Computers are a familiar sight in classrooms in the 21st century, and technology has been used to streamline many educational tasks. CAL started in the 1950s and 1960s mainly in USA. Term often used interchangeably with Computer-Based Instruction (CBI), Web Based Instruction (WBI), Computer-Assisted Learning (CAL), Computer-Enriched Instruction (CEI), and Web Based Training (WBT). Logo project was the first CAL system that was based on a specific learning approach.
Computers are a familiar sight in classrooms in the 21st century, and technology has been used to streamline many educational tasks. CAL started in the 1950s and 1960s mainly in USA. Term often used interchangeably with Computer-Based Instruction (CBI), Web Based Instruction (WBI), Computer-Assisted Learning (CAL), Computer-Enriched Instruction (CEI), and Web Based Training (WBT). Logo project was the first CAL system that was based on a specific learning approach.
A doctoral dissertation employed a critical pragmatic research paradigm and a transformative mixed methods methodology to explore what educational paradigm most empowers leaners to acquire higher levels of emergent technology integration for learning on demand. Participants included 12 graduate-level students from two Master of Education courses at one online North American institute during one four-month term. A Paradigm Shift Framework (Wark, 2018) was designed to generate quantitative questionnaires and qualitative interviews for capturing participants’ paradigmatic preferences and perceived levels of integration mastery with 16 emergent educational technologies throughout the term. This paper identifies two possible factors for why, collectively, respondents in Course A moderately increased their preference for a behavioural paradigm, while Course B respondents significantly increased their preference for a perceptual paradigm by the end of the term. The first factor is respondents’ conception of the term, emergent technology, and the second is the practice of mindfulness.
A Decade of Digital Education: We Are Still Learning (Studiosity Symposium 2017)Studiosity.com
A Decade of Digital Education: We Are Still Learning
A look into digital education over the past 10 years. What’s worked? What hasn’t? And what can we be doing better?
Keynote presenter:
Assoc. Prof. Chris Tisdell, Associate Dean (Education), Faculty of Science, UNSW
Data driven innovation for student success (Studiosity Symposium 2017)Studiosity.com
Empowering cross-institutional collaboration to drive holistic approaches to student success that leverage the power of student centered analytics and prepare our graduates for the new world of work
Keynote:
Associate Professor Jessica Vanderlelie
Innovative Research Universities Vice Chancellors’ Fellow, Australian Learning & Teaching Fellow
This paper contributes to the growing body of scholarly inquiry into the BYOD (‘Bring Your Own Device’) versus prescribed (minimum standards) technology for learning by reporting on key findings of an institutional mobile learning prescribed technology trial. The study investigated student experiences with and preferences for mobile learning technology, accessible via BYOD or a prescribed approach. The study participants were loaned a tablet and instructed on how to use it for various learning activities throughout a teaching period. A survey and in-depth interviews were used to evaluate the study’s outcomes. It was found that students used their personal and loaned devices simultaneously and in a complementary manner rather than choosing to use one device for all learning activities. As majority of students in this study already owned a personal mobile device and used it for some learning activities, they did not think they acquired any new skills as a result of this project. However, in regards to the loaned tablets use, students found it had overall improved their digital literacy skills and typing speed and overall facilitated better multi-tasking and productivity. Based on findings, we offer three key considerations on how to fully leverage mobile learning technology in the classroom.
M&M Project Dec12 Mobile Audience Response Apps in Medical EducationJames Petersen
Presentation about a project undertaken by James Petersen and Dr. Tod Aeby of the UHM School of Medicine to enhance engagement and participation by residents in the weekly Morbidity and Mortality Conference. The use of mobile audience response apps was added to the weekly conference with positive results
A Multidisciplinary Team Approach to Faculty Development in TechnologyD2L Barry
A Multidisciplinary Team Approach to Faculty Development in Technology, Tara Pierce – Bemidji State University. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Flipping the classroom in nursing educationAndrew Wolf
Flipping the classroom is a technique used to increase opportunities for application of concepts and critical thinking, with guidance from the instructor in the classromm.
Generic and Meta-Transformations for Model Transformation EngineeringDaniel Varro
"Although many model transformation approaches exist, their focus is almost exclusively put on functional correctness and intuitive description language while the importance of engineering issues such as reusability, maintainability, performance or compactness are neglected. To tackle these problems following the MDA philosophy, we argue in the paper that model transformations should also be regarded as models (i.e., as data). We demonstrate (i) how generic transformations can provide a very compact description of certain transformation problems and (ii) how meta-transformations can be designed that yield efficient transformations as their output model."
This is an extract from the abstract of our UML 2004 paper. In the current talk, I provide (1) a brief summary of the paper itself, and (2) an overview of research results on higher-order transformations in the past 10 years. This paper was also the first to present the VIATRA2 model transformation framework based on Eclipse, so a brief history of the tool itself will conclude the talk.
Managing Uncertainty in Bidirectional Model Transformations Alfonso Pierantonio
In Model-Driven Engineering bidirectionality in transforma- tions is regarded as a key mechanism. Recent approaches to non-deterministic transformations have been proposed for dealing with non-bijectivity. Among them, the JTL language is based on a relational model transformation engine which restores consistency by returning all admissible models. This can be regarded as an uncertainty reducing process: the un- known uncertainty at design-time is translated into known uncertainty at run-time by generating multiple choices. Un- fortunately, little changes in a model usually correspond to a combinatorial explosion of the solution space. In this pa- per, we propose to represent the multiple solutions in a in- tensional manner by adopting a model for uncertainty. The technique is applied to JTL demonstrating the advantages of the proposal.
