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Sponsored by the Office of the Under Secretary of Defense for Personnel and Readiness (OUSD P&R)
ADL’s MoTIF Project
mLearnCon, San Jose, CA, June 19, 2013
Mr. Jason Haag, Research Analyst, Mobile Learning Lead
The Tolliver Group, Inc. SETA Support for ADL
| Session #708
2
‣  ADL Initiative was established in 1999 by
Presidential Executive Order 13111. The first two
ADL Co-Labs opened in Alexandria, VA and Orlando,
FL that same year.
Advanced Distributed Learning
Background and Vision
3
“Provide access to the highest quality
education and training, tailored to
individual needs, delivered cost effectively,
anywhere and anytime.”
- ADL Vision
| Session #708
4
ADL Global Reach
Canada ADL Partnership Lab
Kingston, ON, Canada
Norway ADL
Partnership Lab
Oslo, Norway
United Kingdom
ADL Partnership Lab
Buckinghamshire,
United Kingdom
Korea ADL
Partnership Lab
Seoul, Korea
Romania ADL
Partnership Lab
Bucharest, Romania
Latin America and Caribbean Regions
ADL Partnership Lab
Mexico City, Mexico
NATO ACT ADL
Partnership Lab
Norfolk, VA
ADL Co-Lab
Orlando, FL
Academic ADL Co-Lab
Madison, WI
ADL Co-Lab
Alexandria, VA
ADL Center for Intelligent
Tutoring Systems Research
and Development
Memphis, TN
Poland ADL
Partnership Lab
Warsaw, Poland
| Session #708 5
What a difference 8 years makes. St. Peter’s Square
Photo Source: http://instagram.com/p/W2FCksR9-e/
| Session #708 6
App Store Turns Five in 2013
Happy Birthday!
| Session #708
The MoTIF Project
mo·tif   [moh-teef]
noun
1. a recurring subject, theme, idea, etc.
2. a distinctive and recurring form, shape, figure, etc., in
a design
3. a dominant idea or feature
Mobile Training Implementation Framework (MoTIF)
| Session #708
The MoTIF Project
What is the problem (gap)?
Many education and training professionals are creating new
mobile content and converting existing eLearning courses
without consideration of:
‣  supporting alternative learning methods (e.g. performance
support, spaced repetition)
‣  leveraging the capabilities of the mobile platform (e.g.
camera, sensors, GPS)
| Session #708
What is ILDF?
• Integrative Learning Design Framework (ILDF)
• Developed by Dr. Brenda Bannan (George Mason University)
• Incorporates process efficiencies from multiple disciplines:
• instructional design (needs analysis, task analysis, eval.)
• object oriented software development
• product development
• and diffusion of innovations (Rogers)
• Aims to capture the research-based knowledge relating to
learning context, culture, and technology within the design
process
| Session #708
What is ILDF?
Iterative design research cycles to examine deeper aspects of:
• learning, cognition
• expert and novice perspectives
• stakeholder and organizational policy considerations
Consists of 4 Phases:
1.  Informed Exploration (needs analysis)
2.  Enactment (intervention development)
3.  Local Evaluation (road test & iterative feedback loops)
4.  Broad Evaluation (diffusion of innovation)
| Session #708
What is DBR?
• Design-based research addresses complex problems in
educational practice for which no clear guidelines or solutions
are available (Plomp, R. and Nieveen, N., 2007).
• The interventions will include such things as strategies,
materials, products, and systems – as solutions to the problems
• Outcomes will include:
• Domain Theories - theories about the context and
outcomes within the instructional design domain and mobile
learning paradigm.
• Design Framework - a workflow process and examples
that will serve as a set of design guidelines for determining a
mobile learning solution or strategy.
• Design Methodologies - guidelines for how to implement
the framework and the expertise that is required.
12
DBR
| Session #708
Survey Results
• 831 respondents
• Help from many professional organizations, including The
Elearning Guild (THANK YOU!)
• Wide spectrum of countries, professions, roles represented
• Report on findings to appear in July 2013
• Data will be made available to the public
| Session #708 14
What is Mobile Learning?
15
First…What is Learning?
| Session #708 16
“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.
17
Definitions
Formal Learning
18
“Only 20% of what’s learned on the job actually
comes from formal learning.”
Jay Cross
19
Definitions
Informal Learning
Most of what people learn (or retain and put
into use) is learned as part of doing their work,
not through formal training.
| Session #708 20
Formal, Non-formal, and Informal
Categories
Formal
Informal Autonomous
Non-formal
Informal Directed
Need for
Learning
& Goals
Learning
Means
Content
generation
and
access
Assessment
Authority-
controlled
x x x
Learner-
controlled
x x
Incidental learning (as opposed to deliberative learning) is unplanned learning – learning that happens spontaneously
and serendipitously in the course of everyday activities. Often the learner is not conscious that learning has occurred.
