Sponsored by the Office of the Under Secretary of Defense for Personnel and Readiness (OUSD P&R)

Instructional Design Considerations for Mobile Learning SU219ASTD International Conference & ExpositionWashington, DC May 4, 2014

Peter BerkingSenior Instructional Designer, ADL Mobile Learning TeamSerco Inc., in support of the ADL Initiative

Mr. Berking is a contractor for Serco, Inc. providing support to the Advanced distributed Learning (ADL) Initiative. The views expressed are those of the author and do not necessarily represent the views or policies of the ADL.

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

- ADL Vision

The MoTIF Project

mo·tif   [moh-teef]noun

1. a recurring subject, theme, idea, etc.2. a distinctive and recurring form, shape, figure, etc., in

a design3. a dominant idea or feature

Mobile Training Implementation Framework (MoTIF)

What is the Problem?Many education and training professionals are creating new mobile content and converting existing eLearning courses without consideration of:

‣ alternative learning methods such as:• performance support• spaced repetition• contextual learning

‣ leveraging the capabilities of the mobile platform such as:• Camera• Sensors• GPS

‣ using a mobile-optimized instructional design model

The MoTIF Project‣ Project follows the Integrative Learning Design

Framework (ILDF) Design-based Research (DBR) Model• Phase I:

Survey Survey Report Interviews and Focus Groups Needs Analysis Report

• Phase II: Design Framework Interventions• Phase III: Local Impact (Application & Iterate)• Phase IV: Broad Evaluation (Diffusion of Innovation)

Enactment

Evaluation

Exploration

Project Activities To Date - 1‣ References/Job Aids

• The Mobile Learning Decision Path (MLDP)http://www.adlnet.gov/wp-content/uploads/2013/06/MLDP-Report.pdf

‣ Conference Papers and Presentations• Mobile Learning: Not Just Another Delivery Method

(I/ITSEC 2012 paper)http://1.usa.gov/1o8Zucb

• ADL’s MoTIF Project (SALT 2013 & mLearnCon 2013 slides)http://slidesha.re/1kcZZoc

• ADL’s Mobile Learning Resources & the MoTIF Project (Interagency Mobile Learning Webinar Series 2013 video)http://bit.ly/1fucpAm

Project Activities To Date - 2‣ Surveys

• Mobile Learning Survey Reporthttp://www.adlnet.gov/adl-publishes-mobile-learning-survey-report/

‣ Interviews and Focus Group(results not published yet – will be included in a Needs Analysis Report)

‣ Mobile Learning Examples Catalog(under construction)

‣ Instructional Design for Mobile Flowchart(not published yet)

Interviews and Focus Group‣ 8 interviews + 1 focus group

‣ Mix of thought leaders and implementers

‣ International participants

‣ Provided further support for a catalog of examples and mobile-optimized learning design model

‣ Emergent themes

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Interview Themes - 1‣ Agility in mobile learning design process is key.

• Not easy, takes a lot of planning• Need structure for collaboration, communication,

documentation, etc.

‣ Need a true mobile-optimized instructional design model. • Theoretical and cookbook style models – ideally, integrated • Drives consideration of a wider palette of learning

experiences and learning theories

‣ ILDF/DBR can be highly effective for design production.• Value in piloting, analyzing, and reintegrating feedback• Extra tasks on top of “normal” instructional design activities.

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Interview Themes - 2‣ Mobile learning is catalyst for underutilized learning

approaches.• Especially constructivist, self-directed, collaborative

approaches• Mobile is only one example of a learning technology that has

done this.

‣ Design models should facilitate integrating learning with life activities/schedule.

‣ Learning theory and learning technology are not separate.

‣ Create authentic activities where learners actually want to collaborate.

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Interview Themes - 3‣ Mobile should drive consideration of performance

support and HPT solutions.

‣ Designers need to understand mobile device affordances.

‣ Avoid isolated snippets of content.

‣ Skeumorphism in the learning space is big problem.• Classroom principles applied to eLearning• eLearning principles applied to mobile• Eventually new technology transforms and reinvents learning

models.

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Interview Themes - 4‣ Keep mobile content and experience of it separate.

• Similar to web design• Structured Content Development Model

‣ Challenge is giving users the tools to change.

‣ Parse learning out to users according to environment, points of need, natural workflows.• Don’t concentrate info into dedicated learning experiences.• Leverage distributed cognition, Internet of things, and

worklife ecosystem• Performance support approach

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Interview Themes - 5‣ Mobile informal learning scenarios allow you to record

raw observations AND crunch/analyze data on the spot.• Can make further conjectures, observations, and analysis

while in context

‣ Challenges for informal mobile learning• Avoiding spoiling the naturalistic aspects of peer-to-peer

conversation• Creating structure to generate need for collaboration• Teaching process - how to have “learning conversations”

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Interview Themes - 6‣ Change from content designers to content curators

• Designing access points, not actual content. • Teaching how to look for or find good content, not providing it

outright Links Quality criteria

‣ Design approaches should consider:• User preferences intelligently derived by device• Impact of mobile on the nature of learning and knowing• Volume of content already available• Capacity of learners to create content

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Formal vs Informal Learning Paradigms

Formal

Informal Autonomous

Non-formal

Informal Directed

Need for Learning & Goals

Learning Means

Content generation and access

Assessment

Authority-controlled

x x x

Learner-controlled

x

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 most training scenarios, because it cannot be predicted or managed.

