This document provides an overview of mobile learning. It defines mobile learning as learning facilitated by mobile devices that allows learners to be physically mobile. It discusses the benefits of mobile learning including flexibility and accessibility. Examples of mobile learning applications are provided such as eBooks, job aids, and augmented reality. Planning considerations for mobile learning like device capabilities and limitations are outlined. Resources for researching mobile learning trends and the ADL mobile learning program are also summarized.
José Bidarra from Universidade Aberta gave a presentation about Mobile Learning & New Trends as part of the online events by expert pool Institutional Support within EMPOWER.
José Bidarra from Universidade Aberta gave a presentation about Mobile Learning & New Trends as part of the online events by expert pool Institutional Support within EMPOWER.
Meaning and Definition of Mobile Technologies – Use of Smart Phones in learning – Smart Phones in Schools, Colleges and Universities – Smart Phones in Open Schools, Colleges and Universities – Mobile Phones in Distance Learning.
Mobile Moodle and mLearning project for mLearncon in San DiegoInge de Waard
This presentation exists of two parts, one focusing on the mobile learning project and one part on the Mobile Moodle project.This presentation will be given by Carlos Kiyan and Ignatia Inge de Waard during mLearncon conference in San Diego, California, June 2010
The Advent of Mobile Learning Technology offers enormous possibilities that can be leveraged for learning. Mobile Learning Technology is in user’s pockets. Leverage it now.
Unit – II: NEW HORIZONS IN ICT
Recent trends in the area of ICT - Interactive Video-Interactive White Board- videoconferencing –M-learning, Social Media- Community Radio: Gyan Darshan, Gyanvani, Sakshat Portal, e-Gyankosh, Blog, MOOC, Whatsapp, Facebook, Twitter etc.-Recent experiments in the third world countries and pointers for India with reference to Education.
Sorry you can't see the embedded video on slide 15, but it's me giving my students instructions while I am away. A great way to quickly communicate with students and your supplywhen you're absent!
Meaning and Definition of Mobile Technologies – Use of Smart Phones in learning – Smart Phones in Schools, Colleges and Universities – Smart Phones in Open Schools, Colleges and Universities – Mobile Phones in Distance Learning.
Mobile Moodle and mLearning project for mLearncon in San DiegoInge de Waard
This presentation exists of two parts, one focusing on the mobile learning project and one part on the Mobile Moodle project.This presentation will be given by Carlos Kiyan and Ignatia Inge de Waard during mLearncon conference in San Diego, California, June 2010
The Advent of Mobile Learning Technology offers enormous possibilities that can be leveraged for learning. Mobile Learning Technology is in user’s pockets. Leverage it now.
Unit – II: NEW HORIZONS IN ICT
Recent trends in the area of ICT - Interactive Video-Interactive White Board- videoconferencing –M-learning, Social Media- Community Radio: Gyan Darshan, Gyanvani, Sakshat Portal, e-Gyankosh, Blog, MOOC, Whatsapp, Facebook, Twitter etc.-Recent experiments in the third world countries and pointers for India with reference to Education.
Sorry you can't see the embedded video on slide 15, but it's me giving my students instructions while I am away. A great way to quickly communicate with students and your supplywhen you're absent!
These are the slides to my keynote on "Mobile Learning - Done Right", delivered at the Exec I/O Mobile event of the European Pirate Summit in Cologne on 5 September 2014.
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The ADL Mobile Learning Team recently released a mobile version of their mLearning Guide on the web and in various mobile platforms and app stores using the jQuery Mobile framework and PhoneGap.
10 questions about mobile learning presentation by David Wicks from Seattle Pacific University at the SLN SOLsummit 2011 March 10, 2011
http://slnsolsummit2011.edublogs.org
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By Derek France, Katharine Welsh, Alice Mauchline, Julian Park, Brian Whalley
ADL’s recent research review uncovered the fact that very few actual ID models for mobile learning truly exist. Instead of creating a new ID model, they have presented a framework that can be used to incorporate mobile learning considerations into existing ID models and agile approaches to optimize them for the mobile learner. Ideally, instructional designers should now consider focusing on new opportunities for improving performance and augmenting skills, not just on knowledge transfer.
The flexible approach proposed by the framework takes both instruction and performance support into consideration for the mobile learning task or challenge at hand. This session will provide you with ADL’s mobile learning research findings and an overview of the MoTIF project. This session will specifically address the mLearning considerations during the analysis and design phases. Participants will also receive a list of mobile learning resources and discuss opportunities for getting involved with the community supporting this effort and evolving the framework.
