Corporate Mobile Learning

Corporate Mobile Learning

Corporate Mobile Learning Introduced

by Mark Sivy, Ed.D.

Mobile learning is infiltrating many corporate training efforts as the new strategy to innovate talent development and to facilitate the goals of modern corporate universities. Among those who are familiar with adult learning theory, the use of this latest approach to enhancing employee and leader skills and knowledge is well suited to addressing Malcolm Knowles’ Five Assumptions of Adult Learners.

Mobile LearningAdult Learning Theory

Malcolm Knowles (1913-1997) was an educator and researcher who popularized andragogy, which is the art and science of adult learning. In his work, Knowles’ (1984) developed his assumptions that described that adult learner as someone who:
• Is independent and wants to direct his or her learning.
• Owns unique life experiences that serve as a basis and resource for learning.
• Has learning needs that are associated with his or her personal and professional roles.
• Is focused on solving problems or challenges and expects the immediate application of learning outcomes.
• Has an intrinsic motivation to learn.

By providing individuals with on-demand access to knowledge and skills development, mobile learning readily tackles the adult learning needs expressed in these assumptions.

Mobile Learning Broadly Defined

An agreed upon definition for mobile learning is as elusive as those for many other contemporary terms such as e-learning, virtual learning, and web-based learning. For purposes of orientation to mobile learning, we built upon the 2008 Association for Educational Communications and Technology (AECT) description of educational technology. So mobile learning can be comprehensively explained as “the study and ethical practice of facilitating learning and improving performance through various contexts and interactions by creating, using, and managing appropriate technological and educational processes and resources.” From this rudimentary definition, one can see that mobile learning incorporates complex relationships between multiple factors.

Some keywords in this definition are:
• Study – having knowledge of learning theory and research that are associated with the use of educational technologies.
• Various Contexts and Interactions – these can provide abundant learning opportunities, but also present many of the unknowns, barriers and issues that can arise.
• Ethical Practice – increasing the likelihood of attaining intended learning outcomes by being responsible, maintaining a respect for of learner abilities and progress, applying appropriate methodologies, and using principled intentionality when innovating.
• Appropriate Technological and Educational Processes and Resources – even with a valid need guiding the selection of technology and instructional methodology, the combined implementation can sometimes result in instructional complications and learning issues if the overall strategies are not well-planned.

personalized learningMobile Learning in Action

Mobile learning is playing an increasingly important role in the corporate learning process by providing the means for convenient learning using a broad range of mobile devices (e.g. laptops, tablets, and smartphones) at a time and location of the learner’s choice. When offering learning opportunities for adults, mobile learning provides such advantages as access to on-demand content, self-directed learning, and the individualized incorporation of new knowledge with existing experience. These experiences can be facilitated by personalized learning and flipped training.

21st Century Learning ideals are facilitated by mobile learning. The Partnership for 21st Century Skills has been at the forefront of providing a basis for the remodeling and modernization of instruction, learning and curriculum. Regardless of whether learners are K-12, higher education, or adults, the Partnership’s renowned publication, P21 Framework Definitions document, provides a list of skills that mobile learning can leverage and enhance. These include innovation, collaboration, creativity, critical thinking, problem-solving, digital literacy, working in diverse teams, productivity, leadership and managing one’s own learning.

Instructional needs, the ability to facilitate intended learning, and learner access to mobile devices should guide the implementation of mobile learning strategies. Properly trained IT staff are needed for the installation, maintenance, and administration of backend systems. Talent development is necessary to prepare instructors to produce learning through positive and engaging experiences. Finally, mobile learners need understandable guidelines and readily available support.

Reflection Point: “I absolutely think we need to give people access to material where and when they need it. It’s imperative to have a mobile learning strategy and that’s even more important with emerging generations. But I’ll add that when I talk to my peers who are in global companies, nobody has one.” ~ Karl-Heinz Oehler

 

References

Association for Educational Communications and Technology (2008). Definition. In A. Januszewski and M. Molenda (Eds.), Educational Technology: A definition with commentary. New York: Lawrence Erlbaum Associates.

Knowles M. S. (1984) Andragogy in action: applying modern principles of adult education. San Francisco: Jossey-Bass; 1984.

E-Learning is Alive and Well

E-Learning is Very Much Alive and Doing Very Well

By Mark Sivy, Ed.D.

According to the GSV Advisors 2012 Education Sector Factbook, e-learning is expected to grow at an average rate of 23% during the years of 2013-2017, with the global market size being anticipated to go from $90.9 B to $255.5 B. Based upon Watson, Murin, Vashaw, Gemin, and Rapp’s annual high school e-learning course enrollments, the 2012-2013 numbers represented an over 131% increase in enrollments when compared to the 2008-2009 school year. In 2010, Mincberg projected that it is possible by 2020 for 50% of all high school classes to be delivered online. Additionally given current trends, it can be estimated that by 2019, half of all college classes will be e-Learning based.

Educational TechnologyBy using e-learning, corporations are realizing that they can save over 50% on the cost of creating and delivering a traditional course, not to mention that they can make it readily available to a large number of employees when and where they need it. In the Docebo E-Learning Market Trends & Forecast 2014-2016 Report, it was found that the both small and large companies were accepting e-learning as an efficient and cost effective means to quickly educate a geographically distributed workforce. WorldWideLearn points out several other factors that are leading the continuing growth of corporate e-learning, with some of the most notable being the development and delivery of consistent high quality content, the rapid development of employee skills, and modular learning.