All four of the above paradigms are forms of deliberative learning. Incidental cannot be predicted.
Need for
Learning &
Goals
Learning
Means
Content
generation
and
access
Assessment
Authority-
controlled
x x x x
Learner-
controlled
Need for
Learning
& Goals
Learning
Means
Content
generation
and
access
Assessment
Authority-
controlled
x
Learner-
controlled
x x x x
Need for
Learning
& Goals
Learning
Means
Content
generation
and
access
Assessment
Authority-
controlled
x x x
Learner-
controlled
x x
| Session #708 21
70: 20: 10 Learning Framework
Morgan McCall, Robert W. Eichinger, and Michael M.
Lombardo at the Center for Creative Leadership
•  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
| Session #708 22
What is Mobile Learning?
23
ADL Describes, Not Defines
ADL Mobile Learning Team
“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.”
24
Definitions
Learner-focus + Device-focus = Ubiquitous Learning
Learner-
centric
Device-
centric
| Session #708 25
Definitions
Mobile Learning Evaluation Framework (MLEF)
‣  Delphi Forum to Develop a New Definition
‣  Conducted by University of Southern Queensland
‣  MobileLearn@usq.edu.au
‣  http://www.sci.usq.edu.au/projects/mlef2/
26
“Think Outside the Course”
Mobile Learning Opportunities
27
Opportunities
Performance Support
| Session #708
28
Aurasma – Use Existing Apps?
!
29
Mobile eLearning Is NOT Mobile Learning
http://ml.adlnet.gov
| Session #708 30
| Session #708
31
Desktop to Mobile Conversion
Desktop Mobile
32
Touch Is Important….BUT
http://static.lukew.com/TouchGestureGuide.pdf
33
“Never tell people how to do things. Tell them
what to do, and they will surprise you with their
ingenuity.”
- General George S. Patton
| Session #708 34
| Session #708
Responsive Design
The Boston Globe (Desktop Browser)
35
| Session #708
Responsive Design
36
The Boston Globe (Tablet Browser)
Responsive Design: CSS Media Queries
The Boston Globe (Mobile Browser)
37
| Session #708 38
Content Size Impact
RESPONSIVE DESIGN RESPONSIBLE DESIGN≠
| Session #708 39
“Mobile First” Strategy
Naturally Improves Information Architecture
| Session #708 40
• What about learning? instructional objectives?
• What about performance support?
• What about informal learning?
• What about mobile device affordances?
• What about content strategy (subject matter)?
41
edundant
utdated
rivial
| Session #708
| Session #708 42
The Effectiveness of Mobile Course Delivery
Research Findings
2011 Research & I/ITSEC Paper
•  Converted DoD-wide eLearning course (Trafficking in
Persons) to a mobile format
•  Limited to mobile conversion only (no change to
subject matter)
•  Discovered SCORM doesn’t work on mobile browsers
•  Led to new research questions regarding ID models
for mobile learning (e.g., will ADDIE and ID models
work?)
| Session #708
43
Low Hanging Fruit: Mobile eLearning
Desktop Mobile
| Session #708 44
Mobile Learning: Not Just Another Delivery Method
Research Focus
2012 Research & I/ITSEC Paper
•  Literature review on the topic of learning theories and
ID models for mobile learning
•  ID models should be agnostic of technology (we
proposed a framework; we don’t need another model!)
•  Further research is necessary to determine the
mobile-specific considerations during the learning
design process
•  Framework Approach: high-level; strong emphasis on
considering performance support and constructivist
approach
ADL's Mobile Training Implementation Framework (MoTIF) Project
| Session #708
Mobile
Learning
Microstrategy
(ADL)
Learning
Approach
(ADL)
- Formal
- Informal
- Incidental
- Autonomous
- Directed
Instructional
Tactics
(Dabbagh)
- Fading…
- Outlining…
- Exploration...
Learning
Theory
(Dick & Carey)
Cognitive
Level of
Objective
(Bloom's Revised
Taxonomy)
- Behaviorist
- Cognitivist
- Constructivist
- Create
- Evaluate
- Analyze
- Apply
- Understand
- Remember
?
Type of
Objective
(Gagne, Dick & Carey)
- Verbal Info
- Intellectual Skill
- Affective
- Psychomotor
47
Bloom’s Taxonomy
Rethinking Blooms Direction
48
Bloom’s Revised Taxonomy (Kathy Shrock)
Moving Away from Linear Thinking
The interlocking of the
cognitive process
| Session #708
The MoTIF Project
What is the problem (gap)?
Many education and training professionals are creating new
mobile content and converting existing eLearning courses
without consideration of:
‣  supporting alternative learning methods (e.g. performance
support, spaced repetition)
‣  leveraging the capabilities of the mobile platform (e.g.
camera, sensors, GPS)
| Session #708
What’s the approach to the solution?
Lead a collaborative project informed by data collected from the
global education and training community to investigate &
determine:
1.  Is there a need for a design process workflow or
framework?
2.  Is there a need to better understand how to implement
alternative learning approaches as part of a mobile learning
strategy?
3.  Is there a need to better understand mobile device
capabilities used for learning?	
  
