The famous educational philosopher, John Dewey, stated “We do not learn from experience, we learn from reflecting on experience.’ Maker education involves hands-on and experiential activities. Learning can occur through the act of making but having learners reflect on their making experiences increases the likelihood of learning. It is not left to chance.
This document outlines how teachers at a school customized learning for their students by adjusting their curriculum and adapting it to individual learners. It describes how teachers used various instructional methods including whole group, small group, individualized, and virtual learning. For math classes specifically, it details an 8-day "math quest" where students do pre-assessments, participate in learning circuits with different activities each day, and have opportunities for review and assessment. Teachers found benefits to this customized approach including increased student engagement, better addressing of learning styles, and gaining a deeper understanding of each student.
Re-inventing Project Based Learning in the 21st centuryAmmar A. ElMerhbi
This is a presentation of PBL workshop for k12 teachers. The sessions starts with teachers's views of PBL, the backgroudn experience of PBL, shows them the difference between project based learnign and project oreinted learning, engages teachers in analyzing the success factors of a good pbl lesson via video, then they are presented with elements of pbl that need to be in place. Teachers then were engaged in activity to plan an interdisciplinary pbl lesson.
TSL3143 Topic 2b Steps in Curriculum DesignYee Bee Choo
The document discusses the steps in curriculum design, which are planning, implementing, and evaluating. It provides details on the components of curriculum planning, including objectives, content, learning experiences, and evaluation. It also discusses curriculum implementation models and key considerations for curriculum evaluation such as examining student achievement of goals and whether the curriculum encourages critical thinking.
There are several common models for curriculum development that differ in their perspectives and approaches. The Tyler model is a linear, technical-scientific model that follows four basic steps: setting objectives, selecting content, organizing learning experiences, and evaluating outcomes. The Taba model is similar but emphasizes grassroots involvement of teachers. The Wheeler model depicts curriculum development as cyclical rather than linear. Walker's deliberative model describes how curriculum is naturally developed through platform-building, deliberation of alternatives, and consensus-based design.
The document discusses infrastructure for learning analytics. It notes that organizations with centralized student data will have a competitive advantage over those without through improved learning analytics services. It outlines the University of Oxford's aim to become a world-leading center for learning analytics research and ensure effective translation of research into business improvements. Finally, it discusses standards, tools and initiatives that can help build scalable learning analytics infrastructure, including the xAPI, LTI, OLA and JISC frameworks.
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
1. Jerome Bruner was an influential American psychologist who developed theories of cognitive development and learning.
2. Bruner believed that learning is an active process where learners construct new ideas based on existing knowledge through a spiral curriculum.
3. He proposed three stages of cognitive development - enactive (learning by doing), iconic (learning by representing), and symbolic (learning through abstract thinking) - and recommended instruction use a combination of concrete, pictorial, and symbolic representations.
The famous educational philosopher, John Dewey, stated “We do not learn from experience, we learn from reflecting on experience.’ Maker education involves hands-on and experiential activities. Learning can occur through the act of making but having learners reflect on their making experiences increases the likelihood of learning. It is not left to chance.
This document outlines how teachers at a school customized learning for their students by adjusting their curriculum and adapting it to individual learners. It describes how teachers used various instructional methods including whole group, small group, individualized, and virtual learning. For math classes specifically, it details an 8-day "math quest" where students do pre-assessments, participate in learning circuits with different activities each day, and have opportunities for review and assessment. Teachers found benefits to this customized approach including increased student engagement, better addressing of learning styles, and gaining a deeper understanding of each student.
Re-inventing Project Based Learning in the 21st centuryAmmar A. ElMerhbi
This is a presentation of PBL workshop for k12 teachers. The sessions starts with teachers's views of PBL, the backgroudn experience of PBL, shows them the difference between project based learnign and project oreinted learning, engages teachers in analyzing the success factors of a good pbl lesson via video, then they are presented with elements of pbl that need to be in place. Teachers then were engaged in activity to plan an interdisciplinary pbl lesson.