A doctoral dissertation employed a critical pragmatic research paradigm and a transformative mixed methods methodology to explore what educational paradigm most empowers leaners to acquire higher levels of emergent technology integration for learning on demand. Participants included 12 graduate-level students from two Master of Education courses at one online North American institute during one four-month term. A Paradigm Shift Framework (Wark, 2018) was designed to generate quantitative questionnaires and qualitative interviews for capturing participants’ paradigmatic preferences and perceived levels of integration mastery with 16 emergent educational technologies throughout the term. This paper identifies two possible factors for why, collectively, respondents in Course A moderately increased their preference for a behavioural paradigm, while Course B respondents significantly increased their preference for a perceptual paradigm by the end of the term. The first factor is respondents’ conception of the term, emergent technology, and the second is the practice of mindfulness.
A Decade of Digital Education: We Are Still Learning (Studiosity Symposium 2017)Studiosity.com
A Decade of Digital Education: We Are Still Learning
A look into digital education over the past 10 years. What’s worked? What hasn’t? And what can we be doing better?
Keynote presenter:
Assoc. Prof. Chris Tisdell, Associate Dean (Education), Faculty of Science, UNSW
Data driven innovation for student success (Studiosity Symposium 2017)Studiosity.com
Empowering cross-institutional collaboration to drive holistic approaches to student success that leverage the power of student centered analytics and prepare our graduates for the new world of work
Keynote:
Associate Professor Jessica Vanderlelie
Innovative Research Universities Vice Chancellors’ Fellow, Australian Learning & Teaching Fellow
This paper contributes to the growing body of scholarly inquiry into the BYOD (‘Bring Your Own Device’) versus prescribed (minimum standards) technology for learning by reporting on key findings of an institutional mobile learning prescribed technology trial. The study investigated student experiences with and preferences for mobile learning technology, accessible via BYOD or a prescribed approach. The study participants were loaned a tablet and instructed on how to use it for various learning activities throughout a teaching period. A survey and in-depth interviews were used to evaluate the study’s outcomes. It was found that students used their personal and loaned devices simultaneously and in a complementary manner rather than choosing to use one device for all learning activities. As majority of students in this study already owned a personal mobile device and used it for some learning activities, they did not think they acquired any new skills as a result of this project. However, in regards to the loaned tablets use, students found it had overall improved their digital literacy skills and typing speed and overall facilitated better multi-tasking and productivity. Based on findings, we offer three key considerations on how to fully leverage mobile learning technology in the classroom.
M&M Project Dec12 Mobile Audience Response Apps in Medical EducationJames Petersen
Presentation about a project undertaken by James Petersen and Dr. Tod Aeby of the UHM School of Medicine to enhance engagement and participation by residents in the weekly Morbidity and Mortality Conference. The use of mobile audience response apps was added to the weekly conference with positive results
A Multidisciplinary Team Approach to Faculty Development in TechnologyD2L Barry
A Multidisciplinary Team Approach to Faculty Development in Technology, Tara Pierce – Bemidji State University. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Flipping the classroom in nursing educationAndrew Wolf
Flipping the classroom is a technique used to increase opportunities for application of concepts and critical thinking, with guidance from the instructor in the classromm.
Generic and Meta-Transformations for Model Transformation EngineeringDaniel Varro
"Although many model transformation approaches exist, their focus is almost exclusively put on functional correctness and intuitive description language while the importance of engineering issues such as reusability, maintainability, performance or compactness are neglected. To tackle these problems following the MDA philosophy, we argue in the paper that model transformations should also be regarded as models (i.e., as data). We demonstrate (i) how generic transformations can provide a very compact description of certain transformation problems and (ii) how meta-transformations can be designed that yield efficient transformations as their output model."
This is an extract from the abstract of our UML 2004 paper. In the current talk, I provide (1) a brief summary of the paper itself, and (2) an overview of research results on higher-order transformations in the past 10 years. This paper was also the first to present the VIATRA2 model transformation framework based on Eclipse, so a brief history of the tool itself will conclude the talk.
Managing Uncertainty in Bidirectional Model Transformations Alfonso Pierantonio
In Model-Driven Engineering bidirectionality in transforma- tions is regarded as a key mechanism. Recent approaches to non-deterministic transformations have been proposed for dealing with non-bijectivity. Among them, the JTL language is based on a relational model transformation engine which restores consistency by returning all admissible models. This can be regarded as an uncertainty reducing process: the un- known uncertainty at design-time is translated into known uncertainty at run-time by generating multiple choices. Un- fortunately, little changes in a model usually correspond to a combinatorial explosion of the solution space. In this pa- per, we propose to represent the multiple solutions in a in- tensional manner by adopting a model for uncertainty. The technique is applied to JTL demonstrating the advantages of the proposal.
This session introduces some of the principles behind a proposed Business Process Management (BPM) reference model, equivalent to the Workflow Management Coalition (WfMC) Workflow Reference Model.
There is signifi cant holistic advantage in deriving the BPM reference model not from workflow or BPM technology, but from logical and architectural analysis of what it is to be a business process. The same model
can then support technology, operational process management and business transformation. The principles address fundamental questions like:
• What is a business process? Where does it start and stop? What are its logical components?
• How can one process control structure cover both manual and automated functionality?
• Where do rules fit in?
• How to ensure process models align with data models?
Does process thinking mean rethinking requirements analysis, solution design and IT engagement and delivery models?
Microlearning addresses key challenges in Medical Affairs training. Educated professionals are motivated to direct their own learning, and as such, need flexible, on-demand access to targeted information. Small and spaced training allows them to stay up to date while fulfilling ongoing job responsibilities.
