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ELearniXML task model analysis

21 一月, 2016 - 14:46

The task model is the particularly relevant model when we treat with model-based development, for example when a user interface is developed. Using this model it is possible to specify what can be done with the software, whatever the task is. In our case, applications should provide flexible educational opportunities where new possibilities to build group works between teachers and students are possible and without involving, for example, teachers don’t need to know specific programming languages to get their own ways of working.

As mentioned before the objective we pursue with the chosen graphical notation for modelling tasks in an e-Learning system is to contribute to its acceptance by potential users. This graphical notation allows a user to model the planning of tasks necessary for the completion of a project. Given the relative ease of reading this type of notations, the tool that uses this diagram thus becomes a tool for the teacher/s that lets him make a graph of the class/course/model progress, but it is also a good way of communication between the different involved members in the project.

The type of notation we choose to work with has a number of advantages over other notations and to make this analysis systematically, we collect the different faces that a Strengths, Weaknesses, Opportunities, and Threats “SWOT” (Hill & Westbrook, 1997) analysis provides on our decision.

Table 15.7 has identified the advantages and disadvantages of our proposal. As a first step here in this example we have only identified the limitation that the specification achieved by using the eLearniXML notation can not specify how to perform the tasks. As positive aspects there is the proposed scalable feature, a characteristic that is often ascribed to the ConcurTaskTrees notation. Moreover, from the user’s point of view (external source) the use of this notation facilitates directly the use of a tool that makes use of this notation by the potential users of our proposal.

Table 15.7 Strengths, Weaknesses, Opportunities, and Threats analysis of our election
  Positive Negative
Internal Source - It can be generative  - Is scalable  - Can be used throughout the entire  cycle of teaching and learning  - Supports concurrency  - Supports sequential - Do not specify how to perform tasks
External Source - Easy Learning - Easy to understand  - Easy to use  - There are so many available tools - Have not been identified