TSL3143 Topic 2b Steps in Curriculum DesignYee Bee Choo
The document discusses the steps in curriculum design, which are planning, implementing, and evaluating. It provides details on the components of curriculum planning, including objectives, content, learning experiences, and evaluation. It also discusses curriculum implementation models and key considerations for curriculum evaluation such as examining student achievement of goals and whether the curriculum encourages critical thinking.
There are several common models for curriculum development that differ in their perspectives and approaches. The Tyler model is a linear, technical-scientific model that follows four basic steps: setting objectives, selecting content, organizing learning experiences, and evaluating outcomes. The Taba model is similar but emphasizes grassroots involvement of teachers. The Wheeler model depicts curriculum development as cyclical rather than linear. Walker's deliberative model describes how curriculum is naturally developed through platform-building, deliberation of alternatives, and consensus-based design.
The document discusses infrastructure for learning analytics. It notes that organizations with centralized student data will have a competitive advantage over those without through improved learning analytics services. It outlines the University of Oxford's aim to become a world-leading center for learning analytics research and ensure effective translation of research into business improvements. Finally, it discusses standards, tools and initiatives that can help build scalable learning analytics infrastructure, including the xAPI, LTI, OLA and JISC frameworks.
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
1. Jerome Bruner was an influential American psychologist who developed theories of cognitive development and learning.
2. Bruner believed that learning is an active process where learners construct new ideas based on existing knowledge through a spiral curriculum.
3. He proposed three stages of cognitive development - enactive (learning by doing), iconic (learning by representing), and symbolic (learning through abstract thinking) - and recommended instruction use a combination of concrete, pictorial, and symbolic representations.
This document provides an overview of maker education pedagogy. It discusses theoretical foundations of experiential learning and outlines stages of the maker process. Specific activities are proposed to frontload learners before hands-on making, including setting goals and standards. Reflection is emphasized as crucial for learning from experiences. Resources are shared for implementing maker-centered approaches in classrooms. The document aims to give educational context and strategies for incorporating making into lessons.
This is the 12th in a series of 15 webinar modules reference material for Pedagogical Content Knowledge (PCK) for Lao Teacher Training of the Ministry of Education and Sports, Lao PDR, with assistance from the Education for Employment Sector Development Project (EESDP) with the Asian Development Bank. This initiative is a convergence effort of the Department of General Education (DGE), Research Institute for Educational Sciences (RIES), the Dept. of Teacher Training (DTE) and the Institute For Education Administration Development (IFEAD). Packaged by Project Implementation Consultant (PIC) Intem Philippines
This document discusses how to use technology tools to engage students and encourage "flow" in the classroom. It defines flow as an optimal psychological state involving immersion in an appropriately challenging task. The document recommends using tools like Socrative, Kahoot, and Screencast-O-Matic to match different levels of challenge to Bloom's Taxonomy, providing feedback, and encouraging cooperation. It provides examples of using wikis, blogs and video tools to apply and analyze concepts at higher levels of thinking.
Sankey, M. 2022. Rethinking Assessment post-COVID: Authentic, collaborative and active. Keynote Address. Perspectives in Teaching, Learning and Assessment During COVID-19 Pandemic. MIER College of Education (Autonomous), B.C. Road Jammu. 19-20 May.
This document provides an agenda and resources for a three-day teacher learning and development center workshop focused on lesson planning. Day 1 covers components of effective lesson design, Common Core and essential standards, instructional strategies, and total instructional alignment. Teachers engage in discussion, online activities, and begin developing a lesson plan. Day 2 continues lesson planning guidance with topics like input and modeling, guided and independent practice, assessment, and using data. Day 3 is dedicated for teachers to work on developing their lesson plans with support resources identified.
The document provides guidance for developing a 4-day unit plan to teach at summer camp. It recommends choosing an engaging title, planning interactive daily activities centered around active learning rather than lectures, incorporating work on a final product each day, and using "hooks" like video clips to grab students' attention at the start of lessons. The goals are to create two overarching goals for the unit that span the content and may be guided by but do not have to directly use the state standards.
Infuse Student Engagement and Assessment Using InfuseLearningAndrew Steinman
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Viewing assessment through different coloured glasses: Authentic, collaborati...Charles Darwin University
ankey, M. 2022. Viewing assessment through different coloured glasses: Authentic, collaborative and active. inspirED 2022: Evidence-based practices for the new era of student-centered learning. Virtual Conference. 24-25 May.