The Dental Education Technology is an Important & Integral Part of Dental Institute. The training of faculties and Faculty development Programs are essential.
Presentation on learning analytics given by Rebecca Ferguson at the Nordic Learning Analytics Summer Institute (Nordic LASI), organised by the SLATE Centre, in Bergen Norway, 29 September 2017.
Promoting Inclusivity through Universal Design for Learning, Karen Buckley, DCU.Karen Buckley
National Forum Seminar Series presentation by Karen Buckley, Academic Developer, DCU.
Wednesday 6th November, University of Limerick
Promoting Inclusivity through Universal Design for Learning
Course design and delivery: guidance and tips for impactful trainingCORBEL
CORBEL and EOSC-Life organise the webinar series "Engaging with your community through events and training". The series continues with a presentation by Sarah Morgan (EMBL-EBI).
This webinar will provide a practical look at course design and delivery, giving guidance on the key elements you need to consider to ensure your training meets the needs of your intended audience. It will also provide some tips for successful delivery and a brief look at how you can assess the impact your training has in the short and long term.
The webinar includes an audience Q&A session during which attendees can ask questions and make suggestions. Please note that all webinars are recorded and available for posterior viewing.
Computers in medical education dr. rodolfo rafaelRodolfo Rafael
The goals of medical education are to provide students and graduate clinicians specific facts and information, to teach strategies for applying this knowledge appropriately to the situations that arise in medical practice, and to encourage the development of skills necessary to acquire new knowledge over a lifetime of practice. Students must learn about physiological processes and must understand the relationships between their observations and these underlying processes. They must learn to perform medical procedures, and they must understand the effects of different interventions on health outcomes. Also, the student must learn “softer” skills and knowledge, such as interpersonal and interviewing skills and the ethics of medical care. Medical school faculty employs a variety of strategies for teaching, ranging from the one-way, lecture-based transmission of information to the interactive, Socratic method of instruction. In general, we can view the teaching process as the presentation of a situation or a body of facts that contains the essential knowledge that students should learn; the explanations of what the important concepts and
relationships are, how they can be derived, and why they are important; and the strategy for guiding interaction with a patient.
In May 2018 I ran an e-Assessment workshop for members of the Griffith University Assessment Committee.
Topics included:
- What do we already understand about digital assessment
- What are our current pain-points
- We will identify where these sit on our assessment lifecycle
- Talk through some of the emerging tools and techniques, such as:
- Contract cheating and some ways to address this
- Digital exams and proctoring some tools now available
- Conditional assessments and Marking tools
- Looking at what’s possible in Office 365 + BB
- Use of voice in assessment
Implementing a Flipped Classroom Approach in Medical EducationDanielERitchie
The flipped classroom model reflects the paradigmatic shift taking place within medical education from educator-centered to student-centered instructional strategies. Learn how to implement a flipped classroom approach, and specifically the benefits of using digital platforms.
Programs Coming Together Using ExamSoft to assess interprofessional education...ExamSoft
Presented by: Carla D. Hernandez, Assessment Coordinator, and Anthony C. Marziliano, Associate Director of Assessment, and Marc E. Gillespie, Ph.D., Professor, Associate Dean for Graduate Education and Research, St. John's University College of Pharmacy & Health Sciences
Professional health science programs must now explicitly identify interprofessional education (IPE) activities that provide unique opportunities for student-to-student engagement. Offering IPE activities is essential to advance education in these fields. We actively identify IPE possibilities and a methodology to assess them using ExamSoft’s categorization system. Our faculty are content experts and are in the best position to categorize test-items with national exam blueprints, the essential hierarchical ontologies that drive programs. Blueprints contain goals, outcomes, knowledge domains, professional skills and attributes often required for proficiency in specific health care professions. Mapping between different program blueprints allows the College to identify parts of the curriculum that are shared between programs and are ideal targets for IPE efforts. We provide worked examples where we observed overlapping terms that serve as an impetus for faculty and administrators to capitalize, creating IPE opportunities. By the very nature of this activity, overlapping terms are associated with test items that can be used to establish a pre-IPE activity baseline, as well as, assess the IPE activity itself. Synergistic assessment of shared goals and outcomes (using ExamSoft categories) helps us prepare our students to be outstanding health care professionals in the 21st century.
Recruiting in the Digital Age: A Social Media MasterclassLuanWise
In this masterclass, presented at the Global HR Summit on 5th June 2024, Luan Wise explored the essential features of social media platforms that support talent acquisition, including LinkedIn, Facebook, Instagram, X (formerly Twitter) and TikTok.
3.0 Project 2_ Developing My Brand Identity Kit.pptxtanyjahb
A personal brand exploration presentation summarizes an individual's unique qualities and goals, covering strengths, values, passions, and target audience. It helps individuals understand what makes them stand out, their desired image, and how they aim to achieve it.
Buy Verified PayPal Account | Buy Google 5 Star Reviewsusawebmarket
Buy Verified PayPal Account
Looking to buy verified PayPal accounts? Discover 7 expert tips for safely purchasing a verified PayPal account in 2024. Ensure security and reliability for your transactions.
PayPal Services Features-
🟢 Email Access
🟢 Bank Added
🟢 Card Verified
🟢 Full SSN Provided
🟢 Phone Number Access
🟢 Driving License Copy
🟢 Fasted Delivery
Client Satisfaction is Our First priority. Our services is very appropriate to buy. We assume that the first-rate way to purchase our offerings is to order on the website. If you have any worry in our cooperation usually You can order us on Skype or Telegram.
