Julianne Seaman Rowan Peter Evan Englezos Gregor McNish Blended eLearning Solutions

1. Mobile checklists enabling authentic workplace assessment VIC162 Julianne Seaman Rowan Peter Evan Englezos Gregor McNish Blended eLearning Solutions Box Hill Institute 30th May 2013

2. Project outline • Background • Design methodology • Challenges • Next steps Overview • “Good m-learning should consider • that it is the learner who is mobile rather than the device and this key • principle should inform all other m-learning principles.” 2012 M-learning Teacher and Trainer Guide, E-standards for Training August 2012, V3.0

3. Purpose: • Establish a new strategy for mobile learning • Establish a new way of working with our students • Transform trades to authenticated workplace learning and assessment • Delivery strategy: • Mobile devices to capture and record video, photos, audio and upload assessments to Moodle • Support multimodal delivery including classroom, workshop, and workplace • Accessible in remote locations VIC 162 Mobile checklists enabling authentic workplace assessment

4. VIC 162 Mobile checklists enabling authentic workplace assessment Outcomes • Research into building a mobile application that enables: • completion of assessment tasks in the workplace or in remote locations • local storage of photos, videos, and audio files • synchronise information with Moodle when a wifi connection is available • tracking and authentication of learner data • Design and develop 4 assessment templates for the following units: • Cabinet Making: MSAPMOHS200A Work safely • Automotive: AURC270103A Apply safe work practices • Electrical: UEENEEE101A Apply OHS regulations, codes and practices in the workplace • Refrigeration: VU20874 Maintain essential safety measures (AMCA) • Develop customisable assessment templates • Knowledge test, Digital story, Job safety analysis, Observation checklist • Trial with thirty students • Training program for teachers and employers • Documentation in integrating PhoneGap with Moodle

5. Background at BHI Centre for Building and Furniture Studies Example Outline • 20 apprentices • Major aim is to further promote workplace assessments • Promote real-time learning • Promote push and pull strategies • Won a National eLearning VET Strategy to build a dual deployment strategy • Created an iBook

6. Design and developmentconsiderations Usability Screen size, resolution, colour, contrast Text input Editable assessment templates Accessibility cross platform solutions M-standards/E-Standards and WCAG 2 compliance Situated learning Sustainability one code base for dual publishing Cross compatible Synchronise with Moodle LMS system Utilise smartphone native functionality such as camera and offline storage

7. http://phonegap.com/ Why we chose PhoneGap • Leverage existing skills: • Uses existing desktop web technologies reflective of our teams skillset including HTML5/CSS3 and JavaScript. • Sustainability, reuse same code: • The code is a cross-platform standard and can be deployed to a wide range of platforms such as desktop computers and tablets with limited amount of changes. • Can be integrated with existing JavaScript frameworks such as jQuery. • Option to extend to other mobile devices if needed: • Write once, deploy on up to 8 mobile platforms including iOS, Android, Windows Phone and BlackBerry. • Other advantages: • Free, open source system • Existing Moodle app originally developed on this platform • Common API set to access phone functionality e.g.Camera

8. Design 4 different assessment templates • Contextualise into 3 different assessment tasks per unit working with the subject matter expert whererequired • Create mobile wireframes and the user experience Learning design process

9. Mobile prototype research Past project - AS091 E-profiling • Electrical students without access to a computer in workplaces • Built a mobile app for learners to log their weekly cards • Facilitated increased validity of learner data • Allowed the Apprentice, RTO and Employer to track progress • Used Balsamiq mockups to create mobile wireframes that could be converted into HTML prototypes using LiveMockups • http://accesstoskills.wikispaces.com/AS091 Balsamic mockups were used by our learning designer to prototype assessment templates

10. Design Knowledge test • This template can be used to create an assessment where students are required to provide answers to questions related to their area of study. A number of different question types can be used in the template.

17. Design Job safety analysis (JSA) • This template can be used to design an assessment where students are required to create a job safety analysis (JSA) for their workplace.

22. Design Digital story • This template can be used to design an assessment where students are required to create a digital story about a topic of their choice. For example, a student may use the template to create a case study or describe a process relevant to their study area.

28. Design Observation checklist • This template can be used to design an assessment where students are required to confirm their ability to successfully demonstrate or present skills according to specified performance criteria.

33. Moodle prototype

34. Design

35. Development considerations • Develop a mobile app that can locally cache data and access smartphone functionality for camera and gallery features. • Develop Moodlepluginto enable information transfer between PhoneGap and Moodle. • Integrate with Moodle assignment types, Gradebook and database • Use learner’s LDAP login to access our existing system.

36. Mobas demonstration

37. Challenges • Project • Known VS Unknown – Difficult to predict time required • Resourcing with competing projects • Meeting m and e-Learning standards • Design • Customised assessments were required • Designing the user experience and sequencing the assessment • Elements on screen (What to display and when) • Development • Using Moodle’s web services • Creating new Moodle resource types for each template we are creating • Local caching • HTML5 • Some additional coding required in PhoneGap to publish to different mobile devices • Have not found a suitable way to locally compress video

38. Successes • Build relationship with industry and employers – AMCA • Balsamiqmockups for wireframe to prototype • Aligning the navigation structure to Moodle LMS • Re-usable templates editable by teachers • Opening the possibilities for app development at BHI • Extended opportunities workplace assessment and remote learners

39. Learner outcomes • Increased employability skills • Increased understanding of digital literacy and responsible digital citizenship • Development of e-skills to broaden their learning window and increase the amount of training time in the workplace. • Increase the amount of kinaesthetic and social learning that will engage the students

40. Employer outcomes • Increased engagement with the RTO and better capacity to negotiate customisations of the program to meet their learners needs • Development of a ‘learning culture’ with Industry partners • Increased learner engagement within the student body • Greater flexibility for the students and greater choice around where and how they learn

41. The future • Continue to develop generic templates for teachers • Explore inclusion of other smart phone features such as microphone (audio), camera (video), location (GPS) and augmented reality (AR) • BYOD Strategy across the Institute • New classrooms that integrate mobility as a baseline • Move towards greater personalisation and customisation • Presentation MoodleMoot 2013 – 23rd – 26th June http://moodlemoot.org.au

43. Project Website:http://participationandskills.wikispaces.com/vic162 M-Standards:http://e-standards.flexiblelearning.net.au/implementation/mobile_technology.phphttp://e-standards.flexiblelearning.net.au/technical_standards/mobile_platforms.php Balsamic mockups:http://www.balsamiq.com/products/mockups PhoneGap:http://phonegap.com Further information