2019.05.10 Noticing Progress IH Bydgoszcz Sandy MillinSandy Millin
This document provides information and ideas for how teachers and students can track and notice progress in language learning. It discusses using tools like tests, feedback, self-assessment, peer support and reflection to demonstrate growth in skills, knowledge and confidence over time. Teachers are also encouraged to track their own progress through activities such as keeping a teaching journal, self-assessment and blogging.
Planning for Learning- Educators must set clear aims and objectives, Plan relevant, systematic and interesting methods of teaching the lesson, Use the maxims of teaching and focus on aptitude and interests of students
This document discusses maker education and its benefits. It argues that maker education allows students to learn skills like math, physics and chemistry through hands-on projects like building models or crafts. This engages students and helps develop their creativity, problem-solving and engagement with learning. The document then provides examples of maker education projects and lessons students can do, such as making LED name tags or taking toys apart. It emphasizes the importance of reflection in maker education and providing students guidance but also freedom to explore. Overall, the document promotes maker education as an experiential way to engage students and foster important real-world skills.
This document discusses formative assessment tools that can be used on the fly, including Socrative, Kahoot.It, and Infuse Learning. It provides an overview of each tool, including their websites and highlights. Interactive demos of each tool are shown to illustrate how they can be used to create formative assessments. The document emphasizes that the focus should be on teaching, not technology, and encourages using the tools to create an assessment that could be implemented the next day.
This document provides guidance on course design and syllabus construction. It discusses establishing learning objectives and outcomes, considering different teaching modes like flipped or hybrid, using appropriate media and technology, scaffolding course content, incorporating various learning activities, and constructing an effective syllabus. The goal is to plan lessons from a student-centered perspective and create a well-designed course through a balanced syllabus that is consistent with best practices.
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Academic integrity, cheating vs authentic assessment
Preparing students for the world of work
This shift has partly occurred due to the advent of new technologies
Contemporary technologies have allowed us to re-invigorate different assessment types more common to the past
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CATS Learning Model - Intensify the learning experience
1. CATS at the uni
Intensify the learning experience
=ôωô=
W
ith extra purrrrr!
A Presentation for the
Heidelberg Institute of Applied Informatics
B. Fritz, Th. Grell, Ch. Hahn, Oct. 2014
7. CATS: Why?
● Presence learning = intense, activating ...
● Self-paced learning = often guided by
lax standards
=ôωô=
8. CATS: Why?
● Presence learning = intense, activating ...
● Self-paced learning = often guided by
lax standards
“Thursday and Friday is self-work time? Yay long weekend!”
-anonymous student
=ôωô=
9. CATS: Why? (2) =ôωô=
Headline: “Bulemia-learning still a problem”
○ Now with extra stress!
10. CATS: Why? (2)
Headline: “Bulemia-learning still a problem”
○ Now with extra stress!
=ôωô=
Weeks: 1 2 3 4 5 Exam
learning
progress
100%
50%
100%
pass/fail
ideal student
from fairy tales
good student
11. CATS: Why? (2)
Headline: “Bulemia-learning still a problem”
○ Now with extra stress! (5 week blocks!)
=ôωô=
Weeks: 1 2 3 4 5 Exam
learning
progress
100%
50%
100%
pass/fail
ideal student
from fairy tales Bulimia learners
wishful thinking
good student
12. CATS: Why? (2)
Headline: “Bulemia-learning still a problem”
○ Now with extra stress! (5 week blocks!)
=ôωô=
Weeks: 1 2 3 4 5 Exam
learning
progress
100%
50%
100%
pass/fail
ideal student
from fairy tales Bulimia learners
wishful thinking...
… and
reality
good student
13. CATS: Why? (3) =ôωô=
Weeks: 1 2 3 4 5 Exam
100%
50%
100%
pass/fail
ideal students
100%
pass/fail
Steepest possible
angle of the
learning curve
(exceptions can only be
short term)
learning
progress
14. CATS: Why? (4) =ôωô=
Weeks: 1 2 3 4 5 Exam
100%
50%
100%
pass/fail
ideal students
100%
pass/fail
Steepest possible
angle of the
learning curve
(exceptions can only be
short term)
Bulimia-learners can not perform better
because they begin the serious work late
and normal cognitive load limitations inhibit a
steeper learning curve!
learning
progress
15. CATS: Why? (5)
The solution: Spread cognitive effort over time!
