外文翻譯----關(guān)于遠(yuǎn)程教育系統(tǒng)的數(shù)據(jù)庫發(fā)展

1、<p>　　DEVELOPMENT OF A RELATIONAL DATABASE FOR LEARNING MANAGEMENT SYSTEMS </p><p><b>　　ABSTRACT </b></p><p>　　In today’s world, Web-Based Distance Education Systems have a grea

2、t importance. Web-based Distance Education Systems are usually known as Learning Management Systems (LMS). In this article, a database design, which was developed to create an educational institution as a Learning Manage

3、ment System, is described. In this sense, developed Learning Management System consists of basis of Virtual Education Institutions. </p><p>　　In this study, a fully relational database design has been reali

4、zed in compliance with SCORM standards and got ready to be used as Virtual Education Institutions. This system can be used for any required education institute and it can be run within the same interface. In LMS that wil

5、l be generated, a faculty or institute can be defined and academic and all administrative processes of the defined institute can be managed with the designed system. Proposed database design has been used in a LMS o<

6、/p><p>　　Keywords: Distance Education, E-learning, Web-Based Distance Learning Systems, SCORM, Relational Database Design. </p><p>　　INTRODUCTION </p><p>　　In today's modern age,

7、changes are observed people’s life style. Development of mobile communication systems and mobility of the people play the most important role about this issue. People’s daily activity programs are divided into many diff

8、erent type activities. The main concern in education is that how classical education institutions will establish education environment of increasing active population. The purpose of mobile education is to move today’s

9、stable education environment to a vir</p><p>　　Today, there is a growing interest in online learning all over the world (Elango, 2008). Electronic learning plays important role not only in academic instituti

10、ons but also in small and medium-sized enterprises, which have the will to renew knowledge and experience of their staff. E-learning provides practical solutions to the students, who did not participate in the past educa

11、tion processes (Roy and Raymund, 2008). At this point, scientists have emphasized on customization, interaction and cont</p><p>　　Learning process or its ambiance is organized according to either synchronous

12、 or asynchronous method. E-learning, which has been developed as a learning solution, represents the distance education with the flexibility of educational software and process covering synthesis of different technologie

13、s (Yapicioglu, 2001). </p><p>　　Increasing internet using rate and developments in the infrastructure of today’s internet have caused many improvements in web-based software and services. As a result of the

14、se improvements, education activities have begun to be performed by using the internet and network technology. Many technological tools like electronic books, electronic mails and conference environments have also taken

15、active parts in these kinds of education activities. Due to increasing rate in using these tools and relat</p><p>　　Today, distance education systems are established in many universities and education-teachi

16、ng activities are performed via these systems. One of the big reasons in increasing using rate of Web-based Distance Education is requirements to these kinds of systems in parallel with developments in the information te

17、chnology. </p><p>　　One of the most important advantages of WBDES is being able to provide asynchronous education within a virtual education environment. In a WBDES, students can easily access to the educat

18、ional contents, which was transferred by educators to the system and take advantage of these sources by using different educational tools. </p><p>　　Because of its advantages on costs, WBDES is also preferr

19、ed to be used rather than other models or systems (Carswell and Venkatesh, 2002). Today, the most important reason in increasing the number of WBDES and to be accepted by students is their independent working mechanism f

20、rom time and location (Bullen, 2006). It has TOJET: The Turkish Online Journal of Educational Technology – October 2011, volume 10 Issue 4 Copyright ? The Turkish Online Journal of Educational Technology 108been an im

21、por</p><p>　　In this study, a database model, which was designed and developed to be used for Learning Management Systems, is described. The database model was developed in a relational structure and designe

22、d to be suitable for LMS, which are in compliance with SCORM standards. Additionally, the developed model has a portable, easily accessible and easy-to-manage structure and can be used in long-term studies. With this da

23、tabase model, a virtual education institute can be established and published via requi</p><p>　　SCORM Standards </p><p>　　SCORM is a Content Management System Standard and can be defined as “Sha

