Learning Design for Mobile
David Metcalf, Ph.D.ResearcherInstitute for Simulation and TrainingUniversity of Central [email protected]
5 Ideas Mobile Performance Support Just-in-time learning, Action Learning
Authentic Learning and Mobile Integrating Simulation
Empowering Constructivism Mobile Social Media
Spacing Effect Mobile enabling interval-based learning Reinforcement and retention
Learning Theory Mashups Mobile, Web 2.0 and ISD Situated learning and context Mobile Alternate Reality Games
Mobile Performance Support Just-in-time learning, Action
Learning
How People Learn Live classroom instruction Live, online eLearning Just-in-time eLearning Self learning experiences
using conventional media On-the-job training Blended web-based and
traditional models
How People Learn Live classroom instruction Live, online eLearning Just-in-time eLearning Self learning experiences
using conventional media On-the-job training Blended web-based and
traditional models
The First Building Block
Learning Attitudes Concepts Facts Processes Procedures
People have basic learning needs in any organization
The Second Building Block
Learning Performance Support Accessed on-the-job Task specific Support at time of need Not memory resident
How Performance Support is Provided
Coaching and mentoring Paper-based job aids Electronic Performance
Support Systems (EPSS) Embedded performance
support
How Performance Support is Provided
Coaching and mentoring Paper-based job aids Electronic Performance
Support Systems (EPSS) Embedded performance
support
While not always recognized, work place support has the greatest impact on performance
Knowledge Base Repository of knowledge objects Sharing of best practices and lessons learned Connection to experts and high value information
Learning Attitudes Concepts Facts Processes Procedures
Performance Support Accessed on-the-job Task specific Support at time of need Not memory resident
Comprehensive Learning and Performance Support Model
Tyco Performance Support
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5 Ideas Mobile Performance Support Just-in-time learning, Action Learning
Authentic Learning and Mobile Integrating Simulation
Empowering Constructivism Mobile Social Media
Spacing Effect Mobile enabling interval-based learning Reinforcement and retention
Learning Theory Mashups Mobile, Web 2.0 and ISD Situated learning and context Mobile Alternate Reality Games
Authentic Learning
“By its very nature, anytime, anyplace learning assumes that the learner starts with a need and a motivation for some information that will help him perform an immediate action. The essential modes of work when mobile change and become very self-directed and communicative.”
(Metcalf, mLearning
2003)
Personal experiences
Immersive Environment
Cell phones will increase their roles as companions/guides
Performance Support, On-the-Job Training, Information, Education and Reference, Notifications and Alerts, Procedures, Checklists and Forms, Quizzes, Tests and Certifications, Games and Simulations, Mentoring/Coaching, Collaboration
Anytime, Anyplace, Anything …
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Golf-themed Mobile Sales Game
Learning game for sales people with a 9 step process themed around golf
13Confidential. © 2008 University of Central Florida Institute for Simulation and Training. © 2008 Moving Knowledge. All rights reserved.
Symbol Demonstration
14Confidential. © 2008 University of Central Florida Institute for Simulation and Training. © 2008 Moving Knowledge. All rights reserved.
5 Ideas Mobile Performance Support Just-in-time learning, Action Learning
Authentic Learning and Mobile Integrating Simulation
Empowering Constructivism Mobile Social Media
Spacing Effect Mobile enabling interval-based learning Reinforcement and retention
Learning Theory Mashups Mobile, Web 2.0 and ISD Situated learning and context Mobile Alternate Reality Games
Constructivism
Allowing learners who understand their context and know (to some degree) what they need to learn build their own paths through learning material is the fundamental tenant of constructivism. It is also sometimes called discovery learning.
AMULETS
Abilene Christian University
In 2008-09 gave iPhones to entire incoming freshman class
Encourage faculty experimentation Numerous pilots in action:
Podcasts, videos, blogs, ebooks, news, course documents (syllabus, reading list, and PDFs), apps, clickers, polling, student accounts, etc.
Integration with iTunes U Convergence of new media:
Collaboration and communication (Facebook and Twitter)
Research and reporting tools for note-taking, recording, and fact checking in the field
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Mobile Course Management System
Unique Mobile Learning Features Location-Based Cognitive Spacing Cloud Computing Social Networking
Developing World Applications Open Courseware Android
Allogy
Confidential. © 2008 University of Central Florida Institute for Simulation and Training. © 2008 Moving Knowledge. All rights reserved.
