The development of quality e-Learning Systems that satisfy all the learning/teaching needs require the effective acquisition of a wide range of skills, abilities and knowledge from a group of students to develop the appropriate learning content. Besides, this content should be delivered through a Web or Desktop application supported by a set of networked services in an efficient way. This process embraces from the content development and the skill acquisition, to the analysis of the learning session as a whole.
E-Learning system in terms of training was deeply discussed and worked by applying the classroom assessment techniques CATs and they were adapted to the e-Learning process. In this thesis, during the development of a methodology that allows achieving excellent e-Learning systems, we prove that if we respect the ideas described here, alongside with other points: teaching techniques, model-based development, instructional design, user interface specification and student/teacher centered design, we will achieve excellence in any project of education.
In this research work, we identify that relevant development of educational process can be described as the sum of all activities and efforts undertaken to improve the learning process. This development, as we apply in this thesis, focuses on the four major points with which we justify that they are the best options to specify e-Learning systems: 1. First, a systematic process based on Model-Based-Instructional Systematic Development Environments (MB-ISDE) is introduced. It provides a consistent way to take the correct decision to determine the: who, what, when, where, why, and how of an e-Learning system. By doing so our e- Learning systems obtain the ability to respond all identified e-Learning needs and determining the current state and needs of the learner. Thus, by applying the (Analyze, Design, Develop, Implement, and Evaluate) ADDIE approach to construct our systems we ensure that e-Learning systems and the required support materials are continuously developed for maximizing the effectiveness, efficiency and appeal of instruction to match the variety of needs in the classroom learning process.
2. Based and starting from this point we combine the instructional systematic design process with the model-based user interfaces development environments (Mb-UIDE), by applying a modeling notation language (eLearniXML); and obtained a notation to support design and build e-Learning systems activities in a declarative and standard way. Considering these benefits, this research work addresses the problem of designing and building e-Learning systems using the combination of ADDIE process and Mb-UIDE techniques, to finally obtain the MB-ISDE methodology.
3. In order to use our notation in a successful and easy way a collection of patterns was identified. This catalogue of patterns, also known as Resource Patterns, simplifies the specification of the e- Learning systems for its user interface. These resource patterns are focused to produce mechanisms to help in the design of learning materials and system. Our catalogue of patterns consists of sixteen patterns and it is aimed at addressing instructional design problems, from overall course presentation to specific learning activities.
4. The last point, is the user-oriented view, which is none other than the actors of the system (Student/Teacher-centered design); our student/teacher-centered concept is instructional design based on what we know about learning, cognition and other user needs. Such as supporting users changing needs and abilities, as the need to manage the teaching process. And supporting the diversity of both students and teachers styles: to promote interests in the task at hand. Also we take under consideration that user interfaces need to support these changes in the process. With learning outcomes and student satisfaction, student/teacher-centered concepts help improving teaching and learning process in an e-Learning system. These key concepts, we present in this thesis, describe the conditions that lead to learning, identify teaching practices and learning activities that create such conditions, and support the design of effective e-Learning systems