24、reable Content Object Reference Model”. SCORM includes a framework for running lesson contents. SCORM standards are interested in publishing rather than teachable features of the lesson content (Su, 2006; Him, 2005). <

25、;/p><p>　　While explaining the content management aspects of distance education systems, SCORM standards must also be examined in every respect. While applying SCORM standards, some factors, which belong to SCO

26、M standards, must be stated. These factors are; </p><p>　　1. Interoperability: Merging contents from different sources for interaction and to be able to run in different systems and communicate with ot

27、her systems. </p><p>　　2. Re-usability: The situation that defines re-usability for information and objects, which consist of e-learning content (script, graphic, sound, animation, video, code…etc.) and t

28、urning into a different education object, which includes all of these objects. </p><p>　　3. Manageability: Monitoring the information, which belongs to the user or content management system. </p><

29、;p>　　4. Accessibility: To be able to access a learning object at any time. </p><p>　　5. Durability: A technological development, which describes generating new versions for the tools requiring re-des

30、ign and coding. </p><p>　　6. Scalability: Being able to change according to quantity of users, number of the technology, number of courses or content. </p><p>　　If SCORM standards are taken int

31、o consideration, the developed system or model can be used for a long time and updated easily. System or model contents can also be accessed easily from any location. </p><p>　　Relational Database Model for

32、a Learning Management System Database design is a detailed study, which must be overviewed plenty of times in the period of analyzing performance. Tables and properties of these tables must be examined in any module stru

33、cture during the analyzing and designing process. Because of some processes like information filtering or information access, the database model should have an integrated structure. In every phase of the analyzing proce

34、ss, features and functions of </p><p>　　Database structure of a typical distance education system presents a relational and complex structure. Different user types, authorization features and behavior rules

35、also requires a relational database model. For instance, if a new user is added to the system, the necessary space, which this new user will need should be arranged automatically according to the user type. Different in

36、formation depend on a user is kept in different tables like exams, personal information and course lessons in the</p><p>　　Congruently, the model can also remove related information and records automatically

37、 when a specific user is removed from the database. </p><p>　　MS SQL Server – Database Management System has been used in designing the LMS database structure.Before designing the database structure, an an

38、alyzing performance has been performed and structure of the education system has also been adjusted. At this point, the features, which will be needed in the LMS, are considered. Designed LMS system consists of 38 main m

39、odules and 153 tables. Each module includes an integrated sub table structure. </p><p>　　Each module in the system is an integral structure within itself. Additionally, a module is also an integral rela

40、tion scenario at the same time. So, there is only one module in a provided relation scenario. Tables and Relation Scenarios The first module of the developed model is named as the Application module. Users who want to be

41、nefit from the system (administrators, students or lecturers) take part in the database structure of this module. </p><p>　　The user module is one of the most important modules of the LMS module. All necessa

42、ry information about system users (from administrators to course students and lecturers) is stored in this module.Financial transactions scenario and its LMS module are shown in Figure 3. In this module, students' re

43、gistration fees, incomes from additional courses and basic expenses like financial transactions are tracked. </p><p>　　Workshop module was developed to be used for course activities, which can be performed b

44、y visitor users. With this module, special education sessions like training seminars can be performed easily. For instance, a general “Photoshop” training can be organized with the help of this module. Users, who partici

45、pate in this module, are evaluated in similar conditions with other course students. Workshop module and relation scenarios are presented in Figure 4. </p><p>　　Exam module and relation scenarios are shown i

46、n Figure 5. The developed module is suitable to be used for special exams like visa and final examinations. As it can be seen from the table structure, various information like examination branch or class, examination ty

47、pe, examination date, examination starting and ending time, examination questions and examinations results can be stored in the database. </p><p>　　Menu structures, which can be seen by administrators, stude

48、nts and lecturers, are organized by using the Menu module and its database features. At this point, features of provided menu interfaces are changed according to the user type as “student” or “l(fā)ecturer”. These menus are