=ôωô=
Weeks: 1 2 3 4 5 Exam
100%
50%
100%
pass/fail
Steepest possible
angle of the
learning curve
CATS supported student
learning
progress
16. CATS
Why do i need that?
How does it work?
Anything else?
Working with TinCan
=ôωô=
17. CATS: How?
CATS uses several components:
● Regular quizzes: Make learners
self-aware of their progress
=ôωô=
18. CATS: How?
CATS uses several components:
● Regular quizzes: Make learners
self-aware of their progress
=ôωô=
No! this is not already a given!
Watch out for the “illusion-of-understanding”-effect!
19. Excursion
The “illusion-of-understanding” effect =ôωô=
from a blog article by Dr. Marc Schwartz
http://theeducationscientist.blogspot.de/2014/02/khan-academy-and-illusion-of.html
Imagine patiently waiting on a hot summer day until
all the ice melts. What will happen to the water
level? Does it rise and over-flow the glass, remain
constant throughout the melting process, or go
down?
A. Yes, it overflows
B. No, the level doesn’t change
C. No, the level sinks
20. =ôωô=
from a blog article by Dr. Marc Schwartz
http://theeducationscientist.blogspot.de/2014/02/khan-academy-and-illusion-of.html
“Think about what’s going on for you as
you wrestle with this challenge.
Do you feel like you know the right
answer? How confident are you in your
response? “
Excursion (2)
The “illusion-of-understanding” effect
21. =ôωô=
from a blog article by Dr. Marc Schwartz
http://theeducationscientist.blogspot.de/2014/02/khan-academy-and-illusion-of.html
“Are you, like most people who face this
challenge, surprised to find that you aren’t
sure of the answer, while also feeling
conflicted because you think you should
know it? If you answered “Yes” to this last
question, then you just experienced the
Illusion of Understanding first-hand. “
Excursion (3)
The “illusion-of-understanding” effect:
24. =ôωô=
Excursion (Conclusion)
The “illusion-of-understanding” effect:
Conclusions:
1. Skimming through content gives a
treacherous illusion of understanding
2. Awareness of own learning progress can not
be naturally expected. It must be verified.
25. CATS: How? (cont’d)
CATS uses several components:
● Regular quizzes: Make learners
self-aware of their progress
=ôωô=
26. CATS: How?
CATS uses several components:
● Regular quizzes: Make learners
self-aware of their progress
● Fine grained Evaluation
=ôωô=
27. CATS: How?
CATS uses several components:
● Regular quizzes: Make learners
self-aware of their progress
● Fine grained Evaluation
● Gamification: Offer a motivation-rich new
avenue for repetitive training efforts
=ôωô=
28. CATS: Quizzes
● Fully automated
○ All Layers of Blooms taxonomy can be addressed by
Multiple choice questions (e.g.: https://www.utexas.
edu/academic/ctl/assessment/iar/students/plan/method/exams-mchoice-bloom.php)
○ immediate feedback with recommendations,
links etc.
● Regular
○ every day or at least once per week
○ can be repeated as often as the learner wishes
=ôωô=
29. CATS: Evaluation
● Regularly
○ at least once a week. Better: daily
○ use criteria aiming to uncover specific causes of
failure or success
○ e.g. NASA TLX: http://humansystems.arc.nasa.gov/groups/tlx/
● Have alternate scenarios at hand to adapt
your teaching according to the results
=ôωô=
30. CATS: Gamification
Gamification is using game-based mechanics,
aesthetics and game thinking to engage
people, motivate action, promote learning, and
solve problems.
=ôωô=
Kapp, Karl M. (2012) The Gamification of Learning and Instruction: Game-based Methods and
Strategies for Training and Education. 1st edn. John Wiley & Sons.
