The Future of M-Learning: 2015 IEEE ProComm edition

THE FUTURE OF MOBILE
LEARNING:
EMPOWERING HUMAN MEMORY
AND LITERACY
DANIELLE M. VILLEGAS
TECHCOMMGEEKMOM.COM / DAIR COMMUNICATIONS
©Danielle M. Villegas/TechCommGeekMom/Dair Communications

WHO AM I?
DANIELLE M. VILLEGAS
CONTENT STRATEGIST/
BLOGGER
TECHCOMMGEEKMOM /
DAIR COMMUNICATIONS

• Understand the evolution of early efforts to create
and promote literacy, and how it’s tied to m-
learning
WHAT WILL I UNDERSTAND
WHEN I LEAVE HERE?
MOBILE MINDSET.
• Explain basic concepts behind m-learning
practices and instructional design
• Provide current thoughts on foundational
curriculum practices
• Why “mobile first” needs to be adopted as your
first method of course design now

ORALITY AND EARLY LITERACY
• Humans started out with
an oral culture to
understand how to retain
verbalized information
• But especially difficult for
recalling the solution for a
complex problem.

What kind of information
do you think came from
that time period?

• To fix this problem,
the technology of
writing was created
• Important because it
allowed human thought
to be retained and
trigger memory

Socrates:
• Writing destroyed
memory and weakened
the mind
• Writing was passive
because it didn’t allow for
the give-and-take of
natural speech

Hieronmimo Squarciafino
(1477)
• With the invention of the
printing press and the
proliferation of literacy
was quoted as saying,
“The abundance of books
makes men less
studious.”

HOW DOES THIS ALL RELATE TO
LITERACY?
3 Types of Learning Systems
1. s-Learning – Speech
2. p-Learning – Paper
3. e-Learning – Electronic Technology
• Each supplement or support each other rather than
replace each other.
• Differ in how knowledge is presented, preserved, and/or
delivered.

E-LEARNING EMERGES
• E-LEARNING= ~30+ YEARS
OLD
• COMPUTERS HOLD VAST
AMOUNTS OF INFO IN ONE
PLACE--THE AMOUNT OF
DATA IS OVERWHELMING,
BUT…
• YOU ONLY NEED TO SEE ONE
SMALL PORTION OF THAT
LIBRARY AT A TIME

INSTRUCTIONAL DESIGN NEEDED A SOLUTION!
LEARNING OBJECTS
• SMALL CHUNKS OF INSTRUCTIONAL
MATERIAL
• CATALOGUED BY METADATA
• REUSABLE BY DESIGN
• DIGITAL IN FORMAT

WHICH MEANS…
1. LARGE AMOUNTS OF INFO NEED TO
BE BROKEN INTO REUSABLE CHUNKS
THAT ALLOW MORE FLEXIBILITY
2. LMS NEEDED TO BE DEVELOPED TO
ACCOMMODATE BUILDING COURSES
AND CURRICULUMS
3. LEARNING OBJECTS COULD BE
ANYTHING - VIDEO, AUDIO PODCAST,
IMAGE, AND USED IN MANY
DIFFERENT CONTEXTS

WHAT
CHANGED?
• MOBILE TECHNOLOGY
- NO LONGER STUCK
TO A DESK
• WEB 2.0 - SOCIAL
MEDIA CONNECTIVITY

WHAT IS M-LEARNING?

MISCONCEPTIONS OF M-LEARNING
• IT'S JUST THE TRANSFERENCE OF E-LEARNING ON
A SMALLER DEVICE
• SMALL SCREENS, LIKE ON SMARTPHONES, ARE
TOO LIMITING
• PROGRAMMING FOR MOBILE DEVICES IS COSTLY
• EVERYTHING IS SOLELY CENTERED AROUND THE
CONTENT
• ONLY WORKS WHEN CONNECTED TO THE
INTERNET
• ALWAYS HAS TO BE INTERACTIVE
• LIMITED TO SMARTPHONES

MOBILE
INCLUDES:
• SMARTPHONES
• TABLETS
• AUDIO DEVICES
• PORTABLE GAME
DEVICES
• OLD-STYLE CELL
PHONES (CAN RECEIVE
TEXT/SMS MESSAGES)
• E-BOOK DEVICES