49、organized according to user roles and privileges. </p><p>　　In Academic Information module, a structure, which can be used by each education institute to fulfill its academic functioning, has been formed. Wi

50、th this module, different information like students’ personal information, registration details, system sections, branches, courses and payment information can be kept in a relational structure and many different actions

51、 associated with the mentioned information can be defined easily. Academic Information tables and relation scenarios are presented in</p><p>　　Chat module has been developed to ensure text-based and auditory

52、 conversation sessions among students and lecturers on specific dates and times. As it can be seen from Figure 8, only lecturers and students can perform chatting activities mutually. </p><p>　　In Group mo

53、dule, authorization descriptions and related functions are adjusted for the registered users. In this aim, new role or authority descriptions can be added to the system and authorization or role assignments can be perfor

54、med easily for each registered user. It is also possible to define new user groups, which are allowed to access specific areas. Group module tables and relation scenarios are shown in Figure 9. </p><p>　　A d

55、iscussion forum has been consisted in to ensure information sharing among lecturers and students. This module is associated with the user login system and so each user can participate in information sharing activities at

56、 the same time. Forum module tables and relation scenarios are shown in Figure 10. </p><p>　　LMS functions are not limited to only modules explained before. Many different modules are also combined under “Ot

57、her Applications” tables and relation scenarios. Some of the related modules are: Personal Calendar, Academic Calendar, Transcript, Performance Tracking, News, Personal Notes, Dictionary, Virtual Classroom, FAQ, Private

58、Message and Meeting modules. Other Applications tables and relation scenarios are presented in Figure 11. </p><p>　　Courses module is used for defining the courses, which will be provided in the system. In t

59、his module, some information about prepared courses (related course codes, descriptions for courses, course lesson contents…etc.) are defined easily. By using the Courses module, it is also possible to create different t

60、ypes of courses and define different features (course assignments, course examinations, descriptions for added course lesson contents…etc.) for the stored courses. Course module tables and </p><p>　　Demo mod

61、ule was developed to be used for showing system features and functions to the people who are not fully registered and want to review the whole system. With this module, user can only examine using features and can not ma

62、ke any changes in the system. Demo module tables and relation scenarios are shown in Figure 13. </p><p>　　Survey module was developed to be used for performing survey activities in the system. With this modu

63、le, it is possible to define survey questions and show them to user via system interface. Added surveys can also be removed automatically at specific times. Additionally, statistical information about added surveys can a

64、lso be shown to users or just kept as confidential. Survey module tables and relation scenarios are shown in Figure 14. </p><p>　　The LMS Application Designed database is currently used in a LMS developed a

65、t Afyon Kocatepe University. The LMS is named as Afyon Kocatepe University Distance Education Center (@KU-DEC). It runs efficiently on the web address: www.uzem.aku.edu.tr. It is not possible to explain the whole system

66、features and functions here. So, it will be explained briefly. </p><p>　　Developed LMS has all the features that a typical LMS must employ. The system allows creating a virtual campus easily and provides di

67、fferent activity environments for administrators, students and lecturers. It has a modular structure and so system modules can be added, removed or updated by using the provided tools. Figure 15 shows the login page of t

68、he developed LMS. Each user has a username and user password to login to the system via login page. After logging in to the system, users can view </p><p>　　Administrators have some authorities like creating

69、 entity, department or course and tracking both lecturers’ and students’ activities on the system. They also have authority to examine lecturers’ and students’ activity performances. Finally, administrators can also comm

70、unicate with other users at any time as individually or collectively. </p><p>　　Lecturers can prepare weekly lesson contents and add new weeks by using the content preparation module provided in the system.

