Learning Theories and Approaches
Some of the methods and strategies you may already know from instructional Instructional designers on your mobile learning project team will no doubt have cherished, tried and true instructional design principles, process strategies, and pedagogical models that they have learned from their involvement in traditional elearning projects. Unfortunately, some of these may need to be unlearned for mobile learning.
The Advanced Distributed Learning (ADL) Initiative is currently exploring new ID models and accompanying instructional systems design (ISD) principles for mobile learning. The high level steps of the ISD analysis process may be applicable for specific types of mLearning such as training and performance support, but what design models are appropriate? Is a new design model needed? ADL is currently developing thought leadership documentation to consider the ways in which mobile applications and pedagogical approaches can help improve training and education.
Of special importance are the considerations and decision nodes in the analysis process that may lead development teams to choose mobile learning as the optimal solution. Without adequate consideration, there is a risk of developing a mobile learning solution to a problem for which it is not appropriate or forgo a mobile solution where one is needed.
Above all, you should consider the range of mobile learning solutions (i.e., performance augmentation and informal/social learning) in your repertoire of training strategies if you want to start down the path of mobile learning. As stated above, your instructional design process model must include paths to these strategies/outcomes. The traditional ADDIE (Analysis, Design, Development, Implementation, and Evaluation) and Human Performance Technology (HPT) methods may not be adequate or appropriate, where performance support and mobile learning may be better suited for your desired outcomes. ADL is conducting research into a flexible framework for mobile learning called MoTIF
that uses a design-based research (DBR) approach.
Consider using an information design model to organize your content, if it is learning augmentation or learnlets (if it is going to be performance augmentation, then use the user’s actual workflow to organize the content).
Instructional designers should also pay more attention to consistency in the content organization and interface, since the screen limits the users’ view to only a few elements at a time; the inherently multilayered aspect of what the user sees dictates that you make it easy for them to remember and project how they navigate to a deeper level of information or a different topic.
As we have explained earlier, mobile learning tends to support informal and social learning models due to its “anytime, anywhere” access. These models are based on a constructivist view of learning. Constructivism relies on the learner and their knowledge, motivation, and instincts to determine, or construct for themselves, their learning experiences. Providing access to information (through search functions and carefully designed navigation, with opportunities for communication and collaboration with peers and SMEs) is paramount, rather than dictating learning paths or prescribing content for the learner. Constructivism posits that knowledge is not objectively determined, but subjectively created; it is negotiated socially and constructed by each individual through the sum of their experiences. Constructivism and its epistemological tenets have significant implications for learning design; for more information, see Constructivism and the Technology of Instruction – A Conversation (Duffy and Jonassen, 1992).
Uden’s framework for an Activity Theory (2007)
Uden (2007) promotes a design approach for constructivist mobile learning based on Activity Theory (Vygotsky, 1978). Activity Theory is a way to analyze work practices using the key concepts of “subjects” (in this case learners), “objects” (learning content), and “mediation” (the mobile platform). Activity theory is based on constructivist epistemology. Context is key to Activity Theory, as it is to constructivism; they share the premise that learning is fundamentally situated and socially mediated. Activity theory is also consistent with distributed cognition, since Uden (2007) cites Hutchins (1996) as saying that an activity (in Activity Theory) can also be conceived as a system of distributed cognition.
