“Developing Mobile Based Instruction”
The Limitations of DIY
Martin, Pastore, & Snider (2012) present a case study of a graduate-level instructional design class working to develop what they call “miniature but portable eLearning” websites (Martin, Pastore, & Snider , 2012, p. 45). Their article offers insights into the challenges and opportunities of both teaching a course on designing mobile learning, and more directly, developing mobile instructional websites. While the students’ modules allowed for some user interaction in the form of a multiple-choice practice assessment, they otherwise supported only a one-way information push model of mobile learning. If we set aside the perhaps limited pedagogical value of this model, this case study offers a useful set of basic guidelines and constraints to consider when developing websites for mobile instruction. Based on their experiences, the students recommended as design considerations: 1) the small mobile viewport and need for concise, chunked instructional content; 2) the touch-based user input and need for clear, linear, and consistent navigation between pages; and 3) the need for simple content to compliment the delivery method. The authors further offer as a central consideration the accessibility, ease of development, and functionality afforded by the designer’s choice of an app- or browser-based approach (Martin, Pastore, & Snider, 2012, p. 50).
In the course examined in this case study, the students’ relative inexperience with web development and programming may have limited their ability to envision the full possibilities of mobile learning. One student, for instance, offered as a conclusion: “quick reference . . . job aids and things you can learn quickly are the realm of smart phone development” (Martin, Pastore, & Snider, 2012, p. 50). While job aids can certainly be one effective form of mobile learning, we can find evidence of more complex and interactive forms already in use in workplace training and development. The following case studies show how interactive simulations, social forums, videos, and 3D animations have been used as elements of mobile learning programs for training, development, and performance support in the global healthcare industry.
“Exploring the Use of Mobile Technologies for the Acquisition of Clinical Skills”
The Limitations of One-Way Content Delivery
Clay’s 2011 article explores the use of mobile learning to support practitioners in a clinical practice setting. Participants in the study were given iPods preloaded with Reusable Learning Objects (RLO) that outlined steps required to perform a Newborn Infant Physical Examination (NIPE). While the RLOs primarily served as a job aid in the clinical arena, they also were used for learning on-the-go. While the RLOs were designed to function as a catalyst for social learning, with inter-professional learners learning from and about each other, there was no formal support for social learning in the Virtual Learning Environment (VLE) design (Clay, 2011, p. 583). All participants were given a user guide at the start of the program.
This study sought to examine as one of its primary research questions the utility of mobile learning to accommodate individual learning styles (a concept that has been disputed by educational researchers in recent years). Here, the authors took a perhaps overly broad approach to this question. While learners were able to access the RLOs at the place and time of their choosing, there was otherwise little discussion of how learners could adapt the program according to their individual preferences and needs. A more robust and individualized mobile learning design might offer multiple ways of learning the same content, including interactive and social learning scenarios. Finally, this study highlights a key contextual consideration for mobile learning design: the need for institutional support for learners using mobile devices in the workplace.
“Mobile Learning for HIV/AIDS Healthcare Worker Training in Resource-Limited Settings”
Towards a Social Bricolage Model
Zolfo et. al (2010) present a case study that discusses the use of mobile learning to support health personnel working in remote areas with limited access to high-quality training. Participants in this study were given wireless routers and mobile phones preloaded with interactive clinical modules. The instructional modules combined 1. interactive 3D animations of clinical scenarios, 2. readings delivered via Google Docs, 3. multiple choice pre- and post-tests, and 4. access to Facebook, where users could interact with a network of experts. MLE Moodle, a mobile platform, was used to deliver the modules and track learner progress. All participants attended a half-day training on use of the mobile devices before beginning the program.
This case study shows the potential effectiveness of building on a simple one-way didactic model by including opportunities for social learning in the mobile learning design. The training program made use of both the web browsing and phone functionalities of the smartphone, supporting the learner in getting help, asking questions, and otherwise communicating with peers, mentors, and experts through Facebook and phone calls. Importantly, this study reinforced the concept that designers of mobile learning do not need to “do it all” themselves. Instead, the program design here combined a variety of existing applications (e.g. MLE Moodle, Facebook, Skype, and Google Docs) to support different mobile learning activities.
“OPENPediatrics”
Building on Existing Resources and Refining for the Mobile Experience
OPENPediatrics is a web-based digital learning platform that helps to deliver continuing education training to healthcare practitioners around the world. The platform supports inquiry-based learning by allowing users to search for and access guided learning pathways, lectures and demonstrations, and peer-reviewed content. It offers interactive device simulators like the Virtual Ventilator and medical calculators. OPENPediatrics also supports social learning by helping clinicians to form groups, share digital resources, and engage in online discussions.
Keep in mind that OPENPediatrics is not an exclusively mobile service. However, the value in studying it as an example of mobile technology integration is to see how the website has undergone redesign efforts to make it more responsive to the constraints of mobile browsing. This is an important step toward making the platform an accessible learning resource even for those practitioners working in resource-limited settings, whose only point of Internet access is the mobile device.
In the most recent redesign, the layout of the site has been optimized for the smaller screen sizes of smartphones and tablets. For purposes of global accessibility, video streaming on the site has become bandwidth-sensitive, automatically adjusting the resolution so that even learners with low-bandwidth connections can easily access the educational materials. For those practitioners working in remote areas with poor or inconsistent Internet access, OPENPediatrics is working to develop apps that support offline access to the platform’s content within the next year.
