# User stories
###### tags: `sl+`

The number lists below each user story below refer to the three iterations planned.
1. Done by late June, tested during September
2. Done by late December, tested by early February 2021
3. Done by late May 2021, tested by end of June 2021

## Curating

**C1: As a PI, I can develop new types of tasks, questions and tests, and specify how they are organised.**

1. As a PI, I can use a selection of task types, questions, tests and ways of oganisation from the ones that was developed in the DSL+ project.
2. As a PI, I can develop new task types, questions and tests.
3. As a PI, I can develop new ways of organising the tasks.

>In collaboration with programmers, PIs may add and edit task types and set types. This includes specifying content types, student interactions, data capture, data input and output, and progress/monitoring information.

**C2: As a researcher, I can create tasks and organise them, by selecting task and set types and specify the required content.**

1. As a researcher, I can create and organise a set of predefined tasks.
2. As a researcher, I have more task types to create tasks from.
3. As a researcher, I have more ways of organising tasks.

> In pre-defined fields for a task type allow: text edits, upload images/audio/video, edit metadata

**C3: As a researcher, I have control of how interventions are defined by a selection of tasks, questions and tests and how these are organised.**

1. As a researcher, I can select one pre-set intervention (a subset of the one developed in the DSL+ project).
2. As a researcher, I can select between a couple of pre-set interventions.
3. As a researcher, I can define interventions.

>Tasks may be put in sets and sequences. Optionally these may also be scheduled in a calendar.

**C4: As a preschool staff, I can make changes in how tasks are organised.**
###### tags: `question` Is this a requirement?
1. -
2. -
3. As a preschool staff, I can organise the tasks by skipping some of the tasks in a given set of tasks.

## RCT administration

**A1: As a PI, I can ask parents to consent to participation in research.**
###### tags: `question` Will Difi or Feide be used to authenticate consenters?
1. As a PI, I keep a manual record of those who has consented.
2. As a PI, I can ask parents to sign a consent form digitally.
3. As a PI, I can configure the system to check that consents are given before data is captured.

>Use TSD consent portal? App may check whether consent is given by parent and then record data.

**A2: As a PI, I can administer a given intervention to a specified group.**
###### tags: `question` Children to log in, use PIN, or adult supervision?

1. As a PI, I can administer an intervention to a group of individual students.
2. As a PI, I can administer an intervention to a group, e.g. a class.
3. As a PI, I can administer an intervention to a group, using data from school administrative systems.

>In the RCT admin PIs may specify a sequence of selections (ala VIVA utvalgsett). E.g. School -> Class, School owner -> School, Kindergarten -> group etc.

## Monitoring

**M1: As a PI, I can follow interventions in real time to be certain that everything works**

1. As a PI, I have an overview of all devices and what intervention each is running.
2. As a PI, I have an overview of the data status and progress status for each device.
3. As a PI, I have an overview of the basic health information for each device (os, wifi, battery and memory)

>* Device status (wifi, battery, storage)
>* Student status (progress)
>* Data status (upload to TSD, download from CMS)

## Running interventions
**R1: As a researcher or a staff, I can administer a set of devices used in a group of children.**

1. As a researcher, I can prepare a device to be used in an intervention.
2. -
3. As a staff, I can prepare a device to be used in an intervention.

>Add shortcut, install app, configure app

**R2: As a researcher, I can control the progress for the children.**

1. As a PI, I can set the next task to do for all students/children in an intervention.
2. As a PI, I can set the next task to do for a specified student.
3. -

>Synchronise the progress, jump tasks
>
**R3: As I child, I can engage in the activities.**

1. As a child, I can engage in the activities provided.
2. As a child, I can engage in the activities my teacher provides.
3. As a child, I can engage in activities I choose myself.

>The main impact is vocabulary stimulation.

## Analysing data from interventions

**R1: As a researcher, I can retrive, combine and analyse data and answer my research questions.**

1. As a researcher, I can retrieve all data from an intervention.
2. As a researcher, I can query and combine data from several interventions.
3. As a researcher, I have access to tools that I can use to analyse the data from all the interventions.