24/7 Hours Reply/Please Contact
usawebmarketEmail: support@usawebmarket.com
Skype: usawebmarket
Telegram: @usawebmarket
WhatsApp: +1(218) 203-5951
USA WEB MARKET is the Best Verified PayPal, Payoneer, Cash App, Skrill, Neteller, Stripe Account and SEO, SMM Service provider.100%Satisfection granted.100% replacement Granted.
Improving profitability for small businessBen Wann
In this comprehensive presentation, we will explore strategies and practical tips for enhancing profitability in small businesses. Tailored to meet the unique challenges faced by small enterprises, this session covers various aspects that directly impact the bottom line. Attendees will learn how to optimize operational efficiency, manage expenses, and increase revenue through innovative marketing and customer engagement techniques.
B2B payments are rapidly changing. Find out the 5 key questions you need to be asking yourself to be sure you are mastering B2B payments today. Learn more at www.BlueSnap.com.
What is the TDS Return Filing Due Date for FY 2024-25.pdfseoforlegalpillers
It is crucial for the taxpayers to understand about the TDS Return Filing Due Date, so that they can fulfill your TDS obligations efficiently. Taxpayers can avoid penalties by sticking to the deadlines and by accurate filing of TDS. Timely filing of TDS will make sure about the availability of tax credits. You can also seek the professional guidance of experts like Legal Pillers for timely filing of the TDS Return.
"𝑩𝑬𝑮𝑼𝑵 𝑾𝑰𝑻𝑯 𝑻𝑱 𝑰𝑺 𝑯𝑨𝑳𝑭 𝑫𝑶𝑵𝑬"
𝐓𝐉 𝐂𝐨𝐦𝐬 (𝐓𝐉 𝐂𝐨𝐦𝐦𝐮𝐧𝐢𝐜𝐚𝐭𝐢𝐨𝐧𝐬) is a professional event agency that includes experts in the event-organizing market in Vietnam, Korea, and ASEAN countries. We provide unlimited types of events from Music concerts, Fan meetings, and Culture festivals to Corporate events, Internal company events, Golf tournaments, MICE events, and Exhibitions.
𝐓𝐉 𝐂𝐨𝐦𝐬 provides unlimited package services including such as Event organizing, Event planning, Event production, Manpower, PR marketing, Design 2D/3D, VIP protocols, Interpreter agency, etc.
Sports events - Golf competitions/billiards competitions/company sports events: dynamic and challenging
⭐ 𝐅𝐞𝐚𝐭𝐮𝐫𝐞𝐝 𝐩𝐫𝐨𝐣𝐞𝐜𝐭𝐬:
➢ 2024 BAEKHYUN [Lonsdaleite] IN HO CHI MINH
➢ SUPER JUNIOR-L.S.S. THE SHOW : Th3ee Guys in HO CHI MINH
➢FreenBecky 1st Fan Meeting in Vietnam
➢CHILDREN ART EXHIBITION 2024: BEYOND BARRIERS
➢ WOW K-Music Festival 2023
➢ Winner [CROSS] Tour in HCM
➢ Super Show 9 in HCM with Super Junior
➢ HCMC - Gyeongsangbuk-do Culture and Tourism Festival
➢ Korean Vietnam Partnership - Fair with LG
➢ Korean President visits Samsung Electronics R&D Center
➢ Vietnam Food Expo with Lotte Wellfood
"𝐄𝐯𝐞𝐫𝐲 𝐞𝐯𝐞𝐧𝐭 𝐢𝐬 𝐚 𝐬𝐭𝐨𝐫𝐲, 𝐚 𝐬𝐩𝐞𝐜𝐢𝐚𝐥 𝐣𝐨𝐮𝐫𝐧𝐞𝐲. 𝐖𝐞 𝐚𝐥𝐰𝐚𝐲𝐬 𝐛𝐞𝐥𝐢𝐞𝐯𝐞 𝐭𝐡𝐚𝐭 𝐬𝐡𝐨𝐫𝐭𝐥𝐲 𝐲𝐨𝐮 𝐰𝐢𝐥𝐥 𝐛𝐞 𝐚 𝐩𝐚𝐫𝐭 𝐨𝐟 𝐨𝐮𝐫 𝐬𝐭𝐨𝐫𝐢𝐞𝐬."
Falcon stands out as a top-tier P2P Invoice Discounting platform in India, bridging esteemed blue-chip companies and eager investors. Our goal is to transform the investment landscape in India by establishing a comprehensive destination for borrowers and investors with diverse profiles and needs, all while minimizing risk. What sets Falcon apart is the elimination of intermediaries such as commercial banks and depository institutions, allowing investors to enjoy higher yields.
RMD24 | Retail media: hoe zet je dit in als je geen AH of Unilever bent? Heid...BBPMedia1
Grote partijen zijn al een tijdje onderweg met retail media. Ondertussen worden in dit domein ook de kansen zichtbaar voor andere spelers in de markt. Maar met die kansen ontstaan ook vragen: Zelf retail media worden of erop adverteren? In welke fase van de funnel past het en hoe integreer je het in een mediaplan? Wat is nu precies het verschil met marketplaces en Programmatic ads? In dit half uur beslechten we de dilemma's en krijg je antwoorden op wanneer het voor jou tijd is om de volgende stap te zetten.
