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Rethinking Online Learning in a Mobile Age: Seven Considerations for Mobile Learning Design Author 1, Author 2 Abstract: The landscape of education has evolved rapidly over the past decade. Distance and online learning has given way to new platforms and devices now available anywhere and at any time. With this new level of mobile access come new design considerations. Learners are thinking differently when accessing content remotely, and design must support and nurture their experience. In this paper we present seven mobile learning design considerations. Specifically, we address ways in which designers can leverage aspects of mobile technology that differ from traditional, desktop-based applications. In doing so, we also attempt to forward design principles that help educational software designers re-envision how to effectively create transformative learning experiences on mobile platforms. Introduction Only recently have mobile devices offered capabilities comparable to desktop computers. This increased capability makes for exciting times for those who believe mobile devices can greatly impact learning. This can be seen in current emphasis in the literature on the use of mobile technology to support learning, including a substantial increase in mobile learning research as well as conferences devoted specifically to how mobile technology can be used to support learning (Ting, 2012). Many researchers and practitioners are optimistic about the affordances of mobile technology, specifically a learner’s ability to access information on the move as well as unique communication opportunities (Sharples, Taylor, & Vavoula 2005). However, the use of mobile devices to support learning is not without issues. Mobile devices can create usability issues for learners (Ting, 2012). For example, limited screen sizes can inhibit user interaction. Beyond this, the mobility of these devices raises the concern of students interacting with learning material in contexts that they typically do not associate with learning (Kukulska-Hulme, 2009). From a theoretical perspective, the literature ranges from frameworks that can simplify the design and development of mobile learning applications (Martin, et al., 2011) to a number of theoretical models that can inform the analysis of mobile learning applications from a pedagogical perspective (Park, 2011). However, there has been little written from the perspective of designers of mobile learning environments and applications. As a result, designers of mobile learning environments and applications are often left without the theoretically grounded, yet pragmatic, example-based principles that help move projects forward. This paper is written from the perspective of

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Page 1: s3.amazonaws.com€¦ · Web viewMobile devices can create usability issues for learners (Ting, 2012). For example, limited screen sizes can inhibit user interaction. Beyond this,

Rethinking Online Learning in a Mobile Age: Seven Considerations for Mobile Learning Design

Author 1, Author 2

Abstract: The landscape of education has evolved rapidly over the past decade. Distance and online learning has given way to new platforms and devices now available anywhere and at any time. With this new level of mobile access come new design considerations. Learners are thinking differently when accessing content remotely, and design must support and nurture their experience. In this paper we present seven mobile learning design considerations. Specifically, we address ways in which designers can leverage aspects of mobile technology that differ from traditional, desktop-based applications. In doing so, we also attempt to forward design principles that help educational software designers re-envision how to effectively create transformative learning experiences on mobile platforms.

IntroductionOnly recently have mobile devices offered capabilities comparable to desktop computers. This increased

capability makes for exciting times for those who believe mobile devices can greatly impact learning. This can be seen in current emphasis in the literature on the use of mobile technology to support learning, including a substantial increase in mobile learning research as well as conferences devoted specifically to how mobile technology can be used to support learning (Ting, 2012). Many researchers and practitioners are optimistic about the affordances of mobile technology, specifically a learner’s ability to access information on the move as well as unique communication opportunities (Sharples, Taylor, & Vavoula 2005). However, the use of mobile devices to support learning is not without issues. Mobile devices can create usability issues for learners (Ting, 2012). For example, limited screen sizes can inhibit user interaction. Beyond this, the mobility of these devices raises the concern of students interacting with learning material in contexts that they typically do not associate with learning (Kukulska-Hulme, 2009).

From a theoretical perspective, the literature ranges from frameworks that can simplify the design and development of mobile learning applications (Martin, et al., 2011) to a number of theoretical models that can inform the analysis of mobile learning applications from a pedagogical perspective (Park, 2011). However, there has been little written from the perspective of designers of mobile learning environments and applications. As a result, designers of mobile learning environments and applications are often left without the theoretically grounded, yet pragmatic, example-based principles that help move projects forward. This paper is written from the perspective of designers. We aim to fill the gap in the literature by referencing both scholarly articles as well as contemporary examples of well-designed learning applications in order to inform not only mobile design work but also the evaluation and integration of mobile learning applications. Ultimately, we do this by presenting mobile design considerations that lead to principles of effective mobile design.

Principles for Mobile Learning DesignThe following seven considerations are not comprehensive, but rather are salient aspects of mobile technology

that affords opportunities for mobile learning design. These considerations, in turn, highlight what we believe are pragmatic design principles for the effective development of meaningful mobile learning experiences.