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One of the requirements of my role at The University of Hong Kong is to keep abreast of what is happening in the eLearning world in order to advise senior management concerning eLearning trends that HKU might need to take into consideration. I made a start in this PowerPoint.
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Currently Experience API (xAPI) mostly focuses on providing “structural” interoperability of xAPI statements via JavaScript Object Notation Language (JSON). Structural interoperability defines the syntax of the data exchange and ensures the data exchanged between systems can be interpreted at the data field level. In comparison, semantic interoperability leverages the structural interoperability of the data exchange, but provides a vocabulary so other systems and consumers can also interpret the data. Analytics produced by xAPI statements would benefit from more consistent and semantic approaches to describing domain-specific verbs, activityTypes, attachments, and extensions. The xAPI specification recommends implementers to adopt community-defined vocabularies, but the only current guidance is to provide very basic, human-readable identifier metadata (e.g., literal string name(display), description). The main objective of the Vocabulary and Semantic Interoperability Working Group (WG) is to research machine-readable, semantic technologies (e.g., RDF, JSON-LD) in order to produce guidance for Communities of Practice (CoPs) on creating, publishing, or managing controlled vocabulary datasets (e.g., verbs). In this session, you will see a brief introduction to modern controlled vocabulary practices and how they can be applied to xAPI to add semantic expressiveness of controlled vocabularies. The progress and resources from the Vocabulary WG (started in April 2015) will also be shared.
SCORM, which has been the de facto standard for publishing, launching, and tracking eLearning on learning management systems, is not properly equipped to manage non-traditional learning that is mobile and informal. Experience API, or xAPI, however, provides the eLearning community an interface that is able to collect and record details from any learning experience in one central location, regardless of where the learning takes place. With xAPI’s extreme potential to improve the way learning is captured and administered, it is vital for eLearning professionals to understand:
- xAPI’s capabilities for managing mobile, non-traditional learning
- SCORM’s place in the future of eLearning
- Integration of xAPI into HTML5 for tracking user activity within currently-adopted LMS or LRS
- Real world examples of xAPI implementation
Augmented reality (AR) can take any situation, location, environment, or experience to a whole new level of meaning and understanding. Mobile AR technologies provide an innovative tool for contextual learning, but mobile learning designers and developers are unaware of where to look for examples or development options.
Mobile learning is a new educational technology and introduces both exciting capabilities and complexity into the learning design process, but with very few guidelines. ADL’s MoTIF project will explore new types of learning and design approaches that take advantage of the capabilities of the mobile platform. The MoTIF project will result in interventions such as strategies, materials, products, and guidelines as solutions to the problems, but will also advance our knowledge about the characteristics of these interventions and the processes involved in designing and developing them.This survey report is the first step in the design-based research approach and will drive the needs assessment for the project. The survey report will reveal the MoTIF project objectives as well as highlight other relevant findings from the data collected from the 831 survey respondents from around the world.
The Experience API (xAPI) introduces several design implications for mobile learning that involve user experience (UX) design, interface design, service and system design, organizational design, reporting and analytics design, and instructional design. You’ll hear about the different use cases focusing on commonly anticipated business requirements that will ultimately help determine and prioritize your design objectives. This stage event will be both informative and interactive and will involve audience participation to identify and discuss the potential types of cognitive and performance processes in designing a learning experience using the xAPI.
This paper summarizes findings from an empirical study that investigated the conversion and delivery of an existing DoD-wide eLearning course, “Trafficking In Persons (TIP) General Awareness Training”, to a mobile format. The Advanced Distributed Learning (ADL) Mobile Learning Team deployed the training content and measured user feedback as a field experiment to volunteers in each of the DoD services. This paper presents both quantitative and qualitative results, including learner performance and overall satisfaction with the mobile course.
There are several technical challenges associated with deploying SCORM content because the current technologies used in SCORM are based on HTTP and JavaScript, which have limited support on mid-end mobile devices. The good news is there are other technical approaches that don't use HTTP and JavaScript that you could leverage as an alternative.
Participants in this session will learn the issues related to deploying SCORM content on mobile devices. Many people are looking for a more lightweight mobile-friendly version of SCORM that can be deployed on mobile devices. This session will look at existing technologies that can be leveraged as alternatives, rather than waiting for SCORM to be updated. You’ll see several example use cases of SCORM implementations and hear the lessons learned from ADL.
This paper identifies three areas for improvement:
1. Unique identifiers should be associated with objectives to avoid "objective collision".
2. There is a need for a specification for learning objectives.
3. There should be a clear rules for how learning objectives are associated with learning activities and how content objects should use learning objectives.
