ADL's Mobile Training Implementation Framework (MoTIF) Project

Sponsored by the Office of the Under Secretary of Defense for Personnel and Readiness (OUSD P&R)

ADL’s MoTIF Project mLearnCon, San Jose, CA, June 19, 2013 Mr. Jason Haag, Research Analyst, Mobile Learning Lead The Tolliver Group, Inc. SETA Support for ADL

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‣  ADL Initiative was established in 1999 by Presidential Executive Order 13111. The first two ADL Co-Labs opened in Alexandria, VA and Orlando, FL that same year.

Advanced Distributed Learning Background and Vision

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“Provide access to the highest quality education and training, tailored to individual needs, delivered cost effectively, anywhere and anytime.”

- ADL Vision

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ADL Global Reach

Canada ADL Partnership Lab Kingston, ON, Canada

Norway ADL Partnership Lab

Oslo, Norway

United Kingdom ADL Partnership Lab

Buckinghamshire, United Kingdom

Korea ADL Partnership Lab

Seoul, Korea Romania ADL

Partnership Lab Bucharest, Romania

Latin America and Caribbean Regions ADL Partnership Lab Mexico City, Mexico

NATO ACT ADL Partnership Lab

Norfolk, VA

ADL Co-Lab Orlando, FL

Academic ADL Co-Lab Madison, WI

ADL Co-Lab Alexandria, VA

ADL Center for Intelligent Tutoring Systems Research

and Development Memphis, TN

Poland ADL Partnership Lab Warsaw, Poland

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What a difference 8 years makes. St. Peter’s Square

Photo Source: http://instagram.com/p/W2FCksR9-e/

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App Store Turns Five in 2013

Happy Birthday!

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The MoTIF Project

mo·tif   [moh-teef] noun

1. a recurring subject, theme, idea, etc. 2. a distinctive and recurring form, shape, figure, etc., in a design 3. a dominant idea or feature

Mobile Training Implementation Framework (MoTIF)

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The MoTIF Project What is the problem (gap)? Many education and training professionals are creating new mobile content and converting existing eLearning courses without consideration of:

‣  supporting alternative learning methods (e.g. performance support, spaced repetition)

‣  leveraging the capabilities of the mobile platform (e.g. camera, sensors, GPS)

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What is ILDF? •  Integrative Learning Design Framework (ILDF) •  Developed by Dr. Brenda Bannan (George Mason University) •  Incorporates process efficiencies from multiple disciplines:

•  instructional design (needs analysis, task analysis, eval.) •  object oriented software development •  product development •  and diffusion of innovations (Rogers)

•  Aims to capture the research-based knowledge relating to learning context, culture, and technology within the design process

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What is ILDF? Iterative design research cycles to examine deeper aspects of:

•  learning, cognition •  expert and novice perspectives •  stakeholder and organizational policy considerations

Consists of 4 Phases: 1.  Informed Exploration (needs analysis) 2.  Enactment (intervention development) 3.  Local Evaluation (road test & iterative feedback loops) 4.  Broad Evaluation (diffusion of innovation)

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What is DBR? •  Design-based research addresses complex problems in educational practice for which no clear guidelines or solutions are available (Plomp, R. and Nieveen, N., 2007). •  The interventions will include such things as strategies, materials, products, and systems – as solutions to the problems •  Outcomes will include:

•  Domain Theories - theories about the context and outcomes within the instructional design domain and mobile learning paradigm. •  Design Framework - a workflow process and examples that will serve as a set of design guidelines for determining a mobile learning solution or strategy. •  Design Methodologies - guidelines for how to implement the framework and the expertise that is required.

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DBR

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Survey Results •  831 respondents

•  Help from many professional organizations, including The Elearning Guild (THANK YOU!)

•  Wide spectrum of countries, professions, roles represented

•  Report on findings to appear in July 2013 •  Data will be made available to the public

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What is Mobile Learning?

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First…What is Learning?

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“Learning is acquiring new, or modifying existing, knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information.”

- Human learning may occur as part of education, personal development, schooling, or training.

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Definitions

Formal Learning

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“Only 20% of what’s learned on the job actually comes from formal learning.”

Jay Cross

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Definitions

Informal Learning

Most of what people learn (or retain and put into use) is learned as part of doing their work,

not through formal training.

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Formal, Non-formal, and Informal

Categories

Formal

Informal Autonomous

Non-formal

Informal Directed

Need for Learning & Goals

Learning Means

Content generation and access

Assessment

Authority-controlled

x x x

Learner-controlled

x x

Incidental learning (as opposed to deliberative learning) is unplanned learning – learning that happens spontaneously and serendipitously in the course of everyday activities. Often the learner is not conscious that learning has occurred. All four of the above paradigms are forms of deliberative learning. Incidental cannot be predicted.

