Instead read this gems brief source code completely before use OR copy the code straight into your codebase.

solo thinking isrooted in our lifelong experience of social interaction; linguists and cognitivescientists theorize that the constant patter we carry on in our heads is a kind ofinternalized conversation. Our brains evolved to think with people: to teachthem, to argue with them, to exchange stories with them. Human thought isexquisitely sensitive to context, and one of the most powerful contexts of all isthe presence of other people. As a consequence, when we think socially, wethink differently—and often better—than when we think non-socially.

the development of intelligent thinking is fundamentally a social process

Researchdemonstrates that students who engage in active learning acquire a deeperunderstanding of the material, score higher on exams, and are less likely to failor drop out.

A 2019 study published in the Proceedings of the National Academy ofSciences supports Wieman’s hunch. Tracking the intellectual advancement ofseveral hundred graduate students in the sciences over the course of four years,its authors found that the development of crucial skills such as generatinghypotheses, designing experiments, and analyzing data was closely related to thestudents’ engagement with their peers in the lab, and not to the guidance theyreceived from their faculty mentors.

instructors and experts must also become more legible models. This can beaccomplished through what philosopher Karsten Stueber calls “re-enactiveempathy”: an appreciation of the challenges confronting the novice that isproduced by reenacting what it was like to have once been a beginner oneself.

As Smith notes, the emulation of model texts was once a standard feature ofinstruction in legal writing; it fell out of favor because of concern that thepractice would fail to foster a capacity for independent thinking. The carefulobservation of how students actually learn, informed by research on the role ofcognitive load, may be bringing models back into fashion.

This act of imitation relieves students of some of theirmental burden, Robinson notes, allowing them to devote the bulk of theircognitive bandwidth to the content of the assignment

In studies comparing European American children withMayan children from Guatemala, psychologists Maricela Correa-Chávez andBarbara Rogoff asked children from each culture to wait while an adultperformed a demonstration—folding an origami shape—for another childnearby. The Mayan youth paid far more sustained attention to the demonstration—and therefore learned more—than the American kids, who were oftendistracted or inattentive. Correa-Chávez and Rogoff note that in Mayan homes,children are encouraged to carefully observe older family members so that theycan learn how to carry out the tasks of the household, even at very young ages.

When literature, language, and writing are connected to students’ experiences

3. Who are you annotating with? Learning usually needs a certain degree of protection, a safe space. Groups can provide that, but public space often less so. In Hypothes.is who are you annotating with? Everybody? Specific groups of learners? Just yourself and one or two others? All of that, depending on the text you’re annotating? How granular is your control over the sharing with groups, so that you can choose your level of learning safety?

“hold no learning in contempt, for all learning is good.”

Lists promise value quickly A normal essay promises a payoff only when you finish it. But lists promise at least some value almost immediately.

This strategy has been shown to substantially increase student achievement across all grade levels (elementary through college) and with students who present with various disabilities (Haydon, Mancil, Kroeger, McLeskey, & Lin, 2011).

Is it possible to design a new medium which much more actively supports memorization? That is, the medium would build in (and, ideally, make almost effortless) the key steps involved in memory

A recommendation engine for reading that could reliably supply enjoyable inceptive experiences would be a marvel.

Personalized examples are very resistant to interference and can greatly reduce your learning time

One of the most effective ways of enhancing memories is to provide them with a link to your personal life.

. While LMS vendors seek to create an environment that provides an all-encompassing PLE, the fact that they are closed networks and that they are platforms built to meet the needs of entire institutions means that they usually are not personalised enough to meet the needs of a connected learner, who is (most often) already used to the flexibility and ownership web 2.0 tools provide.

PLE = Personal Learning Environment PLN = Personal / Professional Learning Network LMS = Learning Management System OLN= Open Learning Network

These ways of knowinghave inherent value and are leading Western scientists to betterunderstand celestial phenomena and the history and heritage thisconstitutes for all people.

A major advance in user interfaces that supports creative exploration would the capacity to go back in time, to review and manipulate the history of actions taken during an entire session. Users will be able to see all the steps in designing an engine and change an early design decision. They will be able to extract sections of the history to replay them or to convert into permanent macros that can be applied in similar situations. Extracting and replaying sections of history is a form of direct man ipulation programming. It enables users to explore every alternative in a decision-making situation, and then chose the one with the most favorable outcomes.