Koole’s (2011) Framework for the Rational Analysis of Mobile Education (FRAME) model
The FRAME model takes into account three aspects of mobile learning:
The model identifies issues at the intersections of these aspects. For instance, where the Device and Learner aspects overlap, Koole identifies the Device Usability. The utility of this model is explained as follows:
“Hypothetically, the primary intersection, a convergence of all three aspects, defines an ideal mobile learning situation. By assessing the degree to which all the areas of the FRAME model are utilized within a mobile learning situation, practitioners may use the model to design more effective mobile learning experiences.” (p.27)
Park’s (2011) Pedagogical Framework for Mobile Learning
Park (2011) describes a framework that categorizes mobile learning into four types (pp. 8-14):
1. High “transactional distance” (extent of psychological and communication space between learners and instructors) and socialized mobile learning activity (HS)
- More transactional distance
- Students communicate and collaborate among themselves
- Content predetermined
- Transactions mainly occur among learners
2. High transactional distance and individualized mobile learning activity (HI)
- More transactional distance
- Structured content
- Individual learners control their learning process
- Interactions mainly between the individual learner and the content
3. Low transactional distance and socialized mobile learning activity (LS)
- Less transactional distance
- Loosely structured instruction
- Students work in groups to solve problems
- Frequent communication among students
4. Low transactional distance and individualized mobile learning activity (LI)
- Less transactional distance
- Loosely structured content
- Individual learners interact directly with instructor
- Instructor leads and controls learning
Thinking about categorization schemes such as these during the analsysis phase of your project can be helpful to point towards effective design approaches that are most effective for particular scenarios. It can also be valuable as a classification scheme for reviewing existing examples and use cases, perhaps for potential applicability to a new project.
Planning for Design
- Confirm that mobile delivery makes sense
- Understand the targeted end-users and their contexts
- Meet the specific goals and requirements for the project
- Make a clear distinction between "learning" and "performance support"
- Determine tracking requirements
- Tablets are more appropriate when data requires a larger display. This is especially true when users will be sharing the data with others.
- Plan for the disconnected mobile user
- Think about the limitations of user's data plans and leverage wifi when possible
- Know the limitations and capabilities of the technologies involved
- Prototype, prototype, prototype (start small, think big)
- Warn BYOD users of large data downloads so they are aware that they might exceed their data plan limits and have to pay more.
- If developing native apps for iOS, make sure you are familiar with Apple’s conventions before you start. They will only accept it if it meets their standards.
Some of the methods and strategies you may already know from instructional design and from web or e-learning development may also apply to mobile. However, additional attention should be paid to:
- Create content that is short and to the point
- Create smaller chunks of context-independent content
- Design non-linear content
- Separate content from appearance using XML files that populate placeholders in screens. This allows easy content updating.
- Guide the learner to external content where they can catch up or explore further
- Use Post-It notes, index cards or stencils for storyboarding
- Use bullets to make contextual information more concise
- Develop the appropriate learning content or experiences for mobile
- Realize that interactivity may not be nearly as relevant for performance support
- Consider using learning methods that are enabled by mobile device capabilities, such as capturing images, sound, and video. Have learners share and discuss content captured on their mobile devices.
- Leverage existing commercial apps that could provide capabilities you need in your content. For instance, Evernote can be used for user-generated content; Dropbox can be used for transferring content to and from devices.
- A good checklist could be worth much more than an interactive game
- Use QR codes in locations or on objects where mobile performance support is available
- Develop for users (user experience) instead of for devices
- Don't make blithe assumptions about when and where learners will use your learning content. Research these assumptions. Keep in mind that the heaviest use of mobile phones is while at home, not "on the run" (Elearning Guild, 2013)
- Don’t pop up a full alphanumeric screen keyboard if you need the learner to only type numbers into an input field; display errors if they type letters, and make them switch to numeric mode (Elearning Guild, 2013)
Mobile Device Capabilities to Consider
With the explosion of mobile learning technology in recent years, many designers ask “where do I start in deciding which technology to use?” Faced with the overwhelming array of choices, many start in an arbitrary way, selecting a technology (especially a new one that has emerged as the flavor of the month) that seems to be a fit for their need and finding a way to make it work for them.
A less risky approach is to examine mobile technologies systematically, extracting their technical capabilities and matching them to their affordance. This can be tricky, because most mobile technologies were not invented solely for mobile learning, and do not come with a manual of how to use them explicitly for learning.
The ADL Mobile Team feels the key to understanding mobile learning affordances is to identify the underlying capabilities, and then describe the affordances those capabilities provide for learning applications, as an intermediary step to eventually identify the learning strategy to be employed. Raw capabilities of the device are the enablers for affordances, just like a portable tire kit enables fixing a flat at the point of need. The portable bike pump is only one capability, but when combined with other capabilities such as a air plug, it enables a self-service affordance of being able to fix a flat tire anywhere, anytime.