The MoTIF Project
| Session #708
51
Organizations
| Session #708
The MoTIF Project
Target Audience
‣ Educator: a teacher or professor of a specialized subject in an educational setting to
include both online environments and physical classrooms.
‣ Instructional Designer: one who creates planned learning experiences with the goal of
the learner acquiring knowledge or skills.
‣ Instructor/Trainer: one who prepares or guides learners toward specific vocational or
training objectives that satisfy job-related tasks or skills.
‣ Learning Content Creator: anyone responsible for creating media assets to support a
learning experience.
‣ Manager: one who directs, controls, or manages the business operations of a team,
program, or organization focused on education or training goals.
‣ Researcher: one who condudts research into theory and best practices for develoing
education, instruction, or training materials
‣ Student: currently participating in a educational or training related program
Survey Results: Target Audience
Survey Results: Experience
Survey Results: Mobile Experience
Survey Results: Most Promising
Survey Results: Devices for mLearning
| Session #708
1. Mobile Workflow Process & Framework?	
  
The MoTIF Project
Survey Results: Lickert
The	
  overall	
  learning	
  strategy	
  or	
  instruc.onal	
  design	
  should	
  
be	
  re-­‐evaluated	
  when	
  conver1ng	
  elearning	
  courses	
  and	
  
other	
  learning	
  materials	
  to	
  a	
  mobile	
  format.
Survey Results: Lickert
A	
  new	
  design	
  workflow	
  process/model	
  op.mized	
  for	
  mobile	
  
learning	
  could	
  improve	
  my	
  ability	
  to	
  contribute	
  to	
  educa1on	
  
or	
  training	
  projects.
Survey Results: Lickert
The	
  ID	
  process	
  for	
  mobile	
  learning	
  should	
  be	
  different	
  from	
  
the	
  ID	
  process	
  for	
  tradi1onal	
  elearning.
Strongly Agree
| Session #708
2. Alternative Learning Approaches?
• Performance Support
• Team-based Learning
• Spaced Repetition (spaced learning)
• Constructivist (discovery / experiential learning)
• Connectivist (social learning / network of
connections)
• Heutagogy (learning how to learn/self-directed)	
  