Learning how to learn is often listed as a goal of education, but acquiring the goal-directed discipline, critical thinking skills, and cognitive self-awareness that support collection of knowledge is difficult. Advanced user interfaces may be able to help users better formulate their information needs, identify what information gaps impede them, and fabricate plans to satisfy their needs. Often as information is acquired, the users's knowledge shifts enough to require a reformulation of their plans. Information visualization interfaces and hypertext environments are a first step in supporting incidental learning, exploratory browsing, and then rapid reformulation of plans. As a refined theory of knowledge acquisition emerges, improved tools will f ollow.

And a network which is sparsely knit there are a lot of people in my network and in your 00:46:06 network who don't know each other. And it's loosely bound. There are people from outside the network, in fact that's how a small world network happens.

The use of gesture supplies a temporary scaffold that supports theseundergraduates’ still wobbly understanding of the subject as they fix theirknowledge more firmly in place.

“It is from the attempt of expressing themselves thatunderstanding evolves, rather than the other way around,” he maintains.

Gesture encourages experimentation.”

Verfahren des Relational Machine Learning, welche unter Ausnutzung der Graphstruktur in vielen Fällen Modelle besserer Qualität liefern.

Among the many purported benefits of diversity initiatives is the promise that when minority members contribute novel perspectives, they create a learning opportunity for their peers. However, for minority contributions to affect the performance of others, majority members must attend to them.

Hiatt wrote in her book: "My next career steps have always been inspired by asking myself the key question of 'What do I want to learn in the next phase of my career?'" Without having a sense of the next leap, it's easy to limit yourself to comfortable roles that avoid stress, instead of chasing opportunities for growth, she says.Hiatt says her managers were often the key indicators of her personal growth trajectory and opportunities. In exchange, she says, it was up to her to be proactive with those opportunities and deliver results. She says she always prioritized the type of people she wanted to work for over everything else, because it would shape the kind of person and leader she wanted to be.

The learner, just by clicking or hovering on a word, is always in a position to answer three questions: what does it mean, what does it sound like, and where have I seen it before.

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.

Amy Rae Fox@thoughtafoxYES I underline and highlight when I read and YES I know xyz studies demonstrate highlighting is not an 'effective learning technique' ... but not all learning is about remembering #toolsforthought9:41 PM · Feb 1, 2022·Twitter Web App

self-regulation of learning

learning analytics

learner profiling

personalised online learning that can help reduce attrition and improve academic outcomes by catering to learners’ needs in online learning platforms

Trying to find research on sketchnoting during presentations. Research directly comparing sketchnoting and more traditional notetaking does not seem to exist. References to dual coding theory do not count. Why is this popular?

Overarching Learning Goals that are achievable for your students

Read for Understanding

he best-researched and mostsuccessful learning method is elaboration. It is very similar to whatwe do when we take smart notes and combine them with others,which is the opposite of mere re-viewing (Stein et al. 1984)Elaboration means nothing other than really thinking about themeaning of what we read, how it could inform different questions andtopics and how it could be combined with other knowledge

As Terry Doyleand Todd Zakrajsek put it: “If learning is your goal, cramming is anirrational act” (Doyle and Zakrajsek 2013).

Even without any feedback, we will be better off ifwe try to remember something ourselves (Jang et al. 2012).

When we try to answer a question before we know how to, we willlater remember the answer better, even if our attempt failed (Arnoldand McDermott 2013)

“Manipulations such as variation, spacing, introducing contextualinterference, and using tests, rather than presentations, as learningevents, all share the property that they appear during the learningprocess to impede learning, but they then often enhance learning asmeasured by post-training tests of retention and transfer. Conversely,manipulations such as keeping conditions constant and predictable andmassing trials on a given task often appear to enhance the rate oflearning during instruction or training, but then typically fail to supportlong-term retention and transfer” (Bjork, 2011, 8).

If you now think: “That’s ridiculous. Who would want to read andpretend to learn just for the illusion of learning and understanding?”please look up the statistics: The majority of students chooses everyday not to test themselves in any way. Instead, they apply the verymethod research has shown again (Karpicke, Butler, and Roediger2009) and again (Brown 2014, ch. 1) to be almost completelyuseless: rereading and underlining sentences for later rereading.And most of them choose that method, even if they are taught thatthey don’t work.