71、Additionally, they can communicate with students via synchronous and asynchronous communication modules, which can be used as text based, verbal and visual. They can also prepare surveys with the present survey module to

72、 take students’ opinions about lessons. By creating question banks over the system, assessments like quiz and homework can be prepared and provided to st</p><p>　　In the system, students can join a course le

73、sson, track both synchronous and asynchronous lessons and perform all kinds of activities based on office operations (transcript, school report, student certificate or identity card request…etc.). They can also communica

74、te with administrators, lecturers or other students by using e-mail, forum and petition functions. Figure 17 shows a screenshot from the student homepage. </p><p>　　CONCLUSIONS AND SUGGESTIONS </p>&

75、lt;p>　　In this study, a relational database model, which can be used within web-based distance education systems, is described. The developed model provides fully relational design, data integrity and security for lar

76、ge-scale Learning Management Systems. Relation scenarios was arranged to be suitable for a Learning Management System and got ready for a management system interface. The system has also been prepared in compliance with

77、 SCORM standards. Prepared database model is used in a LMS, which was </p><p>　　關(guān)于遠(yuǎn)程教育系統(tǒng)的數(shù)據(jù)庫發(fā)展</p><p><b>　　摘要：</b></p><p>　　網(wǎng)絡(luò)遠(yuǎn)程教育系統(tǒng)在現(xiàn)今世界顯得很是重要。網(wǎng)絡(luò)遠(yuǎn)程教育系統(tǒng)通常被認(rèn)為是學(xué)習(xí)管理系統(tǒng)（即LMS

78、）。在這篇論文中，描述的是數(shù)據(jù)庫設(shè)計(jì)，該設(shè)計(jì)是為了發(fā)展建立一種和學(xué)習(xí)管理系統(tǒng)一樣的教育制度。目前，已完善的學(xué)習(xí)管理系統(tǒng)包括基本的虛擬教育體系。在這個(gè)領(lǐng)域，一種完整的關(guān)系數(shù)據(jù)庫設(shè)計(jì)被認(rèn)為是要符合SCORM標(biāo)準(zhǔn)的，并且可以用到虛擬教育體系。該系統(tǒng)還可以應(yīng)用到所需要的教育協(xié)會(huì)，或是在相同的接口也可以運(yùn)行。在遠(yuǎn)程教育系統(tǒng)的形成過程中，一個(gè)學(xué)生或是學(xué)院可以被定義，被定義的學(xué)院和管理進(jìn)程可以參與管理該定義系統(tǒng)。該提議所推薦的數(shù)據(jù)設(shè)計(jì)已經(jīng)被名為Afy

79、on Kocatepe University遠(yuǎn)程教育系統(tǒng)采用了。在這個(gè)系統(tǒng)中，很多像是索引、上傳、下載、創(chuàng)建還有編輯網(wǎng)絡(luò)基礎(chǔ)的學(xué)習(xí)資料的進(jìn)程都可以被很輕松很安全的實(shí)現(xiàn)。</p><p>　　關(guān)鍵字：遠(yuǎn)程教育，網(wǎng)絡(luò)學(xué)習(xí),以網(wǎng)絡(luò)為基礎(chǔ)的遠(yuǎn)程學(xué)習(xí)系統(tǒng),ＳＣＯＲＭ,相關(guān)數(shù)據(jù)庫設(shè)計(jì)</p><p><b>　　引言</b></p><p>　　在信息化的

80、今天，變化在時(shí)刻遵循著人們的生活方式，移動(dòng)互聯(lián)通訊系統(tǒng)的發(fā)展和和人們移動(dòng)能力在該主題中扮演著舉足輕重的角色。人類日常活動(dòng)程序被分割為很多不同的類型的活動(dòng)，在教育方面涉及的這個(gè)主要問題就是，如何讓傳統(tǒng)教育體系融入到日漸增長的活躍人群的教育環(huán)境中去。移動(dòng)教育的目的就是要把今天的固定的教育環(huán)境轉(zhuǎn)入一個(gè)虛擬的、靈活的未來教育模式（Yuen和王先生， 2004）。</p><p>　　信息化學(xué)習(xí)是建立在當(dāng)前的信息和那些服務(wù)