Need for Learning & Goals

Learning Means

Content generation and access

Assessment

Authority-controlled

x x x x

Learner-controlled

Need for Learning & Goals

Learning Means

Content generation and access

Assessment

Authority-controlled

x

Learner-controlled

x x x x

Need for Learning & Goals

Learning Means

Content generation and access

Assessment

Authority-controlled

x x x

Learner-controlled

x x

Examples Catalog Project – Goals and Focus

‣ Goals• Present examples so ISDs can learn about, compare, evaluate,

and apply design ideas• Extract and showcase relevant success factors and “design

patterns”• Link learning microstrategies to enabling learning

technologies Use target type of learning as starting point for decision process,

rather than a particular “hot” technology

‣ Focused on• Total learning solutions, not just software• Learning approaches, not just technical design

Examples Catalog Project - Benefits

‣ Promotes consideration of learning strategies enabled by mobile capabilities

‣ Promotes understanding of range of technical and instructional capabilities of the mobile platform for learning

‣ Enables understanding instructional implications of choosing specific mobile learning strategy

‣ Disseminates info about learning apps that may be available

‣ Encourages repurposing of apps for new and different use cases

Examples Catalog Project – Target Users

‣ Instructional designers

‣ Content developers

‣ Mobile learning development project managers

‣ Acquisition personnel

‣ Training program administrators

‣ Trainees

Examples Catalog Project – Features and Metadata

‣ Major Features• Basic info about learning solution• Browse All Examples• Quick Search• Advanced Search• Contribute Examples• Screen captures or demo application (not actual software)

‣ Metadata• Attributes (e.g., type of learning, mobile technology, etc.)• Hierarchy presented in wizard-type decision tree within

Advanced Search Starts with learning objective Leads to examples of learning approaches (“microstrategies”)

Examples Catalog Project – Advanced Search Hierarchy - 1

Learning objective characteristics ‣ Performance Support

• Planner • Sidekick• Quick Check

‣ Instruction• Verbal Skills

Understanding Remembering

• Intellectual Skillso Creating o Evaluatingo Analyzingo Applying

• Psychomotor Skills• Attitudes

Key

• Performance Support type per Rossett and Schafer (2007)

• Domain of Learning per Dick, Carey, and Carey (2011)

• Revised Bloom Taxonomy per Anderson et al. (2000)

Examples Catalog Project – Advanced Search Hierarchy - 2

Learning strategy characteristics‣ Behaviorist

• Building fluency• Chaining• Drill and practice• Fading• Instructional cues• Negative reinforcement• Positive reinforcement• Punishment• Reinforcement removal• Shaping

‣ Cognitivist• Etc.

‣ Constructivist• Etc

Key

• Learning tactic per Dabbagh (2007)

The ADL Mobile Learning Instructional Design Flowchart -2

Examples Catalog Demo

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Working New Idea for Mobile Learning Design Model

‣ Use ILDF/DBR as a way to improve the design model itself.• Not just learning theories• Dynamically while project is in progress

‣ Feedback loops • Not just for improving the product, but improving the process,

for: remaining activities in current project future projects

‣ “Instructional design model” is fluid entity• Being reinvented continuously as the project progresses

‣ Not a solid predetermined process at the outset• Though obviously needs a starting point

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The ADL Mobile Learning Instructional Design Flowchart -1

‣ Incorporates ISD, HPT, Performance Support Design processes

‣ Prototype. Still needs:• Community review (let us know what you think!)• Testing through applying it in a real design project• Formatting and delivery treatment (currently a native Visio

file)

‣ Rendered at intermediate level of detail

‣ Incorporates elements from• ISD – Dick, Carey, and Carey (2014)• HPT – Mager and Pipe (1984)• Performance support design – Rossett and Schafer (2007),

Gottfredson and Mosher (2011)

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The ADL Mobile Learning Instructional Design Flowchart -2

Instructional

Design Flowchart

Demo25

The MoTIF ProjectISD & Learning Design

for Mobile• Alternative Approaches• Device Affordances• Workflow Process

‣ http://motif.adlnet.gov

‣ http://motifproject.org

‣ adlmobile@adlnet.gov

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http://mlhandbook.adlnet.gov

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Resources - 1

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http://www.adlnet.gov/new-job-aid-available-for-instructional-designers-the-mobile-learning-decision-path-mldp

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Mobile Learning Decision Path (MLDP)

Resources - 2

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Newsletter & Archive – http://ml.adlnet.gov

Resources - 3The MoTIF Project community web sitehttp://motifproject.org/

Your Mobile Design Challenges?

Let’s Connect!

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@ADLmobile

Peter BerkingSenior Instructional DesignerADL Mobile Learning TeamSerco, Inc. peter.berking.ctr@adlnet.gov