Diving head first into a mobile learning project without understanding the relevant pedagogy, technologies, faculty, and students could spell disaster for those who attempt. Having been involved with various mobile learning, training, and course development projects, the presenter will share his successes as well as setbacks, and offer practical suggestions for those considering mobile learning. The presentation focus will cover a theoretical framework of mobile learning that was developed to situate and guide the development and support of such initiatives. Topics to be covered include: faculty training for mobile teaching and learning, common misconceptions, and easy to implement ideas that may increase access for rural, military, and digital divide students.

1. Understanding the
Nature of Mobile
Learning
eLearning Portland, Oregon 2009
Jeff Kissinger
1

2. mobile learning
Agenda:
Jeff Kissinger
1. mobile misconceptions
2. enabling access, continuation of access through
emerging DL, serving access-challenged populations
3. defining mobile learning
4. the mobile learning experience &
framework
5. modes of interaction learning theory
6. teaching for the mobile environment
7. supporting mobile learning
8. six mobile courses for U.S. Army
9. development timeline
10. course example, interface, scaffolded learning
11. faculty designers
12. infrastructure CMS LMS
13. publishers
14. costs & developing mobile programs
15. future
----------------------------------------------------
2
16. device and course demonstrations

3. mobile misconceptions
• blackberry
businessmen
• tiny screen,
learning through
a microscope
• affordability,
technology &
plans
• taking access for
granted (rural,
developing
countries)
• one size fits all 3

4. Timeline: Evolution of DL Access
1900 1998 2003
disbursed, various levels of
learning community,
text-driven, self-directed,
connectivity,
interactive, disbursed, asynchronous,
asynchronous, isolation,
technology-mediated,
technology-mediated,
indirect and infrequent
less frequent instructor interactions,
direct and frequent interaction with instructor
instructor interaction, learner
media rich, self-directed, learner
content interactions
content interactions, situated,
authentic
4

5. early mLearning
• tehnocentric
• ignored experience
• development focused on
device, media, technology
functionality
• assumed mLearning
equates to online learning
• faculty training needed
• relied on much
repurposed content &
media
5
• device specific & bound

6. 6

7. defining mobile learning
• flexible, contextual
• offline or online
• empowers learners with
slow or no connectivity
• situated, authentic
• accessible
• content, media rich
• collaborative
• learners as authors
• device independent 7
• another learner choice...

8. Mobile Learning Framework
– considered minimal correspondence with the instructor and
design was a3uned to addressing the unique challenges of
transac6onal distance for the offline mobile learner
– grounded in construc6vist and adult learning principles while
a3emp6ng to build upon situa6onal and authen6c learning
opportuni6es
– employed the use of faculty‐authored media to mo6vate,
guide, and connect with mobile students
– learning modules were chunked, sequenced, and were
designed to scaffold students through their learning
8

9. authentic
mobile learning experience motivation
learner
motivation isolation
conceptual framework learner
centered
is may decrease
creates
correspondence
enhances
-guided all phases of is
development for Army courses
courses
higher order
facilitates learning
Situated
higher order allows for
learning
promotes
learning self
directed
learning
Learner-Instructor
Interactions
promotes
Social transactional
distance?
Learner-Learner technology
constructivist the mobile
Interactions competence
learning
learning experience requires
motivation
enhances
Learner-Content
Interactions
creates
opportunities and
instructional
pedagogical
learning
culminates in
environment
multimedia
agents creates
opportunities for
is
acts
as
further
surrogate assessment
affective
increases
instructor
promotes
9
promotes
learner
learner
motivation
engagement
active
learning

10. interaction-based
model of eLearning
modes of interaction
10
(Anderson, 2003; 2007)

11. teaching & instructional
feedback loops
• learning contracts • iTunes U
• schedules • podcasting
• LMS scoring/syncing
• email/phone
• SMS
• blogging
• Google Gears
• offline gmail
11

