xapi introduction (c)
DESCRIPTION
An introduction to the latest learning standard Experience API, xAPI.TRANSCRIPT
xAPI Introduction
Jessie Chuang
Classroom Aid Inc.
Time to Rethink Learning !
Mobile learning
Blended learning
Distributed learning
Flipped Classroom
Inquiry-based learning
Self-directed learning
Social (peer) learning and collaboration
Cooperative Problem Solving
70-20-10 model of learning
Performance support
Knowledge Management
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Recording Learning Events
Social Learning
Group Learning
image credit: Search Engine People Blog
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Technology is evolving very fast and segmented
Mobile first!
Simulations, AR, location-based learning, wearables, IoT ...
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Introducing xAPI...
xAPI tracking all kinds of learning experiences
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Recording Learning Events
Learning happens in interactions:
openclipart.org
Instructors, Peers, Experts.
Contents: Courses, Books,
Web pages, Games, AR .
Activities(making, exercises, researching, online, offline .)
Learner
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The xAPI specification has two primary parts
defines the syntax of the xAPI data format (data model)
the vocabularies should be community-driven
all activities and context can be tracked
any enabled application/device can send statements
defines the characteristics of learning record stores (LRS) - a crucial component of xAPI
data can be exchanged between LRSs (set free from LMS)
learner can have life-long personal learning locker
LRSs need to validate xAPI statements
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Course
Webpage
Game
Simulator
Coaching
Social
Learning
Project
Mobile Apps
LRS
Learning data is sent to LRS
Other activities
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LMS
LRS
LRS
Reporting
Tool
Learning records can be delivered to LMSsLRSs or Reporting Tools.
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A Whole Picture
LRS communicates with all xAPI-enabled software tools to collect learners data. It records group learning, informal learning(e.g. playing games, performance support...), and social learning learning-based activity stream - on any device or platform.
Stian Hklev
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LRS
An LRS is defined by two interfaces:
Statement interface (statement API)
Document interface - this interface handles three types of documents
State interface (state API)
Activity profile interface (activity API)
Agent profile interface (agent API)
The LRS is responsible for
validating that the system sending data is authorized,
checking that the data being sent is xAPI-compliant,
storing the data properly,
making that data available to any other authorized system or activity provider when asked.
Advanced Applications of xAPI
- Data Transfer based on RESTful HTTP w/i LRS
Agent Profile API
personal info., learner profile and modeling, user settings, learning journal, career plan & goal
an integrated picture of a learner activities across systems and devices with multiple identities
Activity Profile API (for activity provider)
interactions between learners (collaboration, social or competition)
learning planning tool (access to or update the LRS internal definition of a given activity id, even before the activity sends any statement)
State API
persist state across devices
Authentication services, querying services, visualization services, and personal data services are some examples.
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LRS and possible services
from ADL Andy Johnson
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Recording Learning Events
This is only the basic idea. Crafting the statements with more context and related information is necessary to support analytics and reporting.
Based on JSON, xAPI originates from ActivityStreams (AS): stream of activity data statements(borrowed from social analytics), and has been modified for learning
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Semantic
Contextualized
From any device and sensor
LRS frees the learning data so they can be put together, analyzed, modeled, reused, carried with learners and accumulated life-long
xAPI tracking is...
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11 Attributes in xAPI Data Format
Unique Identifier
Actor (required)
Verb (required)
Object (required)
Result
Context
Timestamp
Stored (internal recording timestamp)
Authority
(Protocol) Version
Attachments
All information in XAPI statements can be separated into :
meta-data,
descriptive information, and
complementary data.
Syntax-1
Actor:
Agent (= persona) or group (multiple IDs allowed)
Verb:
ID = an IRI(URL) = a specific semantic meaning +
human readable display
Object:
an agent, a group, a statement or an activity(most common)
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Syntax-2
Activity:
ID = an IRI(URL) = with a specific boundary (granularity)
Definition:
Name
Description
objectType
Extentions (useful to customize reporting)
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Syntax-3
Result:
Score
Success
Duration
Completion
Response (learners response to the experience)
Extentions
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Syntax-4
Context:
Registration (differentiate multiple attempts)
Instructor
Team
ContextActivities (parent, grouping, category, other - like related lesson)
Revision
Platform
Language
Statement (refer to one other statement for a whole experience)
Extentions
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Context, Context, Context
The XAPI differentiates between the core context and the wider context.
The core context includes the instructor(s), the direct peers involved in an activity (team), the learning environment (platform), the language that was used in the performance, and a framing statement for an activity (e.g., the course that relates to the activity).
The extended context includes a set of data-records about the wider context of a learning activity. This wider context is not explicitly specified and can include the location of the learner, the wider (social) relations, the duration of an activity, environmental factors (e.g., temperature or noise level) etc. The format and the content of the wider context is specific to the AP and is not subject to the interoperability of the data format.
Thats why xAPI can assess learner styles and soft skillswe can collect different kinds of evidences through good learning designs.
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Sky is the limit
If a system is to be stable the number of states of its control mechanism must be greater than or equal to the number of states in the system being controlled.
By limiting the data that can be transferred in a statement, we are putting ourselves in a box that will make the Tin Can specification hard to use as technology evolves.
Not like SCORM, with xAPI, there is no limitation of learning designs and tracking relevant evidences.
