323

I N D E X

Page references followed by t indicate a table.

AAA.com, 128ADDIE model, 187, 213, 220Adobe 2013 Mobile Consumer

Survey, 299Adobe Connect, 125Adobe Digital Publishing Suite

(DPS), 225Adobe InDesign, 225Adobe Site Catalyst, 225Advanced Distributed Learning

(ADL) group [DoD], 112, 277“Affordances” of mobile devices:

comparing e-learning and, 40–41; new kinds of learning experiences available through, 18; unique learning experiences possible through, 111–125

Ahonen, Tomi, 193AirWatch, 96, 98Alerta DISAMAR, 169Alerts: AMBER Alerts, 129; Google

Alerts, 312t; mobile device functions for notifications and, 123; setting up SMS (text) messaging for, 78–79. See also Push notifications

Alexander, C., 214Algorithmic stage of knowledge,

189–190

Allsopp, John, 245Alternative reality games

(ARGs): description of, 149–150; designing training, 152–154; I Love Bees, 150; key components of a successful learning, 154; LOST Experience website, 150, 154; near field communications (NFC) role in, 150; organizational learning applicability of, 151–152; Traces of Hope, 150–151; World Without Oil, 150–151; Year Zero, 150

Amazon, 74, 115AMBER Alerts, 129American Society for Training and

Development (ASTD): Going Mobile: Creating Practices That Transform Learning by, 2; on 2012 survey on mobile learning barriers, 307; 2013 State of the Industry Report by, 1–2

Android platform: offline programming and database for, 138; push notifications for the, 267–268; selecting and using an, 45, 46, 52; SlideShare on, 80; UserZoom’s user experience (UX) research tool collecting data on, 166

COPYRIG

HTED M

ATERIAL

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324 INDEX

Android Voice Actions, 162–163APIs. See Application

programming interfaces (APIs)“Appcessories,” 147Apperian’s EASE product, 98Apple iBooks Author, 225Apple’s App Store: mobile apps

for publishing available from, 54, 57; Passbook app, 137–138; Reminders app, 129; software development kits (SDKs) available through, 115, 138, 163; State Farm’s MoveTools app, 86–87

Application programming interfaces (APIs): Experience API (xAPI) [was Tin Can API], 183, 277–280; just-in-time information access using, 138; voice control interfacing with, 163

Apps: Apple’s App Store, 54, 57; Apple’s Passbook app, 137–138; Apple’s Reminders, 129; expansion of, 11; Glympse, 258–259; Google Play, 54, 57; improving performance for mobile web and HTML5-based, 269–275; Mappiness, 167–168; mobile device computing functions and, 113, 115–116; publishing content using, 54–55; setting up your own app store for your, 96–97; standardizing procedures for putting out, 57; State Farm Driver Feedback, 40, 41; State Farm MoveTools app, 86–87; Tappestry, 277, 280, 302; Tom Tom, 258, 259; Voice over IP (VoIP), 124, 162; Wayfiler, 258–263; Waze, 258–259; Weather Channel, 137. See also Mobile devices

Aristotle, 237Assessment: ARGs for knowledge,

151–152; of existing content, 200–201; formative, 180; Kirkpatrick’s evaluation model for mlearning and e-learning, 39–40, 281–282; mobile learning impact on, 179–183; mobile learning metrics used for, 281–284; summative, 180; xAPI (Experience API) tool for, 183, 278–280

Audio podcasting, 80Audio recording and microphone

(mobile device), 113, 122Augmented reality (AR)

technology, 114, 142Authoring tools (HTML), 134,

225authorSTREAM, 80Authorware, 247Automatic external defibrillators

(AEDs), 24

BBain, R., 302Bell Labs, 161Berkman, Eric, 210Bertelsen, P., 173Bi-directional text and data

messages, 108Bichelmeyer, B., 213Bin Aftab, M., 139BlackBerry Enterprise Server

(BES) platform, 53, 96BlackBerry Fusion, 96Blackberry platform, 45, 52BlackBerry Pushcast (formerly

Mobile Chalkboard), 253Blackboard, 253Blackboard Mobile, 253Blanco, R., 139Blogs: Compute in Motion, 168–169;

LifeLoggers (or LifeBloggers),

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114; A List Apart, 243; micro-blogging, 77–78; Wordpress used to create a, 78

Bloom, B. S., 179Bloom’s Taxonomy, 179Bluetooth, 123Bluetooth low energy (BLE), 194Bockler, Adam, 4, 297Body area network (BAN), 125Boulton, C., 138BoxTone, 96Bozarth, Jane, 299, 301Brähler, E., 180Brand advocacy: description

of, 83; mobile learning used to build, 84–86; process of building, 83–84; State Farm Insurance’s mobile learning for building, 86–88

Bring your own device (BYOD): advantages and disadvantages of, 90–92; description of, 9, 305; ethical issues related to MDM for, 95; how it is changing business technology services and solutions, 46; information technology (IT) support of, 308; lost/stolen devices and ex-employees issues of, 92; mobile application management (MAM) suitability for, 97; mobile learning project decision about, 289; organization policy on, 48, 49, 51, 52; organizational expense of, 308; organizational questions raised by, 306; private versus corporate property, 93–94; provisioning devices in case of, 53–54; security and, 92; software and information homogeneity and control, 93; standardizing

procedures for, 57. See also Employees; Mobile devices; Policies; Procurement

Bring your own technology (BYOT), 305, 306, 307

Bui, H., 139Burke, James, 22Business case. See Mobile learning

business case

CCameras: examples of learning

experiences created through use of, 142–143; learning experiences through mobile device feature of, 113, 114, 141–142

