«¿Puede la tecnología de libros electrónicos ser suficiente para apoyar el aprendizaje electrónico?» («Can e-book technology be enough to support e-learning?»). Martin Takev (Universidad de Plovdiv), Miguel Rodríguez-Artacho (Universidad Nacional de Educación a Distancia UNED), Elena Somova (Universidad de Plovdiv), Manuel Castro Gil y Sergio Martín (Universidad Nacional de Educación a Distancia UNED).
3. Introduction
▪ Research on interactive e-books usage in e-learning
▪ Methodology and approach to create an interactive e-
book
▪ Use xAPI to record actions on learning activities
▪ Track students’ behavior and measure their
performance
4. E-books & Education
▪ Digital books definition
▪ Enhancing reading experience
▪ EPUB3 standard
▪ Interactions in e-book
5. Learning Activities
▪ Promote participation
▪ Lead to development of skills and knowledge
▪ Learning activities types
▪ Static and interactive learning activities
6. What is Experience XAPI?
▪ Specification for standardizing and collecting
educational data
▪ Represents student’s behavior with xAPI
statements
▪ Actor, verb, object
▪ Collects formal and informal data
7. Analyzing Data
▪ Educational data mining
▪ Explore unique data from educational context
▪ Discover mining patterns from educational
systems
▪ Provoke students’ performance
▪ Overview of institute’s learning process
8. Methodology
▪ Review previous work in the field
▪ Software design for converting learning activities from
an e-learning environment into a traceable interactive
EPUB learning content
▪ Prototype development (plug-in type)
▪ Integration of the plug-in in a particular e-learning
environment
▪ Testing the software with real learners
9. Approach
1. Export a Moodle course into EPUB e-book
(a different e-book is created for every student)
2. Create an xAPI statement for every student’s learning
experience, performed on the e-book
3. Send it to an Learning Record Store
4. Create reports from the gathered data for the
teachers to analyze
10. Process of exporting a course to an e-book and gathering xAPI statements for reporting
10
11. Collecting Data
▪ Send xAPI Statements (I did this) for every
learning experience on the e-book
▪ Use xAPI Profiles for interoperability
▪ Use Learning Record Store for saving the
experiences
12. XAPI Profile table
Name Kind URI
assessment
activity
type
http://adlnet.gov/expapi/act
ivities/assessment
cmi.Interaction
activity
type
http://adlnet.gov/expapi/act
ivities/cmi.
interaction
course
activity
type
http://adlnet.gov/expapi/act
ivities/course
lesson
activity
type
http://adlnet.gov/expapi/act
ivities/lesson
LMS
activity
type
http://id.tincanapi.com/acti
vitytype/lms
page
activity
type
http://activitystrea.ms/sche
ma/1.0/page 12
Name Kind URI
duration extension
http://id.tincanapi.com/e
xtension/duration
answered verb
http://adlnet.gov/expapi/
verbs/answered
completed verb
http://adlnet.gov/expapi/
verbs/completed
experienced verb
http://adlnet.gov/expapi/
verbs/experienced
started verb
http://activitystrea.ms/s
chema/1.0/start
viewed verb
http://id.tincanapi.com/v
erb/viewed
13. Reports for teachers
▪ Conducted experiment with real users on
using e-books in education
▪ Converting xAPI statements to reports
▪ xAPIWrapper & xAPIDashboard
13
18. Conclusion
▪ E-books are rich enough to support
interactions and provide feedback
▪ Ways to track student’s behavior
▪ Simple categorization of applicable reports
▪ Analyze student performance and provide
guidance
Hello! I’m Martin Takev and we are going to see: whether e-book technology is enough to support e-learning?
The presentation will be structured in the following way: introduction, state of art, methodology, results, conclusion. We are going to review the usage of interactive e-books in e-learning, the current state of the art, our methodology and approach to implement tracking in e-books and how to measure the results from a course, using EPUB learning materials.
Students’ performance can be measured just like any other statistics. There will always be students that outperform others on given tasks. Our main object is to figure out and record the steps that lead to a student’s success or failure. Analyzing as much of the actions can give us a precise view of what needs to be changed in a learning course for the increased learning and bigger accomplishments amongst students. We describe a model to track learning experiences from interactive e-books. For this purpose, a digital book coherent with the EPUB3 standard has been made by exporting an existing course in a learning management system – Moodle. It will replicate the interactive behavior of the LMS using the range of interactions, provided by e-books, and send data to a learning record store
Digital books have become a widely used tool in educational institutions. They are electronic forms of printed books, which include digital data and can be opened by electronic reading devices.
Regardless of its simplicity – e-books can provide interactive elements for tests, feedback, conditional materials and as a result enhance the reading experience and motivate students more than printed lecture notes.
EPUB3 is an abbreviation of electronic publication and points to the third revision of the standard. It is commonly used for digital books where scripts and reflowable content is intended.
Content can be exported to e-book format, while keeping most of its sequencing and structure properties. Additionally, we can export interactions and prepare to add tracking by defining trigger points throughout these interactions. The trigger points enrich the e-book by sending the data obtained from students to a learning record store and ensure the afterwards overview and analysis of that statistical data.
All actions performed by the students in an educational environment can be assumed as both formal and informal learning activities. (whether an assessment score is written for students, they view a presentation or do an experiment – all of this counts as an experience). Lack of activities may lead to passive students not engaged in the learning process. On the other hand, interactive activities, promoting participation lead to development of skills and knowledge.