We face here the same choice between methods that make us feellike we learned something and methods that truly do make us learnsomething.

Understanding is not just a precondition to learning something. Toa certain degree, learning is understanding.

While it is obvious that familiarity is not understanding, we have nochance of knowing whether we understand something or just believewe understand something until we test ourselves in some form.

Taking smart notes is the deliberate practice ofthese skills. Mere reading, underlining sentences and hoping toremember the content is not.

Probably the best method is to take notes – not excerpts, butcondensed reformulated accounts of a text.

This is why it is so much easier to remember things we understandthan things we don’t. It is not that we have to choose to focus eitheron learning or understanding. It is always about understanding – andif it is only for the sake of learning. Things we understand areconnected, either through rules, theories, narratives, pure logic,mental models or explanations. And deliberately building these kindsof meaningful connections is what the slip-box is all about.Every step is accompanied by questions like: How does this fact fitinto my idea of ...? How can this phenomenon be explained by thattheory? Are these two ideas contradictory or do they complementeach other? Isn’t this argument similar to that one? Haven’t I heardthis before? And above all: What does x mean for y? Thesequestions not only increase our understanding, but facilitate learningas well. Once we make a meaningful connection to an idea or fact, itis difficult not to remember it when we think about what it isconnected with.

The more experience you gain, the more you willbe able to rely on your intuition to tell you what to do next. Instead oftaking you “from intuition to professional writing strategies”, as thetitle of a typical study guide promises, it is here all about becoming aprofessional by acquiring the skills and experience to judgesituations correctly and intuitively so you can chuck misleading studyguides for good. Real experts, Flyvbjerg writes unambiguously, don’tmake plans (Flyvbjerg 2001, 19).

The moment we stop making plans is the moment we start to learn.

his suggests that successful problem solvingmay be a function of flexible strategy application in relation to taskdemands.” (Vartanian 2009, 57)

Our brains work not that differently in terms of interconnectedness.Psychologists used to think of the brain as a limited storage spacethat slowly fills up and makes it more difficult to learn late in life. Butwe know today that the more connected information we alreadyhave, the easier it is to learn, because new information can dock tothat information. Yes, our ability to learn isolated facts is indeedlimited and probably decreases with age. But if facts are not kept

Who can blame you forprocrastinating if you find yourself stuck with a topic you decided onblindly and now have to stick with it as the deadline is approaching?

Every intellectual endeavour starts from an already existingpreconception, which then can be transformed during further inquiresand can serve as a starting point for following endeavours. Basically,that is what Hans-Georg Gadamer called the hermeneutic circle

the accidental encounters make up the majority of what welearn.

Make literature notes. Whenever you read something, make notesabout the content. Write down what you don’t want to forget or thinkyou might use in your own thinking or writing. Keep it very short, beextremely selective, and use your own words.

Research is needed to determine the situations in which the redundancy principle does not hold

Principle 2: Consider Adding On‐Screen Text to Narration in Special Situations

Another major problem with the learning styles view is that it is not sup-ported by the available research evidence.

boundary conditions.

graphics using words in both on‐screen text and audio narration in which the audio repeats the text. We call this technique redundant on‐screen text because the printed text (on‐screen text) is redundant with the spoken text (narration or audio).

Special Issue on Machine Learning and Knowledge Graphs

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.

"Context" manipulation is one of big topic and there are many related terminologies (academic, language/implementation specific, promotion terminologies). In fact, there is confusing. In few minutes I remember the following related words and it is good CS exam to describe each :p Thread (Ruby) Green thread (CS terminology) Native thread (CS terminology) Non-preemptive thread (CS terminology) Preemptive thread (CS terminology) Fiber (Ruby/using resume/yield) Fiber (Ruby/using transfer) Fiber (Win32API) Generator (Python/JavaScript) Generator (Ruby) Continuation (CS terminology/Ruby, Scheme, ...) Partial continuation (CS terminology/ functional lang.) Exception handling (many languages) Coroutine (CS terminology/ALGOL) Semi-coroutine (CS terminology) Process (Unix/Ruby) Process (Erlang/Elixir) setjmp/longjmp (C) makecontext/swapcontext (POSIX) Task (...)

Now you have the extension up and running. It's time to start annotating some documents.