Why is e-learning so very alive and doing well? Many factors have been found that are contributing to its popularity and reach. Some of these are:

– Mobility created by the expansion of wireless access and the growth in mobile device (e.g., tablets and smartphones) sales.
Personalized learning and adaptive learning that address the diversity of learner backgrounds and needs.
Gamification, which motivates learners and improves the level of interaction with the content.
Pervasive learning occurring through a variety of informal, social, and formal modalities, which better match learner needs and interests.
– Popularity of cloud-based technologies and software-as-a-service (SaaS)

There may be some misconceptions or opinions out there due to “bad” experiences that may lead some people to believe that e-learning is on the decline or is ineffective. Some common reasons for this are:

– E-learning adoption being driven by the desire to have a technology rather than by having actual learning needs that are addressed with technology after thorough analysis and planning. A classic case is the rush by many schools to implement one-on-one (1:1) laptop or tablet initiatives before the learning needs, benefits, and support requirements have been identified, explored, and vetted.
– Failure to create an ongoing budget for scalability, maintenance, and upgrading of both software and hardware. Often, money is only allotted for the initial costs and setup or too little recurring funding is set aside.
– Inadequate stakeholder notification or buy-in.
– Lack of instructional design that is appropriate to the e-learning method that is being used. An example of this is uploading presentations and other content from a traditional course into on that is online.
– Absence of or insufficient training, professional development, and user support.

In most of these cases where there negative thoughts have resulted about e-learning, these could have been avoided by clearly identifying learning needs, thoroughly researching project requirements and options, involving stakeholders in the process, applying strategic vision and planning, and ensuring sufficient funds. e-learning simulation

Reflection Point 1 – “E-Learning doesn’t just happen! It requires careful planning and implementation.” – Anonymous

Reflection Point 2 – “Teachers need to integrate technology seamlessly into the curriculum instead of viewing it as an add-on, an afterthought, or an event.” – Heidi-Hayes Jacobs

 

References

Mincberg, C. (2010). Is online learning a solution in search of a problem? Retrieved from the Litmos website: http://www.litmos.com/mobile-learning/what-will-disrupt-literacy-learninginstruction-as-we-know-it/.

Watson, J., Murin, A., Vashaw, L., Gemin, B., & Rapp, C. (2013). Keeping pace with K-12 online & blended learning: An annual review of policy and practice. Retrieved from Evergreen Education Group’s Keeping Pace website: http://kpk12.com/cms/wp-content/uploads/EEG_KP2013-lr.pdf.

ICT and Quality Education

Extending the Reach of High Quality P-12 Education through ICT

by Mark Sivy, Ed.D.

Realizing that a well-educated populace is essential for boosting national prosperity and competitiveness in an international economy, top-level education departments and ministries around the world are now focused on ensuring that their P-12 curricula and instruction are adjusted to modern standards. In Oman and around the GCC, this task involves ensuring that students have the specific skills, literacies, knowledge, and expertise that will ensure their success locally, regionally and in the global marketplace. A crucial piece in accomplishing this, both in terms of learning outcomes and instructional delivery, is ICT (Information, Communications and Technology).

 ICT

As a driver of learning outcomes, ICT can play an important role in the development of new Omani curriculum and instruction strategies. The Partnership for 21st Century Skills has been at the forefront of providing a basis for the remodeling and modernization of teaching, learning and curriculum, with ICT being a significant consideration. Even though established as a US K-12 education initiative, the organization’s recommendations have relevance and implications for GCC educational systems. One of the major categories found within the Partnership’s renowned publication, P21 Framework Definitions, was created in response to the fact that we live in a global environment that is infused with and dependent upon technology and media. The ICT portion of the document offers the following highlights about the knowledge, skills, and expertise that student should possess as a result of the learning process:

Information Literacy – 1) accessing and evaluating information and 2) using and managing information

Media Literacy – 1) analyzing media and 2) creating media products

ICT Literacy – 1) applying technology effectively, ethically, and legally

 

Mobile LearningAs a medium for instructional delivery, ICT can play a significant role in the modernization of Oman’s educational system. One of the challenges in many countries has been the provision of a quality and equal education to all children regardless of their circumstances. Around the world, ICT infrastructures are being updated and expanded to provide Internet access to both urban and rural destinations and recipients. In Oman, the development of this infrastructure is underway and when finished it will be able to facilitate learning through the Internet-based transfer of instructional content.

Additionally, Omani schools and learners will need to be provided with devices to receive and make use of educational web content. This e-content should be specifically designed and developed by subject matter experts, master teachers, and instructional designers who are highly specialized in e-learning and the variety of learning devices. Of particular interest and development are mobile learning, One Laptop per Child (OLPC), and other one-to-one initiatives. The implementation of educational ICT is an intricate and complex process that should only be attempted through the direction of a project management team that has curriculum, instruction, and education technology expertise.

Reflection Point – When faced with a steam-rolling technology, you either become part of the technology or part of the road! ~Nigel Willetts

Online Education

Online Education – Getting Started

By Mark Sivy

In this age of global opportunities that exist due to increased connectivity, greater mobility, and seemingly endless web-based possibilities, intellectual capacity is now being recognized as a nation’s greatest resource. In response, governments and educational institutions should continuously be seeking to leverage forward thinking strategies and innovative technologies to develop and capitalize on their human capital. Whether changes are being made in public schools, higher education, professional development, or training, the educational processes should Continue reading