Participatory Approach in Reusable Learning Object (RLO) Development Using ASPIRE Framework

Hassan, Nurhanim; Sellappans, Renukha; Chen, Phelim Yong Voon; Yap, Wei Hsum; Ayub, Enna; Konstantinidis, Stathis; Poussa, Cherry; Taylor, Michael

doi:10.4018/978-1-7998-6445-5.ch006

Cited by 10 publications

(11 citation statements)

References 14 publications

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“…Storyboard sessions consisted of a meeting of participants to collectively produce a sequence of drawings with text and illustrations that represented their shared objectives, with feedback and guidance from the facilitators. This paper optimized the ASPIRE framework for best practice in chatbot co-creation by modifying some of the typical steps (see [20]).…”

Section: Designmentioning

confidence: 99%

Co-Creation of Chatbots as an Educational Resource- Training the Trainers Workshop

Pears¹,

Henderson²,

Bamidis³

et al. 2021

INTED2021 Proceedings

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BACKGROUNDThere is growing need for personalised individual student support in healthcare curricula. A key limitation to providing quality support surrounds large student-to-lecturer ratios. This can result in attenuation of lecturer's efforts to provide high level support for all students. Artificial Intelligence (AI) systems, specifically usage of machine conversation systems known as chatbots, can support education delivery. The co-creation of chatbots has complexities and barriers which may hinder design, creation, and implementation. Therefore, workshops are required to deliver support in creating formal specifications for chatbot development. AIMSThe Chatbots Enhanced Personalised European Healthcare Curricula (CEPEH) ERAMSUS+ project aimed to co-design and implement innovative pedagogical approaches-utilising chatbots. One of CEPEH objectives was to increase participants' knowledge and confidence in co-design and creation of chatbots within a 'training the trainers' workshop, towards creating a powerful new digital Open Education Resource. Through co-design with students, healthcare staff, lecturers, and clinicians, improved understanding, and skills into co-designing effective chatbots was explored. METHODThe 3-day workshop primarily surrounded co-design with the stakeholders following the ASPIRE framework and implementation of chatbots as an educational resource. Pre-and post-questionnaires captured 15 participants' confidence, knowledge, and understanding of chatbots and the methods to develop digital educational resources. RESULTSWilcoxon's Signed Rank test compared pre-and post-workshop results. Significant increases were suggested for: knowledge and understanding on the co-creation methods to develop digital educational resources (p = .046), on what a chatbots is (p = .004), and on the design and development of chatbots as educational resources (p = .016). After the workshop, 26.7% of participants declared that they overestimated their knowledge and understanding on the co-creation methods to develop digital educational resources. Confidence on designing and developing chatbots increased by 48% (p = .036). DISCUSSIONA 'training the trainers' workshop aimed at improving knowledge and confidence in co-design and creation of chatbots provided promising results, acting as a pivotal curriculum baseline for other higher education institutions. Participants better understood the processes towards creating a personalised specification, and for flexible learning to support European medical and nursing schools. Increase of such workshops will accommodate creation of more chatbots able to sustain several years of reuse, in addition to being low budget/maintenance. European medical and nursing schools may benefit from attending future workshops.

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Section: Designmentioning

confidence: 99%

Co-Creation of Chatbots as an Educational Resource- Training the Trainers Workshop

Pears¹,

Henderson²,

Bamidis³

et al. 2021

INTED2021 Proceedings

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“…The ASPIRE framework as described in [11], [16] can be translated in a series of concreate steps. Stakeholders come together in a storyboarding workshop and they define the aim, the exact learning objective that the RLO should have.…”