The MoTIF Project
63
“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
Opportunities
Spaced Repetition - Hermann Ebbinghaus
64
Two studies evaluated text
messaging interventions:
1.  Small trial in liver transplant patients
found that a text-message medication
reminder system involving children and
parents reduced rates of biopsy-proven
rejection.
2.  Large trial found that a simple text-
message intervention in which parents
received up to five weekly text messages
increased influenza vaccination rates in a
low-income population.
Text Messaging Interventions
Consumer Health Information Technology (CHIT)
| Session #708
3. Device Capabilities / Affordances
• Camera (capturing video and images, augmented
reality, Quick Response (QR) Code reading)
• Document viewer (eBooks, PDFs
• Geolocation (GPS, geo-fencing, maps)
• Internal sensors (accelerometer, barometer,
compass, gyroscope, proximity)
• Media viewer / playback (images, videos, audios,
podcasts)
The MoTIF Project
| Session #708
3. Device Capabilities / Affordances (Cont’d)
• Messaging (Short Message Service (SMS),
Multimedia Message Service (MMS)
• Microphone (voice recording, podcast)
• Notification (alert, sound, vibrate)
• Search (discovery, quick-reference, search engine)
• Short-range communication (Bluetooth, near field
communications (NFC), radio-frequency identification
(RFID))	
  
The MoTIF Project
Survey Results: Lickert
There	
  is	
  a	
  general	
  understanding	
  within	
  the	
  educa.on	
  and	
  
training	
  community	
  about	
  how	
  and	
  when	
  to	
  use	
  the	
  
capabili1es	
  of	
  mobile	
  devices	
  for	
  learning.
Survey Results: Lickert
There	
  is	
  a	
  general	
  understanding	
  within	
  my	
  organiza.on	
  	
  
about	
  how	
  and	
  when	
  to	
  use	
  the	
  capabili.es	
  of	
  mobile	
  
devices	
  for	
  learning.
69
Capabilities/Affordances
Survey Results: Lickert
Mobile	
  learning	
  examples	
  that	
  are	
  categorized	
  by	
  mobile	
  
capabili.es	
  could	
  be	
  helpful	
  to	
  the	
  community	
  in	
  designing	
  
mobile	
  learning	
  projects.
Survey Results: Demographics
Survey Results: Demographics
Survey Results: Demographics
There	
  is	
  a	
  general	
  lack	
  of	
  best	
  prac.ces	
  or	
  guidelines	
  for	
  
designing	
  mobile	
  learning.	
  
Survey Results: Lickert
| Session #708
75
Additional Focus Areas
•  Mobile Learning best practices / guidelines (for
learning designers)
•  Experience API JavaScript wrapper and
prototype
•  Experience API design implications for mobile
•  Informal learning
•  Spaced learning
•  Leveraging sensors
•  What SCORM functionality is needed?
| Session #708
Current Status
• Data Collection:
• Survey (March 26 – April 26, 2013)
• Focus Group & Interviews (June 2013)
• Needs Analysis Report (July 2013)
Next Steps:
• Build project site for community / stakeholders
• What are the interventions/solutions (e.g. framework &
catalog of mobile learning examples)
• Would the target audience & stakeholders use them?
• Refine framework & catalog based on iterative feedback
• Continue with other phases of ILDF Research Approach
The MoTIF Project
Related Projects
‣  The MoTIF Project
‣  ISD & Learning Design
for Mobile
•  Alternative Approaches
•  Device Affordances
•  Workflow Process
‣  http://motif.adlnet.gov
‣  adlmobile@adlnet.gov
Wednesday, June 19, 2013 4:00 PM - 5:00 PM | Session
#708
78
Resources
http://mlhandbook.adlnet.gov
78
79
Resources
Newsletter & Archive – http://ml.adlnet.gov
80
Related Activities
•  Mobile Decision Path – TSWG (2013)
•  Interagency Mobile Learning Webinar Series July
16-18 (http://adlnet.gov)
•  xAPI Mobile Learning Examples (Fall 2013)
•  xAPI Designer WG: xapi-design@adlnet.gov
•  The MoTIF Project (Next Steps):
•  Phase I: Focus Groups/Interviews (June 2013)
•  Needs Analysis Report (July 2013)
•  Phase II: Design Framework Interventions
(August 2013)
Your Design Challenges?
82
Let’s Connect!
@ADLmobile
Jason Haag
Mobile Learning Lead
ADL Technical Team
The Tolliver Goup, Inc
jason.haag.ctr@adlnet.gov
Twitter: @mobilejson

