xAPI Made Easy: A Learning Analytics Infrastructure for Interdisciplinary Projects

Heinemann, Birte; Ehlenz, Matthias; Görzen, Sergej; Schroeder, Ulrik

doi:10.3991/ijoe.v18i14.35079

Cited by 4 publications

(2 citation statements)

References 23 publications

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“…Moreover, the data derived from group learning processes can be further leveraged in subsequent phases and rounds within the GLOBE ecosystem. It's important to note that team-based learning encompasses not only group discussions but also programming, workshops, and other collaborative activities, and different kinds of process data can be collected via xAPI statements [61].…”

Section: Orchestrationmentioning

confidence: 99%

Data-Driven Support Infrastructure for Iterative Team-Based Learning

Liang,

Majumdar,

Horikoshi

et al. 2024

IEEE Access

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Iterative team-based learning (TBL) is a common educational strategy for collaborative learning that involves sequential phases of individual and group learning activities. The advent of digital learning platforms, with the accumulation of learning log data, presents an opportunity to leverage datadriven techniques to enhance TBL practices. However, applying data-driven approaches in iterative TBL scenarios has received limited exploration in existing literature. Through a review of initial studies in this domain, data-driven iterative TBL emerges as a promising area. To explore this topic, we introduce a novel framework, drawing from the GLOBE framework for group learning, aimed at integrating datadriven designs into iterative TBL settings. This framework is proposed to guide data and activity design within iterative TBL, comprising four phases of group learning activity workflow and three essential steps of data flow. Additionally, we present two authentic instances supported by empirical evidence, offering insights into how educators can implement data-driven designs across different phases of TBL. Within the data-driven environment, we also uncover potential impacts and challenges of data-driven iterative TBL, to identify avenues for future research that can further expand our understanding of the possibilities in this domain.

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Section: Orchestrationmentioning

confidence: 99%

Data-Driven Support Infrastructure for Iterative Team-Based Learning

Liang,

Majumdar,

Horikoshi

et al. 2024

IEEE Access

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“…Світова наукова спільнота, обговорюючи питання, пов'язані з створенням електронних засобів навчання, розглядає їх у контексті вирішення різних практичних аспектів забезпечення якості освіти й рівності доступу до неї в умовах впровадження цифрових рішень. Так колектив авторів з Німеччини вивчає можливості використання xAPI для збору та опрацювання навчальної аналітики [6]. Цзюнь Сяо (Jun Xiao) та його колеги розглядають цей стандарт у контексті оцінки можливостей ідентифікації студентів, які здобувають знання онлайн, для надання їм адресної підтримки у навчанні [10].…”

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POSSIBILITIES OF USING THE xAPI STANDARD FOR DESIGNING E-LEARNING RESOURCES BASED ON MICROSERVICE ARCHITECTURE

Mosiiuk

2024

PEDAGOGY. SOCIAL WORK

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Creating e-learning resources is an important direction of scientific research for educators and scientists. In the era of global digitalization and the proliferation of artificial intelligence systems, traditional approaches to creating appropriate pedagogical software products no longer meet the requirements of today. In the long term, they should be fundamentally revised. That is why researchers highlight a significant trend in the design and development of educational applications – the shift towards crafting suitable software by leveraging microservice architecture concepts. The approval of the xAPI standard by the IEEE also contributed to this tendency. Because it enables the exchange of information regarding the student's learning activities, which they undertake not only within a single, clearly defined LMS, and other various training simulators, mobile applications, test tasks, etc. The aim of this article was to analyze the possibilities of using the xAPI standard for designing e-learning resources based on microservice architecture. The main scientific methods used were analysis, comparison, and modeling. In the main part, the author reviewed the concept of microservice architecture and described the purpose of the xAPI standard. He also pointed out the possibility of using it as an important connecting component between individual services in the projected e-learning resource. In this article, the author has presented and described an example of a model of a promising electronic resource based on the concept of microservice architecture and the xAPI standard. He provided a description and purpose of the key elements of the proposed model. In conclusion, the author made several important summarizing remarks on the topic under discussion. He associates further research prospects with clarifying the architecture of educational software and a more detailed formulation of requirements for both the model itself and its components.

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