ADL ’ s MoTIF Project

1. ADL’s MoTIF Project mLearnCon, San Jose, CA, 18-20 June 2013 Mr. Jason Haag, Research Analyst, Mobile Learning LeadThe Tolliver Group, Inc. SETA Support for ADL Mr. Peter Berking, Principal Instructional DesignerSerco, Inc. SETA Support for ADL

2. Background and Vision Advanced Distributed Learning • 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.

3. “Provide access to the highest quality education and training, tailored to individual needs, delivered cost effectively, anywhere and anytime.” - ADL Vision

4. ADL Global Reach United Kingdom ADL Partnership Lab Buckinghamshire, United Kingdom Canada ADL Partnership Lab Kingston, ON, Canada Norway ADL Partnership Lab Oslo, Norway Academic ADL Co-Lab Madison, WI ADL Co-Lab Alexandria, VA Poland ADL Partnership Lab Warsaw, Poland NATO ACT ADL Partnership Lab Norfolk, VA Korea ADL Partnership Lab Seoul, Korea Romania ADL Partnership Lab Bucharest, Romania ADL Co-Lab Orlando, FL ADL Center for Intelligent Tutoring Systems Research and Development Memphis, TN Latin America and Caribbean Regions ADL Partnership Lab Mexico City, Mexico

5. What a difference 8 years makes. St. Peter’s Square Photo Source: http://instagram.com/p/W2FCksR9-e/

6. Happy Birthday! App Store Turns Five in 2013

7. What is Mobile Learning?

8. First…What is Learning?

9. “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.

10. Definitions “Situations where the goals and means of learning are determined for the learner in advance by an external authority. It involves preplanned, prepackaged, structured experiences that are specifically designed to be consumed and assessed as ‘learning’.” - ADL Mobile Team Formal Learning

11. “Only 20% of what’s learned on the job actually comes from formal learning.” Jay Cross

12. Definitions • Most of what people learn (or retain and put into use) is learned as part of doing their work, not through formal training. • “Situations where the goalsof learning may or may not be determined by an external authority, but the meansof learning are determined by the learner. It generally involves experiences that are not specifically designed in advance, by others, to be consumed and assessed as ‘learning’.” • - ADL Mobile Team Informal Learning

13. Formal vs Informal Learning Formal Non-formal Informal Directed Informal Autonomous 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 learning is out of scope for ADL, because it cannot be predicted or managed. Categories

14. 70: 20: 10 Learning Framework • 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 Morgan McCall, Robert W. Eichinger, and Michael M. Lombardo at the Center for Creative Leadership

15. What is Mobile Learning?

16. ADL Describes, Not Defines • “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.” ADL Mobile Learning Team

17. Definitions Learner-focus + Device-focus = Ubiquitous Learning

18. Definitions • 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/ Mobile Learning Evaluation Framework (MLEF)

19. Mobile eLearning Is NOT Mobile Learning http://ml.adlnet.gov

20. “Think Outside the Course” Mobile Learning Opportunities

21. Opportunities Performance Support

23. Desktop to Mobile Conversion Mobile Desktop

24. Touch Is Important….BUT http://static.lukew.com/TouchGestureGuide.pdf

26. “Never tell people how to do things. Tell them what to do, and they will surprise you with their ingenuity..” • - General George S. Patton

27. Responsive Design The Boston Globe (Desktop Browser)

28. Responsive Design The Boston Globe (Tablet Browser)

29. Responsive Design: CSS Media Queries The Boston Globe (Mobile Browser)

30. Content Size Impact RESPONSIVE DESIGNRESPONSIBLE DESIGN ≠

31. “Mobile First” Strategy Naturally Improves Information Architecture

32. What about learning? instructional objectives? • What about performance support? • What about informal learning? • What about mobile device affordances? • What about content strategy (subject matter)?

33. R edundant O utdated T rivial | Session #708

34. Low Hanging Fruit: Mobile eLearning Mobile Desktop

35. The Effectiveness of Mobile Course Delivery • 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?) Research Findings

36. Mobile Learning: Not Just Another Delivery Method • 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 Research Focus

38. 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 Instructional Objective (Gagne, Dick & Carey) - Verbal Info - Intellectual Skill - Affective - Psychomotor

39. Bloom’s Taxonomy Rethinking Blooms Direction

40. Bloom’s Revised Taxonomy (Kathy Shrock) The interlocking of the cognitive process Moving Away from Linear Thinking

41. The MoTIF Project mo·tif  [moh-teef] noun • a recurring subject, theme, idea, etc. • a distinctive and recurring form, shape, figure, etc., in a design • a dominant idea or feature Mobile Training Implementation Framework (MoTIF)

42. 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)

43. The MoTIF Project • 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: • Is there a need for a design process workflow or framework? • Is there a need to better understand how to implement alternative learning approaches as part of a mobile learning strategy? • Is there a need to better understand mobile device capabilities used for learning?

44. The MoTIF Project • Mobile Design Process Workflow or Framework?

45. The MoTIF Project • Alternative Learning Approaches? • Performance Support • Team-based Learning • Spaced Repetition (spaced learning) • Constructivism (discovery / experiential learning) • Connectivism (social learning / network of connections) • Huetagogy (learning how to learn)

46. “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)” Opportunities The Spacing Effect - Hermann Ebbinghaus Will Thalheimer, PhD

47. Promotes maternal and child health Free SMS text messages each week, timed to their due date or baby’s date of birth Spaced Learning Example Text4Baby.org

48. Two studies evaluated text messaging interventions: Small trial in liver transplant patients found that a text-message medication reminder system involving children and parents reduced rates of biopsy-proven rejection. 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)

49. The MoTIF Project • 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)

50. The MoTIF Project • 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))