Mode of InteractionThe most obvious difference between desktop and mobile applications is the mode of interaction. Unlike

keyboard- and mouse-based interfaces, today’s mobile devices use touch screens and gestures. Gesture-based applications have numerous benefits, especially for learners with disabilities (Shah, 2011). An example of this is iConverse (www.converseapp.com/), an Augmentative Alternative Communication (AAC) application available on the iPad/iPhone for people with communication disorders (see Figure 1). The application uses large, simple, and clear icons that facilitate both user understanding of the application itself and the ability to interact with it (even when the user lacks fine motor skills).

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Figure 1. iConverse aids in communication for people with communication disorders

Touch-based modes of interaction have benefits, but also require design considerations that challenge existing frameworks. Rethinking modes of interaction also goes beyond surface-level characteristics of the software. For example, with mouse-driven applications, designers can define feedback for when a user hovers the cursor over an element of the application (e.g., displaying detailed descriptions of buttons as tooltips). On a touch screen this particular state does not exist. Yet it is not enough for designers to simply acknowledge lack of roll-over states. Rather, they must find innovative ways to integrate this type of information into the visible interface.         

Context of UseAnother important consideration of mobile applications is the context of use. While traditional interaction with

software at home or in a school is still common, mobile technologies are just that: mobile. Mobile technology can affect learning activities regardless of context (Hwang & Tsai, 2011). It affords learning across space and time, and interactions with the software occur more frequently and in less-structured ways. Mobile learning is also tied to informal learning, especially unforeseen learning opportunities (Clough, Jones, McAndrew, & Scanlon, 2007). Designers of mobile learning applications who consider context have the twofold responsibility of understanding that learning can occur serendipitously, and that support for this type of learning requires contextual content.

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Figure 2. The “monocle” feature in the Yelp mobile app displays an overlay of nearby businesses

The popular review site, Yelp (www.yelp.com), provides an application that allows users to view reviews of nearby businesses, filtered by a user’s location. Additionally, the “monocle” feature, one of the first examples of augmented reality in mobile applications (Kirkpatrick, 2009), uses the device’s camera to display an overlay of nearby establishments (see Figure 3). The technology involved in this application has clear implications for informal learning. The information presented is dynamic and situated within the context of a user’s current location. Furthermore, users typically call on an application like this at unforeseen times and in unforeseen places, supporting learning even in contexts that are not predefined.

ScopeModular applications are ones that interface with existing technologies or applications in order to perform a

specific function. For example, many applications leverage the power of web technologies such as Facebook, Twitter, or Google Maps. This is in contrast to robust desktop applications like Adobe Photoshop or Microsoft Word, which are stand-alone solutions for general tasks (photo editing and word processing, respectively). Many applications offload management of user accounts through Facebook. For example, the streaming music service, Spotify (www.spotify.com), lets its users log in through Facebook, and integrates other functionality such as automatically posting updates to their profiles with links to the songs they are currently listening to. Not only does Facebook integration minimize complex back-end development (e.g., managing user passwords), it also makes for scalable applications by automatically adopting new features that the integrated application implements.

Designers of modular applications must take advantage of this ability to offload certain functionality and instead focus on doing a specific job well. One way to do this is by creating an auxiliary application that performs a single function within a larger system. The online performance assessment system, Avenue (lt.umn.edu/ave), is a web-based tool for teachers and learners of world languages (see Figure 4). The system allows instructors to create tasks for students by using custom media, defining self-assessmet parameters, and providing numeric and textual feedback. The desktop version handles the complete lifecycle of a task (creating, managing, assigning, and completing). However, given the portability of mobile devices, the iPhone version focuses on task creation, allowing instructors to take on-site pictures or video, upload the media, and create and assign a task to students. This task can then be completed and assessed within the larger system.

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Figure 3. Avenue allows teachers to create and students to complete flexible world language learning tasks.

Data ManagementMobile learning does not necessarily require the storage and accessing of data. However, when the need to

capture data in a mobile environment is necessary, there are a number of factors to consider. It is the responsibility of the designer to identify the types of data a learner will want (or need) to record, when and where they will be recording it, and how it will be accessed for later use. Will the learner be required access to an Internet connection? Are the tasks they are completing connected to other learners or their instructor(s) in any way? Is there media that may need to be captured and stored for later access? These are just a sample of the questions a designer should be considering when designing and developing an environment for mobile learning. If the decision is made to capture data for the user there are two major ways this can be accomplished.

The first method is the utilization of storage space on the device the learner is using. This approach has the advantage of being faster because it is not dependent on unknown variables such as Internet connection speed. It is also more manageable because the information being stored is user-specific. The second method is much more complicated to manage, but offers near limitless options for the learners experience by allowing them the ability to connect with other learners’ data. Stand-alone applications of children’s books (e.g., You’re Only Old Once by Dr. Seuss) demonstrate using localized data storage to track a reader’s progress and their user preferences.