Cell phones: limited functions of earliest (early 1970s), 161; Motorola cell phone (1973), 161. See also Mobile devices

CellCast (OnPoint Digital), 253Centre for Learning &

Performance Technologies (C4LPT), 298

Chan, S., 172Change management strategies:

immerse yourself in mlearning field, 102; so some informal company polling on mlearning, 103–104; start using your own mobile device–a lot, 102–103

Chatter, 283Christiansen, Clayton, 22, 190,

314Christiansen, E., 173“Citizen science,” 170Clark, Josh, 84, 210Clocks (mobile device), 113, 114Cloud storage: Adobe Site

Catalyst, 225; description and use of, 17, 115

CNN.com, 74Co-working movement, 176–178

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Co-Working Visa Project, 177“Cognitivism” movement (1960s),

238Cognizant mobile learning case

study: background information on, 217–218; mobile learning design pattern used in, 218–220

Colorado State University, 168Columbia University, 142Commercial off-the-shelf (COTS)

content, 289Communications: mobile device

short-range, 113, 123–124; mobile device voice/phone, 113, 124–125, 161–164; near field communications (NFC), 123, 150, 194, 255

Company. See OrganizationsCompute in Motion blog, 168–169Computer vision technique, 142Computing: human-computer

interaction (HCI) research on intent, 139; mobile device apps and functions for, 113, 115–116; mobile device microprojection function related to “surface,” 113, 122; ubiquitous, 113, 124

comScore, 299Connections (PBS series), 22Constructivist theories of social

learning, 238–241Consumer Electronic Show (Las

Vegas, 2014), 164Content: assessment of existing,

200–201; categories of mobile learning, 107–109; commercial off-the-shelf (COTS), 289; curation of, 205–208; designing enterprise mobile learning, 12–13; giving your learners “just enough,” 127–128; leveraging geolocation to increase relevance of, 127–130; mobile

apps for publishing, 54–55; mobile device management (MDM) system used to publish, 55–56; as mobile learning and e-learning difference, 40; mobile learning project implementation step of deciding on, 288–289; mobile learning to share information and generate, 34; multi-touch and gestures for a mobile-first experience in, 132–133; publishing for your users, 54–56; push notifications on new, 265–268; “set and forget it” approach to creating, 74; transitioning from e-learning to mlearning, 200–204; transmission and retrieval of, 10. See also Digital publications; Mobile learning experiences

Content categories: bi-directional text and data messages, 108; collective/collaborative experiences, 109; interactive and immersive media, 109; just-in-time information, 108–109; one-way text-based messages, 107–108; presentation materials, 108; rich media, 109; voice-based and/or responses, 108

Content strategy: curation in relation to, 206–208, 210; description of, 73; examining learning professional, 73–74; issues to consider when developing mobile learning, 74–75; McGrane’s steps for, 74; as mobile learning development tool, 210

Content Strategy for Mobile (McGrane), 74

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INDEX 327

Context: as mobile learning and e-learning difference, 38–39; mobile learning as contextual, 32–33; mobile learning design for, 235–236; shift in enterprise learning, 16

Cooper, Martin, 161Core Data, 261CoreLocation (iOS), 129Corporate-liable devices,

307–308Coulby, C., 182CPR training, 24Craigslist, 258Cross, Jay, 299Croucher, M., 115CSS3 technique, 245, 247, 248,

269Curation: description of, 206;

improving mobile learning experience through, 206–207; as mobile learning development tool, 210

Curation Nation (Rosenbaum), 210Customer relationship

management (CRM) system, 282–283

Cutting costs: examining how to use mobile learning for, 63–64; mlearning reference materials and job aids, 64–65

DData: geospatial, 113, 118; mobile

learning and improved data capture, 33–34; mobile learning for capturing, 10–11; social geospatial, 255–263. See also Information

Davies, N., 182Dearnley, C., 182DeGusta, Michael, 311Delta.com, 128

The Design of Business: Why Design Thinking Is the Next Competitive Advantage (Martin), 189

Design patterns: Cognizant mobile learning case study on use of, 217–220; description of, 214; matching desired learning outcomes with mobile applications and specific, 215t–216, 257; technology-enhanced learning design patterns template, 216–217

Design thinking: creating content by using, 194; IDEO approach to, 188. See also Mobile learning design

Designing Mobile Interfaces (Hoober and Berkman), 210

DevLearn conference (2012), 277, 301

Dick and Carey model, 187, 213Digisec Group, 65Digital publications: authoring

tools used to create, 225; content and best practices for creating, 225–226; emerging formats for, 224–225; EPUB (electronic publication format) for, 224, 225, 226t–227t; PDF (portable document format) for, 224, 226t–227t; summary of differences between different, 226t–227t. See also Content

Digital video recorders (DVRs), 26Disruptive: definition of, 22;

significance when applied to technology, 22–23

Disruptive mobile learning: examining the nature of, 22; how it is disruptive, 23–25; impact on organizations, 25–28

Disruptive technologies: description of, 22–23; of digital

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video recorders (DVRs) to videocassette recorders (VCRs), 26; mobile learning as, 21, 23–29, 314; of TiVo to digital video recorders (DVRs), 26–27; tracking technological changes to identify new, 315

Dixon, K., 139Document object model (DOM):

reducing the cost of a reflow of, 270–271; reducing the number of reflows of, 271–274; reflow time of changes made to, 270

Document production/viewing functions, 113, 116

Donner, J., 119Dragon Naturally Speaking voice

recognition software, 162Dufau, Stephane, 167

EE-learning: comparing physical/

virtual class, mlearning, and self-paced, 111–112t; converting into mlearning, 199–204; Kirkpatrick’s levels of training evaluation of, 39; mlearning use of geospatial data compared to, 118; personalization of, 138; understanding the differences between mlearning and, 35–42

