Signposting is an approach to make the scholarly web more friendly to machines. It uses Typed Links as a means to clarify patterns that occur repeatedly in scholarly portals. For resources of any media type, these typed links are provided in HTTP Link headers. For HTML resources, they may additionally be provided in HTML link elements. Throughout this site, examples use the former approach.

Exemplar output (in JSON)

COCI, the OpenCitations Index of Crossref open DOI-to-DOI citations

e.g.​oci:01027931310-01022252312

Embryonal rhabdomyosarcoma (ERMS) of the uterus has recently been shown to frequently harbor DICER1 mutations.

What Is A DMR Radio ID? A Radio ID is a unique number assigned to you (and your callsign) by the RadioID.net Team. Like a telephone number or IP address, your Radio ID identifies you as a unique radio user on the various DMR networks and repeaters around the world.

N2T keeps identifiers persistent, forwarding them to the best known web addresses Partners with EZID.cdlib.org, Identifiers.org, Archive.org, YAMZ.net metadictionary Any kind of name – ARK, DOI, URN, Handle, PMID, PDB, Taxon, GRID, arxiv, ISSN, ...

Archival Resource Keys (ARKs) serve as persistent identifiers, or stable, trusted references for information objects. Among other things, they aim to be web addresses (URLs) that don’t return 404 Page Not Found errors.

In a nutshell, an MBID is a 36 character Universally Unique Identifier that is permanently assigned to each entity in the database, i.e. artists, release groups, releases, recordings, works, labels, areas, places and URLs. MBIDs are also assigned to Tracks, though tracks do not share many other properties of entities. For example, the artist Queen has an artist MBID of 0383dadf-2a4e-4d10-a46a-e9e041da8eb3, and their song Bohemian Rhapsody has a recording MBID of b1a9c0e9-d987-4042-ae91-78d6a3267d69.

Contemporary digital learning technologies generate, store, and share terabytes of learner data—which must flow seamlessly and securely across systems. To enable interoperability and ensure systems can perform at-scale, the ADL Initiative is developing the Data and Training Analytics Simulated Input Modeler (DATASIM), a tool for producing simulated learner data that can mimic millions of diverse user interactions. view image full screen DATASIM application screen capture. DATASIM is an open-source platform for generating realistic Experience Application Programming Interface (xAPI) data at very large scale. The xAPI statements model realistic behaviors for a cohort of simulated learner/users, producing tailorable streams of data that can be used to benchmark and stress-test systems. DATASIM requires no specialized hardware, and it includes a user-friendly graphical interface that allows precise control over the simulation parameters and learner attributes.

xAPI profiles make learning design, development, and analytics better.

The video profile of the xAPI was created to identify and standardize the common types of interactions that can be tracked in any video player.

xAPI Wrapper Tutorial Introduction This tutorial will demonstrate how to integrate xAPI Wrapper with existing content to capture and dispatch learning records to an LRS.

Storyline 360 xAPI Updates (Winter 2021)Exciting xAPI update for Storyline users! Articulate has updated Storyline 360 to support custom xAPI statements alongside a few other xAPI-related updates. (These changes will likely come to Storyline 3 soon, though not as of November 30, 2021.)

Making xAPI Easier Use the xapi.ly® Statement Builder to get more and better xAPI data from elearning created in common authoring platforms. xapi.ly helps you create the JavaScript triggers to send a wide variety of rich xAPI statements to the Learning Record Store (LRS) of your choice.

Here you will find a well curated list of activities, activity types, attachments types, extensions, and verbs. You can also add to the registry and we will give you a permanently resolvable URL - one less thing you have to worry about. The registry is a community resource, so that we can build together towards a working Tin Can data ecosystem.

JSON (JavaScript Object Notation) is a lightweight data-interchange format. It is easy for humans to read and write. It is easy for machines to parse and generate. It is based on a subset of the JavaScript Programming Language Standard ECMA-262 3rd Edition - December 1999. JSON is a text format that is completely language independent but uses conventions that are familiar to programmers of the C-family of languages, including C, C++, C#, Java, JavaScript, Perl, Python, and many others. These properties make JSON an ideal data-interchange language.

The xAPI Vocabulary and Profile Server is a curated list of xAPI vocabulary concepts and profiles maintained by the xAPI community.

xAPI Foundations Leverage xAPI to develop more comprehensive learning experiences. This on-demand e-learning course is available online immediately after purchase. Within the course, you will have the opportunity to personalize your learning by viewing videos, interacting with content, hearing from experts, and planning for your future. You will have access to the course(s) for 12 months from your registration date.

This document describes a Uniform Resource Name (URN) Namespace Identification (NID) convention as prescribed by the Internet Engineering Task Force (IETF) for identifying, naming, assigning, and managing persistent resources in the legal domain.