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Figure 4: The splash screen for the app You’re Only Old Once offers options for the learner stored locally within the device.

Stand-alone apps of children’s books (e.g., You’re Only Old Once by Dr. Seuss) demonstrate using localized data storage to track a reader’s progress and their user preferences. There is no added benefit of keeping this data stored online; in fact, it is a hindrance. By not requiring connection to function, these apps are able to operate offline giving the user the freedom to access them from anywhere once downloaded and installed.

Mode of AccessA learner’s expectation for the performance of a learning environment fluctuates considerably depending on

the way they are accessing its content. Desktop applications are expected to be the most robust option, but mobile applications of those same environments should degrade as gracefully as possible. An environment’s ability to be flexible largely depends on the device the learner uses when accessing its content. In order to plan for the best possible experience, the designer should fully understand their audience. If the application being designed is for a school that has implemented a one-to-one laptop program for example, the design considerations will be drastically different compared to the design considerations for an unknown population of users with the potential of them using any number of different devices. If the audience is unknown, a more generic design using HTML5 and CSS3 with Javascript will help to insure the learning environment can be accessed regardless of the learners’ platform. This approach, however, limits functionality, in addition to hardware acceleration of graphics, on some devices by being forced to design for their respective mobile browsers. Explore15 is a learning environment designed to work on any browser and with any device as described above. This flexibility can be seen in its conditional coding decisions that allow it to identify the device used and delivering the most efficient variation of the environment possible.

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Figure 5: Explore15 is an online learning environment designed to work equally on any platform or device.

Design ScaleLearning environments are commonly accessed using mobile devices that are significantly underpowered

when compared with a laptop/desktop computer. As a result, learning environments must be designed in a way that will minimize the number of files (and file size) needed to successfully deliver necessary content. One approach is to remove unneeded content areas not relevant to the learner based on the specific device they use. This reduces content clutter in the design and reduces complexity of the navigational structure. Less navigation is important when dealing with the smaller viewing area common of most mobile device screens.

Layouts for applications on mobile devices can take on different forms based on the device’s orientation and screen resolution to maximize the application’s functionality. In addition, using OS-specific features can reduce confusion for the learner by reducing time invested in getting familiarized with custom functionality or navigation. An added benefit is the performance gains seen when adapting OS-specific features that have been optimized for the devices hardware.

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Figure 6: The iOS application Geothentic allows instructors the ability to reflect on their technology, pedagogy, and content knowledge over time and review their previous reflections.

The Geothentic application for iOS is an example of a custom application that serves its own function rather than simply replicating content from the web-delivered learning environment. Rather than duplicating functionality, the application is designed to act as a supplementary tool allowing instructors to reflect on their own teaching style in the application while delivering the course material through the online learning environment.

IncentivesLearners are often responsible for completing assignments both in and out of the classroom. Intrinsic (i.e., self-

satisfying) and extrinsic (i.e., motivated by rewards or punishment resulting in success or failure) incentives have historically played an important role in motivating learners to complete assigned tasks (Lin, McKeachie, & Kim). Sources of motivation in education vary greatly depending on an educator's teaching philosophy, but one of the more common learning theories used in mobile learning today is behaviorism. Trends in current application design draw heavily from the notion of using positive and negative reinforcement to apply or withhold stimuli in order to incite change in a learner’s behavior (Watson, 1930).

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Figure 7: Class Dojo is an online tool and app that serves as a visual reminder used to guide student behavior by awarding custom achievements (positive or negative) to keep them on track.

Without a reason to open an application outside of class, it can easily be treated as out-of-sight out-of-mind. Designers can leverage a learner’s behavior to their advantage by guiding them through key areas of content in order to complete specific activities. Accomplishing virtual achievements (e.g., collecting badges) to earn class points for completing these activities is one example of how mobile learners can be motivated to complete assignments and encourage their staying active in the application over time. The added encouragement of introducing competition for an additional prize, like the first participant to collect every achievement for example, can further extend the desire for learners to return to an application.

ConclusionThe above considerations provide a strong foundation for design based on the specific affordances of mobile

devices within the context of learning. These considerations are particularly clear when compared to traditional learning software. A deep understanding of how mobile applications differ in interaction mode, use context, scope, data management, access modes, design scale, and incentives is the first step toward thoughtful mobile learning design.

However, it is important to note that there are design considerations that transcend mobile and desktop technologies. For example, all learning applications should consider both a student and a teacher perspective to insure a consistent experience for each. As new technologies are introduced, it becomes increasingly more difficult for designers to effectively implement their ideas across all necessary platforms. However, carefully considering how these technologies are similar to and different from existing technologies is a necessary first step in the development of meaningful learning experiences. 

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