12. supporting the mobile learner
• •
college on a stick instructor as guide
• information,
media, contacts
• degree roadmaps
• advisement plans
• offline learner
support center
• help and FAQs
12

13. developed courses
• ENC 1101 – English Composition I (3SHs)
• CCJ 1020 – Introduction to Criminal Justice
(3 SHs)
• SPN 1120 – Beginning Spanish I w lab(4 SHs)
• CGS 1100 – Microcomputer Applications for
Business and Economics (3 SHs)
• MAC 1105 – College Algebra (3 SHs)
• GLY 1001 & 1001L – Earth and Space Science
13
w lab (4 SHs)

14. development cycle
...
14

15. course example
US Army
15

16. Learning Design
Modules were designed to foster a guided, sequenced, scaffolded learning
•
experience
Academic success, help, and technology support provided an end‐to‐end
•
learning experience
The “college” was preloaded on the mobile device
•
Media‐rich content authored by real faculty was used to mo6vate and
•
reduce transac6onal distance
Grounded in Social Construc6vist & Situa6onal Learning
•
Mobile Learner Theore6cal Framework
•
Use of interac6ve Media
•
Integra6on of Textbook Materials
•
Ergonomic Interface & Naviga6on
•
16

17. Linux‐based
Pepper Pad &
Course Interface
17

18. Tablet Kiosk UMPC
Delayed and indirect interactions with instructor would have
to be taken into design consideration to reduce transactional
distance. Usability in the navigation was also a key factor in
the technical design, and we opted for a tabbed two level,
scaffolded interface.
18

19. 19

20. 20

21. 21

22. 22

23. 23

24. 24

25. 25

26. 26

27. 27

28. 28

29. 29

30. 30

31. 31

32. 32
faculty as active designers

33. Faculty Cer6fica6on
• FCCJ created a custom DL
cer6fica6on for faculty designing and
teaching these courses
Based on learning and mo6va6on theory
–
Coauthored by Palloff and Pra3
–
33

34. Faculty Training Plan
Training Method Learning Outcomes
ID for self-directed and Workshop, Elluminate, and By the end of this training, participants will be able to:
paced content & Moodle
instruction
•Apply research-based motivational techniques in course development,
learning activities, and assessment
•Apply motivation research & best practices to media development
•Acquire best practices based on learning and motivation research to
promote effective instructional practices in a distributed and untethered
distance course delivery model.
• Become proficient at creating instructional media using iMovie
iMovie Workshop, Elluminate, and
Moodle
• Become proficient at creating instructional media using Garage band
Garage Band Pod-casting Workshop, Elluminate, and
Moodle
34

35. Faculty Training Plan
Training Method Learning Outcomes
Applying Motivational Online Asynchronous By the end of this training, participants will be able to:
Research to Create through Blackboard
Optimum Learning
Environments •Identify the factors that make up what we call motivation Define
motivation and its related components Explore motivation theory
through a real-life case example Identify the research trends regarding
motivation research Identify the major theoretical approaches to the
study of motivation
Apply the research in various fields such as education, business, and
marketing Design self-regulatory strategies that will aid learners in
developing self-motivation
LMS Demonstrated Online Asynchronous •By the end of this workshop, participants will be able to: use common
Competency or prior through Blackboard Blackboard features to: post an online syllabus and assignments;
training [BlackBoard] interact via discussion board; develop quizzes; and manage grade
books; use the tools to enhance interactivity such as teams and
collaboration understand the experience of a course management
system from both the student and instructor perspective; convert
existing content for display in Blackboard use the communication and
course management tools
35

36. Key Findings: Faculty
• Faculty as ac6ve designers in development
process
• Training was transforma6onal (pedagogy, new
design skills)
• Iden6fied Characteris6cs of successful faculty
designers
• Faculty gained new instruc6onal
communica6on medium: media
36

37. offline software
ebooks
kindle, readers,
immersive, interactive
environments, SIRIUS
publishers
37