81、于學(xué)習(xí)目錄的溝通技術(shù)之上的。學(xué)習(xí)過程或是它的氛圍根據(jù)是同步或是異步被安排的都是有條不紊的。信息化學(xué)習(xí)，已經(jīng)發(fā)展為一種學(xué)習(xí)方式；描述了遠(yuǎn)程教育教育軟件的靈活性，并且可以處理不同學(xué)科被掩蓋的綜合體（Yapicioglu，2001）。</p><p>　　日益增長的因特網(wǎng)應(yīng)用率和因特網(wǎng)當(dāng)今基礎(chǔ)設(shè)施的快速發(fā)展，已經(jīng)在網(wǎng)絡(luò)基礎(chǔ)軟件和服務(wù)上引發(fā)了很大的進(jìn)展。這些進(jìn)步發(fā)展的直接結(jié)果就是，教育活動(dòng)已經(jīng)開始以應(yīng)用因特網(wǎng)和網(wǎng)絡(luò)技術(shù)的

82、方式呈現(xiàn)。很多技術(shù)上的工具，就像電子書、電子郵件還有會(huì)議環(huán)境，都開始積極的被用于這些教育活動(dòng)中去。由于在這些工具上應(yīng)用率的增長還有相關(guān)教育方法，一種專業(yè)的教育系統(tǒng)開始出現(xiàn)。完整的教育系統(tǒng)被稱為“以網(wǎng)絡(luò)為基礎(chǔ)的遠(yuǎn)程教育系統(tǒng)(簡(jiǎn)稱WBDES)”。今天，遠(yuǎn)程教育系統(tǒng)已經(jīng)被很多高校還有培訓(xùn)機(jī)構(gòu)確定為常用系統(tǒng)。網(wǎng)絡(luò)遠(yuǎn)程教育系統(tǒng)應(yīng)用率持續(xù)上升的一個(gè)主要原因就是這類系統(tǒng)是和當(dāng)今信息技術(shù)的發(fā)展需求是平行的，是相適應(yīng)的。</p><p

83、>　　網(wǎng)絡(luò)遠(yuǎn)程教育系統(tǒng)的一個(gè)最重要的優(yōu)勢(shì)，就是能夠在一個(gè)虛擬的教育環(huán)境中提供異步教育。在該系統(tǒng)中，學(xué)生可以很容易的進(jìn)入學(xué)習(xí)目錄，這些目錄都已經(jīng)被該系統(tǒng)的教育者翻譯過并且可以充分利用這些這些不同地點(diǎn)教育工具的資源。由于在開銷上的優(yōu)勢(shì)，相對(duì)于之前其他的模型和系統(tǒng)（Carswell 和 Venkatesh，2002），遠(yuǎn)程教育系統(tǒng)更容易被用戶接受。今天，遠(yuǎn)程教育系統(tǒng)用戶數(shù)量持續(xù)增長并且被很多的學(xué)生接受的一個(gè)重要原因就是：該系統(tǒng)在時(shí)間和地

84、點(diǎn)上的獨(dú)立運(yùn)行配置（Bullen，2006）。能夠忍受時(shí)間上的不足、同時(shí)不能及時(shí)積極的參與在固定地點(diǎn)所進(jìn)行的教育活動(dòng)，這已經(jīng)成為人們傾向于該系統(tǒng)的一個(gè)重要原因。通常，網(wǎng)絡(luò)遠(yuǎn)程教育系統(tǒng)被成為學(xué)習(xí)管理系統(tǒng)（LMS）。在設(shè)計(jì)LMS過程中被慎重考慮的因素和方式，都已經(jīng)通過在科學(xué)上各種各樣有長遠(yuǎn)考慮的檢驗(yàn)（French，1999；Harris，1999；Joliffe，2001）。當(dāng)他們開始考慮開銷問題時(shí)，發(fā)現(xiàn)遠(yuǎn)程教育的開銷近似于典型的傳統(tǒng)教育或

