mobile isd metcalf iel2010

Learning Design for Mobile

David Metcalf, Ph.D.ResearcherInstitute for Simulation and TrainingUniversity of Central Floridadmetcalf@ist.ucf.edu

5 Ideas Mobile Performance Support Just-in-time learning, Action Learning

Authentic Learning and Mobile Integrating Simulation

Empowering Constructivism Mobile Social Media

Spacing Effect Mobile enabling interval-based learning Reinforcement and retention

Learning Theory Mashups Mobile, Web 2.0 and ISD Situated learning and context Mobile Alternate Reality Games

Mobile Performance Support Just-in-time learning, Action

Learning

How People Learn Live classroom instruction Live, online eLearning Just-in-time eLearning Self learning experiences

using conventional media On-the-job training Blended web-based and

traditional models

How People Learn Live classroom instruction Live, online eLearning Just-in-time eLearning Self learning experiences

using conventional media On-the-job training Blended web-based and

traditional models

The First Building Block

Learning Attitudes Concepts Facts Processes Procedures

People have basic learning needs in any organization

The Second Building Block

Learning Performance Support Accessed on-the-job Task specific Support at time of need Not memory resident

How Performance Support is Provided

Coaching and mentoring Paper-based job aids Electronic Performance

Support Systems (EPSS) Embedded performance

support

How Performance Support is Provided

Coaching and mentoring Paper-based job aids Electronic Performance

Support Systems (EPSS) Embedded performance

support

While not always recognized, work place support has the greatest impact on performance

Knowledge Base Repository of knowledge objects Sharing of best practices and lessons learned Connection to experts and high value information

Learning Attitudes Concepts Facts Processes Procedures

Performance Support Accessed on-the-job Task specific Support at time of need Not memory resident

Comprehensive Learning and Performance Support Model

Tyco Performance Support

American Sign Language Vcom3D

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5 Ideas Mobile Performance Support Just-in-time learning, Action Learning

Authentic Learning and Mobile Integrating Simulation

Empowering Constructivism Mobile Social Media

Spacing Effect Mobile enabling interval-based learning Reinforcement and retention

Learning Theory Mashups Mobile, Web 2.0 and ISD Situated learning and context Mobile Alternate Reality Games

Authentic Learning

“By its very nature, anytime, anyplace learning assumes that the learner starts with a need and a motivation for some information that will help him perform an immediate action. The essential modes of work when mobile change and become very self-directed and communicative.”

(Metcalf, mLearning

2003)  

 Personal experiences

Immersive Environment

Cell phones will increase their roles as companions/guides

Performance Support, On-the-Job Training, Information, Education and Reference, Notifications and Alerts, Procedures, Checklists and Forms, Quizzes, Tests and Certifications, Games and Simulations, Mentoring/Coaching, Collaboration

Anytime, Anyplace, Anything …

12Confidential. © 2008 University of Central Florida Institute for Simulation and Training. © 2008 Moving Knowledge. All rights reserved.

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Golf-themed Mobile Sales Game

Learning game for sales people with a 9 step process themed around golf

13Confidential. © 2008 University of Central Florida Institute for Simulation and Training. © 2008 Moving Knowledge. All rights reserved.

Symbol Demonstration

14Confidential. © 2008 University of Central Florida Institute for Simulation and Training. © 2008 Moving Knowledge. All rights reserved.

5 Ideas Mobile Performance Support Just-in-time learning, Action Learning

Authentic Learning and Mobile Integrating Simulation

Empowering Constructivism Mobile Social Media

Spacing Effect Mobile enabling interval-based learning Reinforcement and retention

Learning Theory Mashups Mobile, Web 2.0 and ISD Situated learning and context Mobile Alternate Reality Games

Constructivism

Allowing learners who understand their context and know (to some degree) what they need to learn build their own paths through learning material is the fundamental tenant of constructivism. It is also sometimes called discovery learning.

AMULETS

Abilene Christian University

In 2008-09 gave iPhones to entire incoming freshman class

Encourage faculty experimentation Numerous pilots in action:

Podcasts, videos, blogs, ebooks, news, course documents (syllabus, reading list, and PDFs), apps, clickers, polling, student accounts, etc.

Integration with iTunes U Convergence of new media:

Collaboration and communication (Facebook and Twitter)

Research and reporting tools for note-taking, recording, and fact checking in the field

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Mobile Course Management System

Unique Mobile Learning Features Location-Based Cognitive Spacing Cloud Computing Social Networking

Developing World Applications Open Courseware Android

Allogy

Confidential. © 2008 University of Central Florida Institute for Simulation and Training. © 2008 Moving Knowledge. All rights reserved.