Early termination fee (ETF), 48Earthrise Technology, 65–66EAST (Apperian), 98Eco-Way (Earthrise), 65–66The Ecological Approach to Visual

Perception (Gibson), 111Economides, A., 183The Economist magazine, 69, 117, 118Eichinger, R., 241Electrical apprenticeship

program, 172–173Embodiment of mobile devices,

113, 116–117

Employees: access to mobile devices and learning by, 15, 31; ARGs used for on-boarding new, 151; benefits of using social media for, 297–298; Cognizant’s use of iPods for training their, 217–220; so dome informal polling on mlearning of your, 103–104. See also Bring your own device (BYOD)

Engel, Joel, 161Engelhart, M. D., 179Enterprise learning: description

of, 8; seven shifts in, 15–18. See also Mobile learning (mlearning); Training

Enterprise learning shifts: 1: a shift in the location of learning, 15; 2: a shift in time, 15–16; 3: a shift in context, 16; 4: a shift in the amount of information, 16–17; 5: a shift in the location of information, 17; 6: a shift in learning experiences, 18; 7: a shift in control, 18

EPUB (electronic publication format): authoring tools for creating, 225; content and best practices for, 226; description of, 224; summary of differences between PDF and, 226t–227t

Evaluation: Kirkpatrick’s evaluation model for mlearning and e-learning, 39–40, 281–282; mobile learning impact on, 179–183

eXact iTutor, 254eXact Learning Solutions, 254Experience API (xAPI) [was Tin

Can API]. See xAPI (Experience API)

External sensors (mobile devices), 113, 117–118

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FFaas, R., 98Facebook: learning and

development scene and popularization of, 240; networking on, 177; research tracking posts made on, 168; systemic approach to interacting on, 74

Ferolo, Jim, 4, 255, 295Feser, John, 3, 21, 31, 35, 59, 77,

84, 149Field research (mobile), 168–169Fiore, Q., 112, 300First-person point of view (POV)

telepresence, 114Fitocracy, 158Flickr, 74, 114Flight Stats API, 163Float Mobile Learning:

Apperian partnership with, 98; description of, 3; “Lunch and Learn” practice at, 103–104; multi-screen and mobile learning produced at, 249; Tappestry app launched by, 277, 280, 302; Wayfiler app developed at, 258–263

Ford, Heather, 4, 223Ford Motor Company, 300Ford, N., 172Formative assessment, 180Fourier Systems, 166Foursquare, 158Franklin, Benjamin, 63Fuller, R., 182Furst, E. J., 179

GThe Gamification of Learning and

Instruction (Kapp), 158Gayeski, Diane, 171Geib, C., 139Geofences, 129

Geolocation: creating Wayfiler app for, 258–262; make sure your information is “just in time” by using, 128–129; take advantage of “just for me” information using, 129–130; tips for making your mobile learning relevant, 127–128. See also Social geospatial data

Georgiadou, E., 183Geospatial data, 113, 118Gestural inputs. See Multi-touch

and gestural inputsGfK, 166Gibson, James J., 18, 111Global positioning system (GPS):

Harris Interactive market research data collected from, 302; leveraging geolocation to increase content relevance, 127–130; Mappiness app’s use of, 168; as mobile device feature, 120, 127; tips for mobile learning using, 128

Globalization of enterprise mobile learning, 9, 32

Glympse app, 258–259Going Mobile: Creating Practices That

Transform Learning (ASTD), 2Goldman, R., 139Good Technology, 96Goodyear, P., 214Google: Android Voice Actions,

162–163; cloud storage and programming by, 115; I/O 2013 released by, 139

Google Alerts, 312tGoogle Calendar API, 163Google Directions API, 163Google Glass, 114, 143, 164Google Places API, 163Google Play: apps available

through, 54, 57; security requirements for, 294; software

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development kits (SDKs) available through, 115, 138, 163

Google Translate API, 163Google Voice, 162Google+, 125GoogleMaps, 258Gottfredson, Conrad, 193, 209Gram, T., 213Gruman, G., 98

HHalo 2 video game, 150Halvorson, Kristina, 74Hammer.js, 134Harris Interactive, 168, 302Hart, Jane, 298Heads-up display (HUD), 142Healthcare mobile research, 169Hennessey, S., 182Hess, V., 180Heuristic stage of knowledge, 189Hewlett-Packard, 167High dynamic range imaging

(HDRI), 141Hill, W. H., 179Honest Signals (Pentland), 168,

302Hoober, Steven, 210Hörhold, M., 180HousingMaps.com, 258HTML authoring tools, 134, 225HTML telephone tags, 162HTML5: databases available

through, 138; importance of learning and understanding, 247, 248; improving performance of apps based on, 269–275; training your development staff on, 211; tutorials on using, 134

Huertas, Edwin, 297Human-computer interaction

(HCI), 139, 194

Human resources (HR), 27–28. See also Training

II Love Bees (ARG), 150IBM’s Entity Analytics group, 118iBooks Author, 225ICEL conference (New York,

2007), 173IDEO model, 188Indexed DB, 138Individual addressability (mobile

devices), 113, 119Informal learning. See Social

learningInformation: cloud storage of,

17, 113, 115; explosion of data created and available, 16–17, 32; “just for me,” 129–130; just-in-time, 108–109, 128–129, 145–148; mlearning reference materials and job aids, 64–65; new digital location of, 17; Quick Response (QR) codes providing, 114; shift in access to, 15–18, 24–25, 28, 32; shift in organizational control of, 18; social learning from, 238–241; Twitter used to share, 34. See also Data; Knowledge

