My passion for creating digital learning experiences has led me to explore User Experience (UX design), develop learning products using various technologies, and experiment with numerous eLearning authoring tools. Among these, Xerte stood out for its unique approach to ownership and sustainability, making it a primary resource development tool at Cardiff University. My expertise in Xerte, developed through diverse projects, practice dissemination, training sessions, and community contributions, has established me as a leading Xerte expert in the University. In this reflection, I share my journey with Xerte, discussing its pros and cons and my plans for broadening its adoption.
My initial engagement with Xerte began in 2016 after its introduction at the University. I leveraged its core features to create basic learning resources by integrating text, images, and videos into streamlined learning pathways for the Neonatal Medicine distance learning program. These resources were embedded into the Virtual Learning Environment (VLE) with enhanced privacy controls, restricting access to specified URLs like the Cardiff University domain (https://learningcentral.cf.ac.uk). Some early projects I developed using Xerte included interactive resources on topics such as Patent Ductus Arteriosus (PDA) using Doppler imaging techniques, the application of Doppler in echocardiographic practices, and an introduction to neonatal cardiac ultrasound.
As I gained a deeper understanding of Xerte, my ability to develop within the platform grew stronger. I took on more ambitious projects that substantially enhanced my technical skills.
Leveraging the flexibility of Xerte's Bootstrap template, a template that allow users to create responsive web page like resources, I crafted non-linear resources like the 'Campus Pack Blog' and 'Diabetes Online Marking Procedure.' These guides were designed to provide comprehensive digital support for remote tutors engaged in delivering postgraduate distance learning programs. In collaboration with the undergraduate team at the School of Medicine, I played a key role in creating medical eLearning resources such as the 'Introduction to Anatomy' and 'Sepsis eLearning' package. My contributions extended to helping the Postgraduate program team, where I developed an 'Introduction to Equality, Diversity & Inclusivity' resource for postgraduate students, focusing on the foundational concepts of equality and diversity, and a tutorial on unfair practices and upholding academic integrity.
Furthermore, I had the opportunity to engage in a significant public engagement project—the 'Public Mental Health Support Package.' Working alongside the knowledgeable subject specialist Athanasios Hassoulas and his dedicated students, we embarked on the design and development of a resource aimed at assessing the public impact of COVID-19, specifically examining the psychological effects of the pandemic and associated lockdowns. And for the first time, I have successfully implemented xAPI to the project so that we can collect some public usage data of the project. Our collective work in this area has been recognised through a publication in the BJPsych Open Supplement, which has served to disseminate our findings and support to a broader audience.
I have also collaborated with academics to enhance assessment processes. One notable example in 2021 involved integrating 360 panoramic imaging with Xerte to simulate clinical skill practices for medical students. Working alongside an experienced colleague, we developed two virtual Integrated Structured Clinical Examinations (ISCEs) for second and fourth-year students, each containing six stations with informational and interactive elements.
As part of this process, I carefully selected the appropriate Xerte page types for each segment of content. For example, the source document included numerous open-ended questions to test students' knowledge and their ability to respond in real-time clinical settings. These scenarios were crucial for simulating the quick decision-making required in actual medical practice. To enhance the interactivity and ensure meaningful engagement, I implemented custom JavaScript functions. These functions prevented students from skipping important questions, thereby encouraging them to thoroughly engage with and reflect on each scenario. Additionally, I employed popup overlays within the virtual tour to maintain student immersion in the learning environment. This feature, along with the customised navigation I developed, allowed me to control the pace and flow of the experience, ensuring that students absorbed the material effectively. This project was highly praised by the assessment team and showcased the power of collaborative effort, involving coordination with various departments and sharing best practices.
This project was also a significant personal milestone as it marked the first time I co-developed a resource in close collaboration with a colleague. We established a consensus on the design principles and the types of pages to include, then divided the project equally, with each of us taking responsibility for three stations. Through regular exchanges of ideas, sharing of practices, and mutual support, we were able to bring our individual strengths to the project. I learned immensely from this process of collaboration, laying a solid groundwork for future joint ventures.
I organised Xerte training sessions in the School of Medicine based on the flipped workshop model, where participants received materials beforehand, with live demonstrations and interactive exercises during the workshops.
Feedback from these sessions was generally positive. Participants appreciated the structured approach and the opportunity to learn both theory and practice. The worksheets provided were particularly well-received, with participants finding them extremely helpful in guiding their learning process. However, many attendees expressed the need for more practice to fully utilise the tool's capabilities. Reflecting on these outcomes, in future I would establish a follow-up space, perhaps using Microsoft Teams, to further foster this community of learning.
As my engagement with Xerte deepened, I was inspired to participate in the annual Xerte conferences organised by the Xerte community. These conferences, including one in-person event and two online, offered invaluable learning experiences and networking opportunities. I shared insights gained from these conferences with fellow learning technologists at the university. I conducted a presentation at an informal meeting, specifically targeting those within our university community who were involved in or interested in educational technology. The focus of my presentation was on Xerte's new features and the innovative developments in the field. Through these conferences, I not only learned about incorporating custom stylesheets and JavaScript libraries to enhance Xerte's capabilities but also discovered the LTI/xAPI feature. This feature enables the integration of Xerte objects with an institution's Learning Management System, facilitating a more advanced tracking of user interactions with learning resources, a significant step beyond the capabilities of SCORM.