XAPI Strategy in UNC Frank Porter Graham Child Development Institute – by Wendy Morgan, Matt Kliewer, Megan Torrance
March 13, 20200 Comments
We’ll outline what we learned along the way, and how our design strategy is supported by xAPI.
About FPG and the learners it serves
Our Institute is an umbrella beneath which exist different, grant-funded projects. Research topics include autism intervention, inclusion of handicapped children within scale-up, execution, and educational settings, to mention a couple. Every job engages in technical assistance for community professionals such as practitioners, teachers, or administrators or some sort of professional development. Aims for instruction usually include behavior modification.
We face several challenges that may be recognizable to learning & development teams in other contexts:
Audiences are external and diverse. Projects share neither audience nor info. Each job has its own site presence. In some cases, the learners are not known to the Institute (self-registration). Within this context, an LMS was not a fantastic fit.
We solved it: Within our studying ecosystem, online learning experiences are mobile: they report to our LRS and still can live on any job site.
Evaluation requires information than we can get from SCORM. to be helpful within a research environment, student activity data have to be conceptually significant, reflecting learner options inside interactions that are custom-developed. SCORM data, or even out-of-the-box xAPI in Storyline, does not offer that amount of information.
We solved it by employing statements that are xAPI we tailor the student activity data accumulated producing variables that are meaningful.
This personalization processes and offers a good deal of capability and freedom to implement instructional strategy, leading to well-designed training products. Customized student activity factors can be correlated with training and research results to estimate the effectiveness of each interaction and module, but also not only each lesson inside each module. Evolution encourages and is attractive to funders, allowing projects opportunities to get the funds they want to sustain or increase their research teams.
Cost and the length to deliver onsite training were burdensome. FPG projects would like to travel costs that are connected with instruction. Doing this requires education to be effective in a shorter time period.
We solved the data possible with xAPI permits us to execute strategic mixed learning style.
Lessons that are onsite utilize personalized information recorded through our eLearning modules, permitting support providers extend to review, enhance, or bypass areas based on student knowledge that is existing. This learning approach optimizes the effectiveness of work.
A lightweight ecosystem was required by budget limits. They are limited by the constraints of grants Even though FPG projects require analyses and technically complex data. There is no budget for technology infrastructure.
How does this system operate?
Figure 1: Actor information in document
The verb and action are defined within a separate functions.js file, referenced by the story.html printed output file.
Figure 2: Verb and action information in functions.js document
By planning the information needs from each interaction for each objective, we began. Here is a page from one project’s planning sheet, outlining 20-student interactions that are summed into six classes. (Figure 3)
Figure 3: Learner interaction categories
Trigger panel revealing the factors summing in Storyline. (Figure 4)
Figure 4: Trigger board for factors that are Storyline
Figure 6 user information
Because it is affordable we use SCORM Cloud as our LRS. It does not provide exports, so we created a customized query page that allows data export. (Figure 7) It also does not offer information visualization, but that is no problem for us our statisticians and researchers prefer to analyze and interpret their own data.
Figure 7: info & Project net query
We also created custom reports to meet with the needs of projects.
Figure 8: Example of a custom report for a project
Figure 9: Example of a custom report for a project
Our ecosystem is still new and we’re learning lessons on the way. Listed below are a few takeaways:
The alignment of instructional design strategy with goals that are research/project is remarkably valuable. We are aware that all the work is led by thinking about goals and essential elements, but it can occasionally feel thankless. XAPI data supplies evidence for the effectiveness of design and good strategy to reward, when correlated with behavior modification that is measured.
The capacity to collect any kind can result in a great deal of information; it is important to have a strategy. Plan your analyses ahead of time so you aren’t buried in an avalanche of numbers, attempting to make sense of it all. What information do you need and why? How are you going to present it to the customers of information?
Data collection that is complex requires excellent assurance that info is reporting. Be certain that you account for this particular time following evolution and delegate functions for QA–these may be different people.
Leverage existing data profiles that you do not need to re-invent the wheel and your projects are interoperable with future work based on the very same information model.
Clients/project staff may need training before the job begins regarding what is possible in terms of information collection and module development. Since the job is winding down, they may need training concerning how to get their information.
As our quantity of projects, modules, and users has scaled (and will possibly scale to over 100,000 consumers), we’ve discovered we may need more sophisticated reporting, analytics, and data export options than has been required initially.
Authors’ note about support and financing
Funding for the Implementation Ability for Triple P Projects, including the development of online learning modules, is provided by The Duke Endowment and North Carolina Department of Health and Human Services. Support for the Evolution of this AFIRM to get Para work came from Grant R324A170028, funded by the Institute of Education Sciences (IES). The contents of this article don’t necessarily represent or reflect the coverage of that department, although OSEP and IES are a part of the US Department of Education.