Need for Learning & Goals

Learning Means

Content generation and access

Assessment

Authority-controlled

x x x x

Learner-controlled

Need for Learning & Goals

Learning Means

Content generation and access

Assessment

Authority-controlled

x

Learner-controlled

x x x x

Need for Learning & Goals

Learning Means

Content generation and access

Assessment

Authority-controlled

x x x

Learner-controlled

x x

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70: 20: 10 Learning Framework

Morgan McCall, Robert W. Eichinger, and Michael M. Lombardo at the Center for Creative Leadership

•  70% from real life and on-the-job experiences, tasks and problem solving (day-to-day activities)

•  20% from feedback and from observing and working with role models

•  10% from formal learning or training

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What is Mobile Learning?

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ADL Describes, Not Defines

ADL Mobile Learning Team

“Leveraging ubiquitous mobile technology for the adoption or augmentation of knowledge,

behaviors, or skills through education, training, or performance support while the mobility of

the learner may be independent of time, location, and space.”

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Definitions

Learner-focus + Device-focus = Ubiquitous Learning

Learner-centric

Device-centric

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Definitions

Mobile Learning Evaluation Framework (MLEF)

‣  Delphi Forum to Develop a New Definition

‣  Conducted by University of Southern Queensland

‣  [email protected]

‣  http://www.sci.usq.edu.au/projects/mlef2/

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“Think Outside the Course”

Mobile Learning Opportunities

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Opportunities

Performance Support

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Aurasma – Use Existing Apps?

!

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Mobile eLearning Is NOT Mobile Learning

http://ml.adlnet.gov

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Desktop to Mobile Conversion

Desktop Mobile

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Touch Is Important….BUT

http://static.lukew.com/TouchGestureGuide.pdf

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“Never tell people how to do things. Tell them what to do, and they will surprise you with their ingenuity.”

- General George S. Patton

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Responsive Design

The Boston Globe (Desktop Browser)

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Responsive Design

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The Boston Globe (Tablet Browser)

Responsive Design: CSS Media Queries

The Boston Globe (Mobile Browser)

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Content Size Impact

RESPONSIVE DESIGN RESPONSIBLE DESIGN ≠

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“Mobile First” Strategy

Naturally Improves Information Architecture

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•  What about learning? instructional objectives? •  What about performance support? •  What about informal learning? •  What about mobile device affordances? •  What about content strategy (subject matter)?

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edundant utdated rivial

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The Effectiveness of Mobile Course Delivery

Research Findings

2011 Research & I/ITSEC Paper •  Converted DoD-wide eLearning course (Trafficking in

Persons) to a mobile format •  Limited to mobile conversion only (no change to

subject matter) •  Discovered SCORM doesn’t work on mobile browsers •  Led to new research questions regarding ID models

for mobile learning (e.g., will ADDIE and ID models work?)

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Low Hanging Fruit: Mobile eLearning

Desktop Mobile

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Mobile Learning: Not Just Another Delivery Method

Research Focus

2012 Research & I/ITSEC Paper •  Literature review on the topic of learning theories and

ID models for mobile learning •  ID models should be agnostic of technology (we

proposed a framework; we don’t need another model!) •  Further research is necessary to determine the

mobile-specific considerations during the learning design process

•  Framework Approach: high-level; strong emphasis on considering performance support and constructivist approach

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Mobile Learning

Microstrategy (ADL)

Learning Approach

(ADL)

- Formal - Informal - Incidental - Autonomous - Directed

Instructional Tactics (Dabbagh)

- Fading… - Outlining… - Exploration...

Learning Theory

(Dick & Carey)

Cognitive Level of

Objective (Bloom's Revised

Taxonomy)

- Behaviorist - Cognitivist - Constructivist

- Create - Evaluate - Analyze - Apply - Understand - Remember

?

Type of Objective

(Gagne, Dick & Carey)

- Verbal Info - Intellectual Skill - Affective - Psychomotor

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Bloom’s Taxonomy

Rethinking Blooms Direction

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Bloom’s Revised Taxonomy (Kathy Shrock)

Moving Away from Linear Thinking

The interlocking of the cognitive process

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The MoTIF Project What is the problem (gap)? Many education and training professionals are creating new mobile content and converting existing eLearning courses without consideration of:

‣  supporting alternative learning methods (e.g. performance support, spaced repetition)

‣  leveraging the capabilities of the mobile platform (e.g. camera, sensors, GPS)

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What’s the approach to the solution? Lead a collaborative project informed by data collected from the global education and training community to investigate & determine:

1.  Is there a need for a design process workflow or framework?

2.  Is there a need to better understand how to implement alternative learning approaches as part of a mobile learning strategy?

3.  Is there a need to better understand mobile device capabilities used for learning?  

The MoTIF Project

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Organizations

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The MoTIF Project Target Audience

‣ Educator: a teacher or professor of a specialized subject in an educational setting to include both online environments and physical classrooms.

‣ Instructional Designer: one who creates planned learning experiences with the goal of the learner acquiring knowledge or skills.

‣ Instructor/Trainer: one who prepares or guides learners toward specific vocational or training objectives that satisfy job-related tasks or skills.

‣ Learning Content Creator: anyone responsible for creating media assets to support a learning experience.

‣ Manager: one who directs, controls, or manages the business operations of a team, program, or organization focused on education or training goals.