38. Key Findings: Publishers
FCCJ developed partnerships with two major publishing companies
•
who worked to modify academic materials to func6on in a offline
fashion
Collabora6on of exper6se and resources resulted in high‐level
•
academic rigor and overall quality
Online materials were ported offline through collabora6ve efforts
•
eBooks were embedded in courseware when available
•
New portable publisher materials for access‐challenged contexts
•
[military, rural, digital divide]
Publishers were eager to develop for this access‐challenged
•
popula6on
College is now going to mobilize its Sirius courses
•
FCCJ plans to offer cost‐saving mobile‐enabled ebooks and materials
•
to all of its students via the Sirius Project via the Sirius Project
38

39. infrastructure
• Backpack
• D2L 2Go
• Go Course Agilix
• offline Moodle (UK
Open University & Intel)
• Jolongo
• Google Gears
39
• Adobe Air (RIA runtime
environment)

40. next steps in research...
case studies developing rich record of experiences
-Stake
Self-Efficacy f =The mobile learner
Social Constructivism
New insight
Modes of Instruction emergent
f
themes for
mobile
Self-Directed Learning learners
Transactional Distance
Learning theories, collectivity
Connectivism forming the framework and lens
through which to study the
Self-Determination mobile learner experiences.

41. costs $
• device cost/responsibility
• who are your students?
• LMS/CMS synching
• who are your faculty?
• training for faculty
• what learning
infrastructure do you
• course development
have?
• how you work with
• what professional
publishers
development do you
have? • level of student support
• is access a core mission?
41
• long term DL plan

42. the future...is flexible
...open....accessible
• accessible
• horizon report: mobiles
this year!
• more opportunity for
rural, military, digital
• on demand
divide, and other
• blended unserved populations
• integrated
• more student choices
• authentic, situated
learning opportunities
42
• connectivism

43. jkissing@fccj.edu
Jeff Kissinger
presentations office 904.632.5052
Learning Solutions
•2/2009 Designing mobile learning, National Alliance of Community & Technical Colleges,
Norfolk, Virginia
•7/2008 Mobile Learning: Beyond Online, Military Advanced Education
•2/2008 Mobilizing Education Technology to Support Combat Deployment, Council of College
and Military Educators CCME, San Francisco, California
•2/2008 Paper and Presentation: Designing Mobile Courses with College Faculty, Society for
Applied Learning Technology SALT New Learning Technologies 2008 Orlando, Florida
•2/2008 Workshop: Technology Playground: Creating Instructional Media with a Diverse
Toolkit, Instructional Technology Council eLearning 2008, St. Petersburg, Florida
•11/2007 Training Faculty for Mobile Course Development and Instruction, The 13th Sloan-C
International Conference on Asynchronous Learning Networks, Orlando, Florida.
•8/2007 Taking Online Courses Offline with an “Untethered” Mobile Course Model, 23rd Annual
Conference on Distance Teaching & Learning, Madison, Wisconsin
•3/2007 Creating Instructional Media and Interactions Using Adobe Captivate, 18th
International Conference on College Teaching & Learning Faculty, Atlantic Beach, Florida
•1/2007 Mobile Course Design: Language Courses on iPods, Society for Applied Learning
Technology SALT New Learning Technologies, Orlando FL
•3/2006 DOD Grant, Mobilizing Educational Technology: Untethered Distance Learning
•1/2006 Using PDA Devices for Distance Learning Instructional Technology Council
Washington D.C. Audio Conference Series
•11/2005 Using Mobile Learning Devices to Address New Learning Environments: Coast Guard
Personnel at Sea and Taking College Courses Project Update, 11th Sloan-C International
Conference on Asynchronous Learning Networks, quot;The Power of Online Learning: Mobilizing to
43
Expand Community
•8/2005 Using Mobile Learning Devices to Address New Learning Environments: Coast Guard
Personnel at Sea and Taking College Courses, The 21st Annual Conference Distance Learning
Teaching & Learning