Putting the SPARK into Virtual Training.pptxCynthia Clay
This 60-minute webinar, sponsored by Adobe, was delivered for the Training Mag Network. It explored the five elements of SPARK: Storytelling, Purpose, Action, Relationships, and Kudos. Knowing how to tell a well-structured story is key to building long-term memory. Stating a clear purpose that doesn't take away from the discovery learning process is critical. Ensuring that people move from theory to practical application is imperative. Creating strong social learning is the key to commitment and engagement. Validating and affirming participants' comments is the way to create a positive learning environment.
M nolin pkerfoot spbt13_m_learning knowledge retention
1. 11
STICKY MLEARNING: HOW TO
ENSURE KNOWLEDGE RETENTION
IN MLEARNING PROGRAMS
Michelle Nolin, CPLP
Sr. Director, Product Strategy & Solutions
Informa Training Partners
Dr. B. Price Kerfoot
Associate Professor
Harvard Medical School
2. 2STICKY MLEARNING: HOW TO ENSURE KNOWLEDGE RETENTION IN MLEARNING PROGRAMS
LEARNING OBJECTIVES
Identify pedagogically sound strategies for mLearning
design
Appreciate findings from the latest instructional design
research for mLearning
Identify techniques for mLearning that ensure knowledge
and skills are gained, retained, and transferred
Apply 10 Tips for Knowledge Retention with mLearning
3. 3STICKY MLEARNING: HOW TO ENSURE KNOWLEDGE RETENTION IN MLEARNING PROGRAMS
What your learners really want
on their tablets and phones…
4. 4STICKY MLEARNING: HOW TO ENSURE KNOWLEDGE RETENTION IN MLEARNING PROGRAMS
What your learners don’t
want…
TAP
PINCH-
ZOOM
And then…
READ,
SCROLL,
READ, SCROLL,
READ, SCROLL, READ, SCR
OLL, READ, SCROLL, READ
SCROLL
5. 5STICKY MLEARNING: HOW TO ENSURE KNOWLEDGE RETENTION IN MLEARNING PROGRAMS
Are you (and your learners) a…
Digital native OR digital immigrant?
6.
7. 7STICKY MLEARNING: HOW TO ENSURE KNOWLEDGE RETENTION IN MLEARNING PROGRAMS
What is mlearning?
M = Mobile
DEVICE
(Hardware)
Smartphones, iPads, othe
r tablets
TECHNOLOGY
(Software)
OS: Apple and Droid
Dozens of authoring tools
CONNECTIVITY
Cellular networks
Internet/Intranet
8. 8STICKY MLEARNING: HOW TO ENSURE KNOWLEDGE RETENTION IN MLEARNING PROGRAMS
eLearnng OR mLearning?
eLearning
• Real-time or self-paced
• Synchronous or
asynchronous
• Tethered (via
Web, Internet)
• Structured, formal
(GUI, architecture, etc.)
mLearning
• Self-paced
• Un-tethered
• Informal
• Unstructured, just-in-
time, field-based
• Anywhere, anytime
9. 9STICKY MLEARNING: HOW TO ENSURE KNOWLEDGE RETENTION IN MLEARNING PROGRAMS
Polling Question
Are you using mLearning in your
organization today?
YES
Not yet, but actively working on mLearning
initiative
Maybe next year
No plans to use mLearning
10.
11. 11STICKY MLEARNING: HOW TO ENSURE KNOWLEDGE RETENTION IN MLEARNING PROGRAMS
Challenges of mLearning
Device variability
Connectivity
Screen size and readability
Text entry
Limited memory
It’s MOBILE (and we work in a regulated
industry)
12. 12STICKY MLEARNING: HOW TO ENSURE KNOWLEDGE RETENTION IN MLEARNING PROGRAMS
Poll
What are some of the challenges you face with
mLearning in your organization?
13.
14. 14STICKY MLEARNING: HOW TO ENSURE KNOWLEDGE RETENTION IN MLEARNING PROGRAMS
Unique opportunities
Mobile devices are inexpensive and pervasive
Handle media well
Continuous, just-in-time
• In-the-field training and support
• ―Situational dependent knowledge‖
Rapid and urgent
15. 15STICKY MLEARNING: HOW TO ENSURE KNOWLEDGE RETENTION IN MLEARNING PROGRAMS
Best uses of mlearning
Designed correctly, mLearning IS a knowledge
retention tool.
• LCOs: think “topics” NOT “courses”
• Job aids/support tools (quick “look ups”)
• Just-in-time training
• Rapid deployment of timely content
• Continuous touch points with your learners
• Evaluations, assessments, and remediation
16. 16STICKY MLEARNING: HOW TO ENSURE KNOWLEDGE RETENTION IN MLEARNING PROGRAMS
Drive Retention with the
mLearning NINE
Start (so you can end
with) your desired
outcome
Bring it close to task
Consider Bloom’s
taxonomy
Set clear objectives—
and meet them
Match the objective to
the device
Engage learners
Establish logical
architecture and
navigation—and stick
to it
Establish and follow
good design standards
Meet the learner
where they live
17. 17STICKY MLEARNING: HOW TO ENSURE KNOWLEDGE RETENTION IN MLEARNING PROGRAMS
Start with the desired outcome.
Instructional technology is great, BUT… it’s not
about the tool, or the platform. What outcome do
you need to achieve?
Content Calendar
Culture Cost
4Cs of
Training
18. 18STICKY MLEARNING: HOW TO ENSURE KNOWLEDGE RETENTION IN MLEARNING PROGRAMS
Bring it close to task.
Examples
19. 19STICKY MLEARNING: HOW TO ENSURE KNOWLEDGE RETENTION IN MLEARNING PROGRAMS
Consider Bloom’s taxonomy.