MOBILE ALSO INCLUDES:
• VIRTUAL REALITY
(ex. Blippar or
Layar)
• NFC & RFID ENABLED DEVICES
• WEARABLES

MOBILE LEARNING IS:
• SHORTER IN DURATION
• DESIGNED FOR INSTANT USE
• CAN BE PERSONALIZED
• CAN INCLUDE DATA COLLECTION OR USER-
GENERATED CONTENT
• ALL ABOUT CAPABILITIES - EXPERIENCE OVER
TECHNOLOGY
• RIGHT PERSON, RIGHT TIME, AND RIGHT PLACE
• M-LEARNING IS NOT THE TECHNOLOGY ITSELF,
BUT IT'S THE TECHNOLOGY THAT ALLOWS M-
LEARNING TO HAPPEN, AND WE NEED TO ADAPT

TOOLS AVAILABLE THROUGH MOBILE:
• PUSH TECHNOLOGY
• CAMERA
• GPS
• AUDIO FILES & WORD-PROCESSING APPS
• CONNECTIVITY
• NFC & RFID

WHAT IS THE ADVANTAGE
OF MOBILE?
DEVICES CAN BE WHEREVER THAT
USER/LEARNER IS.

WHEN IS M-LEARNING APPROPRIATE?
• WHEN LEARNING FOR THE FIRST
TIME?
• WHEN WANTING TO LEARN MORE?
• WHEN TRYING TO REMEMBER?
• WHEN THINGS CHANGE?
• WHEN SOMETHING GOES WRONG?

UNDERSTANDING M-LEARNING
• We need to look not only at how learners need to
learn, but how they are going to learn it.
• Usefulness = solving the problem through a right set
of functionality at the right time
• Usability = user-friendly interface where learner can
learn smoothly and naturally, and meaning relates
to a functionally-sound use of visuals so as to allow
for an effective usability.

8 UNIVERSAL INSTRUCTIONAL DESIGN PRINCIPLES
1. Equitable use
2. Flexible Use
Elias, Tanya. “Universal Instructional Design Principles for Mobile Learning.”
International Review of Research in Open and Distance Learning 12.2 (2011)
3. Simple and intuitive
4. Perceptible information
5. Tolerance for error
6. Low physical and technical effort
7. Community of learners and support
8. Instructional climate

UNIVERSAL INSTRUCTIONAL DESIGN PRINCIPLES
ONLINE DISTANCE EDUCATION
RECOMMENDATIONS
• Put content online
• Provide translation
• present content and accept assignments in
multiple formats
• offer choice and additional information
• simplify interface
• offer offline and text-only options
• Add captions, descriptors and
transcriptions
• allow students to edit posts
• issue warnings using sound and text
• incorporate assistive technologies
• consider issues of physical effort
• check browser capabilities
• include study groups and tools
• easy-to-find links to support Services
• make contact and stay involved
UID PRINCIPLES
1. Equitable Use
2. Flexible Use
3. Simple and Intuitive
4. Perceptible information
5. Tolerance for error
6. Low physical and technical
effort
7. Community of learners and
support
8. Instructional climate
M-LEARNING RECOMMENDATIONS
• deliver content in the simplest possible
format
• Use cloud-computing file storage and
sharing sites
• Package content in small chunks
• consider unconventional assignment
options
• Leave it to learners to illustrate and
animate courses
• Keep code simple
• Use open-source software
• scaffold and support situated learning
methods
• use available SMS readers and other
• mobile-specific assistive technology
• encourage multiple methods of
communication
• group learners according to technological
access and/or preferences
• push regular reminders, quizzes, and
questions to students
• pull in learner-generated content
Elias, Tanya. “Universal Instructional Design Principles for Mobile Learning.” International Review of Research in Open and Distance Learning 12.2 (2011)

M-LEARNING THEORY
BEST WAY TO DELIVER CONTENT THAT ALLOWS LEARNERS
TO ACTUALLY LEARN AND RETAIN INFORMATION USING
MOBILE DEVICES?
• UNDERSTAND THE CONTEXT OF WHERE, WHEN AND HOW
THE INFORMATION IS USED
• BRING BACK IDEAS OF CHUNKING - USING LEARNING
OBJECTS
• USE MULTIMEDIA
• USE REUSABLE INFO THAT CAN BE CHANGED WITHOUT
AFFECTING OTHER LEARNING OBJECTS, AND STORED FOR
ANYTIME REMOTE ACCESS.

