Instructional DesignStrategies for MobileApplication Training     Robert Gibson  Emporia State University
Social Media Explained….• Twitter: “I‟m eating a #donut”• Facebook: “I like donuts”• Foursquare: “This is where I eatdonut...
Presentation Agenda• eLearning v. mLearning• Overview of instructional designmodels that have been adaptedfor mobile• Exam...
Objectives• Identify resources that can beused in mobile application training• Successfully apply principals ofinstruction...
Key Takeaways• eLearning v. mLearning• Problem/Project Based Learning• Situated Learning• Challenge-Based Learning• Digita...
eLearning    vs.mLearning
eLearning vs. mLearningWhereas eLearning addressesa specific intent to learnsomething - in fact theselection of eLearning ...
eLearning vs. mLearningSituated Learning, also referredto as Cognitive Apprenticeshipor Socio-Constructivism, isparticular...
eLearning vs. mLearningDiscovery v. structured learning –Piaget & Bruner                            Pearce, 2011
eLearning vs. mLearningMuch of the appeal ofmLearning is its successfulapplication to SituatedLearning, Challenge-BasedLea...
Guard Against….Spending too much time on themastery of an application orovercoming the desire toengage the application for...
Guard Against….The so-called novelty effect, inthe context of HumanPerformance, is the tendency foruser performance to ini...
Curricular Integration…• The curriculum needs toaccommodate this new attitude tolearner responsibility for theapproach to ...
Curricular Integration…• The time taken to manage thedevices, in projects with personalownership, takes up very little cla...
Instructional Design         for    mLearning
AverTV HDMI Capture
Follow-up•
ELI - Mobile Learning
ELI - Mobile Learning
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ELI - Mobile Learning

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ELI - Mobile Learning

  1. 1. Instructional DesignStrategies for MobileApplication Training Robert Gibson Emporia State University
  2. 2. Social Media Explained….• Twitter: “I‟m eating a #donut”• Facebook: “I like donuts”• Foursquare: “This is where I eatdonuts”• Instagram: “Here‟s a vintagephoto of my donut”• YouTube: “Here I am eating adonut”• LinkedIn: “My skills include donuteating”• Pinterest: “Here‟s a donut recipe”• Last FM: “Now listening to„Donuts‟”• G+: “I‟m a Google employee whoeats donuts”
  3. 3. Presentation Agenda• eLearning v. mLearning• Overview of instructional designmodels that have been adaptedfor mobile• Examples of application capturefor training and development• Your turn: Other approaches toadapting instructional design tomLearning and mTeaching
  4. 4. Objectives• Identify resources that can beused in mobile application training• Successfully apply principals ofinstructional design to mobileapplication training• Effectively generate video-basedtutorials for a variety of mobiledevices• Assess the effectiveness of thetraining and resources
  5. 5. Key Takeaways• eLearning v. mLearning• Problem/Project Based Learning• Situated Learning• Challenge-Based Learning• Digital Apprenticeship• Application of mLearning within avariety of ID models• How to Generate meaningfulmLearning training for faculty andstudents
  6. 6. eLearning vs.mLearning
  7. 7. eLearning vs. mLearningWhereas eLearning addressesa specific intent to learnsomething - in fact theselection of eLearning isgenerally based on a desire toacquire a specific set ofknowledge or skills -mLearning is much moreinformal, unstructured, opportunistic, and situated. Thomas, 2007
  8. 8. eLearning vs. mLearningSituated Learning, also referredto as Cognitive Apprenticeshipor Socio-Constructivism, isparticularly relevant inmLearning content delivery.This theory proposes thatlearning is situated in theactivity in which it takes place. Brown, Collins & Duguid, 1989
  9. 9. eLearning vs. mLearningDiscovery v. structured learning –Piaget & Bruner Pearce, 2011
  10. 10. eLearning vs. mLearningMuch of the appeal ofmLearning is its successfulapplication to SituatedLearning, Challenge-BasedLearning, and Problem-BasedLearning (PBL) scenarios inwhich students use “triggers”from a problem case or scenarioto define their own learningobjectives. Wood, 2003
  11. 11. Guard Against….Spending too much time on themastery of an application orovercoming the desire toengage the application forpurposes other than thelearning objective creates adistraction known as cognitiveload. Clark, Nguyen, & Sweller 2006
  12. 12. Guard Against….The so-called novelty effect, inthe context of HumanPerformance, is the tendency foruser performance to initiallyimprove when new technologyis instituted, not because of anyactual improvement in learningor achievement, but in responseto increased interest in the newtechnology. Clark, 2001
  13. 13. Curricular Integration…• The curriculum needs toaccommodate this new attitude tolearner responsibility for theapproach to learning (e.g., discoveryor situational)• Successful projects combine theuse of the device to accesscurriculum content and producestudent work in a variety ofmedia, and lessons are planned totake advantage of both use andproduction of content e.g., Problem-or Challenge-Based Learning
  14. 14. Curricular Integration…• The time taken to manage thedevices, in projects with personalownership, takes up very little classtime once the devices areestablished, leaving more time forthe wider educational objectives ofthe lesson• Good integration with existingtechnologies in theinstitution, e.g., interactivewhiteboards, projectors, softwareand digital content, aids the smoothadoption of the devices into routineteaching and learning
  15. 15. Instructional Design for mLearning
  16. 16. AverTV HDMI Capture
  17. 17. Follow-up•

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