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Lower order thinking skills
Higher order thinking skills
20. 20STICKY MLEARNING: HOW TO ENSURE KNOWLEDGE RETENTION IN MLEARNING PROGRAMS
Set clear objectives
(and meet them).
Outcome
PerformanceLearning
21. 21STICKY MLEARNING: HOW TO ENSURE KNOWLEDGE RETENTION IN MLEARNING PROGRAMS
Match the objective to
the platform.
Not all objectives can be achieved on a mobile
device
Some learning/performance objectives are better
suited for a tablet, others on a smartphone
22. 22STICKY MLEARNING: HOW TO ENSURE KNOWLEDGE RETENTION IN MLEARNING PROGRAMS
Engage learners.
Draw the learner in… limit passive ―push down‖
of content
Use media where appropriate
• Audio
• Video
• Animations
Link mLearning with live interaction and
collaboration
Rethink assessments: gamify it
23. 23STICKY MLEARNING: HOW TO ENSURE KNOWLEDGE RETENTION IN MLEARNING PROGRAMS
Establish logical architecture
and navigation (and stick to it).
Design an intuitive GUI with multiple navigation
paths through the content
• Let the learner drive and control access
Design for cross-platform, cross-device use
• Use responsive design
• Optimize for touch screen environments
24. 24STICKY MLEARNING: HOW TO ENSURE KNOWLEDGE RETENTION IN MLEARNING PROGRAMS
Establish and follow good
design standards.
Micro chunk the content
More images and media, less text
Use large, easy to read fonts
Avoid ―porting‖ existing text/elearning content—
design and develop from the ground up for
mobile devices
Design according to the aspect ratio of the
device (not your computer monitor)
25. 25STICKY MLEARNING: HOW TO ENSURE KNOWLEDGE RETENTION IN MLEARNING PROGRAMS
Meet the learner where they
live.
mLearning allows us to meet learners where
they live – on their PHONE and TABLETS.
• Cell phones = global population
• ½ the US population has smartphones
• Survey: 4 out of 5 people 18-44 check their
phone within 15 minutes of waking
• 84% time spent on email, texting, social
media, only 16% on voice calls
26. Sticky mLearning:
How to Ensure Knowledge Retention
in mLearning Programs
B. Price Kerfoot, MD EdM
VA Boston Healthcare System
Harvard Medical School
27. Conflict of Interest Disclosure
• Harvard submitted patent on spaced education
methodology.
• Harvard has launched a start-up company
Qstream which hosts this methodology outside of
the Harvard firewalls.
• As the ―inventor‖, I am an equity owner and
director of this company.
33. Spaced Education: the basics
• Spacing Effect
– spaced
– repeated
– repeated at increasing intervals
- Increased efficiency of learning
- Reduction in the slope of the forgetting curve
44. It Works!
• Increases knowledge & retention
- Medical Education 2007: 41:23-31 --- UGME
- Journal of General Internal Medicine 2008; 23(7):973-8 --- UGME
- Academic Medicine 2011 (in press) --- UGME
- Journal of Urology 2007; 177, 1481-1487 --- GME
– Journal of Urology 2009; 181, 2671-2673 --- GME
– Journal of the American College of Surgeons 2010; 211: 331-72673 --- GME
– Annals of Surgery 2009; 249: 744–749 --- CME
• Improves self-assessment of knowledge
– American Journal of Surgery 2009; 197(1):89-95
• Changes behavior
– American Journal of Surgery 2009: 197(2), 252-257
– American Journal of Preventive Medicine 2010; 39: 472-8
• Is well-accepted by learners
- Demonstrated in all trials to date
45. Interactive Spaced Education Versus
Web-based Modules for Teaching
Histopathology Diagnostic Skills:
a Randomized Controlled Trial
B. Price Kerfoot MD EdM, Yineng Fu MD, Michael Ritchey
MD, Donna Connelly MS & Elizabeth Genega MD
VA Boston Healthcare System
Harvard Medical School
Beth Israel Deaconess Medical Center
American Urological Association
J Am Coll Surg 2010;211:331-7
49. Spaced Education on GU Pathology *
Weeks
0 10 20 30 40 50
PercentageScores
50
55
60
65
70
75
80
Interactive
Spaced Education
Cycle 1
Cycle 2
Cycle 3
OC-1
OC-4
OC-3
OC-2
78% preferred SE over WBT
580/583 requested more SE
J Am Coll Surg 2010; 211: 331-7
50. Spaced Education Progress Testing
(SEPT) of Medical Students:
a Randomized Controlled Trial
B. Price Kerfoot, MD EdM, Kitt Shaffer MD PhD,
Graham T. McMahon MD MMSc, Harley Baker EdD,
Edward Krupat PhD, Jamil Kirdar, MBChB MRCP,
& Elizabeth G. Armstrong EdD
Harvard Medical School
Acad Med 2011, 86(3): 300-306
51. SEPT: Study Structure
• University of Virginia School of Medicine
• University of Pittsburgh School of Medicine
• Harvard Medical School
• University of Alabama School of Medicine
Acad Med 2011, 86(3): 300-306
52. SEPT: 120-item assessment tool
Year of Training
0 1 2 3 4 5
PercentageofItemsCorrect
35
40
45
50
55
60
65
All 120 Items
Acad Med 2011, 86(3): 300-306
56. 74% of participants (181/246) completed the SE program.
Of these, 97% (176/181) submitted the behavior change survey.
This randomized controlled trial was conducted from March 2009 to April
2010, immediately following the PriMed live CME conference in
Houston, Texas.