31. Two approaches can be identified:
● “holistic gamification”
○ e.g. applying gamification to an entire course
● “atomistic gamification”
○ implementing individual gamified learning/training
objects in a course
=ôωô=
Excursion
Gamification in education
33. Holistic gamification
● Elements: Points, Badges, Leaderboards, Levels, Quests
● Example: Creatures of the Night: concept and
evaluation of a gamification platform for a math lecture
(Vincent Kruse and Christian Spannagel, 2014)*
=ôωô=
Excursion (2)
Gamification in education
* Paper: http://ceur-ws.org/Vol-1227/paper51.pdf
* Video: https://www.youtube.com/watch?v=ncA0xyX_06o
34. Holistic gamification
● Elements: Points, Badges, Leaderboards, Levels, Quests
● Example: Creatures of the Night: concept and
evaluation of a gamification platform for a math lecture
(Vincent Kruse and Christian Spannagel, 2014)*
● Advantage: high immersion is possible
● Disadvantage: extreme production cost
=ôωô=
Excursion (2)
Gamification in education
* Paper: http://ceur-ws.org/Vol-1227/paper51.pdf
* Video: https://www.youtube.com/watch?v=ncA0xyX_06o
35. Holistic gamification
● Elements: Points, Badges, Leaderboards, Levels, Quests
● Example: Creatures of the Night: concept and
evaluation of a gamification platform for a math lecture
(Vincent Kruse and Christian Spannagel, 2014)*
● Advantage: high immersion is possible
● Disadvantage: extreme production cost
=ôωô=
Excursion (2)
Gamification in education
* Paper: http://ceur-ws.org/Vol-1227/paper51.pdf
* Video: https://www.youtube.com/watch?v=ncA0xyX_06o
Risk:
Participants who do not identify with
the scenario loose motivation quickly!
(This happened in the example)
36. Atomistic Gamification
● Elements are simple
○ often motivationally improved variants for quizzes
(e.g. trivial pursuit)
=ôωô=
Excursion (3)
Gamification in education
37. Atomistic Gamification
● Elements are simple
○ often motivationally improved variants for quizzes
(e.g. trivial pursuit)
○ low/flexible production cost
=ôωô=
Excursion (3)
Gamification in education
38. Atomistic Gamification
● Elements are simple
○ often motivationally improved variants for quizzes
(e.g. trivial pursuit)
○ low/flexible production cost
● More complex game elements cannot be
implemented
○ Advantage or disadvantage?
=ôωô=
Excursion (3)
Gamification in education
39. Atomistic Gamification
● Elements are simple
○ often motivationally improved variants for quizzes
(e.g. trivial pursuit)
○ low/flexible production cost
● More complex game elements cannot be
implemented
○ Advantage or disadvantage?
○ A little of both: less play but also less distraction
=ôωô=
Excursion (3)
Gamification in education
40. Atomistic Gamification
More complex game elements cannot be
implemented: Advantage or disadvantage?
○ A little of both: less play but also less distraction
○ Extraneous cognitive load is kept low
=ôωô=
Excursion (3)
Gamification in education
41. Conclusions:
1. Atomistic gamification is easier to implement
in areas and institutions where gamification
is new
=ôωô=
Excursion (Conclusion)
Gamification in education
42. Conclusions:
1. Atomistic gamification is easier to implement
in areas and institutions where gamification
is new
2. Cognitive performance is a sensitive thing.
○ Don’t overdo the amount and complexity
of the features
=ôωô=
Excursion (Conclusion)
Gamification in education
43. CATS
Why do i need that?
How does it work?
Anything else?
Working with TinCan
=ôωô=
44. Added Bonus!
● Improved material provision
● Improved material presentation
● Improved means for reflection on learned
content in self paced learning
= Key to “Inverted Classroom”-method
=ôωô=
46. Conventional:
● Classroom:
Facts, Basics, basic
repetition
● Home:
deepening of
understanding by ?
=ôωô=
Excursion
Inverted Classroom
By Accident?
By divine inspiration?
By (Black) magic?
The blind leading the blind?
49. Conventional:
● Classroom:
Facts, Basics, basic
repetition
● Home:
deepening of
understanding by ?
