The document summarizes the MoTIF Project which aims to address gaps in mobile learning design by investigating the need for a design process framework and better understanding how to implement alternative learning approaches and leverage mobile device capabilities. It discusses definitions of mobile and informal learning. Survey results indicate respondents feel the overall learning strategy should be re-evaluated for mobile, a new design model could improve their work, and the mobile learning design process should differ from traditional eLearning. The project will further explore these issues.
ADL's Mobile Training Implementation Framework (MoTIF) Project
1. 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
2. | Session #708
2
‣ 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
3. 3
“Provide access to the highest quality
education and training, tailored to
individual needs, delivered cost effectively,
anywhere and anytime.”
- ADL Vision
4. | Session #708
4
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
5. | Session #708 5
What a difference 8 years makes. St. Peter’s Square
Photo Source: http://instagram.com/p/W2FCksR9-e/
6. | Session #708 6
App Store Turns Five in 2013
Happy Birthday!
7. | Session #708
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)
8. | Session #708
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)
9. | Session #708
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
10. | Session #708
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)
11. | Session #708
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.
13. | Session #708
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
16. | Session #708 16
“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.
20. | Session #708 20
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
21. | Session #708 21
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
23. 23
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.”
25. | Session #708 25
Definitions
Mobile Learning Evaluation Framework (MLEF)
‣ Delphi Forum to Develop a New Definition
‣ Conducted by University of Southern Queensland
‣ MobileLearn@usq.edu.au
‣ http://www.sci.usq.edu.au/projects/mlef2/
40. | Session #708 40
• What about learning? instructional objectives?
• What about performance support?
• What about informal learning?
• What about mobile device affordances?
• What about content strategy (subject matter)?
42. | Session #708 42
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?)
44. | Session #708 44
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
48. 48
Bloom’s Revised Taxonomy (Kathy Shrock)
Moving Away from Linear Thinking
The interlocking of the
cognitive process
49. | Session #708
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)
50. | Session #708
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
52. | Session #708
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
58. | Session #708
1. Mobile Workflow Process & Framework?
The MoTIF Project
59. 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.
60. 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.
61. Survey Results: Lickert
The
ID
process
for
mobile
learning
should
be
different
from
the
ID
process
for
tradi1onal
elearning.
Strongly Agree
62. | Session #708
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
63. 63
“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
64. 64
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)
66. | Session #708
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
67. 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.
68. 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.
70. Survey Results: Lickert
Mobile
learning
examples
that
are
categorized
by
mobile
capabili.es
could
be
helpful
to
the
community
in
designing
mobile
learning
projects.
74. There
is
a
general
lack
of
best
prac.ces
or
guidelines
for
designing
mobile
learning.
Survey Results: Lickert
75. | Session #708
75
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?
76. | Session #708
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
77. Related Projects
‣ The MoTIF Project
‣ ISD & Learning Design
for Mobile
• Alternative Approaches
• Device Affordances
• Workflow Process
‣ http://motif.adlnet.gov
‣ adlmobile@adlnet.gov
Wednesday, June 19, 2013 4:00 PM - 5:00 PM | Session
#708