Information and communications technologies (ICT): shifting amount and pace of information delivery by the, 16–17; shifting context of learning in the, 16; shifting delivery of learning materials in the, 15–16; shifting location of information access in the, 17

Information Architecture for the World Wide Web (Rosenfeld and Morville), 210

Information architecture (IA), 210

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Information technology (IT): BYOD support by, 308; decision on mobile learning project support by, 289

Infrared beams, 123Innovative disruption. See

Disruptive technologiesThe Innovator’s Dilemma: When New

Technologies Cause Great Firms to Fail (Christensen), 22, 190

Input/output peripherals (mobile devices), 113, 119–120

Inquiry-based pedagogy, 11Instagram, 114, 314Institute for Corporate

Productivity, 307Instructionist model of learning,

240Intent: human-computer

interaction (HCI) research on, 139; storing preferences for mobile learning, 137–140

Interactive and immersive media, 109

Interactive voice response (IVR), 161–162

Internal sensors (mobile devices), 113, 120

Internet connectivity/search (mobile devices), 120

Instructor-led training (ILT), 32–33

iOS platform: AirPlay and AirDrop functionality of, 124; Apple’s Reminders app on the, 129; Core Data for, 261; CoreLocation, 129; designing for multiple screens in, 232–234; Dragon Naturally Speaking voice recognition software using, 162; offline programming and database for, 138; push notifications for

the, 267–268; selecting and using, 45, 52–53; Siri on the, 163; UIView used to create superviews and subviews in, 230; UserZoom’s user experience (UX) research tool collecting data on, 166; View Autoresizing in, 230–234; Wayfiler app designed to work on, 258–263

iPods, 313, 314Ishikawa, S., 214iTunes, 53, 314

JJava, 211JavaScript, 248, 269, 273JavaScript libraries, 134Jive, 302Job aids tools, 64–65Jonas, Jeff, 118, 255jQuery, 273“Just for me” information, 129–

130Just-in-time information:

leveraging geolocation for, 128–129; mobile device sensors for, 145–148; as mobile learning content category, 108–109

KKaneshige, T., 306, 308Kanstrupand, A., 173Kapp, Karl, 158, 213Karim, W., 139Karmer’s Moviefone service

(Seinfeld TV show), 162Keyano College, 172Keynotes, 80, 133–134Kirkpatrick, M., 17Kirkpatrick, D., 39, 281Kirkpatrick, J., 39, 281Kirkpatrick’s levels of training

evaluation: mlearning and

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e-learning assessment using the, 39; taxonomy used in, 281–283; user-generated content in context of, 40

Klapp, B. F., 180Knowledge: ARGs for assessing,

151–152; ARGs for ensuring baseline, 151; “more knowledgeable others” (MKOs), 239; social learning understood as workplace, 241; three stages of, 189–190. See also Information

Knowledge stages: Algorithmic, 189–190; Heuristic, 189; Mystery, 189

Kodak, 314Koster, Ralph, 158Krathwohl, D. R., 179

LLan, Y., 183Language intent models, 139Laurillard, Diana, 214Laxton, J., 182Leafsnap, 142Leafsnap project, 142Learning: alternative reality

games (ARGs) applicability for organizational, 151–152; augmented reality (AR) for image-based, 114, 142; five broad types of, 214; heads-up display (HUD) for visual, 142; informal basis of, 298–299; instructionist model of, 240; machine, 115–116; matching specific design approaches to mobile applications and desired, 215t–216, 257; mobile learning impact on assessment and evaluation of, 179–183; “more knowledgeable

others” (MKOs) role in our, 239; personalized, 137–140; scaffolding, 239; schism between real-world activity and, 137–138; self-direct, 24; 70–20–10 model of, 241, 298–299; social, 238–241, 298–299; social media used for, 240–241, 297–303; xAPI tracking of informal, 278–279; zone of proximal development (ZPD) and, 239. See also Mobile learning experiences

Learning and development (L&D) industry: comparison of three learning technologies used in the, 111–112t; examining mobile learning from perspective of, 1; mobile learning development tools used by, 209–211; ripple effects of mobile learning technologies for, 313–315; techniques used to keep up with latest mlearning technologies, 311, 312t–3131t

Learning Everywhere (Udell), 132, 199

Learning management systems (LMSs), 251, 277. See also Mobile learning management systems (LMs)

Learning records store (LRS), 183Learning Solutions magazine, 84,

301Learning Unplugged: Using Mobile

Technologies for Organizational Training and Performance Improvement (Gayeski), 171

LifeLoggers (or LifeBloggers), 114

Ling, R., 119LinkedIn discussion groups, 301A List Apart blog, 243

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A List Apart (Halvorson), 74Lombardo, M., 241London School of Economics’

Mappiness app, 167–168LOST Experience website, 150,

154Lost/stolen devices, 92Low, Leonard, 181–182“Lunch and Learn” practice,

103–104

MMachine learning, 115–116MacLeod, J., 306, 308Mappiness app, 167–168Marcotte, Ethan, 243, 245Market research: Hewlett-

Packard’s college student mobile phone use, 167; “Mobile Moments of Truth” research tool for, 166–167; Questodian’s, 167

Markoff, J., 115Martin, Roger, 188–189, 190McCormick, Scott, 3, 83, 89, 101McGrane, Karen, 74McLuhan, Marshall, 111–112, 112,

300Media: interactive and immersive,

109; rich, 109Media viewer/playback function,

113, 120–121mEKP (Net Dimensions),

253–254Memory (mobile devices), 113,

121Messmer, E., 91Micro-blogging, 77–78Microphone and audio recording

(mobile device), 113, 122Microprojection (mobile device),

113, 122Microsoft, 115

Mind and Society: The Development of Higher Mental Processes (Vygotsky), 238–239

Mistry, P., 122MIT: microprojection research

at, 122; SixthSense project at, 170; “sociometer” digital sensor designed at, 168