Watch: The Tech Awards 2015 Laureate: OPENPediatrics
Watch: How Gamification Can Save Lives with Genuine & Boston Children’s Hospital’s Virtual Ventilator
Mobile Learning in Training and Development
As I work to transition to a career in designing learning experiences for adult professionals, I look to case studies like the four above for guidance on best practices of mobile technology integration. While the above examples focus on the design and implementation of mobile learning programs in the health care industry in particular, we can draw from them generalizable conclusions about the challenges and opportunities afforded by mobiles in workforce training and development:
- Developing mobile learning programs from the ground-up can be time- and resource-intensive. If a learning designer relies on his or her development skills alone, the functional and pedagogical value of the mobile learning resource may be limited. Designing a program that makes use of existing apps and platforms may be more efficient and effective. At the same time, going through the process of building a mobile website or app can offer useful first-hand experience of the design constraints of the mobile platform.
- Do not take for granted that social learning will emerge organically around one-way instructional content. If social learning is an important part of the learning experience design, integrate specific social platforms and activities into the program to support communication and collaboration among professionals.
- Mobile learning does not inherently make for individualized learning. While the ability for learners to access content when and where they choose offers some degree of personalization of the learning experience, truly personalized mobile learning programs offer a variety of activities through which users can choose to learn the content.
- Designing mobile learning experiences does not have to mean starting from the ground up. If an existing desktop-based program offers rich, social, and interactive learning resources, consider refining that design for the mobile learner. Redesigning a website for mobile browsing involves building a responsive layout for easy navigation on small screens, making videos bandwidth-sensitive, and allowing for offline access of content for users with poor or inconsistent Internet access.
Sources:
Clay, C. (2011). Exploring the use of mobile technologies for the acquisition of clinical skills. Nurse education today, 31(6), 582-6. Elsevier Ltd. doi:10.1016/j.nedt.2010.10.011
Martin, F., Pastore, R., & Snider, J. (2012). Developing mobile based instruction. TechTrends, 56 (5), 46-51.
OPENPediatrics launches new web site. (2016, June 22). Retrieved from https://www.openpediatrics.org/news/openpediatrics-launches-new-web-site
Zolfo, M., Iglesias, D., Kiyan, C., Echevarria, J., Fucay, L., Llacsahuanga, E., de Waard, I., et al. (2010). Mobile learning for HIV/AIDS healthcare worker training in resource-limited settings. AIDS research and therapy, 7, 35. doi:10.1186/1742-6405-7-35
Maria — I really enjoy learning from your weekly posts given that the areas in which you focus are different from my own. In addition, the fact that you presented case studies in healthcare was of special interest — thanks much for sharing!
The case study regarding mobile learning for HIV/AIDS healthcare workers was particularly interesting as I sit on a statewide committee that is helping to build the policy and training requirements for community health workers (CHWs). These ‘lay’ people will be positioned to support the most vulnerable individuals in the community/neighborhood. Helping CHWs access high-quality content quickly could mean life or death for these individuals — so certainly see how mobile learning platform is vital for this emerging group of healthcare workers.
As you noted, ‘developing mobile learning platforms from the ground-up can be time- and resource-intensive’ (as someone who has done this, I can’t agree more!). Therefore, I’ve been leaning more towards creating websites and apps that leverage curated content from a variety of sources (of course, sometimes copyright issues need to be addressed first). The benefit here is the breadth and depth of material that is available and the ‘speed to market’ for the curated content. That said, one of the challenges is making sure all the curated content is up-to-date and fits together seamlessly so the technology doesn’t get in the way of the learning.
I also agree with you that offering mobile learning that is personalized is a challenge. In fact, for me, it seems near to impossible! How can one create an app or site that allows every single user a personalized experience? I found that creating a set of ‘personas’ that will hopefully meet most of almost everyone’s needs is the best I can get to personalized learning. Have you seen any examples of sites/apps that allow for fully personalized learning?
–Pat
Pat – I thought this one might be of interest to you. 🙂
It’s interesting that you make use of user personas in your work. That’s a strategy I commonly see associated with User Experience (UX) Design (which may explain why some are switching to “Learning Experience Design” as the preferred name for our field).
Your point about the challenges of personalizing mobile learning is a good one. I don’t know that I’ve found many apps that support a personalized learning experience more than Google, a resource repository wholly responsive to self-directed inquiry from the user. This reinforces the idea for me that we don’t need to – and indeed can’t really hope to – reinvent the wheel when it comes to such services.
Maria,
As always, a well-planned entry.
You addressed the personalization factor of mobile learning, as well as ensuring that the experience has meaning for the learner. But, I wonder how well any of these address the social nature of the learning experience.
Sometimes one person can say something in a way that “clicks” with a student when it had not previously.
Good point, Dawn! I agree that social learning is a key part of an effective mobile learning experience. The HIV/AIDS Healthcare Worker training program discussed in Zolfo et al. (2010) supports this idea, as participants found having access to a network of peer/expert practitioners on Facebook to be an important element of their learning. The OPENPediatrics site also effectively supports social learning with a platform on which users can form groups, share resources, and engage in video chats. I was surprised to see that the training program discussed in Clay (2011) did not incorporate much of a social element, other than perhaps sparking in-person discussions around use of the app.
Maria — I really appreciate the clarity of thought and the structure you provide to your weekly posts. I have been learning from your writing style and it is great to have such a good communicator in the group.
It is great to see the synopsis and your thoughts on an industry that I rarely think about from a teaching and learning perspective, while understanding that a big part of healthcare is exactly that. It is great to see the increasing adoption of mobile technologies in the industry.
The last part of your post was especially insightful to me and I agree with the thought that development of mobile specific interfaces or their redesign from a desktop interface can be an iterative process. With the improvements in browsers and modularity in the backend in the form of technologies such as CSS, the development time can be less resource intensive and the designers can actually focus on the content and its delivery.