From Mobile Learning to Mini Learning using Raptivity

Editor's Notes

• #6: Thank you Jamaica. Let’s get right into the meat of the presentation today. I’ll be speaking for approximately 25 minutes, I will showcase some projects that tie into these topics, Jamaica will get more into showing how Raptivity works and then we’ll have time for questions and answers. We’ll define mobile, pull and mini learning, discuss how videos can be integrated into these, discuss strategies and how Raptivity fits in. As you can see we have a lot to cover.
• #7: We’ll start with a section on mobile learning. As I’ve worked with clients over the years one of the things I often run into is the following statement. “We need to do that mobile learning thing”. My response may surprise you. I usually respond with a question. Why is it that you need your learning to be done “mobile”. The interplay that follows helps define the overall strategy for the client.
• #8: To get an idea of where people and companies are at this moment please take a moment to answer the following question currently being presented. Please use the chat feature of the webinar to answer a follow-up. For those of you who are doing mobile – how is it going? For those of you who are not – what are some of the hurdles stopping you?
• #9: Chad Udell - Managing Director at Float Learning, defines mobile learning in his book “Learning Everywhere” as: Instructional material that is delivered Just-in-Time or “on-demand” at the point of application Placed in the context of the learner’s specific situation Safety checklist for a machine operator – other examples? Presented in a specific and concise format that provides just enough information for the task at hand. Notice how CONTEXT is bolded? We’ll see “context” come up again. Thoughts on why Chad defined mLearning the way he did? The organization that gave us SCORM, Advanced Distributed Learning (ADL), out of Alexandria, Virginia, has spent of lot time, research and effort figuring out what mobile learning is. Their definition is: 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 Ubiquitous – universal, abundant, omni-present Segue: What makes mLearning different from WBT?
• #10: There are four main areas of difference that we should cover when determining for ourselves how we are going to define mLearning for our organization. The first is Objective: For eLearning Organized as a course with clearly identified and measureable learning objectives Intended for future application Intended to develop knowledge or skills For mLearning Organized to provide easy access to situational information Primarily intended to be used immediately at the point of need Often serves as a performance support measure or job aid The second is Content/Structure: For eLearning: The experience or context for the course content Designed for the focused attention of the learner Delivered in modules that span 30-90 minutes Designed to be completed in full Has a screen size that allows for substantial detail For mLearning it is Content tailored to a specific context Designed to assist in the completion of a task Designed to be delivered in small chunks, on-the-fly Designed as a reference tool Has limited screen real estate for each piece on content The third are is Presentation/User Experience: For eLearning: Usually connected with high bandwidth Based on large screen sizes Immersive Flexible and creative in navigation design Based on keyboard and mouse input For mLearning: Subject to connection availability and variable speed Based on small screen sizes, high pixel density Designed to augment other tasks Focused on simple and intuitive navigation Based on touch and keypad input The last is Evaluation: For eLearning: Measured using traditional learning measurement standards, Kirkpatrick’s 4 levels Reaction – surveys Knowledge – Assessments Behavior – Change is observed Results – Business metrics Often difficult to correlate to performance For mLearning: Measured by priority Behavior – is it used in context? Reaction – Frequency of use remains the same of increases Results – Business metrics Knowledge – Frequency of use may decrease over time Correlation to performance is perceptible
• #11: The following consist of key elements of mLearning Mobility -A mobile device can be taken almost anywhere and information can be acceded anywhere as needed. Ubiquity - Mobile devices such as smartphones and tablets are increasingly used by a wide cross section of people in modern society. Accessibility - Information access via the internet and other connected sources is readily available around the clock. Connectivity - Connecting to content and to other people on a global scale is achieved thought different options such as social networking sites, voice communications, and messaging. Context Sensitivity - The information presented and accessed can be based on location, time and physical environment. Individuality - Personal and discrete information is delivered based on individual needs and profiles. The 3 J’s Just In Time – I need what I need, when I need it – right now Just for Me – I need what I need – not what others need Just Enough – Don’t teach me the history of what I am working on or background information I don’t need to do this specific task. Remember - People use mobile devices to read snippets of information (ie Tweets, flipboard….) Mobile devices are used to disseminate “highlights”
• #14: From http://www.radicallearners.com/push-and-pull-learning/
• #15: From http://www.radicallearners.com/push-and-pull-learning/ State after Daniel Pink quote - Similar to sales – you must find and answer the explicit need before someone will buy what you are selling. NOTE - I MAY REMOVE THIS SLIDE ALSO – RIGHT NOW I SIMPLY HIDE IT
• #16: From Travis Smith’s Blog Travisthoughts.com http://travisthoughts.com/2013/push-v-pull-learning/ I think we can safely state that many of us are heavy on PUSH content. It’s been my experience that many companies provide training to be done during “down” or leisure time. However, it is still very formalized and the time to take that content is severely limited. i.e. not on company time.