85、是先前教育的一半。另一方面，遠(yuǎn)程教育交互式的教育特點(diǎn)和及時(shí)更新目錄的呈現(xiàn)功能也受到了重視（Balbieris和Reklaitis，2</p><p>　　在這項(xiàng)研究中，描述的是一個(gè)用于設(shè)計(jì)和完善該學(xué)習(xí)管理系統(tǒng)的數(shù)據(jù)模型。該數(shù)據(jù)模型根據(jù)本學(xué)習(xí)管理系統(tǒng)的需求，采用相關(guān)數(shù)據(jù)結(jié)構(gòu)發(fā)展設(shè)計(jì)而來的，是符合ＳＣＯＲＭ標(biāo)準(zhǔn)的。另外，成熟的模型是方便的、容易理解、容易管理的結(jié)構(gòu)，而且可以在長久的研究中得到應(yīng)用。使用該數(shù)據(jù)模型，虛擬

86、的教育體系就可以確定和實(shí)現(xiàn)所需要的接口結(jié)構(gòu)。在學(xué)習(xí)管理系統(tǒng)的相關(guān)方面，全體教員和學(xué)院都能夠被定義，并且所有的學(xué)院和這些學(xué)院的管理程序也能夠在這個(gè)成熟的數(shù)據(jù)模型的幫助下得到完善的管理。</p><p><b>　　SCORM 標(biāo)準(zhǔn)</b></p><p>　　SCORM 是一種內(nèi)容管理系統(tǒng)標(biāo)準(zhǔn)，可以被定義為共享內(nèi)容參考模型。SCORM包括一種課程內(nèi)容運(yùn)行的框架。SCOR

87、M 標(biāo)準(zhǔn)致力于研究課程內(nèi)容的教育特點(diǎn)（Su，2006；Him，2005）。</p><p>　　在解釋關(guān)于遠(yuǎn)程教育系統(tǒng)的內(nèi)容管理方面，SCORM 標(biāo)準(zhǔn)必須應(yīng)用到每一個(gè)可能的方面。應(yīng)用SCORM標(biāo)準(zhǔn)時(shí)，有些屬于SCOM標(biāo)準(zhǔn)的因素也必須得到落實(shí)。這些因素如下：</p><p>　　互用性：從相互作用的不同的資源來合并內(nèi)容，然后能夠在不同的系統(tǒng)中運(yùn)行，并且能與其他的系統(tǒng)相交流。</p>

88、;<p>　　可重用性：為信息和目標(biāo)定義可重用性的情形，該情形包括學(xué)習(xí)內(nèi)容，即腳本、圖表、聲音、卡通片、視頻、代碼……，然后將其加工成包括這些項(xiàng)目的不同的教育課程。</p><p>　　管理能力：監(jiān)控屬于用戶或是內(nèi)容管理系統(tǒng)的信息。</p><p>　　可接近性：可以在任何時(shí)間進(jìn)入到一個(gè)學(xué)習(xí)課程。</p><p>　　耐用性：一項(xiàng)技術(shù)的發(fā)展，需要更新對(duì)

89、工具需求的重新設(shè)計(jì)和編碼，以形成新版本。</p><p>　　可擴(kuò)展性：能夠根據(jù)用戶數(shù)量、技術(shù)指標(biāo)、課程內(nèi)容指標(biāo)而改變。</p><p>　　如果SCORM標(biāo)準(zhǔn)被考慮進(jìn)去，這個(gè)成熟的系統(tǒng)或是模型就能夠應(yīng)用很長一段時(shí)間，并且更新很簡(jiǎn)單。系統(tǒng)或模型內(nèi)容也能夠從不同的地點(diǎn)很輕松的得到使用。</p><p>　　關(guān)于學(xué)習(xí)管理系統(tǒng)的相關(guān)數(shù)據(jù)庫模型</p><