5 Ideas Mobile Performance Support Just-in-time learning, Action Learning

Authentic Learning and Mobile Integrating Simulation

Empowering Constructivism Mobile Social Media

Spacing Effect Mobile enabling interval-based

learning Reinforcement and retention

Learning Theory Mashups Mobile, Web 2.0 and ISD Situated learning and context Mobile Alternate Reality Games

Brain Challenge

Mobile MySportsPulse

Science and Math education combined with sports through mobile learning

Can be done through SMS, IVR, email or web browser Voice recording or video from

sports celebrities Answer sent back and scored

by automated system Timed intervals that have

been proven to produce learning outcomes and reinforcement

5 Ideas Mobile Performance Support Just-in-time learning, Action Learning

Authentic Learning and Mobile Integrating Simulation

Empowering Constructivism Mobile Social Media

Spacing Effect Mobile enabling interval-based learning Reinforcement and retention

Learning Theory Mashups Mobile, Web 2.0 and ISD Situated learning and context Mobile Alternate Reality Games

Learning Theory Mashup (LTM)

We produce technology mashups to match the right technology to the right audience, context, need, content. Smaller, discreet elements of technology

are combined in new and unique ways, smarter, faster and cheaper than large systems/software

Mobile technology and mashup strategy enables us to have mental scaffolding and a launchpad for many learning theories to be logically linked in a cohesive curriculum

Needs Analysis

Desired learning outcomes Organizational requirements Device selection and availability User context

Location Time Accessibility Usability Learning styles Motivation

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1. Variety of Mobile Content Needs: On the Job Support Material Information, Education and Reference Notifications and Alerts Procedures, Checklists and Forms Quizzes, Tests and Certifications Games and Simulations Mentoring/Coaching Collaboration

Similar to e-Learning.

Dynamics of Mobile Learning

Confidential. © 2008 University of Central Florida Institute for Simulation and Training. © 2008 Moving Knowledge. All rights reserved.

2. Variety of Mobile Delivery Formats: E-mail Messaging

SMS/Text Messaging MMS (Multimedia Messaging Service)

Audio Podcasting IVR (Interactive Voice Response)

Graphics/Mobile Camera Video/Animation GPS Mobile Web Applications

J2ME, iPhone, Palm, BlackBerry, Android Executable

Dynamics of Mobile Learning

Confidential. © 2008 University of Central Florida Institute for Simulation and Training. © 2008 Moving Knowledge. All rights reserved.

6. Variety of Learning Styles/Needs: Visual (spatial)—learner prefers using pictures,

images, and spatial understanding. Aural (auditory-musical)—learner prefers using

sound and music. Verbal (linguistic)—learner prefers using words,

both in speech and writing. Physical (kinesthetic)—learner prefers using your

body, hands and sense of touch. Logical (mathematical)—learner prefers

using logic, reasoning and systems.

Social (interpersonal)—learner prefer to learn in groups or with other people.

Solitary (intrapersonal)—learner prefers to work alone and use self-study.

Dynamics of Mobile Learning

Confidential. © 2008 University of Central Florida Institute for Simulation and Training. © 2008 Moving Knowledge. All rights reserved.

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Learning Theories

Many learning theories blended together -based on each learning objective

Discovery Learning Jigsaw ITI GELS Outcomes

C-Shock

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Contingency Contracting Simulation

Training simulation for DAU Uses elements of role

playing and pervasive or Alternate Reality Gaming Uses common technologies:

email, phone calls, SMS Students interact with in-simulation

characters To accommodate small, asynchronous

groups most elements are pre-produced and delivered through automated system 31

JOYity

Android and Java phone game platform

Mixed reality and location-based gaming

Play existing games or create Roads of San Francisco –

scavenger hunt with story YouCatch – massively

multiplayer Manhunt game played citywide

Google Leadership Game

Interactive experience using Moving Knowledge for leadership, new product launch, and presentation skills

Represents a “gLearning” mashup with 7-8 Google tools- YouTube, Gmail, GoogleDocs, Moderator, GoogleTalk, etc.

1 Month curriculum created and produced in 3 weeks. 1 year program in 6 weeks. Time and Cost Efficient

33Confidential. © 2008 University of Central Florida Institute for Simulation and Training. © 2008 Moving Knowledge. All rights reserved.

Questions?

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Contact Info

David Metcalf , Ph.D.ResearcherInstitute for Simulation and TrainingUniversity of Central Floridadmetcalf@ist.ucf.eduV: +1-407-882-1496

URL: http://www.ist.ucf.edu