• #17: From Travis Smith’s Blog Travisthoughts.com http://travisthoughts.com/2013/push-v-pull-learning/ Look at pull thoughts and contrast to what you may have thought you currently have available in “PULL” format at your company.
• #19: Moving on let’s now talk about mini-learning.
• #20: From http://www.minipiecesoflearning.com/
• #21: Craig Weiss wrote about 8 Trends in e-learning technology last year on Nov 25, 2013. The 8th Trend he discussed was "Mini-bites" of learning: Not all training is focused on teaching a new hire how to perform a task from scratch. Some of it is incremental or remedial in nature. That means a growing demand for short learning programs, packed with just one or two nuggets of knowledge that help workers get a specific task done. Weiss envisions lessons that are five minutes in length at maximum. Formats could include brief videos and one-page documents. Performance support is one form of training that could benefit from mini-bite style. For example: Example: In the construction and mining industries, an equipment operator could watch a brief video in the cab of his machine prior to performing a task. This would bring the required best-practice knowledge to the top of his mind, increasing the odds that he will perform it at peak efficiency http://www.vista-training.com/blog/article/8-trends-in-e-learning-technology
• #22: According to Ray Jimenez, always start with the situations that learners confront daily…situations and events that are REAL to the learners.” Instead of focusing first on content, Ray likes how a micro-scenario starts with context to help a learner relate to content. When looking at both examples, notice how context of the training becomes more important
• #23: Moving on let’s now talk about video-learning.
• #25: Videos are fantastic when used in conjunction with Mobile Learning. Viewing a video is simply a matter of selecting, rotating your screen and watching. TED Talks and Lynda.com great example of providing videos that users go to learn in an informal manner through the use of video. Has any one heard of Vines? 6 second videos…String a series of these together and you have mini-learning. In a few minutes we'll show how Raptivity can help you with each of these.
• #27: Define – Each organization has different objectives that need to be met so it makes sense that the definition would be different - don’t just follow the “base” definition we covered. That is just a starting point. Audience – Who is your audience? You need to understand who your audience is before you can develop any strategy. Learning - This is a key category. What type of learning will you be offering with mobile learning? Let’s face, there is no “one size fits all”. mLearning is not simply WBT on a smartphone. Is your learning “push”, “pull”, “micro”, or “social”? Are you integrating with Facebook or YouTube? Is your learning “Performance Support” based? Infrastructure -Network, online, offline, access, work in tandem with IT – get them involved Devices -It used to be we worried about which browser a learner was using. Most devices, but not all, come with a specific browser. Additionally, if you are creating native apps for mLearning you need to worry about creating multiple different native “apps” since an Android device will not load and app built for a Window 8 phone or Apple iOS devices and vice versa. Deloitte estimates the cost of developing for two mobile operating systems is 160% that of developing for one. Resources In my experience this is often the overlooked spoke of the strategy wheel. Resources can be considered software, people creating and people supporting. Have they been trained to create and assist? Outcomes How do you know if you are successful with your mLearning, pull, and/or mini-Learning program(s)? You need to be able to evaluate your program against some sort of metrics. With that in mind your X-Learning strategy has to identify these measurements.
• #28: Greg can mention that he would now cover How Raptivity can help with the audience’s learning strategy but before that just a brief introduction of What exactly is Raptivity and how does it work.
• #29: Greg hands over to Jamaica for this slide. Jamaica hands back to him again once the slide is complete.
• #31: Raptivity is a tool so it falls into the Resources section. Because of how Raptivity is designed, it will help increase successful outcomes. Let see how.
• #32: Jamaica to show
• #33: Do only if time allows: Instructions   ACTIVITY Consider how you and those you interact with each day are currently using mobile devices on a personal level to help you do your work using existing technology or resources.  List these in the “Currently” row in the table below. Take a moment to consider how the same type of access, layout and structure could be applied to information accessed in a work setting you encounter with more customized approach to mobile implementation – Put those in “Practically”.   Finally, select one of your activities and identify how you could see the same activity performed imaginatively on a mobile device. Be creative – BUT ALSO have a realistic BUSINESS CASE. Use the “Imaginatively” row. NOTE – THIS IS AN OPTIONAL ACTIVITY SHOLD TIME ALLOW.
• #34: Raptivity Demo - Jamaica to emphasize more on the usage of media toolbox( how to add videos) and HTML5 publishing (to emphasize on mLearning) Raptivity Linker Demo – Emphasize on mini learning