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ADL's Mobile Training Implementation Framework (MoTIF) Project

  • 1. Sponsored by the Office of the Under Secretary of Defense for Personnel and Readiness (OUSD P&R) ADL’s MoTIF Project mLearnCon, San Jose, CA, June 19, 2013 Mr. Jason Haag, Research Analyst, Mobile Learning Lead The Tolliver Group, Inc. SETA Support for ADL
  • 2. | Session #708 2 ‣  ADL Initiative was established in 1999 by Presidential Executive Order 13111. The first two ADL Co-Labs opened in Alexandria, VA and Orlando, FL that same year. Advanced Distributed Learning Background and Vision
  • 3. 3 “Provide access to the highest quality education and training, tailored to individual needs, delivered cost effectively, anywhere and anytime.” - ADL Vision
  • 4. | Session #708 4 ADL Global Reach Canada ADL Partnership Lab Kingston, ON, Canada Norway ADL Partnership Lab Oslo, Norway United Kingdom ADL Partnership Lab Buckinghamshire, United Kingdom Korea ADL Partnership Lab Seoul, Korea Romania ADL Partnership Lab Bucharest, Romania Latin America and Caribbean Regions ADL Partnership Lab Mexico City, Mexico NATO ACT ADL Partnership Lab Norfolk, VA ADL Co-Lab Orlando, FL Academic ADL Co-Lab Madison, WI ADL Co-Lab Alexandria, VA ADL Center for Intelligent Tutoring Systems Research and Development Memphis, TN Poland ADL Partnership Lab Warsaw, Poland
  • 5. | Session #708 5 What a difference 8 years makes. St. Peter’s Square Photo Source: http://instagram.com/p/W2FCksR9-e/
  • 6. | Session #708 6 App Store Turns Five in 2013 Happy Birthday!
  • 7. | Session #708 The MoTIF Project mo·tif   [moh-teef] noun 1. a recurring subject, theme, idea, etc. 2. a distinctive and recurring form, shape, figure, etc., in a design 3. a dominant idea or feature Mobile Training Implementation Framework (MoTIF)
  • 8. | Session #708 The MoTIF Project What is the problem (gap)? Many education and training professionals are creating new mobile content and converting existing eLearning courses without consideration of: ‣  supporting alternative learning methods (e.g. performance support, spaced repetition) ‣  leveraging the capabilities of the mobile platform (e.g. camera, sensors, GPS)
  • 9. | Session #708 What is ILDF? • Integrative Learning Design Framework (ILDF) • Developed by Dr. Brenda Bannan (George Mason University) • Incorporates process efficiencies from multiple disciplines: • instructional design (needs analysis, task analysis, eval.) • object oriented software development • product development • and diffusion of innovations (Rogers) • Aims to capture the research-based knowledge relating to learning context, culture, and technology within the design process
  • 10. | Session #708 What is ILDF? Iterative design research cycles to examine deeper aspects of: • learning, cognition • expert and novice perspectives • stakeholder and organizational policy considerations Consists of 4 Phases: 1.  Informed Exploration (needs analysis) 2.  Enactment (intervention development) 3.  Local Evaluation (road test & iterative feedback loops) 4.  Broad Evaluation (diffusion of innovation)
  • 11. | Session #708 What is DBR? • Design-based research addresses complex problems in educational practice for which no clear guidelines or solutions are available (Plomp, R. and Nieveen, N., 2007). • The interventions will include such things as strategies, materials, products, and systems – as solutions to the problems • Outcomes will include: • Domain Theories - theories about the context and outcomes within the instructional design domain and mobile learning paradigm. • Design Framework - a workflow process and examples that will serve as a set of design guidelines for determining a mobile learning solution or strategy. • Design Methodologies - guidelines for how to implement the framework and the expertise that is required.
