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Designing the Next Generation of Tools Using an Open Systems Approach: a Usability Study

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Designing the Next Generation of Tools Using an Open Systems Approach: a Usability Study DOCUMENT RESUME ED 444 585 IR 020 241 AUTHOR Ahern, Terence C.; Jamison, Mark; Olivarez, Arturo TITLE Designing the Next Generation of Tools Using an Open Systems Approach: A Usability Study. PUB DATE 2000-00-00 NOTE 7p.; In: Society for Information Technology & Teacher Education International Conference: Proceedings of SITE 2000 (11th, San Diego, California, February 8-12, 2000). Volumes 1-3; see IR 020 112. Figures contain illegible type. PUB TYPE Reports Research (143)-- Speeches/Meeting Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Computer Assisted Testing; Educational Technology; Higher Education; *Instructional Design; Instructional Effectiveness; Preservice Teacher Education; Student Attitudes; Student Surveys; Systems Approach; *Test Construction; Test Format; *World Wide Web IDENTIFIERS HTML; *Open Systems Theory; Technology Integration; *Usability; XML ABSTRACT This paper reports on the results of a usability study that investigated the suitability of using an open systems approach for developing an online assessment application. Issues examined included ease of use, security, effectiveness, and ease of maintenance. Participants were 68 preservice teachers taking a technology integration course. Students were administered a Web-based demographics survey, followed by an exam of 25 multiple choice questions. Results indicate that an open systems approach was a feasible way to design instructional tools. Data encapsulation using XML (Extensible Markup Language) was easily created, maintained,' and modified, allowing for a seamless interaction on the part of the faculty. The students reported in exit interviews that taking the exam was easy, and they liked the convenience of immediate scores. (Contains 11 references.) (MES) Reproductions supplied by EDRS are the best that can be made from the original document. Designing the next generation of tools usingan open systems approach: A usability study PERMISSION TO REPRODUCE AND U.S. DEPARTMENT OF EDUCATION DISSEMINATE THIS MATERIAL HAS Office of Educational Research and Improvement BEEN GRANTED BY Terence C. Ahern EDUCATIONAL RESOURCES INFORMATIOI CENTER (ERIC) Mark Jamison q2 This document has beer reproduced as received from the person or organization Arturo Olivarez originating it. Minor changes have been made to Texas Tech University improve reproduction quality. TO THE EDUCATIONAL RESOURCES [email protected] INFORMATION CENTER (ERIC) Points of view or opinions stated in this document do not necessarily represent Abstract. Educational technology is at a crossroads. The Internetwas originally designed for the official OERI position or policy. needs of the science and military, not for thepurposes of sound instruction. New and more powerful protocol schemes are needed to truly realize the potential ofnetworked-based instruction. A new technology that holds a lot of promise is XML. XML providesa more structured and 00 dynamic approach to content creation that allows the developerto define and order data instead of merely displaying it We were interested in some of the issues in usinga new technology such as XML for instructional applications. In this study we found that the Internet andXML were suitable for this type of application. We found no difference in performancefrom either local accessed classes and those delivered from an Internetserver. Introduction Educational technology is at a crossroads. Rapid development ofcomputer technology has provided the individual with an unprecedented access to information andresources that only a generation ago was the stuff of science fiction. Never in our history has technology beenso important in the success or failure of our students. However, the Internet was originally designed for the needs of thescience and military, not for the purposes of sound instruction. Consequently, newer tools and protocolsare needed that truly facilitate teaching and evaluation and put into the hands of teachers thepower to design. One area that is critical to student success is student assessment. This paper reports on the results ofa usability study that investigated the suitability of using an open systems approach for developing an online assessment application. Wewere interested in the following issues: ease of use, security, effectiveness and ease of maintenance. XML and data encapsulation The pioneers of the Internet needed a blueprint fora system that relied on a simple message format in conjunction with simple interactive software. They createda system that would work even though they had incompatible computer resources. An environment evolvedthat fostered interoperability and sharing at the hardware, software and human levels" (Berger, 1999p. 27). Secondly, they created standard interaction protocols that were "independent of the particular transmissionsubsystem and requires only a reliable ordered data stream channel. (Postel, 1992). With this informationanyone who can write a computer program, in almost any language, can communicate through the Internet as long as the proper interaction protocolis maintained. The protocol model greatly increasesaccess because it separates content from the delivery technology. By ignoring the deliveryplatform, incompatible systems can communicate and share information. This approach is superiorto the traditional courseware development model because it increasesaccess, improves flexibility and adaptability as well as reducing cost through more efficiently maintaining the installedtechnology base. What is needed is a mechanism for developing the appropriate educationalprotocols. The open protocol model is at a great disadvantage because theclassroom has many distinct instructional paradigms for content delivery suchas the lecture, class recitation, or small-group collaborative discussionsas well as for student evaluation. Programmers working within the traditional method ofcourseware development were much better able to manage the sequencing of lessoncontent because they controlled how a specific user interacted and navigated through the content. A further problem is with HTML, the underlyingencapsulation language. HTML was designed to simply display static documenttypes such as reports or journal articles. It was never designed to structure, order, 71- or define data. "HTML formats how you presenta Web page's data and it O O r:4 BEST COPY AVM BLE 2 2390 is not designed to work with what that data represents." (Holzner, 1998, p. xi)Recognizing this discrepancy there has been a call for the development of better markup languages that could represent not only the format but also the structure of the data This would allow for a much more dynamic and flexible data delivery system. The World Wide Web Consortium (see W3C) is developing the Extensible Markup Language (XML). XML is similar to HTML in that it is a simple text-based system. However, XML provides a more structured and ordered approach to content creation. XML is "most often used as data-description language allowing us to organize data into data structures - even complex data structures...You can tailor the data as you want it; the most attractive feature of XML is that you can create your own tags." (Holzner, 1998", p.4). This lets an author structure data into appropriate elements "without having to restructure your data to fit a predefined markup language." (Holzner, 1998, P. xi). Because the markup tags in XML are not fixed ahead of time, as they are in HTML, the language needed a way of informing the browser how to read the document structure. For example in a set of hospital records, the browser would need to know when a patient record ended and a new record started. Further the browser would need to know what type of data defined a patient, such as name, physician's name, room number or the medication they were taking. XML solves this problem through the use of the Document Type Definitions (DTD). The DTD (see Figure 1) defines not only the overall structure of the document, but also individual elements within the document <?xml encoding="US-ASCII"?> <!ELEMENT patientRecords (patient)*> <!ELEMENT patient (name,doctor,room)> <!ELEMENT name (#PCDATA)> <!ELEMENT doctor (#PCDATA)> <!ELEMENT room (#PCDATA)> Figure 1: Sample Document Type Definition In this example the DID defines the document's data as a collection of patientRecords. These patient records are a compilation of individual patients that are identified with a name, a doctor and a room number. The DID then further refines that definition in that all of those elements are typed as PCDATA (parsed character data). A browser would have no problem using this data to correctly display the information . Further, we could easily determine the number of beds currently occupied, patient names, and which physicians were caring for them. The DID can be carried by the document so that the browser could properly determine the unique structure of the document. However, the DTD can also be referred to as an external file located on the Internet, which could define a whole class of documents. As long as the documents are properly formatted, a browser could determine how to use them. Consequently, XML is perfectly designed to represent an e e. cummings poem, as well as, a student record database. Using open standards, schools would be able to maximize their installed technology base while integrating effective and congruent instructional solutions. Developing the prototype XML provides a good model for courseware development because it allows content experts, software developers
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