=Paper=
{{Paper
|id=Vol-2641/paper_03
|storemode=property
|title=Using i* to
Understand the Domain of Video Tutorial for Online
Training
|pdfUrl=https://ceur-ws.org/Vol-2641/paper_03.pdf
|volume=Vol-2641
|authors=Anna Perini,Angelo Susi,Artem Gabbasov,Paolo Busetta,Daniele Dellagiacoma,Maurizio Astegher,Matteo Pedrotti,Matteo Longato
|dblpUrl=https://dblp.org/rec/conf/istar/PeriniSGBDAPL20
}}
==Using i* to
Understand the Domain of Video Tutorial for Online
Training ==
https://ceur-ws.org/Vol-2641/paper_03.pdf
Using i* to Understand the Domain of Video
Tutorial for Online Training?
Anna Perini1[0000−0001−8818−6476] , Angelo Susi1[0000−0002−5026−7462] , Artem
Gabbasov1[0000−0002−6218−0831] , Paolo Busetta2 , Daniele Dellagiacoma2 ,
Maurizio Astegher2 , Matteo Pedrotti2 and Matteo Longato2
1
Fondazione Bruno Kessler (FBK) 38123 Trento, via Sommarive 18, Italy
Email: {perini,susi,agabbasov}@fbk.eu
2
Delta Informatica SpA, Trento, Italy
Email: {paolo.busetta, daniele.dellagiacoma, maurizio.astegher, matteo.pedrotti,
matteo.longato}@deltainformatica.eu
Abstract. Educational videos are massively used in e-learning, while
their adoption in professional training as a complement to class sessions
needs more careful evaluation.
We are investigating opportunities and challenges to use video tutorial
for continuous training of professionals in emergency management in
the context of an industrial project, called ELEVATE. The final goal of
ELEVATE is to develop a novel tool suite for authoring and managing
video-based training exercises.
In this paper, we present a goal-oriented analysis of this domain, which
helped us to define the authoring methodology that complements the
ELEVATE tool suite.
Keywords: Goal-oriented analysis · Video Based Learning · Distance
Learning
1 Introduction
Asynchronous e-learning or distance learning (DL), where students can attend a
lecture at their pace accessing online software platforms called Learning Manage-
ment Systems (LMS) is used pervasively worldwide. Indeed, e-learning is used
as a complement to traditional class teaching, as a powerful means to help over-
come illiteracy in underdeveloped countries, and as an indispensable approach in
crisis situations as the one we are currently living with the COVID-19 pandemic.
Nowadays Video-based learning (VBL) [5] represents a relevant knowledge
area in the field of DL. VBL seems to be particularly effective for procedural
knowledge learning and training. Different types of video-based material are used
in VBL, offering different degrees of interactivity ranging from simple mecha-
nisms, such as video pausing, replaying and rewinding, to more engaging inter-
actions, which are enabled by building videos with a graph-structure where the
?
Funded by the LP6 PAT project ELEVATE
Copyright © 2020 for this paper by its authors. Use permitted under 13
Creative Commons License Attribution 4.0 International (CC BY 4.0).
nodes are linked to video-clips and arcs represent the possible choices the viewer
can take, and that will determine the next video-clip to be played.
Research in this area includes studies about tool-supported methodologies for
authoring video-based material, and especially about assessing the effectiveness
of VBL, through the analysis of the huge amount of data that are available
from session logs. Focusing on professional training, attention is paid on how to
leverage benefits provided by VBL, while mitigating costs of production of good
quality material, which is a prerequisite for certified professional training.
We are investigating these issues in the context of an industrial innovation
project called ELEVATE (E-LEarning with Virtual interAcTive Experience)3 .
The main objective of the ELEVATE project is to develop a tool suite for creat-
ing and managing interactive video exercises for online professional training on
Standard Operating Procedure (SOP) [2].
We performed a goal-oriented (GO) analysis of the project’s application do-
main to understand the role of the different stakeholders. In particular, we fo-
cused on the main stakeholders involved in the production of video-based ex-
ercises and on the management of online training sessions, as well as on the
underlying collaborative processes. This has been a preliminary step to elicit
key requirements for the ELEVATE Tool Suite and its companion methodology.