J Cont Educ Health Prof, 2011; 31(2):103–8
57. 86% agreed or strongly agreed that the SE program
enhanced the impact of the live CME conference.
97% requested to participate in future SE supplements to live CME courses.
J Cont Educ Health Prof, 2011; 31(2):103–8
58. Interactive Spaced Education
to Improve Prostate-Specific
Antigen Screening:
a Randomized Controlled Trial
B. Price Kerfoot MD EdM, Galina Sokolovskaya MS
Elizabeth Lawler MPH ScD, David Gagnon MD PhD,
& Paul R. Conlin, MD
VA Boston Healthcare System
Am J Prev Med 2010; 39: 472-8
59. VA PSA Screening Spaced Education Trial
Am J Prev Med 2010; 39: 472-8
60. VA PSA Screening Spaced Education Trial
93% requested to participate in future spaced education programs
67. Qstream Online Game
3N 2NSICU
Rank Team Ave. Score
1 3N 4083.7
2 SICU 3669.4
3 2N 3581.4
4 A1-MSDU 3425.8
5 CCU 3210.9
6 MICU 3206.0
7 AG 2906.2
8 A2 2493.1
9 PACU-PCU 2153.9
10 2S 1954.3
2S AGA2
Qstream Online Game
GO Team GO!!!
Nursescheck your email every,
TuesdayandThursday
got Qstream?
Lessons from Harvard:
Using Gamification to Juice
Your Sales Training
68. 68STICKY MLEARNING: HOW TO ENSURE KNOWLEDGE RETENTION IN MLEARNING PROGRAMS
CHOPPED ACTIVITY
Break into small groups
Ingredients you need are in your ―inbox‖
Cook up an mLearning intervention
Present Your DISH to the larger group
69. 69STICKY MLEARNING: HOW TO ENSURE KNOWLEDGE RETENTION IN MLEARNING PROGRAMS
10 Tips for Knowledge
Retention with mLearning
1. Select the right content at the right time for the right reason
in ALL mLearning.
2. Don’t let technology be the tail that wags the dog… desired
outcome should drive your mLearning initiatives.
3. Couple engagement through mobile devices with the
principles of spaced education to boost knowledge retention.
70. 70STICKY MLEARNING: HOW TO ENSURE KNOWLEDGE RETENTION IN MLEARNING PROGRAMS
10 Tips for Knowledge
Retention with mLearning
4. Investigate DIY, easy-to-learn, and cost-effective mLearning
tools to create continuous touch points with your learners.
5. Think beyond “just-in-time” training and performance
support for mobile learning… designed well, mLearning boosts
knowledge retention.
6. Use mLearning to meet learners “where they live,” providing
them with opportunities to access content when they need
it, confirm what they know (and don’t know), and retain their
knowledge.
71. 71STICKY MLEARNING: HOW TO ENSURE KNOWLEDGE RETENTION IN MLEARNING PROGRAMS
10 Tips for Knowledge
Retention with mLearning
7. Integrate mLearning tools with virtual instructor-led training
(VILT) to make distance learning intimate.
8. Integrate mLearning onsite at live meetings for learner
engagement.
9. mLearning is not reading on your phone… deliver learning
interactions on mobile devices to engage learners, foster
learning transfer, and sustain desired outcomes.
10. Recognize how digital natives and digital immigrants, like to
learn, and deliver training on mobile devices that balances the
needs of these two learner types.
72. 72STICKY MLEARNING: HOW TO ENSURE KNOWLEDGE RETENTION IN MLEARNING PROGRAMS
Questions?
SPEAKER EMAILS:
Michelle Nolin: mnolin@informatp.com
Dr. Kerfoot: price.kerfoot@gmail.com
Editor's Notes
Last year at my mLearning presentation I showed Angry Birds, this year, CANDY CRUSH
Poll, then ask, why does it matter to us as trainers? To our learners?
\r\nPoll Title: Are you a digital native, or a digital immigrant?\r\nhttp://www.polleverywhere.com/multiple_choice_polls/1ZCe6IO2AkIeroM
M = MobileDEVICE (Hardware)Smartphones, iPads, other tabletsTECHNOLOGY (Software)OS: Apple and DroidDozens of authoring toolsCONNECTIVITYCellular networksInternet/Intranet
Differentiating e-learning from mobile learning E-learning can be real-time or self-paced, also known as "synchronous" or "asynchronous" learning. Additionally, e-learning is considered to be “tethered” (connected to something) and presented in a formal and structured manner.In contrast, mobile learning is often self-paced, un-tethered and informal in its presentation. e-learning m-learninglecture in classroom or internet labs learning anywhere, anytimee-mail-to-e-mail instantaneous messagingprivate location no geographic boundariestravel time to reach to internet site no travel time with wireless internet connectivityBecause mobile devices have the power to make learning even more widely available and accessible, mobile devices are considered by many to be a natural extension of e-learning.
RUN POLLING VIA PHONES… then solicit people who said yes to share what they are doing.
