Lecture Notes in Computer Science- P45 pps

The web-based contents should generally be interactive, and these should offer various media and in particular be made for piqu-ing the student's interest.. The guideline for development

contents using the web were developed, and these are based on the main teaching materials and the secondary materials The web-based contents should generally be interactive, and these should offer various media and in particular be made for piqu-ing the student's interest The guideline for development of contents consists of an interactive contents model, a process contents model, a practical contents model, an animation contents model, a multimedia contents model etc., as shown in figure 1 These models are not mutually exclusive [ figure 2-5 ]

Fig 1 Web-based education; cyber contents model 1.1 Interactive Contents Model

Based on the development of virtual education at Arizona state university, they achieved good results because of the fact that users are capable of seeing interactive control methods about signal processing, using distance education to use a graphics processing function in JAVA, as shown in figure 2

Fig 2 Interactive contents model

1.2 Practical Contents Model

This model can enable the user to experience the processing of algorithms as a visual display, and aid in understanding the principles of algorithms At SUNCHUNHY-ANG university, research team member[ Kwan Sun Choi, Hong Gu Jheon], devel-oped a web-based C compiler system, capable of using a server side compiler which doesn’t require installation The computer working on the internet using the web cre-ates C program source code, and compiles and obtains the external results[5]

Fig 3 Practical contents model 1.3 Process Contents Model

For this model the learning contents are presented in stages To acquire the princi-ples, the learning contents are arranged successively, such as an application program,

a device using method etc Figure 4 compares a human and a computer with respect to storage capacity, connection complexity and data transfer speed This shows the proc-ess that occurs, and the user prproc-esses a button for the next stage

Fig 4 Compares a human and a computer with respect to storage capacity

1.4 Animation Contents Model

An abstract principle or a concept represented as a simple image and a text through an animation based on a scenario, can enable a user to understand more and master difficult concepts figure 5 is the animation of a checker game, implemented with a JAVA applet

Fig 5 A Multimedia contents model

This model is presented to a user using an image, a graphic, and visual symbols in general Figure 6 was a simulated experiment that has been implemented by Dong Sik Kim, Sun Hyum Lee, Kwan Sun Choi in SUNCHEONHYANG university research team This was implemented as a measuring device and a circuit device, virtually, with software on the web, just as an experiment in an actual state Then, students practiced an interesting preliminary experiment, using a mouse for an easy operation Wiring methods are represented by visual symbols.[8]

This study aims to develop virtual education contents using the web Thus, we pro-duced a flash quiz , to measure the ability to use a function, concept understanding

Fig 6 Multimedia contents model

and the level of understanding of statements While we were developing the educa-tional learning contents, since it is important to study a programming language for aiding in understanding of algorithms,, we made sort algorithms and hanoi top trans-fer algorithms in JAVA In this article, we provide an explanation of the making of flashes of a C language standard function, quizzes made with flash, flash animations

to understand concepts, and making an applet to understand an algorithm

2 Implementation of Contents Using JAVA, FLASH

In this article, we produced various contents to use flash and JAVA to help students who attend a computer programming lecture to understand the concepts We imple-mented all functions which are used in the C language, and how to use these, with flash animation If students search for a function's name with a search function, stu-dents will be able to perform functions that are implemented with flash animation

2.1 The Flash Production of a C Language Standard Function

Firstly, if a student inputs a log10 function, to be given for making an calculation with some real number value of common logarithms, and presses a search button, the results will be shown in a flash window, such as figure 8 If a student presses the play-button, the student can see how the X input value is transformed into log10(x) and assigned to

Y as the output value To stop, he or she presses a stop-button, and is able to

Fig 7 Function Search window

Fig 8 Log10 function made with flash

halt the operations If the student presses the speaker-button, he or she can listen to an explanation about a function, from the computer If the student presses the button using the example, he or her can see the outcomes, such as the function of this example Secondly, The fseek function produced by flash that makes a stack pointer(fp) which is transferred any place, is shown in figure 9 Thirdly, as an animation of the fputc function, this function can write characters one by one, as shown in figure 10,

We can see how to write "hello" in a character type variable str, through a writing process which opened a file in writing mode

Fig 9 Fseek function made with flash

Fig 10 Fputs function made with flash

Example of an 'if-else statement' quiz implemented to measure the user's under-standing with flash The student inputs any numbers in the text-box indicated by the finger Based on the 'if statement', when the statement is true, a red box is drawn on the screen When the statement is false, a yellow box is drawn on the screen, as shown in