In this paper we present this GO analysis that we performed using i* mod-
elling. The rest of the paper is structured as follows. We provide some back-
ground information on the ELEVATE project in Section 2, the i* model of the
ELEVATE’s application domain is presented in Section 3. Finally, section 4 con-
cludes recalling follow-ups of our goal-oriented domain analysis and pointing out
ongoing work.
2 The ELEVATE project
The ELEVATE project aims at delivering tools for authoring and managing
interactive videos with a graph-structure for online training. In short, an EL-
EVATE video contains a number of decision points, shown to the trainee. The
trainee’s choices (or lack thereof) determine which scenes are to be played. Target
users of the ELEVATE Tool Suite are the education departments of organiza-
tions that have to fulfill obligations on continuous education on emergency man-
agement, such as hospitals (more generally healthcare organizations) and civil
protection organizations. ELEVATE follows a previous project that explored the
use of virtual reality (VR) and “intelligent” behaviours of artificial characters for
training purposes [3]. While VR exercises are technically appealing and engaging
for trainees, costs and skills required to produce and run them are too high for
most purposes and most healthcare organizations.
ELEVATE investigates novel ways to produce and manage training videos
that keep budget and technical skills within reach of an average organization,
while supporting effective learning of SOPs. Data collected from the logs of online
3
The ELEVATE project is coordinated by Delta Informatica -
https://elevate.deltainformatica.eu/
14
Fig. 1. i* model of the ELEVATE domain.
training sessions with ELEVATE interactive videos can be analysed to evaluate
trainee’s behaviours and to elicit requirements for improving the video exercises.
The project is led by Delta Informatica, who plays the role of developer and
vendor of the ELEVATE Tool Suite. Project partners are: Fondazione Bruno
Kessler who acts as a research partner and contributes to the definition of the
authoring methodology, as well as to session data analysis; and PHO4 who plays
the role of potential adopter of the ELEVATE Tool Suite and contributes with
illustrative application cases. For example, the Newborn Life Support (NLS)
procedure [2], which is the procedure that professionals, e.g. obstetricians, have
to follow for reanimating newborns. The NLS procedure implements the interna-
tional guidelines proposed by ILCOR and ERC5 [4]. The NLS algorithm aims at
guiding professionals in taking critical decisions under stress. The PHO depart-
ment in charge of the management of continuous internal education and training
of professionals follows an educational approach that recognizes a central role
to practical experience that professionals have to develop in dedicated simula-
tion sessions performed in realistic settings. Trainees get a certification upon
attending regular training sessions and passing standard assessment tests.
3 Domain analysis with i*
Goal-oriented (GO) analysis can help understand the application domain by
modelling and analysing the stakeholders of the domain, with their goals and
4
Public Healthcare Organization
5
https://www.ilcor.org/, https://www.erc.edu/
15
Fig. 2. Key actors: Excerpt of i* SR models.
their strategic dependencies [6]. We performed a qualitative goal-oriented analy-
sis using i* 2.0 modelling language [1]. Part of the model is depicted in Fig. 1.6
The key stakeholders we identified are modelled as i* 2.0 actors, with their
mutual dependencies, their own goal and quality aspects. In particular:
– the Organization, in our case the PHO, that has to do continuous training of
its employees, in order to ensure high quality services. In our context Trainees
are employees of the Organization (see participate-in relationship). Relevant
quality goals have to be taken into account by the Organization, such as
keep costs sustainable in terms of resources needed for continuous training
and time that the employees have to dedicate to training sessions. The goal
Continuous training ensured, and associated quality goals are delegated to
the internal Education Department, who is responsible to keep them satisfied.
– the Education Department’s team includes people playing the roles of Do-
main Expert (DE) and Instructional Designer (ID), who collaborate with
their respective skills to produce high quality training sessions. In case video-
based material is used, the team may need to assign specific tasks to a Di-
rector, whose role is to produce appropriate video clips.
– the Trainee, or Student, who attends training sessions by accessing online
training available on an LMS, as well as participating in class training simula-
tion with dummies. Among her key objectives is that of getting a certification
upon having passed successfully a mandatory training session.
– the interactive-video Technology Provider, in the case of ELEVATE it is
Delta Informatica, who depends on the Education Department to get the EL-
EVATE Tool Suite adopted. On the other hand, the Education Department
depends on it to ensure that the ELEVATE Tool Suite can help keeping
their key goals and quality aspects satisfied.