\r\nAre you using mLearning in your organization today?\r\nhttp://www.polleverywhere.com/multiple_choice_polls/NAigQxELOsPj71P
M-learning design presents a unique set of challenges. All of these continue to improve, but represent challenges for us as trainers. Device variability. 3 TYPES of mobile phone devices: feature phones with tiny screens and numeric keypads; smartphones that include an A-Z keypad and a mid-sized screen; and touch phones featuring a device-sized screen activated by touch. And we can add tablets, namely,iPads to this mix. Not seeing a ton of uptake of droid and other operating systems in corporate training settings. Apple seems to be continuing to win in the market, and so for most of us, we are designing and pushing training to iPhones and iPads. ASK THE ROOM? MOBILE DEVICES IN USE? ASK: ALLOW CONTENT ON SOMEONE’S PERSONAL DEVICE OR ONLY COMPANY ISSUED? There is no single solution to push richly interactive mobile content onto every possible phone. Studies have shown that learners want to learn on their own mobile devices, but that’s a challenge for us in a regulated industry. Slow download speed and limited Internet access. This gets better all the time, but it’s an issue with mobile learning, we are pushing content out, and that requires connectivity at a decent speed. Small screen sizes present unique challenges, although resolution, color, and contrast has dramatically improved with each generation of smart phone and handheld device. Awkward text input. Regardless of the device being used, inputting text data into small devices also presents challenges for the user. Inputting information into a device using a numeric (0–9) keypad on a feature phone continues to be tedious and time-consuming. Again, the more sophisticated the device, the better its input capabilities. Limited memory. Handheld phones have limited internal information storage capacity or memory. ASK: ARE THERE OTHER CHALLENGES? POLL THE GROUP.
\r\nWhat are some of the challenges you face with mLearning in your organization?\r\nhttp://www.polleverywhere.com/free_text_polls/L85AsRaipq64suT
But m-learning design also presents a distinctive set of opportunities: Relatively inexpensive m-learning opportunities, and it can allow you to take your training global. In many parts of the world, mobile phone handsets are quickly becoming the Internet platform and multimedia device of choice. Multimedia content delivery and creation options… audio, text, pictures, video, and cameras are all standard features now, so we can’t forget about it in our designContinuous and situated learning support. Mobile devices allow ongoing learning to occur in multiple locations, including the potential to offer “scaffolded” support (Saye & Brush, 2002) to learners undertaking authentic tasks. Using these devices in a way that maximizes these learning benefits has the potential to offer educational opportunities that are both more inclusive and of higher quality. As Nyíri (2002) has explained:Mobile communication is enhanced everyday communication; and just as our everyday conversation is indifferent towards disciplinary boundaries, so, too, is m-learning. Situation dependent knowledge, the knowledge at which m-learning aims, by its nature transcends disciplines; its organising principles arise from practical tasks; its contents are multisensorial; its elements are linked to each other not just by texts, but also by diagrams, pictures, and maps. (p. 124) ASK: POLL THE GROUP… WHAT OTHER UNIQUE OPPORTUNITIES DOES MLEARNING OFFER OTHER DELIVERY METHODOLOGIES?
ASK: OTHERS?
Just because you can design a cool game-based app that is as addictive as Candy Crush or Angry Birds, doesn’t mean that a game for the iPad, iPhone, or Droid device makes instructional sense. In beginning, and all throughout, it’s about the desired business outcome, and then applying the filter I like to call the 4 cs of training to it.
Particularly true for mLearning! It’s all about situational dependent knowledge… providing learners with the knowledge, skills, and information they need, at the precise moment when they need it. That’s what mLearning can be particularly good at. Examples, two built in Jquery and one using Adobe (PDF).
Knowledge: Recall data or information.Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules.Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.Examples: Rewrites the principles of test writing. Explain in one's own words the steps for performing a complex task. Translates an equation into a computer spreadsheet.Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.Examples: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test.Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training.Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome.Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.Evaluation: Make judgments about the value of ideas or materials.Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget.Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.
Outcome = what are you looking to achieve with an mLearning training component, or program? I call this the Outcome Objective. Examples: My sales force needs to be able to follow certain steps when they deliver an inservice to nurses in the rheumatology clinic, and they need to be able to quickly access that information ondemand in the field, right before they deliver that inservice. Dual outcome: training and support. We often lump all objectives under learning objectives, but I also like to split these out… knowledge-based learning objectives and skills-based performance objectives. In the example of the inservice, the learner needs to know the steps in demonstrating a product during an inservice and be able to perform them. mLearning works best when we can isolate one or two clear objectives, design the training to meet those objectives, and then serve it up ondemand.
ASK: What would be an example of a type of mLearning intervention that would be better on a tablet? High density of content, graphics you want learners to be able zoom in and out, knowledge-based programs, etc. What is an example of a type of mLearning intervention that would be better on a smartphone?
Use media where appropriateAudioVideoAnimationsBut don’t forget to draw the learner in… limit passive “push down” of contentLink mLearning with live interaction : example: coaching guide on the iPad with checklists; worksheet-based activities that the learner completes and brings to an LILT or VILT event. mLearning does not have to be an island that is only visited by each individual learner.
Many of the rules of good eLearning design apply to mLearning.
Chunk contentMore images and media, less textLess than 100 words per screen is a good rule of thumbGo full-screen with graphicsUse large, easy to read fontsAvoid “porting” existing text/elearning content—design and develop from the ground up for mobile devicesDesign according to the aspect ratio of the device (not your computer monitor)Aspect ratio: ratio of the longer dimension to the shorter dimension of the screen. The iPhone screen is 9 cm (3.5 in) across. The pixel size is 480 x 320 which gives it an aspect ratio of 3:2. If you want to take advantage of this whole screen then you need to create content sizes of this ratio when using PowerPoint, Word, mp4 video or any other format. When using PowerPoint or Word a page size of 11” x 7.3” will provide this aspect ratio and will ensure that when the content is viewed on the iPhone it fits snugly to the whole screen.
Cell phones = global population ½ the US population has smartphonesSurvey: 4 out of 5 people 18-44 check their phone within 15 minutes of waking84% time spent on email, texting, social media, only 16% on voice calls