There is no doubt that mobile devices are increasingly ubiquitous in our every day life. Beyond being everyday communication devices, they tell us where we are, where we are heading and how to get there. They can be our music player, movie player, magazine subscription, or even our cloud storage device. Morgan Stanley estimates that “by 2015, more users will connect to the Internet via mobile devices than by desktop PC” (The State of Learning Delivery on Mobile Devices in 2011 Marci Paino http://blog.clomedia.com/2011/01/the-state-of-learning-delivery-on-mobile-devices-in-2011/#)
I use my mobile devices daily – a lot more than my computers on most days. However, I still use my stereo at home, as well as my DVD player, and I still love picking up a book, magazine or newspaper to read. Do I prefer one to the other? Yes … and no. Both the mobile world as well as the legacy (classic) world have its advantages. I have different preferences for both and it depends on the requirement, the time, the motivation and even the information I need (I can’t get access to my twitter account through the broadsheet) They both create my information world, and play a very important part in my learning and development.
Can mobile devices be used as a learning device? Without a doubt! There are many cited cases of effective strategies using mobile devices. The 2011 edition of the Horizon Report predicts that mobile devices will advance into mainstream learning in the next 12 months. One of the key trends recognised in the report was that: “People expect to be able to work, learn, and study whenever and wherever they want” (The Horizon Report 2011. p3)
Just as there was excitement years ago about the use of computers in learning, there are pundits who will claim mobile technology will ‘free learning’, and break it from the shackles of the desktop. There will also be those who tell us that technology can never be used to facilitate good learning. We need to remember that good learning doesn’t require good technology. It requires good instructional design.
“Technology is only a tool: no technology can fix a bad educational philosophy or compensate for bad practice. In fact, if we are going in the wrong direction, technology will get us there faster” (Has The mLearning Moment Arrived? Mark Weingarten, February 2011. http://www.mobileactive.org/has-mlearning-moment-arrived)
It is important to remember that a mobile device is a means to an end, such as listening to music, watching a video, or reading a book. The device itself is not the focus – it is whatever content is provided through the device.
If you have designed great learning experiences for the classroom desktop, then you should have no problems designing effective learning for a mobile device. With any new element in learning, be it new content, new delivery modality, or new technology, the key to success is still the same – plan, design, deliver, assess.
As with any learning, it is crucial to know your audience; know the content they require; know how they are to apply the learning, and know the learning & business objectives. These rules still apply to using mobile devices, when creating content. In addition, however, there are a number of design constraints that impact its effectiveness that need to be considered. These can include, interaction methods, screen size, consistency between devices, as well as network considerations for example. For more detail around design and its implications the W3C have updated their “Mobile Web Application Best Practices” at http://www.w3.org/TR/2010/REC-mwabp-20101214/
What are the key benefits of using mobile devices as part of your learning strategy?
Location – learners can truly learn ‘anywhere’
Access – learners can now learn when they want
Performance Support – learners have access to many more resources
Motivation – younger learners often prefer this style of learning
Accessibility – the ability to reach inaccessible learners
Time saving – utilising down time
In recent years, having worked on mobile learning projects within the corporate environment, my experience has shown that there are some key characteristics of employees who benefit from using mobile devices to access learning.
The three key groups of learners within companies that have benefited are, sales staff, management and executives, and field engineers.
In addition, the broader scope of learner characteristics where mobile technology has been beneficial is when the employees:
* have a primary job role or function that requires them to be out of the office for extended periods of time
* have a role that requires access to up to date “just in time” information, as well as support throughout the day
* are able to utilise chunks of learning
* like to learn when it is convenient to them, because they have busy schedules
* are comfortable with smart phones
The types of content that seem to be the most accessed and effective are those that can be chunked down, such as videos, podcasts and reference materials. Books and blended learning resources allow the learner to effectively use downtime to prepare for face to face sessions or workshops, as well as reinforce previously learnt concepts. It is important to remember clearly that the design of the content must have the learner’s needs at the forefront of the mind just like any learning design, no matter what delivery mode is chosen.
Dr. Conrad Gottfredson, a senior partner and CLO at TRCLARK, has proposed the requirement to mix of performance support tools that meet the learner’s moment of need. He suggests to successfully perform, learners should pass through five phases. He defines the five phases as five moments of need:
1. When people are learning something for the first time
2. When people learn more and extend the breadth and depth of what they have previously learned
3. When people need to remember and/or act on what they have learned
4. When people face a challenge and need to address something that has gone wrong, or hasn’t gone to plan
5. When people need to learn something new due to a change in the previously learned information
Typically, as learning professionals, we have focussed on the first two moments of need, as these are easiest to address through formal learning. With the use of a well planned mobile learning strategy, we are able to provide the learner with support for the balance of the five needs. The ability to assist the learner with access to relevant resources at the time they require them, allows us to satisfy the moments of need that Gottfredson describes.
This brings us to another use of mobile devices that has been talked about in the past – the use of the device as a performance support tool.
Previously as a learning intervention, mobile learning has been separated from performance support. There is a school of belief that they are two separate approaches. I’m not sure, however, that you can clearly distinguish between the two – at a moment of need, performance support facilitates learning. Just as mobile learning, by its very mobile nature, can facilitate performance support at a more critical time than non-mobile solutions. The device can support both formal, as well as informal components. As part of any learning program we should be integrating both styles of activities:
“The need for a continuous learning model (which incorporates informal learning) is driving a transformation of L&D” (Enterprise Learning and Talent Management 2011: Predictions for the Coming Year – Building the Borderless Workplace. Josh Bersin, November 2010)
To finish off I would like to share some learnings that have helped me when planning a mobile learning project. I have found that the following questions have helped create successful mobile strategies and projects:
* What mobile devices are being used within your organisation?
* What target group would be willing to support a pilot?
* What content would suit the delivery to a mobile device
* What expectations does the business unit have?
* What expectations does the learner have?
* What expectations does management have?
Some suggestions I would offer to support success are:
* Start off with a small pilot or proof of concept to ensure the technology doesn’t get in the way of success.
* Involve all stakeholders in the pilot planning from the beginning, including the sponsoring business, IT and learning professionals.
* Set expectations early and keep them manageable.
Craig Simon, Managing Director
First published in the Australian Institute of Training and Development publication “Training and Development in Australia”, April 2011