  • 13. | Session #708 Survey Results • 831 respondents • Help from many professional organizations, including The Elearning Guild (THANK YOU!) • Wide spectrum of countries, professions, roles represented • Report on findings to appear in July 2013 • Data will be made available to the public
  • 14. | Session #708 14 What is Mobile Learning?
  • 16. | Session #708 16 “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.
  • 18. 18 “Only 20% of what’s learned on the job actually comes from formal learning.” Jay Cross
  • 19. 19 Definitions Informal Learning Most of what people learn (or retain and put into use) is learned as part of doing their work, not through formal training.
  • 20. | Session #708 20 Formal, Non-formal, and Informal Categories Formal Informal Autonomous Non-formal Informal Directed Need for Learning & Goals Learning Means Content generation and access Assessment Authority- controlled x x x Learner- controlled x x Incidental learning (as opposed to deliberative learning) is unplanned learning – learning that happens spontaneously and serendipitously in the course of everyday activities. Often the learner is not conscious that learning has occurred. All four of the above paradigms are forms of deliberative learning. Incidental cannot be predicted. Need for Learning & Goals Learning Means Content generation and access Assessment Authority- controlled x x x x Learner- controlled Need for Learning & Goals Learning Means Content generation and access Assessment Authority- controlled x Learner- controlled x x x x Need for Learning & Goals Learning Means Content generation and access Assessment Authority- controlled x x x Learner- controlled x x
  • 21. | Session #708 21 70: 20: 10 Learning Framework Morgan McCall, Robert W. Eichinger, and Michael M. Lombardo at the Center for Creative Leadership •  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
  • 22. | Session #708 22 What is Mobile Learning?
  • 23. 23 ADL Describes, Not Defines ADL Mobile Learning Team “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.”
  • 24. 24 Definitions Learner-focus + Device-focus = Ubiquitous Learning Learner- centric Device- centric
  • 25. | Session #708 25 Definitions Mobile Learning Evaluation Framework (MLEF) ‣  Delphi Forum to Develop a New Definition ‣  Conducted by University of Southern Queensland ‣  MobileLearn@usq.edu.au ‣  http://www.sci.usq.edu.au/projects/mlef2/
  • 26. 26 “Think Outside the Course” Mobile Learning Opportunities
  • 28. | Session #708 28 Aurasma – Use Existing Apps? !
  • 29. 29 Mobile eLearning Is NOT Mobile Learning http://ml.adlnet.gov
  • 31. | Session #708 31 Desktop to Mobile Conversion Desktop Mobile
  • 33. 33 “Never tell people how to do things. Tell them what to do, and they will surprise you with their ingenuity.” - General George S. Patton
  • 35. | Session #708 Responsive Design The Boston Globe (Desktop Browser) 35
  • 36. | Session #708 Responsive Design 36 The Boston Globe (Tablet Browser)
  • 37. Responsive Design: CSS Media Queries The Boston Globe (Mobile Browser) 37
  • 38. | Session #708 38 Content Size Impact RESPONSIVE DESIGN RESPONSIBLE DESIGN≠
  • 39. | Session #708 39 “Mobile First” Strategy Naturally Improves Information Architecture
  • 40. | Session #708 40 • What about learning? instructional objectives? • What about performance support? • What about informal learning? • What about mobile device affordances? • What about content strategy (subject matter)?
  • 42. | Session #708 42 The Effectiveness of Mobile Course Delivery Research Findings 2011 Research & I/ITSEC Paper •  Converted DoD-wide eLearning course (Trafficking in Persons) to a mobile format •  Limited to mobile conversion only (no change to subject matter) •  Discovered SCORM doesn’t work on mobile browsers •  Led to new research questions regarding ID models for mobile learning (e.g., will ADDIE and ID models work?)
  • 43. | Session #708 43 Low Hanging Fruit: Mobile eLearning Desktop Mobile