Some solutions are put forward, in particular a suggested extension to the manifest to include learning objectives.
Some of the Department of Defense (DOD) services have had negative experiences when attempting to share SCORM content packages between their various LMS implementations primarily due to differences with both user interfaces and the Application Programming Interface (API) Implementation. The vision of plug-n-play interoperability of learning content is usually achieved only after several additional hours of modifying the content to work in a particular LMS implementation. In order to achieve adoption on a global scale, SCORM 2.0 must have a strategy to improve interoperability by standardizing the user interface controls in further support of flexibility, usability, accessibility, and durability. This paper provides a background and summary of the Navy's successes with extending the SCORM to support standardized user interface options, and further proposes creating or incorporating a new user interface interoperability specification and a recommendation for supplying a standardized API Implementation as part of the Core SCORM.
During the past three months I have been in contact with several organizations and vendors that have either already implemented SCORM or have been working on implementing SCORM as part of their mobile learning strategy. This helped me to identify the use cases for this presentation.
My objectives for this presentation and also for my ongoing research interests are the following:
1) Generate a list of mobile learning technologies that use SCORM.
2) Publish general best practices for designing SCORM content for mobile devices.
3) Identify which technologies are available when implementing SCORM for mobile devices.
4) Identify potential updates to SCORM that will enhance future mobile learning.
Today I will talk about some specific mLearning examples and provide you with the 5 W’s (who, what, when, where, and why) of each use case and how SCORM is being addressed as part of their mLearning strategy. Finally, I will conclude the session with the outcomes I recorded from analyzing these use cases. The outcomes will include:
• Notable Findings
• Common Technical Challenges and Considerations
• General Best Practices
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1. Mobile Learning 101
Overview, Examples, and Resources
GameTech ‘12 Jason Haag
Defense Users Conference ADL Mobile Learning Team
Orlando, FL - March 28, 2012 The Tolliver Group, Inc.
2. Agenda
• Definitions
• Basics of Mobile Learning
• Examples
• Planning
• Resources
• Questions/Discussion
What We’ll Cover
2
3. ADL
• Founded in 1997 to standardize and modernize delivery
•
of training and education in the U.S. Department of
Defense (DoD)
• Develop and implement learning technologies across the
•
DoD and federal government
• Collaborate with government, industry, and academia to
•
promote international specifications and standards for
designing and delivering learning content
http://adlnet.gov
3
4. ADL Mobile Learning Team
Vision Knowledge Deliverables Research
• To be the source • Track initiatives • Develop samples • Collect literature
of information and share • Identify tools and review
and support for • Remain current • Conduct • Applied research
DoD mobile and provide workshops and • Share best
learning weekly newsletter webinars practices
initiatives. • Deliver • Write papers • Support BAAs
presentations • Facilitate working
• Collect use cases group & summit
Our Focus
4
5. What Are Your Roles and Responsibilities?
A. Manager
B. Instructional Designer
C. Developer
D. Subject Matter Expert
E. All of the above
F. Other
Poll Question
5
8. How often do you use your device(s)
A. Daily
B. A few times per week
C. A few times per month
D. A few times per year
E. Never
Poll Question
8
9. What have you learned on your mobile device(s)?
A. Completed a course
B. Used a search engine
C. Geographical travel information
D. Never learned anything
E. Don’t have a connected device
Poll Question
9
12. Definitions
“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.”
Wikipedia
12
14. “Only 20% of what’s learned on the job actually
comes from formal learning.”
Jay Cross
14
15. Definitions
“ occurs through the experience
of day-to-day situations.”
Informal Learning – @JayCross
15
16. Definitions
Most of what people learn (or retain and put
into use) is learned as part of doing their work,
not through formal training.
Informal Learning – @charlesjennings
16
17. 70: 20: 10 Learning Framework
• 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
Morgan McCall, Robert W. Eichinger, and Michael M.
Lombardo at the Center for Creative Leadership
17
18. Definitions
1. Choose: We just what interests us; what we think is
important and relevant.
2. Commit: We take responsibility for learning once
chosen.
3. Create: We build things, experiment, and try.
4. Crash: We sometimes fail, but learn from those
mistakes
5. Copy: We watch others and mimic their performance
6. Converse: We discuss with others seeking info and
feedback
7. Collaborate: We work together creating, problem-
solving, and sharing.
The Seven C’s of Natural Learning – Clark Quinn
18
23. Definitions
“Mobile learning should be restricted to
learning on devices which a lady can carry in
her handbag or a gentleman can carry in his
pocket (Keegan, 2005).” communications
technology).