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Identify Design Profile
ADL asked CoPs work on Design Profiles:
Finally, we will collaboratively work on standardizing how specific types of use cases should be expressed using the xAPI. -- ADL
The conventions and rules on how to use the xAPI can be decided upon by each CoP and applied to the base xAPI specification as profiles.
Design Profile: A reusable template that conveys how to record a specific type of learning experience and should be produced by an xAPI CoP during or after the process of developing a controlled vocabulary. A design profile should contain metadata and a JSON representation of the following: profile name, use case description, actor, verb, object/activity type, context, and possible results. -- ADL
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Profile Design Example - Fromative Assessment
Basic considerations:
Key actors
What they are expected to do
What resources are used
sequence of activities
Example:
Learner XYZ launched question 1234 at 14:30:21 on 2014-04-05.
Learner XYZ responded [to] question 1234 with 12 at 14:30:31 on 2014-04-05.
Learner XYZ asked for a hint at 14:30:54 on 2014-04-05.
Learner XYZ responded [to] question 1234 with 8 at 14:31:11 on 2014-04-05.
Learner XYZ launched for a video lesson 1234V at 14:31:54 on 2014-04-05.
Learner XYZ responded [to] question 1234 with 9 at 14:32:11 on 2014-04-05.
Learner XYZ completed question 1234 at 14:32:11 on 2014-04-05.
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Lifeguard
Example1
From TinCanApi.com
Driving simulator
Example 2
From TinCanApi.com
Example 3
Game
From TinCanApi.com
Example 4
An employee
From TinCanApi.com
Learning, doing, knowledge transfer, and productivity tracking all combined
From Floatlearning.com
(check out the xAPI statements)
xAPI + Open Badges => Learner ePortfolio
Both are representing learner data by exploiting HTTP, JSON, and REST - simple, lightweight method that lowers entry barrier for developers. Together, they offer a new way to think about constructing interoperable learner model data!
Read more:
Are Open Badges the Future for Accrediting Skills?
from Doug Belshaw
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from BadgeOS.org
Every learner is a developing constellation.
Re-thinking learning needs, start from re-thinking assessment !
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The whole picture =
Training and Learning Architecture(TLA)
ePortfolio
Learner modeling
Machine readable
Competency standards
Knowledge map
Standard alignment
xAPI COP
Common vocabulary
Learning Design
Sharing of metadata & paradata (LR)
Re-usability
Semantic analysis
TLA Services
TLA will also include services for managing learner profiles. Open Badges can be referenced by learner profiles, which will likely contain other learner data such as goals, reflection, etc.
The TLA will also include services for creating and accessing competency definitions to serve as a common way to reference educational standards, learning objectives, and competency definitions through web APIs
(Damon Regan, Elaine M. Raybourn, and Paula J. Durlach)
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xAPI = building blocks
Elements of DataEnriched Assessment
Continous
There is no need to distinguish between learning activities and moments of assessment. Instead, a model of the learners knowledge state is continually assessed and updated. This enables learning to be modeled as an ongoing process rather than as a set of discrete snapshots over time.
Feedback - oriented
Feedback can be provided directly to the learner, to an instructor, or to the system (e.g., an adaptive test or an intelligent tutor).
Personalized feedback - for instance, based on a design principle proposed by Shute (2008) in a review of the feedback literature, the system could offer direct hints to lowachieving learners and reflection prompts to higherachieving learners.
The effective presentation of feedback in online learning environments poses an interesting design challenge.
Elements of DataEnriched Assessment (cont)
Multifaceted
Learners abilities to learn from resources or interactions with others is influenced by factors beyond their current knowledge state. (the following facets have been researched)
Affective state the learner's mood or emotions
Interpersonal competencies(communicate, collaborate)
Selfregulation(study strategies) (Zimmerman, 1990)
Goal orientation(a learners purpose)
Mindset(a learners beliefs)
Learners attributions of social cues in their environment (social belonging)
The multiple facets of a learner translate into key competencies for individuals to be productive and resilient in future educational and professional settings. Explicitly assessing these competencies as desired outcomes of learning can inform the design of learning environments to support their development and thereby better serve learners for the long term.
Whats your goals? or problems to solve?
What are KPIs? break down performance metrics?
What feedback loops should be built?
How Sears is using an LRS to aggregate data from multiple LMS systems
How to translate and migrate historical data from existing systems into an LRS
What tools and techniques were used to drive large scale near real-time competency rollup reporting
How to sync HRIS data with an LRS to define groups of people
http://www.elearningguild.com/DevLearn/sessions/session-details.cfm?event=261&track=50&fromselection=doc.3503&from=sessionslist&session=5815
The old way how we design courses and even our documents makes it impossible for an employee to find the one piece of information they need at the time they need it. And it makes tracking anything useful in it even more difficult.
Successful Story of Driving KM through #Gamification
Accenture began leveraging a gamification approach to its KM program over five years ago with the launch of a collaboration recognition and reward program called the Addo Agnitio Award (A3). It started out by measuring a modest set of key activities that employees could undertake to demonstrate their commitment to embracing collaborative behaviors. Those activities were assigned point values, and a collaboration and knowledge sharing score was calculated for all employees. In the intervening years, more than 30 activities have now been identified to demonstrate three key behaviors:
connecthow people connect to the content and communities they need to do their job,
contributethe level at which people are contributing their knowledge and the impact of those contributions on other people, and
cultivatethe willingness to interact with and build upon the ideas and perspectives of other employees, to help nurture a spirit of collaboration.
http://wp.me/p3SgJG-2eD