Learning program analytics seek to understand how an overall learning program is performing. A learning program typically encompasses many learners and many learning experiences (although it could easily contain just a few).

Learning experience analytics seek to understand more about a specific learning activity. 

Learner analytics seek to understand more about a specific person or group of people engaged in activities where learning is one of the outputs.

There are many types of learning analytics and things you can measure and analyze. We segment these analytics into three categories: learning experience analytics, learner analytics, and learning program analytics.

Learning analytics is the measurement, collection, analysis, and reporting of data about learners, learning experiences, and learning programs for purposes of understanding and optimizing learning and its impact on an organization’s performance.

xAPI

Social learning This is a feature the LXP has really expanded. Although some of the more advanced LMSs boast social features, the Learning Experience Platform is better formatted for them and far more likely to provide.  Firstly, the LXP caters for a broader range of learning options than the LMS. It’s usually not difficult to use your LXP to set up an online class or webinar.  LXPs also provide a chance for learners to share their opinions on content: liking, sharing, or commenting on an article or online class. Users can follow and interact with others, above or below them in the organisation. Sometimes LXPs even provide people curation, matching learners and mentors.  Users also have a chance to make the LXP their own by setting up a personalised profile page. It might seem low-priority, but a sense of ownership usually corresponds with a boost in engagement.  As well prepared as Learning & Development leaders are, there’ll be things that people doing a job every day will know that you won’t. They can use their personal experience to recommend or create learning content in an LXP. This helps on-the-job learning and gives employees a greater chance of picking up the skills they need to progress in their role. 

How, exactly, can we design for engagement and conversation? In comparison to content-focused educational technology such as the Learning Management System (LMS), our (not so secret) recipe is this:1. Eliminate the noise2. Bring people into the same room3. Make conversation easy and meaningful4. Create modularity and flexibility

To learn more, there are two books I highly recommend. "Digital Body Language," by Steve Woods, and "Big Data: Does Size Matter?" by Timandra Harkness. If you would like a deeper dive into data-driven learning design, there's a free e-book and toolkit you can download from my blog. You can also reach me there at loriniles.com. Remember, start with the data you have readily available. Data does not have to be intimidating Excel spreadsheets. Be prepared with data every single time you meet with your stakeholders. And before you design any strategy, ask what data you have to support every decision. You're on an exciting journey to becoming a more well-rounded HR leader. Get started, and good luck.

LXPs and LMSs accomplish two different objectives. An LMS enables administrators to manage learning, while an LXP enables learners to explore learning. Organizations may have an LXP, an LMS or both. If they have both, they may use the LXP as the delivery platform and the LMS to handle the administrative work.

4. Highly intuitive interfaces

3. Supports various types of learning

2. Rich learning experience through deeper personalization

Here are some other characteristics that set LXPs apart from LMS’s: 1. Extensive integration capabilities

The gradual shift, from one-time pay to cloud-based subscription-based business has lead learning platforms to also offer Software-as-a-Service (SaaS) models to their clients. As such content becomes part of digital learning networks, they are integrated into commercial learning solutions and then become part of broader LXPs. Looking back at all these developments, from how new data consumption platforms evolved, to the emergence of newer content development approaches and publishing channels, it’s easy to understand why LXPs naturally evolved as a result of DXPs.

The growth of social learning has also created multiple learning opportunities for people to share their knowledge and expertise. As they socialize on these platforms (Facebook, LinkedIn, YouTube, Instagram and many others), individuals and groups learn from each other through various types of social interactions – sharing content, exchanging mutually-liked links to external content. LXP leverage similar approaches in corporate learning environments, and scale learning experience and opportunities with such user-generated content as found in social and community-based learning.

Integrations are also possible with AI. If you integrate LXP and your Human Resource Management (HRM) system, the corporate intranet, your Learning Record Store (LRS) or the enterprise Customer Relationship Management (CRM) system, and collect the data from all of them, you can identify many different trends and patterns. And based on those patterns, all stakeholders can make informed training and learning decisions. Standard LMS’s cannot do any of that. And though LMS developers are trying to get there, they’ve still got a long way to go to bridge the functionality gap with LXPs. As a result, there was an even greater impetus to the emergence of LXPs.

Another driver for the emergence of LXP’s is the standards adopted by modern-day LMS’s – which are SCORM-based. While SCORM does “get results”, it is limited in what it can do. One of the main goals of any corporate learning platform is to connect learning with on-the-job performance. And SCORM makes it very difficult to decide how effective the courses really are, or how learners benefit from these courses. Experience API (xAPI) on the other hand – the standard embraced by LXPs – offers significantly enhanced capabilities to the platform. When you use xAPI, you can follow different parameters both while you learn and perform on the job tasks. And, what’s even better is that you can do that on a variety of digital devices.

