Integrated Learning & Social Development - Report Example

Information System Name: Institute: Table of Contents Information System 1 Introduction 3 Description of the innovation idea 3 Literature review 5 Benefits of Proposed System 8 Disadvantages of the proposed System 8 References 9 Table of Figures Figure 1: An Example of Proposed System 4 Figure 2: System Interface of the Proposed System 7 "Information system: Integrated learning & social development" Introduction Presently, there are no law based on social security in the UAE, but numerous welfare assistances are accessible to the public, amongst them free medical care, hospital treatment and financial support for learning. According to Gaad et al. (2006), assistance for any local calamity is offered from a adversity fund, which as well assist families whose bread winner is not capable to work for the reason of infirmity, old age, or disability. The assistance offered is under the National Assistance Law; and incase the man of the house dies his spouse future is protected. UAE offers social development services to the nationals through free education, electricity, and healthcare (Krenawi et al., 2004). Arguably, society is transforming at a more rapidly rate, making incessant education in and for working life more and more significant. Gaad et al. (2006) posit that, this places desires on both comprehension and the capacity to build up and use undeviating education, as well as on theories that can articulate and capture varying knowledge development and learning conditions. Description of the innovation idea The proposed innovation concept, stresses on the need for integration categorizations that contain XML schemas as well as web services needed to connect skills with education objects from inside the management system for learning content. In essence, all learning content management system modules will be well thought-out as a comparatively autonomous part that offers an austere description of results, resources, connections, and relations with key system components. Furthermore, the system will contain a number of components integrated at application and data stages. The division principle of the system into components comes from recognizing fundamental e-learning activities, which particularly indicates assigning capabilities on content items, generating content, delivering them to course administration and learners. For instance, this will entail learner, instructor, course management, examining, assessing and other activities required for carrying out e-learning lessons. Figure 1: An Example of Proposed System In this regard, I believe that the following components are completely essential for the propose system: Authors module, which will be an element of the system that will offer paraphernalia for content formulations and storage within the system. What’s more, partial components will be: library for multimedia objects, on-line editor, and the sub-component for describing relations in the midst of distinct courses fragments. Furthermore, the system will have distribution component; which will be tasked with conveying different courses content to endorsed users with the support of various portals types. Based on this component, the vital portal types are the instructor portal and student portal. Besides that, the proposed system will encompass administration component, which is a cluster of sub-components that makes sure tasks are incorporated often in Learning Management System (LMS). Arguably, administering users’ rights remains to be the vital component, which allows administration of system users’ behavior effectively. Information integrated in this component will be retrieved from the institution of higher education Management system and hence a lot of normal management applications will not be enforced. Other components that will be integrated to the proposed system will include communication and cooperation module and testing module. Literature review In Gaad, Arif, and Scott (2006) paper, the participation role in the field of social development and information system (IS) research is examined. Purposely, they analyze how the IS development process, as well as the IS itself, can shape and reflect the social development status. Conventionally, research based on participatory design in information system has concentrated on commerce backgrounds, especially in the western countries with minimum submission based on Arabic nations, particularly in the milieu of social development. Krenawi et al. (2004) attempt to impart to developing such comprehensions and foundations from their case study concerning community-established education IS in developing countries. Arguably, the case study concerned the development and design of a social-based education information system in a remote area of Jordan. Countrywide, the formal IS learning in UAE consists of only data on those individuals who access learning services across UAE learning facilities. The basis behind creating a community-established learning IS was to incorporate every individual living within the State. Mendenhall and Johnson (2010) case study analysis discloses three means in which conventional participatory design requires reformulation. Foremost, both the IS users as well as those persons who are influenced by the information system should take part in the process, even when those persons lacks direct contact with the IS. Subsequently, while there are a number of acknowledgments in participatory design literature of the necessity for the contribution of community at diverse stages perpendicularly disseminated in the community, there has been diminutive acknowledgment of the significance of involving role players outside the community (Mayoux, 2005). Devoid of any genuine plan, or even a general strategy rooted in a logical preference by the community, UAE appears satisfied to reiterate, in its communications, its objective to make UAE a working nation exclusive of providing an underlying principle or pointing how this is to happen. Additional, the financial, political social and cultural realities of UAE society are not being dealt with, nor is there debate of its impact to the UAE citizens, based on the quality of their day after day life. According to Krenawi et al. I2004) there is barely expurgation, cryptography, the conservation and endorsement of cultural values and birthrights, the outcome on work conditions as well as on social and entity relations, the gap flanked by those with right to use to information and those lacking such access, countryside challenges, challenges concerning UAE languages multiplicity, among other challenges. The setback is not due to deficiency of reflection on such challenges, but instead the reality that it is too personalized and too disjointed to offer a platform for an essential conversation in the most accepted sites such as universities. According to (Chen et al. (2012), designing user-friendly and intelligent systems for students has been a centre of spotlight based on information systems (IS) for many years. Lately, the rapid development of artificial intelligence has created a number of novel technologies, which can be connected to improve the functionality of IS. For this reason, technological learning is a domain the concentrates on the growth and examination of learning techniques appropriate for computer enforcement (Mayoux, 2005). A mounting number of literatures based on formation and use of learning systems have widely surfaced in a number of journals such as Okoro (2012) and Silvestru et al. (2012). Mendenhall and Johnson (2010) posit that learning indicates a method that permits a student to get used to its activities in due course so that the similar assignment or more sophisticated undertakings can be carried out more successfully, and efficiently. Figure 2: System Interface of the Proposed System The purpose of social learning system is to take advantage of optional learning methods, which includes discovery of distinct initiation algorithms, the scale and restrictions of particular mechanisms, the data that have to be accessible to the student, the challenge of getting used to the flawed training concept, and the generation of wide-raging methods usable in various undertakings (Okoro, 2012). Fundamentally, there are a number of reasons why UAE must strive for the propose learning system, given that human education is an intricate and gradual procedure that is hard to comprehend entirely. For this reason, UAE citizens irrespective of their culture can learn somewhat sophisticated interrelation between the already existing culture and the professionalism that will source from education (Gaad et al., 2006). Essentially, numerous mechanisms have been formulated to enhance computer-based learning, bearing in mind the fact that different learning mechanisms time and again employ different methods to develop knowledge in distinctive formats. According to Mayoux (2005), learning mechanisms can as well be distinguished by the know-how needed for learning and the connected strategies. Benefits of Proposed System By its nature, the proposed system will make all sorts of performance content, developmental content, and learning content accessible online to UAE community regardless of their location. Manifold users will manage to access the system anywhere and anytime. What’s more, the system permits users to design and deploy modified learning components without problems (Chen et al., 2012). This aspect will particularly be vital when novel paraphernalia will be introduced, obtainable tools is will be modernized, and standard in service processes will be considerably tailored. The proposed system will permit UAE organizational users to see an essential learning conduit, track advancement in opposition to the learning channel as well as register for extra courses. Disadvantages of the proposed System The prevalent shortcoming of using the proposed system is that numerous features of teaching and several things that require to be comprehended fail to lend themselves to online-based learning. Moreover, a number of occupations need the attainment of working experience, which can never be simply examined or taught online (Silvestru et al., 2012). For instance, a medical student can see figures of how to apply a compression bandage online, but they have to exhibit their capacity to the educator instantaneously before they can be permitted to apply compression bandage on genuine patients. References Read More