training;
8. And finally, maintenance.
Brief Description of Different Phases
Feasibility
Feasibility study is used to determine whether a project is worth doing and should go ahead.
Feasibility studies are undertaken under tight and fixed time constraints and normally
culminate in a written and oral feasibility report. The author has taken two weeks to study
feasibility study with the co-developer. The contents and recommendations of this study
helped as a sound basis for deciding how to proceed for system development. It helped in
taking important decisions in deciding the software and hardware combinations etc. to be
used. A set of alternatives and their feasibility is also considered in case of any failure in the
proposed system. Thus, feasibility study is an important part in software development.
There are three main phase of feasibility study:
Technical Feasibility
Technical feasibility determines whether the work can be done with the existing equipment,
software technology, and expertise at hands. It is concerned with specifying tools,
instrumentation and software that will satisfy user requirements. It checks whether the
available hardware and software resources meet the established requirements of the analysed
system. It also invokes the study of new alternative to solve the given problem.
Economic Feasibility
Economic feasibility determines the cost effectiveness and cost benefits of the system. It
establishes the return on investment (ROI) and signifies savings in terms of monitory gains
and the level of user satisfaction regarding its pre-assumed cost for developing a system.
During the economic feasibility test, a balance was maintained between the operational and
economic feasibilities as the two were conflicting. For example the solution that provides the
best operational impact for the end-users may also be the most expensive and, therefore, the
least economically feasible. The genuine consideration of the system developed is the
approach the author followed to look the system in the way it is useful for the end users.
Operational Feasibility
Operational feasibility criteria measure the urgency of the problem (survey and study phases)
or the acceptability of a solution (selection, acquisition and design phases).People are
inherently resistant to change, and computers have known to facilitate change. An estimate
should be made of how strong a reaction the user staff is likely to have towards the
development of a computerised system. It is common knowledge that computer installations
have something to do with turnover, restraining, transfers, and changes in employee job
status. Therefore, it is understandable that the introduction of a candidate system requires
special effort to educate, sell and train the staff on new ways of delivering knowledge.
Requirement Analysis and Design
This stage includes a detailed study of the needs and objectives of the organisation. During
these phases, the software’s overall structure is defined. Analysis and design processes are
very crucial in the whole development cycle. Any glitch or anomaly in the design phase could
be very expensive to solve in the later stage of the software development. Much care is taken
during this phase. The logical system of the product is developed in this phase.
Coding and Implementation
Coding and implementation require high level of expertise. In this phase, the designs are
translated into codes understood by the computers. Computer programs are written using a
conventional programming language or an application generator. Programming tools like
Compilers, Interpreters, and Debuggers are used to generate the code. Different high level
programming languages like C, C++, Pascal, and Java are used for coding. With respect to
the type of application, the right programming language is chosen.
Testing
In this phase, the programs are written as a series of individual modules, subject to separate
and detailed test. The system is then tested as a whole by bringing together the separate
modules as a complete system. The system is tested to ensure that the links and interfaces
between modules work (integration testing), the system works on the intended platform with
the expected volume of data (volume testing) and the system does what the users require
(beta testing).
Maintenance
Inevitably, the system needs maintenance on regular basis. Software needs to undergo
upgradation or updation in order to incorporate new features. System needs to be checked for
bugs and errors. Unwanted cookies and files needs to be deleted in order to regulate the speed
of the site loading and browsing. No or less used modules, options or links need to be deleted
and latest trends to be incorporated.
Time Scheduling
Management tools such as PERT, CPM, Gantt charts, work breakdown structures and
personnel staffing charts may be used to track and control progress. Basic planning uses bar
chart that shows system activation and amount of time it will take. The Gantt chart uses
horizontal bars to show the duration of actions and tasks. The left end marks the beginning of
the task, the right end its finish. Time is projected in days.
Conclusion
Software plays an important role in structuring and scheming of an e-learning system. The
whole infrastructure is dependent on the type of software’s handling the system. Various
software are available in the e-learning market and much new open source softwareis coming
up due to the rising global software demand and competition. We are witnessing radical
changes in the ways of delivering knowledge by institutions and organisations throughout the
country. The use of learning content management systems have proliferated within few years
but one still need to understand how it works before we can drive it. The latest generation of
LCMSs from the major vendors shows signs of moving ahead in this direction, but still there
is much work to be done
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