LMS’s primarily served as a centralized catalog of corporate digital learning assets. Users of those platforms often found it hard to navigate through vast amounts of content to find an appropriate piece of learning. LMS providers sought to bridge that gap by introducing smart searches and innovative querying features – but that didn’t entirely address the core challenge: LMS’s were still like huge libraries where you should only go to when you have an idea of what you need, and then spend inordinate amounts of time searching for what you specifically want!

Experience API (xAPI) is a tool for gaining insight into how learners are using, navigating, consuming, and completing learning activities. In this course, Anthony Altieri provides an in-depth look at using xAPI for learning projects, including practical examples that show xAPI in action.

Intro to xAPI: What Do Instructional Designers Need to Know

The xAPI Learning Cohort is a free, vendor-neutral, 12-week learning-by-doing project-based team learning experience about the Experience API. (Yep, you read that right – free!) It’s an opportunity for those who are brand new to xAPI and those who are looking to experiment with it to learn from each other and from the work itself.

If your current course development tools don't create the activity statements you need, keep in mind that sending xAPI statements requires only simple JavaScript, so many developers are coding their own form of statements from scratch.

An xAPI activity statement records experiences in an "I did this" format. The format specifies the actor, verb, object: the actor (who did it), a verb (what was done), a direct object (what it was done to) and a variety of contextual data, including score, rating, language, and almost anything else you want to track. Some learning experiences are tracked with a single activity statement. In other instances, dozens, if not hundreds, of activity statements can be generated during the course of a learning experience. Activity statements are up to the instructional designer and are driven by the need for granularity in reporting.

xAPI is a simple, lightweight way to store and retrieve records about learners and share these data across platforms. These records (known as activity statements) can be captured in a consistent format from any number of sources (known as activity providers) and they are aggregated in a learning record store (LRS). The LRS is analogous to the SCORM database in an LMS. The x in xAPI is short for "experience," and implies that these activity providers are not just limited to traditional AICC- and SCORM-based e-learning. With experience API or xAPI you can track classroom activities, usage of performance support tools, participation in online communities, mentoring discussions, performance assessment, and actual business results. The goal is to create a full picture of an individual's learning experience and how that relates to her performance.

For any xAPI implementation, these five things need to happen:A person does something (e.g., watches a video).That interaction is tracked by an application.Data about the interaction is sent to an LRS.The data is stored in the LRS and made available for use.Use the data for reporting and personalizing a learning experience.In most implementations, multiple learner actions are tracked by multiple applications, and data may be used in a number of ways. In all cases, there’s an LRS at the center receiving, storing, and returning the data as required.

Experience API (also xAPI or Tin Can API) is a learning technology interoperability specification that makes it easier for learning technology products to communicate and work with one another.

Instructional DesignerWhen implementing xAPI across an organization, there isn’t usually a need for instructional designers to take on new roles or duties. However, they may experience a learning curve that presents an opportunity to understand how to best package and effectively deploy xAPI in newly created content. Your learning designer(s) is a key partner in getting good data, so keep them in the loop regarding your strategy, goals, and expected outcomes.

violencia de género

Esa “formación” del hombre, que lo conduce a una estructura de la personalidad de tipo psicopático

Anita: Did Gerald Ford know you were undocumented?Rodolfo: No, Gerald Ford didn't know I was undocumented, no. I was still very young at that point. My mother and my family always told me, "Don't let anybody know you're undocumented.” If somebody finds out, for whatever reason, there's some people who just are plain out racist or don't want people like me in the States. Sometimes they just do things to... I don't know. That's what I understood and that's what I took in and that's what I applied to my life. It's like living a secret, it was like living a second life or whatever. It’s like, "Oh shit, why do I have to lie, why?" I guess it's neither here nor there now, right? I'm here in Mexico.Anita: That must have been incredibly difficult. I know personally, because I've had to keep secrets.Rodolfo: Yeah, I guess it's one of those things where you think it's never really gonna affect you, until you're in the back of the DHS, the Department of Homeland Security, van. You're next to a whole bunch of people you never met, and they're also in the same position. Some don't even speak English. You don't really understand how immediately it can affect you until it affects you. I never thought it would affect me. Okay, well I mean, I'm working, I'm going to school—I'm in high school—I'm doing this, this and that. Some of my friends who are students already dropped out. Did everything, they’ve already gone to prison and back and everything, and they haven't even hit their 21st birthday.Rodolfo: And I'm still good, I'm still good. I may not be a straight A student or anything, but hey man, I'm still here! Why can't I have the same privilege as you all do? Why can't I get my license? You know how happy I was when I got my license here, damn. I love to drive, that's one of my passions. Always, always, always I love to drive. I couldn't get my license over there. I remember even in high school in drivers ed, I knew what the answer was, but I asked my mom, “Hey mom, can I apply for drivers ed, so I can get my license? “She was like, "You know you can't get your license." Again, one of the primary things, I’m like damn, I'm just not gonna be able to drive all my life? Or if I do drive and I get pulled over—as a matter of fact, that's the reason why I got deported, driving without a valid drivers license.Rodolfo: I never got why the paper said, "Driving on a suspended license." I would always ask them, "If I don't have a license, why is it suspended?" They just told me, "Because you have a drivers license number, but you don't have a drivers license? I'm like, "Okay, so if I have a drivers license number, why can't I get my drivers license?" "You don't have the proper documentation." I'm like, "But I have my..."Rodolfo: One day I thought, “Well why don't I just grab the driver license number and have somebody make me a fake drivers license, and put the drivers license on there?” But see, if I get caught with it, now I'm in more trouble, and now I'm seen as a real criminal, because now I'm going around the system once again. That's why we don't want you here, because you're gonna do things like that. [Exhale] I haven't talked about this in a while. It just makes me want to…I don’t know.