– the technological agent, namely the LMS, which is adopted by the Education
Department, where the ID can deploy the educational material s/he has cre-
6
https://www.cin.ufpe.br/ jhcp/pistar/ - we used the piStar tool.
16
ated. The ELEVATE Tool Suite has to comply with the e-learning technical
standard supported by the LMS, such as SCORM 1.2.7
Taking the perspective of the interactive-video Technology Provider, the crit-
ical dependencies that we have to take into account in the ELEVATE project
are those where the Technology Provider takes the role of dependee. Particularly
challenging are: the task dependency from the Education Department that needs
to be convinced about the advantage of using the ELEVATE Tool Suite to keep
its key goals and quality aspects satisfied; and the quality-dependency from the
ID who needs usable authoring tools for producing suitable educational mate-
rial. In order to better understand what the ELEVATE Tool Suite should offer,
and which authoring methodology should support its users, we need to anal-
yse deeper how actors cooperate to produce training material and to manage
training sessions.
3.1 Understanding key stakeholders’ goals
Fig. 2 reports fragment of the i* Strategic Rational models for the four actors
involved in the achievement of the goal of ensuring continuous training of em-
ployees of the organization, namely, the Education Department (top-left), and
its team that includes the DE (Fig. 2, bottom-left) and the ID (top-right), and
the Director, who can be an actor external to the Education Department.
The main responsibility of the Education Department is that of organising
continuous training of the employees on SOPs that complies with national or
international standards (modeled as quality Standards compliance), so to be
able to provide recognized certificates to the trainees who attend their training.
Two approaches are mostly used: the first one rests on class sessions in which
simulations of an emergency situation is conducted, by employing instrumented
dummies or people, for example playing the role of injured subjects; the second
one is based on online blended courses, which can combine slides, video-tutorials,
and forms for the trainee’s assessment (task: use blended DL courses).
A trade-off between two different quality criteria guides decisions on training
material to be used, namely maximise reuse of existing resources and maximise
the engagement of trainees. In this regard, while using standard SOP training
material can hurt trainee’s engagement, using new technology, as the interactive
video tutorial that can be produced with ELEVATE, can contribute to maximise
engagement. The DE and the ID that are part of the Education Department’s
team, collaborate both during the production of the training material and during
the execution of a training session. In particular, as shown in the SR diagram
depicted in Fig. 2, the DE depends on the ID to get newly created educational
material, while the ID depends on the DE to get the requirements for a training
session specified, including a description of the profiles of the target trainees and
the learning objectives.
The main goal of the DE is that of managing a training session, which re-
quires a session to be designed, executed and assessed. To design a training
7
Shareable Content Object Reference Model (SCORM).
17
session, existing material can be reused, which might have been created by a
different team, while in the case new educational material has to be created, a
new authoring process has to be performed in collaboration with an ID, and a
Director, if new video material is needed. Typical skills of IDs include the use of
methodologies and tools for designing educational material (especially for online
DL). The Director collaborates with the team agreeing on a storyboard that
will guide her planning for producing new video clips (dependencies in Fig. 2).
In particular, in some situations, as for example when the emergency scenario
to be generated is particularly dangerous for people or things (e.g. a fire in a
building), virtual reality can be used to generate the needed video clips.
4 Conclusions
The GO analysis of the application domain described in this paper helped defin-
ing a first version of the methodology for producing and managing interactive
video tutorial for training on SOP procedure with the ELEVATE Tool Suite.
In [2], we illustrate this methodology for the NLS procedure case study.
In particular, the presented GO analysis supported us identifying the three
different roles that are involved in this methodology (i.e. the domain expert, the
instructional designer and the director), with their specific goals. The resulting
tool-supported process is a collaborative process, which embraces a set of au-
thoring steps (i.e. definition of training requirements, the design and validation
of appropriate video-based exercises, and their deployment on an LMS), and
management activities related to the training execution, such as the analysis of
data extracted from session logs with the aim of understanding if the exercises
need to be improved.
Work is ongoing to extend the platform and its methodology with the objec-
tive to enable producing dynamically customisable training sessions.
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