  • 44. | Session #708 44 Mobile Learning: Not Just Another Delivery Method Research Focus 2012 Research & I/ITSEC Paper •  Literature review on the topic of learning theories and ID models for mobile learning •  ID models should be agnostic of technology (we proposed a framework; we don’t need another model!) •  Further research is necessary to determine the mobile-specific considerations during the learning design process •  Framework Approach: high-level; strong emphasis on considering performance support and constructivist approach
  • 46. | Session #708 Mobile Learning Microstrategy (ADL) Learning Approach (ADL) - Formal - Informal - Incidental - Autonomous - Directed Instructional Tactics (Dabbagh) - Fading… - Outlining… - Exploration... Learning Theory (Dick & Carey) Cognitive Level of Objective (Bloom's Revised Taxonomy) - Behaviorist - Cognitivist - Constructivist - Create - Evaluate - Analyze - Apply - Understand - Remember ? Type of Objective (Gagne, Dick & Carey) - Verbal Info - Intellectual Skill - Affective - Psychomotor
  • 48. 48 Bloom’s Revised Taxonomy (Kathy Shrock) Moving Away from Linear Thinking The interlocking of the cognitive process
  • 49. | Session #708 The MoTIF Project What is the problem (gap)? Many education and training professionals are creating new mobile content and converting existing eLearning courses without consideration of: ‣  supporting alternative learning methods (e.g. performance support, spaced repetition) ‣  leveraging the capabilities of the mobile platform (e.g. camera, sensors, GPS)
  • 50. | Session #708 What’s the approach to the solution? Lead a collaborative project informed by data collected from the global education and training community to investigate & determine: 1.  Is there a need for a design process workflow or framework? 2.  Is there a need to better understand how to implement alternative learning approaches as part of a mobile learning strategy? 3.  Is there a need to better understand mobile device capabilities used for learning?   The MoTIF Project
  • 52. | Session #708 The MoTIF Project Target Audience ‣ Educator: a teacher or professor of a specialized subject in an educational setting to include both online environments and physical classrooms. ‣ Instructional Designer: one who creates planned learning experiences with the goal of the learner acquiring knowledge or skills. ‣ Instructor/Trainer: one who prepares or guides learners toward specific vocational or training objectives that satisfy job-related tasks or skills. ‣ Learning Content Creator: anyone responsible for creating media assets to support a learning experience. ‣ Manager: one who directs, controls, or manages the business operations of a team, program, or organization focused on education or training goals. ‣ Researcher: one who condudts research into theory and best practices for develoing education, instruction, or training materials ‣ Student: currently participating in a educational or training related program
  • 56. Survey Results: Most Promising
  • 57. Survey Results: Devices for mLearning
  • 58. | Session #708 1. Mobile Workflow Process & Framework?   The MoTIF Project
  • 59. Survey Results: Lickert The  overall  learning  strategy  or  instruc.onal  design  should   be  re-­‐evaluated  when  conver1ng  elearning  courses  and   other  learning  materials  to  a  mobile  format.
  • 60. Survey Results: Lickert A  new  design  workflow  process/model  op.mized  for  mobile   learning  could  improve  my  ability  to  contribute  to  educa1on   or  training  projects.
  • 61. Survey Results: Lickert The  ID  process  for  mobile  learning  should  be  different  from   the  ID  process  for  tradi1onal  elearning. Strongly Agree
  • 62. | Session #708 2. Alternative Learning Approaches? • Performance Support • Team-based Learning • Spaced Repetition (spaced learning) • Constructivist (discovery / experiential learning) • Connectivist (social learning / network of connections) • Heutagogy (learning how to learn/self-directed)   The MoTIF Project