5 Ideas Mobile Performance Support Just-in-time learning, Action Learning
Authentic Learning and Mobile Integrating Simulation
Empowering Constructivism Mobile Social Media
Spacing Effect Mobile enabling interval-based
learning Reinforcement and retention
Learning Theory Mashups Mobile, Web 2.0 and ISD Situated learning and context Mobile Alternate Reality Games
Brain Challenge
Mobile MySportsPulse
Science and Math education combined with sports through mobile learning
Can be done through SMS, IVR, email or web browser Voice recording or video from
sports celebrities Answer sent back and scored
by automated system Timed intervals that have
been proven to produce learning outcomes and reinforcement
5 Ideas Mobile Performance Support Just-in-time learning, Action Learning
Authentic Learning and Mobile Integrating Simulation
Empowering Constructivism Mobile Social Media
Spacing Effect Mobile enabling interval-based learning Reinforcement and retention
Learning Theory Mashups Mobile, Web 2.0 and ISD Situated learning and context Mobile Alternate Reality Games
Learning Theory Mashup (LTM)
We produce technology mashups to match the right technology to the right audience, context, need, content. Smaller, discreet elements of technology
are combined in new and unique ways, smarter, faster and cheaper than large systems/software
Mobile technology and mashup strategy enables us to have mental scaffolding and a launchpad for many learning theories to be logically linked in a cohesive curriculum
Needs Analysis
Desired learning outcomes Organizational requirements Device selection and availability User context
Location Time Accessibility Usability Learning styles Motivation
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1. Variety of Mobile Content Needs: On the Job Support Material Information, Education and Reference Notifications and Alerts Procedures, Checklists and Forms Quizzes, Tests and Certifications Games and Simulations Mentoring/Coaching Collaboration
Similar to e-Learning.
Dynamics of Mobile Learning
Confidential. © 2008 University of Central Florida Institute for Simulation and Training. © 2008 Moving Knowledge. All rights reserved.
2. Variety of Mobile Delivery Formats: E-mail Messaging
SMS/Text Messaging MMS (Multimedia Messaging Service)
Audio Podcasting IVR (Interactive Voice Response)
Graphics/Mobile Camera Video/Animation GPS Mobile Web Applications
J2ME, iPhone, Palm, BlackBerry, Android Executable
Dynamics of Mobile Learning
Confidential. © 2008 University of Central Florida Institute for Simulation and Training. © 2008 Moving Knowledge. All rights reserved.
6. Variety of Learning Styles/Needs: Visual (spatial)—learner prefers using pictures,
images, and spatial understanding. Aural (auditory-musical)—learner prefers using
sound and music. Verbal (linguistic)—learner prefers using words,
both in speech and writing. Physical (kinesthetic)—learner prefers using your
body, hands and sense of touch. Logical (mathematical)—learner prefers
using logic, reasoning and systems.
Social (interpersonal)—learner prefer to learn in groups or with other people.
Solitary (intrapersonal)—learner prefers to work alone and use self-study.
Dynamics of Mobile Learning
Confidential. © 2008 University of Central Florida Institute for Simulation and Training. © 2008 Moving Knowledge. All rights reserved.
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Learning Theories
Many learning theories blended together -based on each learning objective
Discovery Learning Jigsaw ITI GELS Outcomes
C-Shock
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Contingency Contracting Simulation
Training simulation for DAU Uses elements of role
playing and pervasive or Alternate Reality Gaming Uses common technologies:
email, phone calls, SMS Students interact with in-simulation
characters To accommodate small, asynchronous
groups most elements are pre-produced and delivered through automated system 31
JOYity
Android and Java phone game platform
Mixed reality and location-based gaming
Play existing games or create Roads of San Francisco –
scavenger hunt with story YouCatch – massively
multiplayer Manhunt game played citywide
Google Leadership Game
Interactive experience using Moving Knowledge for leadership, new product launch, and presentation skills
Represents a “gLearning” mashup with 7-8 Google tools- YouTube, Gmail, GoogleDocs, Moderator, GoogleTalk, etc.
1 Month curriculum created and produced in 3 weeks. 1 year program in 6 weeks. Time and Cost Efficient
33Confidential. © 2008 University of Central Florida Institute for Simulation and Training. © 2008 Moving Knowledge. All rights reserved.
Questions?
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Contact Info
David Metcalf , Ph.D.ResearcherInstitute for Simulation and TrainingUniversity of Central [email protected]: +1-407-882-1496
URL: http://www.ist.ucf.edu