CATS Learning Model - Intensify the learning experience

CATS at the uni
Intensify the learning experience
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W
ith extra purrrrr!
A Presentation for the
Heidelberg Institute of Applied Informatics
B. Fritz, Th. Grell, Ch. Hahn, Oct. 2014

CATS: What is it?
C
A
T
S
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CATS: What is it?
Continuous
Assessment and
Training
Strategy
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CATS: What is it?
Continuous
Assessment and
Training
Strategy
➔ Ensuring ongoing learner involvement in
self-paced curricular phases
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CATS
Why do I need that?
How does it work?
Anything else?
Working with TinCan
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CATS: Why?
● Presence learning = intense, activating ...
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CATS: Why?
● Self-paced learning = often guided by
lax standards
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CATS: Why?
● Self-paced learning = often guided by
lax standards
“Thursday and Friday is self-work time? Yay long weekend!”
-anonymous student
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CATS: Why? (2) =ôωô=
Headline: “Bulemia-learning still a problem”
○ Now with extra stress!

CATS: Why? (2)
○ Now with extra stress!
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Weeks: 1 2 3 4 5 Exam
learning
progress
100%
50%
100%
pass/fail
ideal student
from fairy tales
good student

CATS: Why? (2)
○ Now with extra stress! (5 week blocks!)
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learning
progress
100%
50%
100%
pass/fail
ideal student
from fairy tales Bulimia learners
wishful thinking
good student

CATS: Why? (2)
○ Now with extra stress! (5 week blocks!)
=ôωô=
learning
progress
100%
50%
100%
pass/fail
ideal student
from fairy tales Bulimia learners
wishful thinking...
… and
reality
good student

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

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

CATS: Why? (5)
The solution: Spread cognitive effort over time!
=ôωô=
100%
50%
100%
pass/fail
Steepest possible
angle of the
learning curve
CATS supported student
learning
progress

CATS
Why do i need that?
How does it work?
Anything else?
Working with TinCan
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CATS: How?
CATS uses several components:
● Regular quizzes: Make learners
self-aware of their progress
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CATS: How?
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No! this is not already a given!
Watch out for the “illusion-of-understanding”-effect!

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

=ôωô=
“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

=ôωô=
“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:

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Excursion (4)
Real understanding is based schema
development in the brain.
This is promoted by intensity and
repetition of stimuli.

=ôωô=
Excursion (Conclusion)
Conclusions:
1. Skimming through content gives a
treacherous illusion of understanding

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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.

CATS: How? (cont’d)
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CATS: How?
● Fine grained Evaluation
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CATS: How?
● Fine grained Evaluation
● Gamification: Offer a motivation-rich new
avenue for repetitive training efforts
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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=

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=

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.

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
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Excursion
Gamification in education

Holistic gamification
● Elements: Points, Badges, Leaderboards, Levels, Quests
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Excursion (2)

● Example: Creatures of the Night: concept and
evaluation of a gamification platform for a math lecture
(Vincent Kruse and Christian Spannagel, 2014)*
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Excursion (2)
* Paper: http://ceur-ws.org/Vol-1227/paper51.pdf
* Video: https://www.youtube.com/watch?v=ncA0xyX_06o

● Advantage: high immersion is possible
● Disadvantage: extreme production cost
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Excursion (2)

● Advantage: high immersion is possible
● Disadvantage: extreme production cost
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Excursion (2)
Risk:
Participants who do not identify with
the scenario loose motivation quickly!
(This happened in the example)

Atomistic Gamification
● Elements are simple
○ often motivationally improved variants for quizzes
(e.g. trivial pursuit)
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Excursion (3)

○ low/flexible production cost
=ôωô=
Excursion (3)

● More complex game elements cannot be
implemented
○ Advantage or disadvantage?
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Excursion (3)

● More complex game elements cannot be
implemented
○ Advantage or disadvantage?
○ A little of both: less play but also less distraction
=ôωô=
Excursion (3)

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)

Conclusions:
1. Atomistic gamification is easier to implement
in areas and institutions where gamification
is new
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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=

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=

Conventional:
● Classroom:
Facts, Basics, basic
repetition
● Home:
deepening of
understanding by ?
=ôωô=
Excursion
Inverted Classroom

Conventional:
● Classroom:
repetition
● Home:
deepening of
understanding by ?
=ôωô=
Excursion
Inverted Classroom
By Accident?
By divine inspiration?
By (Black) magic?
The blind leading the blind?

Conventional:
● Classroom:
repetition
● Home:
deepening of
understanding by ?
=ôωô=
Inverted:
● Classroom:
deepening
understanding by
discourse
● Home:
repetition
Excursion
Inverted Classroom

Conventional:
● Classroom:
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:
repetition

● Basic understanding is ensured
for all students
=ôωô=
Excursion
Inverted Classroom

for all students
● Engaging methods like the socratic method
can be used to activate learners even more
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Excursion
Inverted Classroom

for all students
● Casual students can profit from increased
basic exposure to course content
=ôωô=
Excursion
Inverted Classroom

for all students
● Runaways can actually add to the course
quality in the classroom discourse
=ôωô=
Excursion
Inverted Classroom

for all students
● 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

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

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!!!

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

TIN CAN
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.

TIN CAN
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

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!

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)

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)

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

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
}
}

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
}}
);

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=

Thanks!
Any questions?
=ôωô=

CATS Learning Model - Intensify the learning experience

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