The hermeneutic circle (German: hermeneutischer Zirkel) describes the process of understanding a text hermeneutically. It refers to the idea that one's understanding of the text as a whole is established by reference to the individual parts and one's understanding of each individual part by reference to the whole. Neither the whole text nor any individual part can be understood without reference to one another, and hence, it is a circle. However, this circular character of interpretation does not make it impossible to interpret a text; rather, it stresses that the meaning of a text must be found within its cultural, historical, and literary context.

creased learning in a college physics course with timelyuse of short multimedia summaries

Highlighting would be a crude form of knowledge telling. Knowledge transforming involves interpretation on the part of the content producer.

Kristen: Well, what’s interesting, and you bring up such a great point. One of the top neuromyths out there is learning styles. And, so when you’re looking at learning styles, this is something that almost seems to permeate. It doesn’t matter when you started teaching, whether it’s K through 12, or higher education at some point if you’ve been involved in education, you’ve come across learning styles. Now there are learning preferences and there’s lots of wonderful research on that. But this concept of teaching to learning styles, I think, unfortunately… we talk about this in section seven of our report kind of got mixed in with multiple intelligences. And, that is not at all what multiple intelligence was about, but it was almost the timing of it and so, having been a K through 12 teacher, I remember going through a professional development where we learned about learning styles and how it was something to look at in terms of teaching to learning preferences. And, even to this day when I do presentations, and I know Michelle has run into this as well, especially when we co-teach some of the OLC workshops, somebody will inevitably raise their hand or type in the chat area “Are you kidding? Learning styles is a neuromyth? We just had somebody on our campus six months ago, who taught us how to do an assessment to teach to learning styles.” So, it’s still out there, even though there’s so much in the literature saying it’s a neuromyth. It’s still prevalent within education across all areas.

Students also cited the frequent interruptions that accompanied each transition from group activities to instructor feedback (14 responses), a concern that their errors made during class would not be corrected (10 responses), and a general feeling of frustration and confusion (14 responses) when discussing their concerns about the actively taught classes.

It isn't about note taking, it's about supporting a brain that simply isn't capable of retaining the level of information that we have to deal with. The ultimate note taking device is actually an augmented human brain that has perfect recollection and organisation.

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.

You don’t have to believe in learning styles theories to appreciate differences among kids, to hold an egalitarian attitude in the midst of such differences, and to try to foster such attitudes in students.

learning styles is not a theory of instruction. It is a theory of how the mind works. So when I say “there’s no evidence for learning styles” I am making a claim about the mind, not about instruction.

(2) the fact that we haven’t definitively proven a theory wrong seems like a poor reason to advocate using the theory in classrooms. To the extent that teachers use scientific theories about the mind to inform their practice, doesn’t it make sense to use theories that scientists are pretty sure are right?

(1) it’s absolutely true that we could find out tomorrow that there are learning styles after all. Someone could propose a new theory, or we might realize that there is a different, better way to test the old theories. Note this is always the case--you can't absolutely prove a theory untrue.

there’s not much reason to think it’s because kids have different learning styles. Maybe it’s always good for kids to experience any idea in several different ways, even if all the experiences were in the same style. Maybe one of the experiences is especially well-suited to help kids understand the concept. Maybe the repetition is good. If it's a good idea to teach to all styles, great, but I'd like to figure out why kids are learning more that way, given that other predictions of styles theories aren't supported.

You give people the opportunity to use their preferred style or you prevent them from using their preferred style. You should see some difference in the effectiveness of the learning of the two groups--their comprehension of whatever task you set, their memory, something. That’s the evidence that’s lacking. 

Ability is that you can do something. Style is how you do it.

the curse of knowledge. It’s a simple but devastating effect: Once we know something, it’s very difficult to imagine not knowing it, or to take the perspective of someone who doesn't.

Only once the second price is being paid do you see any return on the first one. Paying only the first price is about the same as throwing money in the garbage.

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.

les lettres que je reçois des Services adaptés en rendent plusieurs visibles

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. 

To learn—A rather obvious one, but I wanted to challenge myself again.

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.

learning doesn’t happen from skimming through a book or remembering enough to pass a test.

Now You See It “Starts where Malcolm Gladwell leaves off, showing how digital information will change our brains. We need this book.”

We are definitely living in interesting times!