There should be a possibility of working with CG palette turned off. (Horizon wimba, 2006)
By using a combination of special styles and dialog boxes, the interactive features can be added to e learning system. The flash cards, insertion of HTML, Java and other codes, navigation, table of contents, formatting, hyperlinks, pop ups, definitions, self test questions, wmp, flash and quick time moves can be added. Adding these is possible by building them into the course using the styles and dialog boxes added to the word environment by course Genie. By using course genie, the development of e learning system can be done using word. The content created can be easily accessible as it is authored with SENDA, W3C and section 508. The accessibility checker can allow the academics to check the content. This is done before creating the final content package. This will give more leverage to the learning system as a well structured, interactive course material is present. This can integrate seamlessly with the ANGEL, Black board, moodle, or WebCT, CMS/LMS/VLE. Using the word with course genie the content can be exported to WebCT IMS package. A black board package file, Moodlle SCORM file, Microsoft LRN IMS format, SCORM 1.2 package, IMS QTI lite, set of plain HTML pages for web delivery. The option save as web page creates a HTML page that needs cleaning. Course Genie can by pass these and can generate simple, clean XML and HTML code that is validated against w3c standards. The output can be transformed as clean XML. (wimba, 2007)
2. Development and Analysis of e-learning system
By using course genie the first step to create a e learning system is to convert the Microsoft word documents into interactive online courses on web pages. The time period required for this is lessened very much and the web pages can be simply use what the author knows. The export of the content to black board, web CT and moodle will make the work easy of accessing the content by the learner. The authoring of the content compliant with SENDA, W3C WAI and section 508 and by using accessibility checker the author can check the content before generating the final content package.
The pre training questionnaires can be administered to the practitioners who submitted the expression of interest forms in response to the invitation from JISC. This is to participate in the LAMS trial and had been accepted as participants. The facilitation of analysis the questions can be analyzed quantitatively irrespective of intermediate processing. The order to elicit a cohesive set of quantitative data from open ended questions was necessary to categorize participant's responses. The establishment of categories in the system depend on the writings of the respondents. Defining the categories is not necessary as the categories to be defined need to be depend on the necessities of the respondents. Using course genie, the author can define categories according to the writings of the respondents. Generally the common themes in the responses can be a straight forward matter. In most of the cases the responses will be unclear and this motivates the author to define categories before hand. Though the number of responses is not clear, the responses that are clear can be taken into consideration while defining the catego