90、;p>　　數(shù)據(jù)庫設(shè)計(jì)是一個(gè)詳細(xì)的課題，在分析項(xiàng)目的過程中必須要綜述相當(dāng)數(shù)量的次數(shù)。表格和這些表格的內(nèi)容，在分析和設(shè)計(jì)過程的任何模塊結(jié)構(gòu)中，必須通過檢查。因?yàn)橛行┻^程，像是信息檢索或是信息存取，該數(shù)據(jù)庫模型需要有一個(gè)內(nèi)部相對(duì)完整的結(jié)構(gòu)。在分析過程的每一個(gè)階段，一個(gè)典型相關(guān)數(shù)據(jù)庫的特點(diǎn)和功能必須要考慮進(jìn)去。更重要的是：在相關(guān)的情形下，一些不利因素會(huì)出現(xiàn)，以至于危害到信息的完整性還有信息的安全性。以此，這些因素必須被考慮就去。</

91、p><p>　　通過這種典型的遠(yuǎn)程教育系統(tǒng)的數(shù)據(jù)結(jié)構(gòu)，顯示出了一種相關(guān)的、復(fù)雜的結(jié)構(gòu)。不同的用戶類型，授權(quán)特點(diǎn)和行為規(guī)則也需要相關(guān)數(shù)據(jù)模型，比如：一個(gè)新加入該系統(tǒng)的用戶，需要根據(jù)用戶類型，來為該新用戶自動(dòng)安排所需要的內(nèi)存。一個(gè)用戶的不同信息，將會(huì)被保存在不同的表格中，像：考試、個(gè)人信息、在遠(yuǎn)程教育系統(tǒng)中的課程進(jìn)程。一個(gè)相關(guān)數(shù)據(jù)模型同時(shí)也需要確保為一個(gè)靈活的模型，能夠?yàn)槊恳粋€(gè)新加入該數(shù)據(jù)庫的用戶的提供內(nèi)存空間。與此同時(shí)

92、，這個(gè)模型能夠移動(dòng)相關(guān)信息，和當(dāng)一個(gè)特殊用戶被移出這個(gè)數(shù)據(jù)庫的時(shí)候能夠自動(dòng)記錄。</p><p>　　在設(shè)計(jì)這個(gè)數(shù)據(jù)結(jié)構(gòu)之前，性能分析已經(jīng)提出，該教育系統(tǒng)的結(jié)構(gòu)也已經(jīng)被調(diào)整過了。在這方面，在LMS中所需要的特點(diǎn)也需要考慮。設(shè)計(jì)LMS系統(tǒng)包括38個(gè)主要模塊和153個(gè)表格，每一個(gè)模塊都包含有一個(gè)綜合的表格結(jié)構(gòu)。</p><p>　　在這個(gè)系統(tǒng)中的每一個(gè)模塊都有自己完整的結(jié)構(gòu)。另外，與此同時(shí)，各

93、模塊間具有相關(guān)性。因此，只提供相關(guān)方案的一個(gè)模塊來說明。表格和相關(guān)方案成熟模型的第一個(gè)模塊被命名為應(yīng)用模塊，想要從這個(gè)系統(tǒng)中受益的用戶（管理員、學(xué)生、講師），這些用戶參與到了這個(gè)模塊的數(shù)據(jù)庫結(jié)構(gòu)設(shè)計(jì)中。</p><p>　　用戶模塊是學(xué)習(xí)教育系統(tǒng)模塊中最重要的模塊。關(guān)于該系統(tǒng)用戶的所有有用信息（從管理員到學(xué)生和講師）都存儲(chǔ)在這個(gè)表格中。財(cái)政匯報(bào)圖和學(xué)習(xí)管理系統(tǒng)模塊在圖中顯示，在這個(gè)模塊中，學(xué)員的注冊(cè)費(fèi)用、額外課程