=ôωô=
Excursion
Inverted Classroom
Higher levels of understanding can be achieved
Ensuring all students have the same level of
understanding. Learners who need more time
can take more time while runaways can look
into advanced content
Inverted:
● Classroom:
deepening
understanding by
discourse
● Home:
Facts, Basics, basic
repetition
50. ● Basic understanding is ensured
for all students
=ôωô=
Excursion
Inverted Classroom
51. ● Basic understanding is ensured
for all students
● Engaging methods like the socratic method
can be used to activate learners even more
=ôωô=
Excursion
Inverted Classroom
52. ● Basic understanding is ensured
for all students
● Engaging methods like the socratic method
can be used to activate learners even more
● Casual students can profit from increased
basic exposure to course content
=ôωô=
Excursion
Inverted Classroom
53. ● Basic understanding is ensured
for all students
● Engaging methods like the socratic method
can be used to activate learners even more
● Casual students can profit from increased
basic exposure to course content
● Runaways can actually add to the course
quality in the classroom discourse
=ôωô=
Excursion
Inverted Classroom
54. ● Basic understanding is ensured
for all students
● Engaging methods like the socratic method
can be used to activate learners even more
● Casual students can profit from increased
basic exposure to course content
● Runaways can actually add to the course
quality in the classroom discourse
=ôωô=
Excursion
Inverted Classroom
A holistic model for activation of learners across
course phases!
More result for everyone
55. CATS
Why do i need that?
How does it work?
Anything else?
Working with TinCan
=ôωô=
56. TIN CAN
Experience API (xAPI)
A Few Tin-Can Benefits:
=ôωô=
Compliments of SaltBox (http://www.saltbox.
com)
Informal Learning Personalized Learning Performance Tracking Anal.& Visualization
57. TIN CAN
From SCORM to TIN CAN
SCORM: The last major update was in 2004
● Conventional E-Learning content
● Zipped content, uploaded to LMS
○ XML describes the content structure
Content Aggregation Model (CAM)
○ API to LMS → preferences, learning progress
Run-Time Environment (RTE)
○ Order of content (“activity trees”)
Sequencing and Navigation (SN)
=ôωô=
Many systems only support
SCORM v1.2 from 2001!!!
58. TIN CAN
The Core of TIN CAN =ôωô=
James answered
“Question 1” on Intro
to Javascript training
with a result of 82%
Actor, Verb,
Object.
- or -
I did this!
● Statements are outcomes of joining an e-learning
content, like taking test, or grading an exercise as an
instructor.
● Actors, verbs, objects can be described with a
varying level of detail.
● An actor is not mandatory a learner.
→ E.g. an instructor, or even a software agent.
● From LMS to LRS. → Content can live everywhere.
SCO Activity/
Content
LRS
post to
Advanced Distributed Learning
http://www.adlnet.gov/
Informal Learning Personalized Learning Performance Tracking Anal.& Visualization
59. TIN CAN
The Core of TIN CAN =ôωô=
Actor, Verb,
Object.
- or -
I did this!
Somebody
says that
I Did This
Well/
Poorly
In context
of _____
On Oct. 23
Asserted
by
Noun
(Actor)
Verb Object Target With result
Time
stamp
“It needs to be simple”
● No complex Javascript, less API calls:
Just need to send “I did this”.
● No LMS dependencies, no Manifest,
no required file structure.
60. TIN CAN
The Core of TIN CAN =ôωô=
Actor, Verb,
Object.
- or -
I did this!
Somebody
says that
I Did This
Well/
Poorly
In context
of _____
On Oct. 23
Asserted
by
Noun
(Actor)
Verb Object Target With result
Time
stamp
“It needs to be simple”
● No complex Javascript, less API calls:
Just need to send “I did this”.
● No LMS dependencies, no Manifest,
no required file structure.
61. TIN CAN
The Core of TIN CAN =ôωô=
Actor, Verb,
Object.
- or -
I did this!
Somebody
says that
I Did This
Well/
Poorly
In context
of _____
On Oct. 23
Asserted
by
Noun
(Actor)
Verb Object Target With result
Time
stamp
“It needs to be simple”
● No complex Javascript, less API calls:
Just need to send “I did this”.