HOW TO PROMOTE & ENHANCE
LEARNER INTERACTION?
1. SEND A MULTIMEDIA MESSAGE TO MOBILE PHONES TO
TRIGGER AND MOTIVATE LEARNERS
2. SEARCH THE WEB FOR RELATING INFORMATION BY USING
EMBEDDED HYPERLINKS (URLS)IN THE MESSAGE RECEIVED
IN THE PHONE
3. DISCUSS WITH LEARNING PEERS BY TEXT, VOICE, PICTURE
OR VIDEO MESSAGING
4. PRODUCE A DIGITAL STORY TELLING OF WHAT THEY LEARN
BY AUDIO OR VIDEO DIARY (MOB BLOGGING JOURNAL)
5. APPLY WHAT THEY ARE LEARNING IN A SIMULATED
ENVIRONMENT, SUCH AS ONLINE EDUCATIONAL GAMING

M-LEARNING CHALLENGES
• DEVICE VARIABILITY
• SLOW DOWNLOAD SPEEDS AND LIMITED INTERNET
ACCESS
• SMALL SCREEN SIZES WITH POOR RESOLUTION,
COLOR AND CONTRAST
• AWKWARD TEXT INPUT
• LIMITED MEMORY
• STARTING TO OVERCOME THESE THROUGH
RESPONSIVE DESIGN TOOLS

MOBILE STATS YOU SHOULD KNOW!
PER PEW RESEARCH PROJECT:
• 90% OF ALL AMERICAN ADULTS HAVE A CELL PHONE (1/14)
• 58% OWN A SMARTPHONE (1/14)
• 32% OWN AN E-READER (1/14)
• 42% OWN A TABLET (1/14)
• 70% OF ALL CELL PHONE USERS AND 86% OF SMARTPHONE
USERS HAVE USED PHONES TO OBTAIN "JUST-IN-TIME"
INFORMATION - ONLINE INFORMATION (4/12)
• 43% OF RESPONDENTS SPEND MORE TIME ON TABLETS THAN
DESKTOP/LAPTOPS (THINK MOBILE WITH GOOGLE, 2011)

MOBILE IMPLEMENTATION
• NOT MANY STUDIES YET, BUT LOTS OF
ANECDOTAL EVIDENCE
• THE MOBILE PROPOSITION FOR EDUCATION
REPORT (GSMA MOBILE EDUCATION, 2012).
• REAL TIME INTERACTION ALLOWED STUDENTS TO
FEEL LESS ISOLATED & SUPPORTED, AND
IMPROVED LITERACY RATES

EXERCISE
• Split into groups.
• I’ll give you a topic to design a simple instructional
piece.
• Talk amongst yourselves.
• After about 20 minutes, we’ll share our ideas, share
some coffee, no big whoop.
I’m getting verklempt
just thinking about it…

SHARE

SO WHAT DOES THAT MEAN?
MOBILE LEARNING IS UNIQUELY SUITED TO
SUPPORT CONTEXT-SPECIFIC AND IMMEDIATE
LEARNING, AND THIS IS A MAJOR OPPORTUNITY
FOR DISTANCE LEARNERS SINCE MOBILE
TECHNOLOGIES CAN SITUATE LEARNERS AND
CONNECT LEARNERS.
JOHN TRAXLER

SUMMARY:
• Early practices of using speech, learning segments, and print
can be applied to m-learning
• M-Learning is an opportunity to provide learning anytime,
anywhere for anyone with access to a mobile device.
• The main adjustment for m-Learning is adjusting one’s
mindset on how to design—mobile first! Use the tools
available on the device!
• This shift can actually help promote greater opportunity for
memory and literacy by teaching information in smaller, more
personalized “chunks” for retention.

QUESTIONS/DISCUSSION?

MY CONTACT INFO:
BLOG: techcommgeekmom.com
E-MAIL: techcommgeekmom@me.com
or danielle@daircomm.com
TWITTER: @techcommgeekmom
LINKEDIN: www.linkedin.com/in/daniellemvillegas
WEBSITE: techcommgeekmom.com or daircomm.com
For More Information:
TechCommGeekMom.com
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