Consider the following mobile platform capabilities (often in combination). for creating and supporting learning experiences (from Woodill (2013).
- Document viewer
- Internal sensors
- Media viewer / playback
- Search / Browse Internet
- Short-range communication
- Touchscreen interaction
- Voice / phone communications
- Networking/ Addressability
- Cloud storage
- External Sensors
- Input/Output Peripherals
- Supplemental Memory
- Computing Functions/Apps
These capabilities form learning affordances that allow learners to learn in particular ways, and for learning content to take different forms, depending on their needs, as follows:
- Just-in-Time Learning
- On-the-Job Support
- Job Aids
- Forms and Checklists
- Decision Support
- Infobases/Knowledge bases
- Personal organizers
Access to Information, Education and References
- Field Guides
- Audio Recordings
- Video Recordings
- Social Networking
- Surveys or Polls
- Games and Simulations
- Location-Specific Content
- Augmented Reality
- Contextualized Learning
- Spaced Learning
- Note Taking
- Audio Capture
- Blogs and microblogs
- Learning journals
- Text Books
- Manuals or Reference Guides
Recommendations from Other Sources
Recommendations from Wentworth (2011)
- Try to remain agnostic. At this stage of the game, unless your organization is willing to provide employees with one device and platform, it may be best to approach mobile learning from a Web-based delivery perspective.
- Pilot programs. It is not necessary to develop a complete and polished mobile learning initiative right away. Start with small experiments. It is the only way to figure out what works without wasting time and resources.
- It has to make sense. Ask "Do we need to deliver this on a mobile device?" If there is no obvious benefit to delivering a piece of learning this way, it's not worth the effort.
- No fear. Mobile computing is not a flash-in-the-pan fad. It has become an acceptable and preferred method of accessing information for high-performing companies. Organizations need to embrace this and find ways to leverage the technology. Address internal barriers such as security and network concerns.
Recommendations from Udell (2011) (p. 93-94)
training is, in most cases, information that is given ahead-of-time, and it
often contains more detail than may truly be needed to do the task for which a
learner is being trained. Distill your mobile messaging to the bare essentials
for most users.
- Instructor-led, eLearning or blended training is
usually given in a mentor/mentee or teacher/learner dynamic. This is removed
when the delivery is changed. In mobile learning you must provide an
easy-to-use interface and reassure the learner that the content is
authoritative, or you may lose that from-the-expert feeling that is so vital in
making learners realize that the content is important.
- Consider housing instructor-led content in more
explore-able information architecture. A branching, highly browsable interface
arranged by topic or task may be a great option here.
- Provide a search or query function so that
learners can interact with the system and retrieve the results they want to
see. Because this will be used at or around the point of need, we want to make
sure that we are not forcing learners through a progression of content that
harkens back to a day of courseware. The content should instead serve as an
augmentation to information they already have in their possession or have
received at some point.
- Instructor-led classes, eLearning and other
traditional educational materials are meant to be consumed in traditional
learning environments. These environments are devoid of distractions, context
and other real-world diversions that often make delivering a full course
difficult or impossible.
- Learning materials like these are usually at
least 30-45 minutes in length but can often be over 60 minutes in duration.
This depth is overkill for most mLearning and will probably act against you in
most cases. Let’s not forget that smartphone users tend to interact with their
devices anywhere from about 10 seconds to about four minutes (Falaki et al.,
2010, p. 4). Do what you can to make your information digestible in that
- These devices have a far smaller disk capacity
and computer memory (RAM) allotment than what a laptop or desktop has. We must
optimize our media because of this and use guidelines from the device
manufacturer to determine the appropriate media encoding and file size for
selected delivery formats.
- The user interface for mobile must be more
concise and straightforward than anything you may be building for your
eLearning. In eLearning we can get caught up in building more complex layouts
and menu structures in the pursuit of engagement. This leads to disuse and app
deletion in the mobile world. Do not fall prey to the cool overdose that so
many of us did in the eLearning world. If the app’s navigation must be learned
to use the app at all, then it’s a failure.
- Simplify, simplify, simplify.