Literacy adult courses are traditionally delivered as synchronous face-to-face courses. Mobile technology introduced into literacy education enables a blended approach to learning by allowing for time and place flexibility. Literacy Uplift is a research project that aims to define design guidelines and principles for a mobile adult literacy learning system. Tabuenca, Kalz, Drachsler, and Specht (2015) explore the importance of tracking and monitoring time devoted to learning with mobile tools and their effect on self-regulated learning. Their work shows that there is a positive correlation between self-regulated learning and monitoring study-time, as well as between self-regulated learning and study-time planning. These authors also noticed that complexity of the tool has a negative impact on a learner’s ability to use and integrate the tool into their schedule, hence forfeiting the benefits of the monitoring. With tools such as Experience API (xAPI) integrated into the system, time monitoring and logging can be done automatically without additional actions from the learner beyond giving one-time permission. Time spent on learning as well as other learner analytics can be visualized using various tools. These tools can not only show individual progress, but can also present the learner’s situation within the context of a group when possible. Such information, combined with positive reinforcement through notifications and reminders, can be very motivating. As reported by Tabuenca et al. (2015), notifications and reminders have a positive impact on learner results. These authors suggest that notifications containing learning analytics and generic tips on self-regulation may positively influence time management skills and, as a result, improve the learner’s ability to incorporate learning episodes into everyday life. Such reminders create occasional “stop and think” moments that, if containing adequately contextualized messages, can support learners in the capacity of learning to learn, especially when these notifications are combined with suitable visualizations. Tang and Kay (2014) claim that rewards and reward schedules are powerful techniques that can engage users in self-monitoring and reflection. Providing possibilities for the learner to see how they do in comparison to other learners in their course can encourage the learner to self-monitor more closely, and develop the habit to maintain this behaviour over time (Zichermann & Cunningham, 2011). In this presentation, we analyze the design guidelines for a mobile adult literacy learning solution, focusing on the self-regulation and self-motivation elements required for successful learning using a blended learning approach. The analysis also points to potential technological solutions that can support implementation of these guidelines. Time tracking and reminders, visualization tools, and gamification elements as motivation and guidance tools in self-regulated learning are also discussed.

1. Przemyslaw Pawluk
George Brown College
Toronto, ON, Canada
Norine Wark , Agnieszka Palalas
Athabasca University
Athabasca, AB, Canada

2. Introduction
Pedagogical design principles
Integrating self-regulated learning
• Pedagogical solutions
• Technological solutions
Conclusions

3. Adult literacy solution
Blended learning approach
Literacy Uplift App
Multi-institution DBR project
Lit reviews
Mobile learning expert interviews
Literacy learner & expert interviews,
focus groups, surveys
Findings
• Pedagogical design themes, principles
• Technological guidelines

4. MOBILITY: Design for the mobile learner
Seamless learning as learner moves between virtual and
physical space/time dimensions (Palalas, Pawluk, & Wark, 2017; Palalas
& Wark, 2017a, 2017b)
Web-based/cross-platform technologies (Pawluk, Palalas, & Wark,
2018)

5. LEARNER-DETERMINED: Respond to the learner
Sub-themes – Learner motivation, emotional barriers
• Learners strive to be empowered, autonomous, involved; self-
determined ; require appropriate, individualized scaffolding
(Palalas & Wark, 2017a, 2017b; Palalas, Wark & Pawluk, 2017)
Tracking/learner analytics, push
technologies (motivational
notifications, reminders), gaming
(rewards; Pawluk, Palalas, & Wark, 2018)

6. CONTEXT: Integrate
environmental affordances
Inter-dependent learning concepts
• Relevancy, adaptation,
personalization
Capture, visualization,
communication technologies, and
architectural frameworks/scripts
that enable learner choice (Palalas &
Wark, 2017a, 2017b; Palalas, Wark, & Pawluk,
2017; Palalas, Wark, & Pawluk, 2018)

7. Self-regulation
“Self-directive processes and self-
beliefs that enable learners to
transform their mental abilities, such
as verbal aptitude, into an
academic performance skill, such as
writing” (Zimmerman, 2008, p. 166)
Learning influenced by SRL
dimensions & dynamic
interconnectivity (Panadaro, 2017; Palalas &
Wark, in press)
• Cognition, metacognition, behaviour,
motivation, emotion

8. Tracking and monitoring time
Application records learner’s actions, time they were taken and
results (if there are any).
Based on this data, system can calculate the time user spends
using the application as well as frequency (how often) and
intensity of the usage (for how long at the time).

9. Notificaitons and reminders
• It is important to bring learner back to the application
frequently (e.g., reminders, gamification elements).
• Reminders and notifications are triggered daily if learner is
not using the application.
• Our plan is to test various messages to identify the most
effective patterns.

10. Gamification and rewards
• Learners receive rewards for
each completed activity
• Additional rewards are given
for using the app for a
number of days in a row (e.g.
3, 5 or 7)

11. Visualization tools
Learner and instructor access to 3
main visualization elements:
• Time spent using the app
• Number of completed activities
• Correctness of their responses

12. Blended learning
• Mobile application
• Web-based interface
• Face-to-face interactions

13. • There is a need for new tools that can be used in literacy learning
that will provide relevant activities that can be practiced outside
of the classroom
• Supplement to traditional
face-to-face
• System has to be cross-
platform or have web-
based component
• It has to provide
encouragement and tools
for self monitoring and
time tracking

14. Przemyslaw Pawluk
George Brown College
Toronto, ON, Canada
Email: ppawluk@georgebrown.ca
This is a collaborative project between Athabasca University, George Brown College,
Teaching English as a Second Language (TESL) Toronto, Literacy Nipissing, AlphaPlus,
and Development Made Simple;
funded by the Social Science and Humanities Council of Canada.
Norine Wark
Athabasca University
Athabasca, AB, Canada
Email: norinewark@gmail.com
Agnieszkia Palalas
Athabasca University
Athabasca, AB, Canada
Email: apalalas@athabascau.ca

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