● No LMS dependencies, no Manifest,
no required file structure.
62. TIN CAN
The Core of TIN CAN =ôωô=
Actor, Verb,
Object.
- or -
I did this!
Somebody
says that
I Did This
Asserted
by
Noun
(Actor)
Verb Object
“It needs to be simple”
● No complex Javascript, less API calls:
Just need to send “I did this”.
● No LMS dependencies, no Manifest,
no required file structure.
- Activity Object Type
- Actor Object Type
- Statement Object Type
63. TIN CAN
The Core of TIN CAN =ôωô=
Actor, Verb,
Object.
- or -
I did this!
Somebody
says that
I Did This
Well/
Poorly
In context
of _____
On Oct. 23
Asserted
by
Noun
(Actor)
Verb Object Target With result
Time
stamp
“It needs to be simple”
● No complex Javascript, less API calls:
Just need to send “I did this”.
● No LMS dependencies, no Manifest,
no required file structure.
64. TIN CAN
More Capabilities
● No need for a browser, platform transition
○ Native apps, simulators, serious games
● Distribution of Content/Cross Domain
● Learning is not initiated in an LMS
● Track real world activities
● Instructors can interact during training
● Collaboration and team-based learning
=ôωô=
LRS
I did
this!
I did
this!
I did
this!I did
this!
65. TIN CAN
LRS - Learning Record Store =ôωô=
A LRS is the place
where learning
statements are
stored.
- SaltBOX Wax LRS with analyses platform
(http://www.saltbox.com)
66. TIN CAN
Security (Minimum Requirements) =ôωô=
● Registered Applications:
○ Standard OAUTH Workflow
○ LRS trusts application to access
xAPI without add. user credentials
if user is unknown to LRS
● HTTP Basic Authentication
○ Instead OAuth, when no application
is involved.
OAuth 1.0 (RFC 5849)
67. TIN CAN
Data Transfer (REST) =ôωô=
● xAPI uses RESTful HTTP
○ Supports GET, POST, PUT, DELETE
on given endpoint
○ 4 sub-API’s ( Statement, State, Agent, and Activity Profile)
Example:
Endpoint: http://example.com/xAPI/statements
HTTP Request: POST ( → Stores a statement )
HTTP Return: 200 OK, Statement id(s) (UUID), 409 Conflict
68. TIN CAN
Data Transfer (REST) =ôωô=
{
"actor":{
"objectType": "Agent",
"name":"Learners name",
"mbox":"mailto:example.learner@example.com"
},
"verb":{
"id":"http://adlnet.gov/expapi/verbs/attempted",
"display":{
"en-US":"attempted"
}
},
"object":{
"id":"http://hiai.de/courses/example/",
"definition":{
"name":{
"en-US":"simple course example"
},
"description":{
"en-US":"A fictitious example course."
}
}
},
"result":{
"score":{
"scaled":0.95
},
"success":true,
"completion":true
}
}
69. TIN CAN
TinCanJS example =ôωô=
var tincan = new TinCan (
{
recordStores: [
{
endpoint: "https://hiai.de/lrs/",
auth: ""
}
]
}
);
tincan.sendStatement(
{
actor: {
mbox: "mailto:example.learner@example.com"
},
verb: {
id: "http://adlnet.gov/expapi/verbs/attempted"
},
object: {
id: "http://hiai.de/courses/example/"
// ...
},
result: { // … }
},
function (err, xhr) {
if (err === null) {
// success
} else {
// failure
}}
);
70. TIN CAN
Ressources
● xAPI Specification https://github.com/adlnet/xAPI-Spec/blob/master/xAPI.md
● xAPI API Documentation http://adlnet.gov/expapi/
● xAPI Wrapper https://github.com/adlnet/xAPIWrapper
● xAPI Verbs https://github.com/adlnet/xAPIVerbs
● ADL Open Source LRS https://github.com/adlnet/ADL_LRS
● Learning Locker Open Source LRS http://learninglocker.com
● WAX LRS http://www.saltbox.com/
● Experience API Client Examples https://github.com/adlnet/experienceapi_client_examples
● Rustici Software's TinCanJS https://github.com/RusticiSoftware/TinCanJS
=ôωô=