MIT Technology Review, 311MLE-Moodle, 253mLearnCon 2012, 277The Mobile Academy (Quinn), 180Mobile application management

(MAM): BYOD suitability for, 97; comparing mobile device management (MDM) and, 97–98; description of, 97; features related to app notifications, 268; making a decision to use, 99; three security approaches using, 98

Mobile assessment: advantages of, 180–182; Experience API (xAPI) used for, 183; learning records store (LRS) for, 183; the near future of, 182–183; QR codes used as part of, 183

Mobile Chalkboard (now BlackBerry Pushcast), 253

Mobile development: education and training for, 295–296; Float’s Tappestry app, 277, 280; Float’s Wayfiler app, 258–263

Mobile device features: cameras, 113, 114; clocks, 114; computing functions/apps, 113, 115–116; document production and viewing, 113, 116; embodiment, 113, 116–117; external sensors, 113, 117–118; geospatial data, 113, 118; individual addressability, 113, 119; input/output

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peripherals, 113, 119–120; internal sensors, 113, 120; Internet connectivity/search, 113, 120; matching desired learning outcomes with specific design patterns and, 215t–216, 257; media viewer/playback function, 113, 120–121; memory, 113, 121; messaging, 113, 121; microphone and audio recording, 113, 122; microprojection, 113, 122; networking, 113, 122; new possibilities by combining affordances and, 125; notifications and alerts, 113, 123; portability/mobility, 123; short-range communications, 113, 123–124; touchscreens, 124; ubiquitous computing, 124; voice/phone communications, 124–125, 161–164; wearability, 125

Mobile device management (MDM): comparing mobile application management (MAM) and, 97–98; description of, 94–96; ethical issues related to BYOD and, 95; making a decision to use, 99; organizational need for, 89–90; policies on use of, 51–52; procurement of, 48–49; provisioning devices using, 52–53, 54; publishing content role of, 55–56; security function of, 96

Mobile device sensors: description and examples of, 146; just-in-time information accessed through, 145–148; next-next generation and potential of, 146–147

Mobile devices: bring your own technology (BYOT), 305, 306, 307; computing abilities of, 11; corporate-liable devices, 307–308; employee access to, 15, 31; leveraging social media for learning using, 237–241, 297–303; for market research, 166–167; procurement of, 47–49; research on mobile phone use, 166; as research tool, 165–170; storing preferences and inferring intent for mobile learning, 137–140; types of input and output, 10; unique affordances of mlearning through features of, 111–125. See also Apps; Bring your own device (BYOD); Cell phones

Mobile Intent Index (Ruder Finn), 139

Mobile learning advantages: ability to easily create and share content, 12–13, 34; adaptability and speed, 33; contextual nature of mobile learning, 16, 32–33; convenience of mobile learning, 34; cost-effectiveness and reusability of, 33; employee access to mobile devices, 15, 31; global access to mobile learning, 9, 32; improved data capture, 33–34; quick access to information, 15–18, 24–25, 28, 32

Mobile learning applications: capturing data, 10–11; communicating and interacting with others, 11; computing algorithms, 11; content transmission and retrieval, 10; contextual inquiry, 11; understanding the unique

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affordances of mlearning, 111–125

Mobile learning business case: business drivers of mlearning, 8–9; for cutting costs, 63–66; implementing a mobile learning project by making the, 287–288, 290; to increase demand for what you sell, 62–63; to increase revenue, 60–61; mlearning applications for your company, 66; for selling projects or services, 61–62; to support your sales force, 62

Mobile learning design: “always connected” consideration of, 194–197; “always on” consideration of, 192–193, 195–197; “always with you” consideration of, 193–194, 195–197; for context, 235–236; design patterns used for, 213–221; IDEO approach to, 188; issues to consider for, 187; key considerations for, 202–203; “mobile learning in a box” approach to, 190; for multiple screens in iOS platform, 232–234; Mystery, Heuristic, and Algorithmic stages of knowledge used for, 189–190; tips for using “three always” for, 195–197; understanding the importance of, 191–192; what not to do, 203–204; when converting e-learning to mlearning, 199–204. See also Design thinking

Mobile learning development: ripple effects of mobile learning technologies, 313–315; techniques used to keep up

with latest, 311, 312t–3131t; tools used for, 209–211

Mobile learning development tools: curation and content strategy, 210; information architecture (IA), 210; issues to consider for selecting, 209–210; software development, 211; user interface/user experience (UI/UX), 210

Mobile learning drivers: business-related, 8–9; “nomadism,” 69–71

Mobile learning ecosystem, 9–10The Mobile Learning Edge

(Woodill), 217Mobile learning experiences:

alternative reality games (ARGs) to create, 149–155; cameras used for visual-based, 113, 114, 141–143; creating digital publications for, 223–227t; decide what to include in mobile learning project, 288–289; importance of curation for successful, 205–208; learning records store (LRS) to record and share informal, 183; “micro-tasking” mindset of, 207; mobile device sensors for enhanced, 145–148; responsive web design (RWD) implications for, 247–249; storing mobile device preferences to enhance, 137–140; unique affordances of mobile device features for, 111–125. See also Content; Learning

Mobile learning launch strategies: 1: micro-blogging, 77–78; 2: create a WordPress website or blog, 78; 3: start a YouTube channel, 78; 4: SMS (text)

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message alerts, 78–79; 5: create a mobile version of your PowerPoint slides, 79–80; 6: audio podcasting, 80; 7: poll Everywhere, 80–81

