1. E-learning system "Carat"
A. Borziak, Y. Gretsky
E-learning system "Carat"
Workshop on computer science and information technologies CSIT’2009, Crete, Greece, 2009
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2. Polygon of virtual education
Introduction
A continuous transfer of knowledge and technologies is especially important in decision-making media. Therefore, as an addition to traditional education, the role of distance learning is growing. Of course, distance learning is deprived, to some extent, of "the greatest joy in the world - joy of human communication", but also has a number of advantages. All that is needed for learning is a computer with internet access. Education takes place online, with the possibility to ask questions by , in the messages service "Questions and Answers" or in the forums. If the schedule permits, a user can get several courses together, independently controlling the time spent in each course.
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3. Polygon of virtual education
Tendencies-1
There is a shift from placing teaching materials on personal computers to using network technologies.
Wide set of services.
Collective development of remote courses.
Export and import tasks.
Distance learning systems are gradually acquiring the properties of so-called "social networks". Students are able to maintain their blogs, create photo galleries, publish news, and look for friends among the members of a learning environment.
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4. Polygon of virtual education
Tendencies-2
In addition to the systems focused on a narrow subject area, there is a spread of systems, affecting learning in a wide range of topics – portals, similar to traditional universities.
Increasing attention is being paid to compatibility of software for distance learning with international standards, exchange of educational information. The basic standard is SCORM [1] (Sharable Content Object Reference Model), developed by the American Association of ADL ( in 1999 and supported by virtually all the leading manufacturers of systems for remote learning.
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5. Polygon of virtual education
Implementation
Reported trends have been translated into a system of distance learning and testing (SDLT) "Carat" ( implemented with the use of technologies ASP, JavaScript and mySQL.
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6. A hierarchy of objects-1
Polygon (or a site) - a global distance learning environment, the highest level of the hierarchy.
University (or a school, academy ...) - has a name, a territorial description, unites several departments. It belongs to Polygon.
Department (or a class, speciality ...) - has a name, a topic area, and contains the program, the students, and the teachers. It belongs to the university. All users have a basic department, and perform at least one of the following roles: administrator, student, teacher, and author. Teaching / learning in several departments is allowed.
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7. A hierarchy of objects-2
Users.
Course (discipline) - an information package, designed for the study. It can be self-selected by a student or designated by a teacher. The course usually involves a set of theoretical knowledge and practical skills (tasks, tests), purchased by the student.
Task – course + student. Students and teachers can see the progress for passing the task.
Program - the list of classes (course + teacher).
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8. Polygon of virtual education
Roles-1
Administrator - supports the training system in operational state, creates / deletes the hierarchy object, their access roles, and training programs, adds / removes students, assigning them to the courses. It's possible to have several administrators with different access levels to the site, university, or department.
Student – a recipient of knowledge, who's account is created by the student (self-registration), or by an administrator.
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9. Polygon of virtual education
Roles-2
Teacher - monitors the progress of students in the class, asks further questions and answers their questions.
Author - writes the courses, appoints them to universities and regulates the price for their use. The author could be the teacher and vice versa (the difference is in income and authority).
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10. Polygon of virtual education
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Services
Control functions in SDLT "CARAT" are realised in the form of services, which currently can be divided into 4 groups according to the roles of users:
Administrator services;
Author services;
Teacher services;
Student services.
To access SDLT a user must enter a username and password. Upon successful authentication, the list of services that can be accessed by the user is offered. The set of services for each group is constantly growing and improving, new groups may be determined later.
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12. List of services example
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13. Administrative access to services
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14. Schools control example
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15. Users management example
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16. Design courses example
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17. Course structure example
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18. Test questions example
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19. Polygon of virtual education
Answers example
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20. Course assignment example
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21. Users progress report example
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22. A demo-course in Course Player
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23. Polygon of virtual education
Test screen example
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24. A subsystem for testing
SDLT "CARAT" supports the following types of tests:
Standard - a set of questions, points are assigned for correct answers. Test is done if a threshold was passed.
Type 2 (aka "Ready to work and defend") - points are assigned for correct answers to the different variables (goals). Every goal can have several outcomes. Diagnosis according to the reached score (for example, "ready", "almost ready", "not ready").
Type 3 (aka "Selection of the phone") - each answer adds points to the different variables (goals). We define the result as a variable with maximum score (for example, "iPhone").
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Modes of responses
Type the correct answer.
Choose one correct answer from the list.
Choose all correct answers from the list.
Sort answers.
Classify answers.
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Test parameters
There are no restrictions on the number of questions and answers. Questions can be grouped. In doing so, it asks only one question from the group at random. A test designer can specify:
the time of testing;
the threshold for passing the test;
explaining answers;
the weight of answers;
"Run only once" test.
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Test goals example
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28. Goals vs. answers example
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Test type 3 example
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30. Conclusion
Modern trends in the distance learning were identified and used as a basis in development of SDLT "Carat", which comprehensively implements the following properties:
A rich hierarchy of objects. Most objects can be evaluated and discussed by users.
Open set of services.
Interactive design of courses and ability for collective work.

31. Conclusion-2
Remote monitoring of the courses passing, testing results and statistics.
Flexible policies. The authors determine the price of courses and manage their use. Administrators of universities charge enrolled students for education. SDLT "Carat", based on the license agreement, can be posted on the client's web-site or local server.
Customisable colour palettes and modes of learning environment.