How to deliver the best learning solutions in a multi-device world

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Ruth Haddon presented this seminar on multi-device learning at Learning Solutions 2013.

Ruth Haddon presented this seminar on multi-device learning at Learning Solutions 2013.

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  • Key issues: Growing number of different devices People increasingly expecting to access the same content from all devices Learners want THEIR training in a way that suits THEM. There are a number of different approaches you can take to this. This presentation walks through some of them, then looks at a framework that can help decide what’s best for you.
  • Desktop only There are a number of different reasons you might want to sidestep mobile No budget (although as you will see, not necessarily an issue) No appetite within the audience No technology Content not suitable Important not to try to shoehorn mobile in where it isn’t the best strategy.
  • Course as alternative to heavy fines for driving violations Needed to be formal No chance for completing course while in the car! Not just mobile for mobile’s sake - think about what you are trying to achieve with the training.
  • Multi device – same course, accessed on desktop, tablet, smart phones.
  • Learners can then use the same course, from a number of different devices. Start on desktop, finish on tablet, refresh on mobile. All tracked through a learning management system – allowing them to pick up where they left off each time, regardless of device. To do this efficiently, and design just once for multi-device delivery, we use Responsive design.
  • Responsive design in its simplest form.
  • Responsive web design is achieved by dividing the content area into blocks, and specifying where each block should appear on the larger device, and on the smaller device. So typically, the larger device will show the blocks in a horizontal layout, whereas the smaller device will employ a vertical layout with scrolling.
  • In the same way, the course you design for large devices will now not only work on your mobile device, but work well and add value to your learner. Your course is flexible and future proofed.
  • Epic uses its proprietary tool GoMo to make multi-device courses.
  • Responsive e-learning design not as straightforward as responsive web design. Need to think about: Interactions that won’t work with mobile devices (think drag and drop) Images that are too detailed to be scaled down Navigation too complicated
  • Think about this at design stage. How might each interaction work on each device?
  • Multi device course created for the Resuscitation Council to reduce the f2f time needed. Busy learners – chunked content and mobile delivery made it easy to complete training. Saved estimated 1million GDP and improved training results. Silver Winner – Not for profit – Elearning Age 2012
  • Using different devices for different things. Courses (can be Flash based) on desktops, mobile resources such as performance aids
  • Mobile only courses, when there is no need for desktop (learners in the field, retail staff)
  • Or teenagers! – revision apps that help students in a format that suits them.
  • These were just 4 example approaches – there are more options than this: what you decide depends on your subject matter, your organization and your audience.
  • 5 steps to help you find an approach that works for you.
  • Take stock of your current learning and development strategy and your current learning provision. Consider where it is effectively delivering against your organizational goals and where there is potential for improvement. For example, are there areas which might be better addressed if learners could use technology to access resources or courses on the move?
  • From and instructional design point of view the first thing you need to look at is how does mobile learning map to the way we learn. So let’s take a look at the five moments of learning need.
  • When learning to crochet – books were no good for me (without prior knowledge I couldn’t understand the diagrams that provided instruction).
  • Did a ‘course’ – my mum taught me the basics.
  • Turned to videos available on line to build on this knowledge. Generally on laptop or desktop – not the bandwidth or patience for using it on phone.
  • Crochet pattern – ‘job aid’ – for when applying this knowledge.
  • When out and about (crocheting on train) – used online forums to troubleshoot problems.
  • US patterns use different terminology to UK ones – so looked up a resource: A conversion table.
  • Generally speaking, needs the most structured training Building on foundations to 5. Where mobile learning really comes into force – There when the learner needs it
  • WHY are you moving to mobile? Make sure you understand your objectives. For example: to extend the reach of existing learning provision, to make life more convenient for learners.
  • Epic worked with NHS to help with steps 1 and 2 (reviewing learning provision and establishing objectives).
  • We contacted over 250 NHS workers in a variety of roles and at varying levels of seniority. We also talked to technical staff about Wi-Fi provision and learning management systems. We created surveys, held focus groups, and carried out telephone interviews, as well as drawing on state of the art research. We set out to find out what mobile devices they had access to, how they were using technology to support learning, and what they wanted from future learning provision. We found that a surprisingly high proportion of staff already had access to suitable mobile devices, and were very open to using their own devices to learn via mobile technologies. With this in mind, we created a pilot app, and trialled it with a group of NHS workers. Then after a period of time, we conducted another study, to find out whether attitudes, access and mobile device ownership had changed over the intervening 18 months, and also to find out how the pilot apps had been received.
  • Being able to access this training on a mobile device resulted in a feeling of ‘found’ time. It became possible to re-accredit in unexpected moments of free time, when for example, patients didn’t show up for an appointment. People who used the pilot apps found them easy to use, helpful and convenient and said that they would like to see more training offered in this way.
  • Mobile versions of traditional e-learning courses can make the lives of a mobile workforce much easier. This doesn’t just apply to health workers, but any other workers who are on the move, or just not desk based, be they canteen workers, ground staff, sales consultants, rangers etc. This may not be the most revolutionary application of mobile learning, but liberating people from making time for journeys to special locations to undertake e-learning on a PC seems very worthwhile to me.
  • By far the most popular use of mobile devices was to look up relevant medical reference material – so a form of ‘just-in-time’ performance support, where people were looking up and refreshing their understanding of details of rare medical conditions prior to meeting patients.
  • Also popular were the kinds of performance support tools which can be used ‘on-the-job’ as opposed to just before doing the job - sometimes referred to as ‘side-kicks’ - things which help people carry out their tasks as they do them – for example drug dose calculators and decision trees.
  • Learners also expressed an interest in casual mobile games. Things which could be picked up and put down in short windows of time, which would allow learners to practice key skills. For example, one respondent mentioned a fun recycling game, at the end of which, they had a much better understanding of what could and couldn’t be recycled.
  • Those who did not have access to a work-issued device were not deterred from learning on mobile and used their own personal devices. This ties into wider research about the popularity of BYOD. Interestingly, they were especially keen to undertake mandatory and statutory training on mobile devices. The reason for this was that they had already cut back on attending face-to-face courses in favour of e-learning but, being a mobile workforce, they didn’t always have their own computers in the workplace. Mobile access allowed them to find time to undertake this training. Because much of the statutory and mandatory training required re-accreditation, this was a preferred option for nurses, for example, rather than queuing for a PC.
  • What technology do you need to design for / deliver to?
  • Use questions like these to understand the technical standards you need to design for.
  • Build: if you have internal resources. Choose a tool which meets your needs (as determined in steps 1-3) Buy: Use a provider, such as Epic, to create mobile content with you. Both: Depending on your needs, and the size of your team, you may decide to do a bit of both.
  • Epic uses GoMo to create mobile content for our clients.
  • Not just a case of building it and they will come – need to let learners know it’s there, and how to access it.    
  • Recap of steps
  • Contact Epic if you’d like to find out more.