94、的收入、像財(cái)政處理類的基本開支都包含其中。</p><p>　　講習(xí)班模塊是為課程開課情況設(shè)計(jì)的，該模塊可以呈現(xiàn)給用戶訪問者。使用這個(gè)模塊，能夠?qū)崿F(xiàn)像討論會(huì)這樣的特殊教育形式很容易得到實(shí)現(xiàn)。例如：一個(gè)普通的“Photoshop”實(shí)驗(yàn)就可以通過這個(gè)模塊來安排。參與這個(gè)模塊的用戶，在相似的情況下和其他課程的用戶一起參與評(píng)估?？荚嚹K和其關(guān)系圖在圖5 中顯示。這個(gè)成熟的模塊適用于特殊類型的考試，像簽證和金融考試。正如

95、從表格結(jié)構(gòu)中看到的一樣，像考試分類和班級(jí)、考試類型、考試日期、考試開始和結(jié)束時(shí)間、考試問題和考試結(jié)果這類不同類型的信息都存儲(chǔ)在這個(gè)數(shù)據(jù)庫中。</p><p>　　管理員、學(xué)員、講師都可以看到的菜單結(jié)構(gòu)，使用這個(gè)菜單模塊和自身的數(shù)據(jù)庫特點(diǎn)可以安排的有條不紊。在這方面，提供的菜單接口特點(diǎn)可以根據(jù)用戶類型（學(xué)生或是講師）而改變，這些菜單根據(jù)用戶角色和訪問權(quán)限來組織。</p><p>　　在學(xué)院信

96、息模塊，能夠用于各個(gè)教育協(xié)會(huì)的去滿足學(xué)院功能的結(jié)構(gòu)已經(jīng)形成。使用這個(gè)模塊，像學(xué)生個(gè)人信息、注冊(cè)細(xì)節(jié)、系統(tǒng)階段、分支、課程、支付信息，這類的不同信息都能保存在關(guān)系結(jié)構(gòu)中；很多相關(guān)信息的不同的有關(guān)操作也能夠很容易就可以定義。</p><p>　　聊天模塊為了確保在特殊的日期、特殊的時(shí)間，學(xué)生和講師間的測(cè)試基礎(chǔ)和聽覺效果，已經(jīng)日漸成熟。正如在圖中看到的，只有學(xué)員和講師能夠積極的互相交談。</p><

97、p>　　在分組模塊，授權(quán)說明書和相關(guān)功能，根據(jù)已注冊(cè)用戶在逐漸調(diào)整。在這個(gè)目標(biāo)下，新的角色或是授權(quán)說明書可以添加到該系統(tǒng)，授權(quán)或是角色分配能夠在每個(gè)已注冊(cè)用戶中很簡(jiǎn)單地實(shí)現(xiàn)。同時(shí)，也可以定義新的用戶分組，以允許他們進(jìn)入到特殊領(lǐng)域。為了實(shí)現(xiàn)講師和學(xué)員間的信息共享，組成了一個(gè)討論組。這個(gè)模塊是和用戶登錄系統(tǒng)相關(guān)的，因此每一個(gè)用戶都能在同一時(shí)間積極的參與信息共享。</p><p>　　LMS功能不受之前介紹的模

98、塊的限制，很多不同的模塊和其他應(yīng)用表格和關(guān)一天之間也有聯(lián)系。一些相關(guān)模型：個(gè)人課程表、學(xué)院課程表、成績單、業(yè)績跟蹤、個(gè)人筆記、詞典、虛擬教室、FAQ、個(gè)人信息和會(huì)議模型。</p><p>　　課程模塊是為了定義在該系統(tǒng)中提供的課程，在這個(gè)模塊中，有些已經(jīng)準(zhǔn)備好的課程的信息（相關(guān)課程代碼、有關(guān)課程描述、課程目錄……）能夠很簡(jiǎn)單的定義。應(yīng)用該課程模塊，能夠創(chuàng)建不同的課程類型，并且可以為存儲(chǔ)的課程定義不同的特點(diǎn)（課程安