Mobile learning management systems (LMSs): description of, 251; five levels of, 252; SCORM for compatibility with different, 277–278; spectrum of, 252–254. See also Learning management systems (LMSs)

Mobile learning metrics: covering other aspects of learning, 283; measuring results using, 282–283; purpose of using, 281–282; putting into action, 283–284

Mobile learning (mlearning): adoption of, 1, 8; applications of, 10–11; assessment and evaluation impact by, 179–183; ASTD’s 2013 report on growth and challenges of, 2; building brand advocacy through, 83–88; the business case for, 59–67; business drivers of, 8–9; change management strategies for, 101–104; comparing physical/virtual class, self-paced e-learning, and, 111–112t; converting e-learning into, 199–204; definition of, 7–8, 36; designing and creating content for, 12–13; disruptive nature of, 3, 21–29; e-learning use of geospatial data compared to, 118; ecosystem of, 9–10; incorporating multi-touch and gestures into, 131–135; inquiry-based pedagogy for, 11; integrating social media with, 237–241, 297–303; Kirkpatrick’s levels of training evaluation

of, 39–40, 281–283; new developments and trends in, 311–315; performance support as form of, 24, 39–40, 65–66, 171–173; push notifications to enhance, 265–268; strategies for launching, 77–81; “third spaces” of alternative workspaces using, 175–178; 2012 survey on three major barriers to, 307; understanding the differences between e-learning and, 35–42; why executives should care about using, 31–34. See also Enterprise mobile learning; Mobile learning (mlearning)

Mobile learning project implementation: decide on mobile learning experiences to include, 288–289; make decision about which technologies to use, 289; prepare and present a business case, 290; put your team in place for, 290–291; start with business strategy, 287–288; team work with project documents and procedures for, 291; transfer mobile learning system to an operations group for, 291–292

Mobile learning strategies: change management, 101–104; six Ps (Platforms, Policies, Procurement, Provisioning, Publishing, and Procedures), 3, 45–58

Mobile learning/e-learning differences: assessment as, 39; context as, 38–39; information access as, 37–38; performance support as, 39–40; timing as, 37; understanding the implications

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of, 41; unique affordances of mobile as, 40–41; user-generated content, 40

Mobile platforms: choosing the most appropriate, 45–47; description of, 45; standardizing procedures for, 56; total cost of ownership (TCO) of, 47

Mobile research: in agriculture, 168–169; citizen science and, 170; in healthcare, 169; in the human sciences, 167–168; on mobile devices for market research, 166–167

MobileIron, 96Mobility design consideration,

191–197Mobility/portability (mobile

devices), 113, 123MOMO (Mobile Moodle), 253MongoDB, 261Moodle, 172, 252–253“More knowledgeable others”

(MKOs), 239Morville, P., 210Mosher, Bob, 193, 209MoTIF Project report (U.S.

Department of Defense’s ADL group), 112

Motorola’s embodiment research, 116–117

MoveTools app (State Farm), 86–87

MP3 players, 313Mudlarking in Deptford project

(2005), 170Multi-touch and gestural

inputs: creating a mobile-first experience using, 132–133; designing metaphors for, 133; development workflow that supports gestural input, 134; sample gestural inputs,

133–134; three primary barriers to adopting, 132

Murray, A., 96MySpace, 240MySQL, 78Mystery stage of knowledge, 189

NNational Archive, 302National Leadership and

Innovation Agency for Healthcare, 172

Native codes, 211Natural language processing, 139Near field communications

(NFC): alternative reality games (ARGs) role of, 150; description of, 123, 194; geolocation functionality of, 255;

Net Dimensions, 253–254Netflix, 74Networking: mobile device used

for, 113, 122; mobile device used for mentoring, cognitive apprenticeships, and, 172–173

“The New Nomadism” (The Economist), 69

Nike FuelBand, 158Nikon, 314Nkosana-Nyawata, I., 182Nokia, 166“Nomadism,” 69–71“Nomophobia,” 70Notifications (mobile device),

113, 123Nuance’s NDEV mobile developer

program, 163

OObject modeling system (OMS),

168Objective-C, 211OmniGraffle, 133–134

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338 INDEX

On-boarding programs, 151OnPoint Digital, 253Organizations: the business

case for mobile learning by, 59–67; impact of disruptive mobile learning on, 25–28; mobile learning applications for your, 66; shift in control of information by, 18; so dome informal polling on mlearning at your, 103–104; standardizing mobile procedures, 56–58; why executives should care about using mobile learning for their, 31–34. See also Workplace

OSHA, 65Osterwalder, A., 315Output/input peripherals

(mobile devices), 113, 119–120

PParsons, D., 181Path, 75PDF (portable document format):

content and best practices for creating, 225–226; description of, 224–225; summary of differences between EPUB and, 226t–227t

Pedagogical patterns Project, 214Pellegrino, J., 181Pentland, Alex (Sandy), 168, 302Performance support: as form

of mobile learning, 171–173; mlearning training with, 24; as mobile learning and e-learning difference, 39–40; mobile learning tools for, 65–66

Personal digital assistants (PDAs), 173

Personalized learning: e-learning approach to, 138; mobile learning approach to, 137–140

Pfeiffer, Daniel, 4, 229, 269Phone/voice communications

(mobile devices), 113, 124–125PHP, 78Physical/virtual class learning

technology, 111–112tPIN security codes, 293, 294“Plain old telephone service”

(POTS), 124PLATO, 251Podcasts, 120Polaroid, 314Policies: adopting sound mobile

learning, 49–52; bring your own technology (BYOT), 305, 306, 307; corporate-liable devices, 307–308; mobile device management (MDM) product, 51–52; for proper procurement, 47–49; “remote wipe” process, 51; standardizing procedures for, 57. See also Bring your own device (BYOD)