‣ Researcher: one who condudts research into theory and best practices for develoing education, instruction, or training materials

‣ Student: currently participating in a educational or training related program

Survey Results: Target Audience

Survey Results: Experience

Survey Results: Mobile Experience

Survey Results: Most Promising

Survey Results: Devices for mLearning

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1. Mobile Workflow Process & Framework?  

The MoTIF Project

Survey Results: Lickert The  overall  learning  strategy  or  instruc.onal  design  should  be  re-­‐evaluated  when  conver1ng  elearning  courses  and  other  learning  materials  to  a  mobile  format.

Survey Results: Lickert A  new  design  workflow  process/model  op.mized  for  mobile  learning  could  improve  my  ability  to  contribute  to  educa1on  or  training  projects.

Survey Results: Lickert The  ID  process  for  mobile  learning  should  be  different  from  the  ID  process  for  tradi1onal  elearning.

Strongly Agree

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2. Alternative Learning Approaches?

•  Performance Support •  Team-based Learning •  Spaced Repetition (spaced learning) •  Constructivist (discovery / experiential learning) •  Connectivist (social learning / network of connections) •  Heutagogy (learning how to learn/self-directed)  

The MoTIF Project

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“Humans more easily remember or learn items when they are studied a few times over a long period of time (spaced presentation),

rather than studied repeatedly in a short period time (massed presentation)”

Will Thalheimer, PhD

Opportunities

Spaced Repetition - Hermann Ebbinghaus

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Two studies evaluated text messaging interventions:

1.  Small trial in liver transplant patients found that a text-message medication reminder system involving children and parents reduced rates of biopsy-proven rejection.

2.  Large trial found that a simple text-message intervention in which parents received up to five weekly text messages increased influenza vaccination rates in a low-income population.

Text Messaging Interventions

Consumer Health Information Technology (CHIT)

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3. Device Capabilities / Affordances

•  Camera (capturing video and images, augmented reality, Quick Response (QR) Code reading) •  Document viewer (eBooks, PDFs •  Geolocation (GPS, geo-fencing, maps) •  Internal sensors (accelerometer, barometer, compass, gyroscope, proximity) •  Media viewer / playback (images, videos, audios, podcasts)

The MoTIF Project

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3. Device Capabilities / Affordances (Cont’d)

•  Messaging (Short Message Service (SMS), Multimedia Message Service (MMS) •  Microphone (voice recording, podcast) •  Notification (alert, sound, vibrate) •  Search (discovery, quick-reference, search engine) •  Short-range communication (Bluetooth, near field communications (NFC), radio-frequency identification (RFID))  

The MoTIF Project

Survey Results: Lickert There  is  a  general  understanding  within  the  educa.on  and  training  community  about  how  and  when  to  use  the  capabili1es  of  mobile  devices  for  learning.

Survey Results: Lickert There  is  a  general  understanding  within  my  organiza.on    about  how  and  when  to  use  the  capabili.es  of  mobile  devices  for  learning.

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Capabilities/Affordances

Survey Results: Lickert Mobile  learning  examples  that  are  categorized  by  mobile  capabili.es  could  be  helpful  to  the  community  in  designing  mobile  learning  projects.

Survey Results: Demographics

Survey Results: Demographics

Survey Results: Demographics

There  is  a  general  lack  of  best  prac.ces  or  guidelines  for  designing  mobile  learning.  

Survey Results: Lickert

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Additional Focus Areas •  Mobile Learning best practices / guidelines (for

learning designers) •  Experience API JavaScript wrapper and

prototype •  Experience API design implications for mobile

•  Informal learning •  Spaced learning •  Leveraging sensors •  What SCORM functionality is needed?

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Current Status •  Data Collection:

•  Survey (March 26 – April 26, 2013) •  Focus Group & Interviews (June 2013) •  Needs Analysis Report (July 2013)

Next Steps: •  Build project site for community / stakeholders •  What are the interventions/solutions (e.g. framework & catalog of mobile learning examples) •  Would the target audience & stakeholders use them? •  Refine framework & catalog based on iterative feedback •  Continue with other phases of ILDF Research Approach

The MoTIF Project

Related Projects

‣  The MoTIF Project

‣  ISD & Learning Design for Mobile

•  Alternative Approaches

•  Device Affordances

•  Workflow Process

‣  http://motif.adlnet.gov

‣  [email protected]

Wednesday, June 19, 2013 4:00 PM - 5:00 PM | Session #708

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Resources

http://mlhandbook.adlnet.gov

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Resources

Newsletter & Archive – http://ml.adlnet.gov

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Related Activities

•  Mobile Decision Path – TSWG (2013) •  Interagency Mobile Learning Webinar Series July

16-18 (http://adlnet.gov) •  xAPI Mobile Learning Examples (Fall 2013) •  xAPI Designer WG: [email protected]

•  The MoTIF Project (Next Steps): •  Phase I: Focus Groups/Interviews (June 2013) •  Needs Analysis Report (July 2013) •  Phase II: Design Framework Interventions

(August 2013)

Your Design Challenges?

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Let’s Connect!

@ADLmobile

Jason Haag Mobile Learning Lead ADL Technical Team The Tolliver Goup, Inc [email protected] Twitter: @mobilejson