  • 63. 63 “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 Opportunities Spaced Repetition - Hermann Ebbinghaus
  • 64. 64 Two studies evaluated text messaging interventions: 1.  Small trial in liver transplant patients found that a text-message medication reminder system involving children and parents reduced rates of biopsy-proven rejection. 2.  Large trial found that a simple text- message intervention in which parents received up to five weekly text messages increased influenza vaccination rates in a low-income population. Text Messaging Interventions Consumer Health Information Technology (CHIT)
  • 65. | Session #708 3. Device Capabilities / Affordances • Camera (capturing video and images, augmented reality, Quick Response (QR) Code reading) • Document viewer (eBooks, PDFs • Geolocation (GPS, geo-fencing, maps) • Internal sensors (accelerometer, barometer, compass, gyroscope, proximity) • Media viewer / playback (images, videos, audios, podcasts) The MoTIF Project
  • 66. | Session #708 3. Device Capabilities / Affordances (Cont’d) • Messaging (Short Message Service (SMS), Multimedia Message Service (MMS) • Microphone (voice recording, podcast) • Notification (alert, sound, vibrate) • Search (discovery, quick-reference, search engine) • Short-range communication (Bluetooth, near field communications (NFC), radio-frequency identification (RFID))   The MoTIF Project
  • 67. Survey Results: Lickert There  is  a  general  understanding  within  the  educa.on  and   training  community  about  how  and  when  to  use  the   capabili1es  of  mobile  devices  for  learning.
  • 68. Survey Results: Lickert There  is  a  general  understanding  within  my  organiza.on     about  how  and  when  to  use  the  capabili.es  of  mobile   devices  for  learning.
  • 70. Survey Results: Lickert Mobile  learning  examples  that  are  categorized  by  mobile   capabili.es  could  be  helpful  to  the  community  in  designing   mobile  learning  projects.
  • 74. There  is  a  general  lack  of  best  prac.ces  or  guidelines  for   designing  mobile  learning.   Survey Results: Lickert
  • 75. | Session #708 75 Additional Focus Areas •  Mobile Learning best practices / guidelines (for learning designers) •  Experience API JavaScript wrapper and prototype •  Experience API design implications for mobile •  Informal learning •  Spaced learning •  Leveraging sensors •  What SCORM functionality is needed?
  • 76. | Session #708 Current Status • Data Collection: • Survey (March 26 – April 26, 2013) • Focus Group & Interviews (June 2013) • Needs Analysis Report (July 2013) Next Steps: • Build project site for community / stakeholders • What are the interventions/solutions (e.g. framework & catalog of mobile learning examples) • Would the target audience & stakeholders use them? • Refine framework & catalog based on iterative feedback • Continue with other phases of ILDF Research Approach The MoTIF Project
  • 77. Related Projects ‣  The MoTIF Project ‣  ISD & Learning Design for Mobile •  Alternative Approaches •  Device Affordances •  Workflow Process ‣  http://motif.adlnet.gov ‣  adlmobile@adlnet.gov Wednesday, June 19, 2013 4:00 PM - 5:00 PM | Session #708
  • 79. 79 Resources Newsletter & Archive – http://ml.adlnet.gov
  • 80. 80 Related Activities •  Mobile Decision Path – TSWG (2013) •  Interagency Mobile Learning Webinar Series July 16-18 (http://adlnet.gov) •  xAPI Mobile Learning Examples (Fall 2013) •  xAPI Designer WG: xapi-design@adlnet.gov •  The MoTIF Project (Next Steps): •  Phase I: Focus Groups/Interviews (June 2013) •  Needs Analysis Report (July 2013) •  Phase II: Design Framework Interventions (August 2013)
  • 82. 82 Let’s Connect! @ADLmobile Jason Haag Mobile Learning Lead ADL Technical Team The Tolliver Goup, Inc jason.haag.ctr@adlnet.gov Twitter: @mobilejson