Sergio: Did you ever work in the US?Rodolfo: Yeah, I worked all the time, I never stopped. One of the first jobs I had…My uncle worked at a restaurant called, Baker's Square in Chicago. It was on the corner of Tui and Pratt. I really, really, really wanted—I think I was in fifth or sixth grade—a phone. I wanted a phone, it’s called the Psychic Slide. Phones used to flip, but this one slides. I wasn't gonna ask my mom for it, so I asked my uncle. "Hey man, I know you work at Baker's Square and I know around the holiday season it gets really busy. Can I help you? Can I go?" He's like, "Well, yeah, if you want." I used to wake up like 3:00 in the morning, and I used to go and help him out. After that, I really liked making money and I really liked dressing nice, I liked having my nice haircut or whatever. My very, very first job was in Wilmette, Illinois. I was a caddie. Yeah, and then—Sergio: On the golf course?Rodolfo: On the golf course, yeah. Wilmette Golf Course actually. I remember I was always the first one there. They used to choose us, when everybody got there, "Okay, you come with me, you come with me." I used to always go there and there was a gentleman by the name of... Man, I forgot his name. Like the President, Gerald Ford, that was his name Gerald Ford! The only reason I remembered was because of the President. He used to always get there around the same time I got there. He finally asked me, "Do you want to be my personal caddie? I don't want you working anymore with all these other kids, because nobody wants to work. Do you want to be my personal caddie?" I'm like, "Yeah, absolutely." It was going really, really well and everything.Rodolfo: I got to high school, I had a number of jobs. I worked at Subway, I worked at Chili's, I worked at... What was it? Outback Steak House, but then I finally just got to the Cheesecake Factory, and that's where I stayed the remainder of my time. The remainder of my time I stayed there, and I started from the busboy and I finally ended up being a bartender. One of the head bartenders, one of the head servers, they used to pay-out people and everything. Obviously, I didn't have my social or anything, but I was a little bit older than what I really was. When I first got there, when I first, first started working I think I was like 14. Obviously you can't work that young, I think actually, I was 18, at 14.Rodolfo: I didn't see it as anything bad. I knew that if I got caught with my fake ID and my fake social security card I'd get in trouble, but that's why we're there, that's why we worked. I didn't get a fake ID to go party or go get into clubs or bars or anything. The main purpose of it was for me to be able to get a job, and so my mom wouldn't have to work all those hours that she used to work. She used to work at a Burger King, overnight. I used to barely see her, and I didn't want that anymore. I told her, "You don't have to work that much if I start working. We can help each other out, we can, we're a team.” It was only my mother and I until I turned 14, when she met my stepdad. All throughout that, it was just my mother and I.

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Because students learned at their own pace, there was no group interaction built into the instruction. The purpose was to provide students with materials from which they could master a topic or skill.

Skinner’s reinforcement theory was used to create carefully constructed self­-instructional materials

More on Winston Ewert’s “Dependency Graph of Life” — An Important New Paper

Introductory Videos

TheDesignProcessandPerceptionofanInstructionalDesigner

The Kemp Model of Instructional Design

Dick and Carey Model

(a) learning tasks, (b) supportive information, (c) procedural information, and (d) part-task practice

Learning tasks provide the backbone of the educational program; they provide learning from varied experiences and explicitly aim at the transfer of learning.

four-component instructional design (4C/ID)

M3 ADDIE

Structuring instructional processes

In distance education teaching is hardly ever an individual act, but a collaborative process joining together theexpertise of a number of specialists in design teams and delivery networks. The typical model is that of the courseteam of content experts, instructional designers and media specialists