Poll Everywhere, 80–81Portability/mobility (mobile

devices), 113, 123PowerPoint presentation: creating

a mobile version of, 79–80; Poll Everywhere display using, 80; PowerPoint gestural stencils to include in, 133–134

Predictive analytics, 311Presentations: as mlearning

content category, 108; PowerPoint, 79–80

Procedures standards, 56–58Procurement: early termination

fee (ETF) issue of, 48; implementing proper, 47–49; mobile device management (MDM) product issue of, 48–49; of mobile devices, 47; service level agreement (SLA) for, 48,

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56; standardizing procedures for, 56. See also Bring your own device (BYOD)

Project Management Institute, 290

Project Management Professional (PMP), 290

“Proprioception,” 301–302Provisioning mobile devices:

bring your own device (BYOD) issue of, 53–54; mobile device management (MDM) system for, 52–53, 54

Pun, R., 299Push notifications: description of,

265–266; development of cross-platform, 267–268; examples of applications for, 266–267. See also Alerts

Pusher, 267Pynadath, D., 139

QQuestodian, 167Quick Response (QR) codes, 114Quinn, Clark, 180, 182

RRadio frequency identification

tags (RFID), 123, 256Reference materials tools, 64–65Reflows (web page): description

of, 269–270; reducing the cost of a, 270–271; reducing the number of, 271–274

Reminders app, 129“Remote wipe” process, 51Research in Motion (now

BlackBerry), 53Research Lifestreaming service,

168“Responsive Web Design” posting

(Marcotte), 243

Responsive web design (RWD): description of, 243–245; implications for mobile learning, 247–249; mechanics of, 245–247

Retalis, S., 214Retired Federal Employees

Association, 302RFID (radio frequency

identification tags), 123, 256Rich media, 109Ricoh America, 91Rinomhota, S., 182Rose, M., 180Rosenbaum, Steven, 210Rosenfeld, L., 210Rothenberger, Tracey, 91Rotman School of Business

(University of Toronto), 188Ruder Finn, 139Ryu, H., 181

SSakai, 253Sales department: customer

relationship management (CRM) system used by, 282–283; mobile learning for increase revenue, 60–61; mobile learning to increase demand for products, 62–63; mobile learning to sell projects or services, 61–62; mobile learning to support the sales force, 62

Sales training: benefits of providing, 157; mobile games used for, 157–160; Salesforce used as customer relationship management (CRM) program, 158–159

Salesforce, 158–159SAML authentication, 50Samsung’s Gear, 164

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SARS outbreak (2003), 169Scaffolding learning, 239Schmidt, Eric, 16–17, 138SCORM standard: description of,

277; importance of learning, 247; KMx conformance to, 253; “learning activities” tracking by applications of, 278; online learning content compatibility function of, 277–278; responsive design for multiple screen formats and adding, 248; xAPI (Experience API) extension to the, 183, 277–280

Searching: language intent models on intent for, 139; storing preferences and inferring intent for, 137–140

Security issues: bring your own device (BYOD), 92; common sense and caution used for, 294; concerns of, 293–294; Google Play, 294; mobile application management (MAM) approach to, 98; mobile device management (MDM) approach to, 96; PIN security codes, 293, 294

Seinfeld (TV show), 162Self-directed learning, 24Service level agreement (SLA),

48, 56Service oriented architecture

(SOA), 20870–20–10 learning model, 241,

298–299Short-range communications

(mobile devices), 113, 123–124Sigil, 225Silverstein, M., 214Siri (iOS platform), 163Six Ps (Platforms, Policies,

Procurement, Provisioning,

Publishing, and Procedures): adopt sound policies, 49–52; choose the most appropriate mobile platform, 45–47; implement proper procurement, 47–49; as mobile learning strategy, 3; properly provision your devices, 52–54; publish content for your users, 54–56; standardize your procedures, 56–58

SixthSense project (MIT), 170Skype, 125, 162, 177Slater, R., 160SlideShare, 80Smarter Than You Think

(Thompson), 116, 301–302Smartphones. See Mobile devicesSmith, Jason, 168–169Smithsonian Institution, 142SMS (text) messaging: alerts

using, 78–79, 113, 123; mobile device function for, 113, 121; as mobile learning content category, 107–108

SMx (Knowledge Management Solutions), 253

The Social Conquest of Earth (Wilson), 237

Social development theory, 239Social geospatial data: creating

Wayfiler app, 258–263; list view of, 258; technology used to collect, 255–256; understanding the technology of place, 256–258; Waze, Glympse, and Tom Tom apps for showing current location, 258–259. See also Geolocation

Social learning: constructivist theories of, 238–240; description of, 238; informal basis of, 298–299; as learning

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via “social media,” 240–241, 298–299; understood as workplace knowledge, 241

Social media: benefits for employees using, 297–298; informal learning through, 240–241, 298–299; integrating mobile learning with, 237–241, 297–303; networked social interactions through, 240

Social Media for Learning report, 299

Social Media Today, 297Society for Human Resource

Management, 300“Sociometer” device, 168, 302Socket.io, 267Software development kits

(SDKs): for adding voice control to apps, 163; computing functions and apps for, 115; just-in-time information using, 138

Software development tools, 211“Spam,” 268Speech to text (STT), 162Sports data APIs, 163State Farm Insurance: Driver

Feedback app of, 40, 41; mobile learning used to build brad advocacy at, 86–88; MoveTools app of, 86–87

