Online Course Database – I am new to database design. I am designing a database for a university department. There is no relational database and I have to design from scratch. I have to use Microsoft Access for the database.
I’m not sure it’s OK to have compound keys I’ve created. I don’t know where to put the grade for each subject. Do I need to create a new table? I assume it is a whole, but how do I link a grade to student number and course code. I don’t know how to create related courses and program tables.
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First, unless space is tight, let access provide primary keys for the tables. You have no control over the course codes, semester codes, etc. When the university redesigns course codes there, a primary key of the database will enable the database to differentiate between two courses with the same code and other such issues. Then your table structure is fine, but add a grade type table with types such as pass/fail, audit, and incomplete. set up a one-to-many relationship between the grade type table and the student course registration table. Add grade type column (linked to grade types) & grade value column (number) to student course registration table. these two columns provide an easy way to display a student’s grade, and a student’s grade naturally fits into the student course registration table.
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This solution requires you to come up with a code that assigns a number (grade value) that represents each student’s grade in each course type. For example, in a pass/fail course, 0 is a fail and 1 is a pass. If you can’t think of such code, just replace the gradetype and gradevalue columns with a link to a StudentCourseRegistrationGrade table designed to describe the more complicated relationship.
And welcome to Stack Overflow. We don’t really like schema definition images – they are hard to work with and we end up replicating the content in text.
Suggests that students enroll in a semester within a degree program. I can’t find that in your requirements.
. The relationship between that participation and “semester” is not clearly present in your problem statement “can be followed” does not suggest that a student can only enroll in a course for one semester. Instead, it suggests that there is a many-to-many relationship between course and semester (i.e. a
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The requirements suggest a many-to-many relationship (a subject belongs to 1 or more programmes, a program has 1 or more subjects). You define this via a join table
By clicking “Accept all cookies”, you agree that Stack Exchange may store cookies on your device and disclose information in accordance with our Cookie Policy. We have developed a new import tool for importing materials from one course to another. The advantages over the Moodle import are:
Anyone experienced with Moodle’s import, backup, and restore features knows that reliability is an ongoing issue. If in doubt, try following the backup and recovery discussions.
Other than that, it’s still a bit clunky to use. For example, it takes too many clicks, all questions in quizzes are displayed whether they are used or not in the quiz you import (see bug tracker issue), and our version does not display any embedded files or images.
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Our import does not depend on the backup and restore functionality. This means it doesn’t create a temporary zip of an xml representation of the course and associated files, which is useful when transferring courses between Moodle installations and maintaining course-based backup, but inefficient when importing materials between courses within a Moodle installation. Instead, it copies records within tables and data files. As a result, our imports are fast and reliable where, in our experience, standard Moodle imports have not been.
I am relatively new to user experience. My colleague, Stuart, is a staunch advocate and much of what he says makes undeniable sense. I have therefore begun to dip my toe into this new world. I started by reading The Elements of User Experience by Jesse James Garrett. His name made him sound like a cowboy. Not a cowboy as in someone who builds badly, but a cowboy as in Henry Fonda and this was good enough for me. The book was a good read and gave practical advice for organizing and managing the design and implementation of a product; any product, but in particular a website. It contained easily accessible process management principles that resonated with my master’s degree in software management that I completed years ago.
Last November I dipped my second toe into UX when I attended the Brighton UX conference, and it was an absolute hit with me. It confirmed what I thought. UX covers many of the fundamentals of successful software design, implementation, and management and is easily accessible.
The first lecture, “The Web That Wasn’t”, was given by Alex Wright. This lecture gave an overview of Alex’s thoughts on some technological ideas that were left behind. He started the conference with three philosophical ideas.
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Ben Bashford gave a lecture on future shocks. He argued that technology was evolving so fast that it’s scary for many of us. And that as designers of new technologies we should make our systems less scary by giving them human features. Ben suggested designing technology with the properties we want our users to think of, giving it emotion and character.
Karl Fast talked about learning models. He advocated learning theories that describe the importance of tools and environment for our learning, such as embodied cognition, distributed cognition, and activity theory (a personal favorite that I use in my doctorate in education).
He made the point that a phone is useless on its own, but a phone in someone’s hand is powerful. Turn this on its head and a person with a phone is more powerful than one without.
We wouldn’t lose iPhone, iPad, Facebook or YouTube – it’s the infrastructure for much of our knowledge; information is cheap – understanding is expensive.
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Other talks included Mark Bachler, game designer, discussing issues that came up in designing natural user interfaces like the Kinect interface and Guy Smith-Ferrier giving a very funny talk about neuro headsets that could literally read your brain waves .
Most of our Moodle courses used to look like cluttered file repositories. The students’ experience of using it was mostly functional, but rarely enjoyable. The courses consisted largely of files that the students could download and open in non-web-based, proprietary applications such as MS Word or PowerPoint.
We realized relatively quickly that our teachers were not doing this by accident. Our teachers are not web designers. They do what the technology they use encourages them to do. In the case of our Moodle, this was to upload resources sequentially with a minimum of context. This usually resulted in the student learning sites looking like their teachers’ file folders.
To combat this, we’ve made a concerted effort to encourage educators to create rich, beautiful, and engaging learning resources for their students. We didn’t do that through coercion or strict training programs. We made targeted changes to the Moodle editing interface that changed the teachers’ workflow and enticed them to add inline text, images and videos. This improved the look and feel of the sites and made them easier to use for their students.
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This, combined with a targeted communication strategy, has made a significant difference to the learning sites our students use today. Come to our presentation for more information!!
The long-term goal of the eLearning team is to build our testing framework while also writing the specification for a project – something like a test-driven development environment. Due to a small team and the way some of our projects grow organically, this is not always possible.
The Sussex import evolved from a proof concept project that wanted to establish that we could import materials between courses without using the expensive backup functionality. It only became a project when we realized it was not only possible, but immanently sensible. As a result, we had to build in our test framework after we wrote the import function.
We wanted the testing framework to expose changes to database content, so we were confident that the feature would not compromise data integrity. This would be in addition to our usual tests.
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We looked at the built-in Moodle unit tests, which was based on SimpleTest in our 1.9 version of Moodle. We thought the implementation of SimpleTest in Moodle was potentially powerful because it allowed for multiple tests before a project went live to determine that the changes didn’t break the tested features.
In the end, however, we decided that SimpleTest was not suitable in this case because the import creates entities in the database. Running this for every Moodle module every time we wanted to run a unit test would be too labor intensive.
Instead, we decided to write our own unit tests (loosely described) that put the results of the tests in the
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