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(Solved) 2-2 Final Project Milestone One - Functional Model Jason Wedge Southern New Hampshire University IT-315-X3221_17EW3: IT-315-X3221 Object Orient...

I could use some help with an assignment I have this week. I am working on Milestone 2 of my Object and Oriented analysis/design class.  All of the information is in the Final Project Part II Milestone One Guidelines and Rubric attachment. The template that is required is also attached. I am also including the work I completed in Module one. Thanks

2-2 Final Project Milestone One - Functional Model
Jason Wedge
Southern New Hampshire University
IT-315-X3221_17EW3: IT-315-X3221 Object Orient Analysis/Design 17EW3 1. SIS DIagram Use Case 1 Description Using this use case description template, provide a description for each use case in your use case
Use Case Name: Watch Videos ID: 11243 Importance Level:
Medium Primary Actor: Myself Use Case Type: Student Stakeholders and Interests: Students and Administrators
Brief Description: Students can watch video and stay up to date with their Studies. The videos
are helpful in delivering course content
Trigger: Student Registration successful
Relationships: Association: students
Lecturer upload course materials
Generalization: Normal Flow of Events:
The student register and has access to the video upon successful subscription.
Video is uploaded by the tutor; the tutor assigns the video to various students.
Alternate/Exceptional Flows:
Registered student can log in to the student and access and watch videos. Use Case 2 Description:
Use Case Name: Send Metrics to Parents ID: 112422 Importance Level: High Primary Actor: Student/System Use Case Type: Student 3. Explain your approach to the problem, the decisions you made to arrive at your
solution, and how you completed it:
Computer Based Trainings (CBTs) are independently directed learning practices open
by method for a COMPUTER or mobile device. CBTs give consistent substance right
away, much like scrutinizing an online book or manual. They are occasionally used to
show techniques, using programming or completing numerical conditions.
The term Computer Based Training is mostly used with Web-based planning
(WBT) with the fundamental refinement being the movement strategy. Where CBTs are
consistently delivered by method for CDROM, WBTs are passed on through the Internet
using a web interface. Studying learning in a CBT comes as different choice inquiries, or
diverse assessments that can be graded by a computer, improved, extended catch,
reenactment or other methods Evaluations are easily scored and recorded by method to
give fast end user feedback, internet programming and satisfaction status. Customers are
ready to print satisfaction records as verification.
CBTs can be an useful alternative to printed learning materials since rich media,
including recordings or live sessions, can be embedded to change the learning method.
Another good option to CBTs are that they can be easily passed on to a wide group of
individuals fairly easily once the basic change is done.
In any case, CBTs can face some learning challenges as well. Usually the
development of effective CBTs requires a huge amount of resources. The item to create
CBTs is consistently more confusing than an instructor can use. Besides, the lack of
human joint effort can limit both the type of substance that can be displayed as well as
the kind of assessment that can be performed. Many learning groups are starting to use
ordinary CBT/WBT practices as part of a more broad electronic learning program which
may simplify online tests or other smart segments.
Computer-maintained synergistic learning (CSCL)
Computer maintained communitarian learning (CSCL) is a leader among the most
promising changes to upgrade teaching and learning with the help of cutting edge
information and correspondence development. Most recent advances in CSCL have been
called E-Learning 2.0, yet the possibility of social event learning where instructional steps are planned to ask or oblige understudies to coordinate on learning methods has
existed. 4. Reflect on this experience and the lessons you learned from it: Understanding that our open online course would serve all types of learners, we hoped to
give different strategy for addressing the substance. As demonstrated by the National
Center on Universal Design for Learning, "Learning is inconceivable if information is
indistinguishable to the learner, and troublesome when information is presented in setups
that need striking effort or support". To address this issue, we: Offered options for sound-related and visual information by giving different
options to deal with the substance such as content, pictures, graphics or recordings.
Introduced recordings that included close engraving
Joined with ISTE Inclusive Learning Network Officers to lead accessibility testing and changed the course.
Included appealing depictions for most of the photos and gets on the site.
In the post-course examine, individuals were made a demand to depict the general
course plan and one of the individuals especially extolled the various technique
for representation of the course content. With the unlimited amouints of advantages available on the web and the relative
effortlessness with which intelligent media can be made, we encourage all course
creators to find a variety of ways to deal with and address the course content.


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