Section: The Co-creation Process and The Quality Assurance Of Rlosmentioning

confidence: 99%

INTED2021 Proceedings

Silvestre¹,

Meireles²

2021

INTED Proceedings

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As the population is becoming increasingly culturally diverse, there is a growing need for nurses to provide culturally competent care. It has been suggested that health disparities exist within in ethnic minorities and by providing culturally competent care could reduce disparities. The aim of the "TransCoCon: Developing Multimedia Learning for Transcultural Collaboration and Competence in Nursing (GA No 2017-1-UK01-KA203-036612) ERASMUS+ project has been to create innovative accessible multi-media learning resources that will enable undergraduate nursing students and registered nurse in five countries to develop knowledge and skills that enable self-efficacy to influence direct patient care.A participatory approach based on the ASPIRE framework followed, in order to develop the multimedia learning resources, namely Reusable Learning Objects (RLOs). The ASPIRE framework stands for Aims, Storyboarding, Population, Implementation, Release and Evaluation and it includes the following steps: i) Participatory Workshop, ii) Specification writing, iii) Peer Review of Specification -followed by amendments, iv) Development of the RLO, v) Review of the RLO-followed by amendments, vi) Evaluation with stakeholders-followed by amendments, vii) Publish the RLO online.The creation of an RLO is a time-consuming process, but in order to ensure its quality, peer review of the content (Specifications) before development, content and technical review once developed and evaluation from the stakeholders after amendments, are consider vital steps in the development process. This paper will present the evaluation of RLOs with stakeholders at 2 different stages of its development process aiming to discuss the value of the evaluation of the stakeholders at different stages of the process and not only once complete.Four RLOs developed by four partners of the TransCoCon project are evaluated; two after the initial Specification developed using a University of Nottingham HELM team bespoke Specification tool that allows preview of the specification as an RLOs without the interactivity element, and two at the stage of development. Each RLO was evaluated by 23 nursing students or registered nurses. The result of the evaluation was generally consistent across the 4 RLOs. Most participants agreed that the RLOs were clear about its objectives, easy to navigate and have introduced new concepts. On top of that, majority of the participants agreed that the content was appropriate for the topic and have enjoyed learning on their own. In terms of attributes that have contributed or might contribute once developed to their learning, interactivity, self-test exercises, working at own pace, ability to access the RLO anytime and from anywhere were found important by most participants.Since RLOs were on a prototype stage or on a specification preview, technical problems identified by the participants in all 4 RLOs. Technical problems seem to influence the perception of the participants around the reuse of other RLOs. Over 60% of the participants would like...

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“…However, digital learning for refugee education is a new field with little research assessing its take-up and impact and there is a knowledge gap of digital health applications for refugees [3]. Certainly, there have been many initiatives for designing and developing e-learning resources and objects, however, they rarely involve stakeholders directly in the design and development process [8].…”

Section: Introductionmentioning

confidence: 99%

“…A set of six Reusable Learning Objects (RLOs) will be developed and integrated into a MOOC (Massive Open Online Course) aiming at the integration in terms of use of the health services, but also in the way that health and medicine is practiced in EU in comparison to major refugees' home countries. The participatory approach ''ASPIRE'' framework; an acronym that stands for Aims, Storyboarding, Population, Implementation, Release and Evaluation [8] is adopted in the design and development methodology of RLOs exploiting participatory co-design principles and mainly focus on involving all stakeholders on a six-step development process. Figure 1 below illustrates the workflow of the ''ASPIRE'' framework.…”

Section: Introductionmentioning

confidence: 99%

“…Figure 1 below illustrates the workflow of the ''ASPIRE'' framework. RLOs can be considered as standalone learning units, small in size, approximately 5 to 15 minutes long [8] with specific learning objectives that form a comprehensive e-learning experience [10] that can be modified and repurposed [11]. This study aims to discuss the co-creation methodology for the development of a RLO, with respect to the refugees' healthcare integration, using the ASPIRE framework participatory approach.…”

Section: Introductionmentioning

confidence: 99%

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Supporting Healthcare Integration of Refugees Exploiting Reusable Learning Objects: The ASPIRE Framework

Dratsiou

Varella

Stathakarou

et al. 2021

Studies in Health Technology and Informatics

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The significant increase of refugees’ migration has demonstrated an overwhelming need for their access and integration to healthcare systems. E-learning, especially in the form of experiential digital learning, has been highlighted as an important ally in supporting refugees’ health needs. This paper aims to discuss the design and development process of Reusable Learning Objects (RLOs) to enhance digital health applications for refugees and integrate them to healthcare systems. The participatory approach based on the “ASPIRE” framework was followed. Using the “ASPIRE” process, 9 stakeholders were involved in the first phase of the development process, where a co-creation storyboarding workshop was held in Greece by the Medical Physics Laboratory of the Aristotle University of Thessaloniki. Essential qualitative and quantitative feedback was collected from stakeholders through an online questionnaire administered in Google Forms. Overall, enlightening ideas were expressed and all stakeholders commented positively on the value and efficacy of the workshop.

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Participatory Approach in Reusable Learning Object (RLO) Development Using ASPIRE Framework

Cited by 10 publications

References 14 publications

Co-Creation of Chatbots as an Educational Resource- Training the Trainers Workshop

Co-Creation of Chatbots as an Educational Resource- Training the Trainers Workshop

INTED2021 Proceedings

Supporting Healthcare Integration of Refugees Exploiting Reusable Learning Objects: The ASPIRE Framework

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