Transcript

  • 1. How to deliver the best learning solutions in a multi-device world Ruth Haddon Chief Operating Officer Epic, New York
  • 2. Desktop onlycourses
  • 3. StarTraq
  • 4. Multi devicecourses
  • 5. Responsive design
  • 6. Responsive web design
  • 7. Responsive learning design
  • 8. Design challenges ? ? ? ?
  • 9. Design challenges
  • 10. Resuscitation Council
  • 11. Desktopcourses,mobileresources
  • 12. Mobilecourses
  • 13. Harper Collins
  • 14. Whichapproach tochoose?
  • 15. Five easy steps1. 2. 3. Review Establish Review learning objectives technology provision 4. 5. Build, buy or Market & both? distribute
  • 16. Step 1. Review learning provision
  • 17. Five moments of learning need 1. Learning for the first time 2. Learning more 3. Applying what’s been learned 4. Learning when things go wrong 5. Learning when things change
  • 18. 1. Learning for the first time
  • 19. 1. Learning for the first time
  • 20. 2. Learning more
  • 21. 3. Applying what’s been learned
  • 22. 4. Learning when things go wrong
  • 23. 5. Learning when things change
  • 24. Five moments of learning need 1. Learning for the first time 2. Learning more 3. Applying what’s been learned 4. Learning when things go wrong 5. Learning when things change
  • 25. Step 2.Establish objectives
  • 26. National HealthService5th largest employer in the world1.7 million employeesDiverse audience from highly mobileto office-basedPeer reviewed by Oxford University
  • 27. Finding 1: ‘Found’ time
  • 28. Finding 2: Makes life easier
  • 29. Finding 3: Just-in-time
  • 30. Finding 4: Side-kicks
  • 31. Finding 5: Games for skills
  • 32. Finding 6: BYOD
  • 33. Step 3.Review technology
  • 34. Work issued or personal devices?Considerations Which devices? Connectivity? Mobile compatible LMS? Accessibility?
  • 35. Step 4.Build, buy or both?
  • 36. Easy to use Native and web formats Easy to brand LMS integrationThe only authoring tool that Media-richallows you to design once, Constant improvementsbut deliver to multipledevices Easy to maintain
  • 37. Step 5.Market & distribute
  • 38. Five easy steps1. 2. 3. Review Establish Review learning objectives technology provision 4. 5. Build, buy or Market & both? distribute
  • 39. epiclearninggroup.com rhaddon@epiclearninggroup.com @rahaddon @epictalk