Desmon Keegan
23
24. Definitions
“ Mobile learning is where a learner can be
physically mobile while at the same time
remaining connected to non-proximate sources
of information, instruction, and data
communications technology.”
Gary Woodill
24
26. Definitions
“The intersection of mobile computing (the
application of small, portable, and wireless
computing and communication devices) and
e-learning (learning facilitated and supported
through the use of information).”
Clark Quinn - @Quinnovator
26
28. ADL Describes, Not Defines
“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.”
ADL Mobile Learning Team
28
30. Basics
• Continuous, ongoing, flexible
• Enables reflection
• Informal and formal learning
• Personalization
• Readily available
• Ubiquitous
• More portable that other educational materials
• Supports the learning process; can be used as part of a
blended learning approach
• Can be a useful add-on tool for students with special needs
Benefits of Mobile Learning
30
32. 4 C’s of Mobile Capabilities
1. Content: accessing content in the form of media
2. Capture: capture of information
3. Compute: the ability to compute a response
4. Communicate: communicate people with eachother
Clark Quinn @Quinnovator
32
33. Basics
• Battery life
• Connectivity
• Cost (Less of a factor)
• Data charges
• Device ownership
• Screen size
• Security
• Technology changes
Concerns & Challenges
33
39. Examples
“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
The Spacing Effect - Hermann Ebbinghaus
39
40. Examples
Repetitions support learning
- Helps us absorb information we missed
earlier
- Helps us remember things we d
forgotten
- Strengthens and enriches what we know
• Spaced repetitions are generally more effective
• Spacing helps minimize forgetting
• Wider spacings are generally more effective
• Spacing may slow learning (while it improves remembering)
Will Thalheimer, PhD
Spaced Repititions - Will Thalheimer, PhD
40
41. Spaced Learning Example
• Promotes maternal and child health
• Free SMS text messages each week,
timed to their due date or baby s date of
birth
Text4Baby.org
41
46. Examples
• Virtual board game for MoD to aid in the understanding of
lawful behaviour in various situations.
MoD: Law of Armed Conflict (Intuition)
46
49. Examples
• Start a class
• Link to a website
• Link to an online course
• Distribute or share files
• Augment text books
• Write a review
• Play audio file
• Link to Apps
• Help & Tutorials
• Communications
• Update Twitter
Build Your QR Codes! http://qrcode.kaywa.com/
Interactive Response Codes
49
52. When Do You Think Mobile Is Most Appropriate?
A. When learning for the first time
B. When wanting to learn more
C. When trying to remember
D. When things change
E. When something goes wrong
Poll Question
52
54. Resources – http://ml.adlnet.gov
• ADL Mobile Learning Weekly Newsletter (Ongoing)
• ADL Monthly Website Articles (Ongoing)
• ADL Mobile Learning Guide - App (Ongoing)
• ADL Mobile Learning Handbook (Ongoing)
• The Effectiveness of Mobile Course Delivery (2011)
• Mobile Learning Literature Review (2012)
• Mobile Learning Vendors (2012)
• Assessment of ISD Principles, Agile Methods, and
Pedagogical Models for mLearning (2012)
• Next Generation SCORM for Mobile / Tin Can API (2012)
ADL Mobile Learning Research / Deliverables
54
58. Credits & Attribution
This work is licensed under a Creative Commons
Attribution-NonCommercial-ShareAlike 3.0 United
States License.
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Share Alike!
59. Credits & Attribution
Credits
• Defense Imagery: http://www.defenseimagery.mil
• Robert Gadd: http://mlearning.com
• Kris Swanson: http://www.intuition.com/solutions/mobile-learning
• Clark Quinn: http://www.quinnovation.com
• Jay Cross: http://jaycross.com
• Bob Mosher and Dr. Conrad Gottfredson:
http://performersupport.ning.com/
• Rebecca Hogue:
http://rjh.goingeast.ca/2011/07/17/an-inclusive-definition-of-
mobile-learning-edumooc
• http://www.flickr.com/photos/adactio/6153558098/in/
set-72157627691092806
• http://www.recreation.slco.org/sorenson/fitness/images/
teamwork.jpg
Respect!
62. Thank You!
Jason Haag
Mobile Learning Research Analyst
SETA Support Contractor
The Tolliver Group, Inc.
jason.haag.ctr@adlnet.gov
Twitter: @J_Haag
Web: http://about.me/jsonhaag
Let’s Connect!
62