State of the Industry Report (2013) [ASTD], 1–2

Stodd, Julian, 299Stolen/lost devices, 92Subject-matter experts (SMEs),

85Successive approximation model

(SAM), 213Sukthankar, G., 139Summative assessment, 180“Surface computing,” 122

TTappestry app, 277, 280, 302Tapworthy (Clark), 84, 210Taylor, Craig, 301Taylor, J., 182Teaching as a Design Science:

Building Pedagogical Patterns for Learning and Technology (Laurillard), 214

Technology-Enhanced Learning: Design Patterns and Pattern Languages (Goodyear and Retalis), 214

“Technology of place,” 256–258Text to speech (TTS), 162Texting. See SMS (text) messaging“The Theory of Affordances”

(Gibson), 111A Theory of Fun for Game Design

(Koster), 158“Third spaces” workspaces: co-

working through, 176–178; growing trends in, 175–176

Thompson, C., 116, 121, 301–302TiVo, 26–27Tom Tom app, 258, 259Total cost of ownership (TCO), 47Touchscreens (mobile devices),

113, 124Traces of Hope (ARG), 150–151Training: alternative reality games

(ARGs) used for, 149–155; changing how companies’ view and create learning and, 27–28; changing how learning is created for, 27–28; Cognizant’s iPod use for employee, 217–220; enterprise mobile learning used for, 7–13; instructor-led training (ILT), 32–33; Kirkpatrick’s levels of evaluation of, 39–40, 281–283; mobile computing

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342 INDEX

shift to “performance support,” 24; for mobile development, 295–296; mobile games used for sales, 157–160; tying training intervention delivery to results, 283–284. See also Enterprise learning; Human resources (HR)

Triantafillon, E., 183Trinder, J., 183Tsagkias, M., 139Twitter: how users interact on, 74;

information sharing through, 34; social learning through chats on, 301

“Two Clicks and Ten Seconds” mantra (Mosher and Gottfredson), 209

UUbiquitous computing, 113, 124Ubiquity design consideration,

191–197Ubitexx, 53Udell, Chad, 1, 3, 7, 45, 73, 83,

107, 113, 127, 131, 132, 137, 141, 145, 157, 161, 179, 182, 191, 199, 205, 209, 235, 243, 265, 281, 287, 293, 305

UIView (iOS platform), 230United Nations Foundation, 172University of Maryland, 142University of Southampton’s

MPLAT Project, 172University of Toronto, 188Urban Airship, 267Urbanspoon’s scope feature, 75U.S. Department of Agriculture,

168U.S. Department of Defense:

Advanced Distributed Learning (ADL) group of the, 112, 277; web standards promoted by, 249

U.S. Department of Education, 249

U.S. Department of Energy, 249U.S. Geological Survey, 168USA Today, 139User Acceptance testing, 194User-centered design (UCD), 194User-generated content

(mlearning vs. e-learning), 40User interface/user experience

(UI/UX), 210UserZoom, 166

VVgyotsky’s social development

theory, 239Videocassette recorders (VCRs),

26View Autoresizing (iOS platform):

description and how to use, 230–232; designing multiple screens using, 232–234

Vine, 114Violino, B., 92Virtual private network (VPN), 50Virtual/physical class learning

technology, 111–112tVisio, 133Voice-based content, 108Voice over IP (VoIP) apps, 124,

162Voice/phone communications:

application programming interfaces (APIs) for, 163; Dragon Naturally Speaking voice recognition software, 162; HTML telephone tags, 162; interactive voice response (IVR), 161–162; iOS Siri, 163; limitations of earliest cell phone, 161; mobile device features for, 113, 124–125, 164; text to speech (TTS) and speech to text

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(STT) for, 162; Voice over IP (VoIP) apps, 124, 162

Vygotsky, Lev, 238–239, 240

WWagner, E., 213, 220The Washington Post, 302Wayfiler app: considerations

during the design of, 258–260; designing and building the, 260–261; other supporting technology used to create, 261–262; use cases for applications of, 262–263

Waze app, 258–259Wearability (mobile devices), 113,

125Weather Channel app, 137Web 2.0, 240Web pages: reducing the cost of a

reflow, 270–271; reducing the number of reflows, 271–274; reflow process of, 269–270

WebEx, 125Websites: reflows on web pages,

269–274; WordPress used to create a, 78

WebSQL, 138Weiser, Mark, 124Welch, Jack, 159–160“Who Owns Mobile in Your

Organization?” (Feser), 84Who Wants to Be a Millionaire

“Phone a Friend” lifeline rule (TV show), 161–162

Wi-Fi connections, 123, 255Wilson, E. O., 237Windows 8 platform, 45, 52Wireless application protocol

(WAP), 205WLAN networks, 255Woodill, Gary, 1, 3, 4, 7, 15, 69,

89, 107, 111, 165, 171, 175, 179,

187, 213, 237, 251, 277, 287, 305, 311

Word Lens, 142WordPress, 78Workplace: “proprioception” in

the, 301–302; social learning through social media and the, 238–241, 298–299; “third spaces” workspaces in the, 175–178; workplace knowledge component of the, 241. See also Organizations

“A World of Witnesses” (Economist magazine), 117

World Without Oil (ARG), 150–151

Writing on the Wall: Social Media the First 2,000 Years (Standage), 297

XxAPI (Experience API): as

assessment tool, 183, 278–280; informal learning tracked by, 278–279; “learning activities” tracked by, 278; Tappestry app use of, 277, 280

Xbox One game console, 164

YYahoo! Labs, 139Yammer, 177, 283, 302Year Zero (ARG), 150Yelp, 137YouTube: creating your own

channel on, 78; posting to, 114

ZZagat, 163Zepto.js, 273Ziegler, C., 161Zone of proximal development

(ZPD), 239

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