Mobile learning on the coalface

Anecdotal evidence from my workplace suggests that many believe that most learning occurs in the workplace rather than in the classroom. Considering that formal training courses are still the predominate workplace training method, this belief (whether real or perceived) is of concern. It is easy to see the attraction of on-the-job learning - it is timely, relevant, recognises prior experience and can access the higher states of Blooms taxonomy due to the complex nature of the work. Despite these positive elements, workplace-based learning has some significant downsides; it is difficult to grasp basic concepts because of the complexity and varied nature of the work,  workplace methods may not be inline with best-practice or management expectations, any learning is relatively unsupported and ad-hoc, and finally, production rather than learning is the overriding focus of the workplace. 

 

Gary knew he had left his iPhone somewhere here..

As I mentioned on an earlier post, mobile devices have the potential to be more than just a conduit for e-learning. In the workplace a mobile solution offers the promise of accessing the positive aspects of on-the-job learning as well as addressing some of the negative elements.Loomis writes an excellent article on the use of mobile devices for performance support rather than as a training delivery method. His suggestion is not to eliminate in-class sessions but to complement them by providing electronic resources that learners can have on-hand when they return to the workplace. Considering the investment of time and money that teachers and organisations put into creating in-class resources, in seems an obvious step to push these resources out into the workplace.

Loomis's suggestions have resonance with my thoughts on the employment of mobile devices, that they are not simply another method of delivering e-learning. Instead they are a vehicle for communication, information-sharing, and collaboration networks- all normal features of the workplace however by establishing them in a mobile environment these networks can extend beyond the immediate group and into wider communities. While we may see this as evidence of social constructivism in action, learners would simply see this as having good support, access to job-aids, and  experts when required. Equally, by creating information sharing networks that allow learners to access content on demand in an autonomous manner, information takes into account their prior knowledge and is relevant to their current issue, we are subscribing to Knowles's (2011) ideals of andragogy.

To fully implement a comprehensive mobile learning solution that goes beyond using mobile devices for elearning will take a significant shift in how organisations view not just these devices but also their application to training. In the commercial environment the organisation that equips their employees with the most up-to-date knowledge and skills has a considerable advantage over its competitors and perhaps this alone will drive the adoption of better utilisation of mobile learning at the coalface.

Using QR codes for learning.

Quick Response codes, more commonly known as QR codes were originally developed by a Toyota subsidiary to track automobile parts as they passed around the factory. Despite its industrial roots the overwhelming use for QR codes is in advertising. Thanks in part to free licensing, QR codes can now be seen on anything from billboards to Coke cans. By scanning these codes, consumers are linked to the websites, vouchers, videos, and more.

Unfortunately the desire of companies to appear tech-savvy has resulted in the over-use of this technology and has meant that many consumers have been put off by QR code's negative association with selling products. Accessing QR codes is also not without its dangers, with evidence that malicious QR codes been used to access the sensitive information contained on unsuspecting users phones.

QR in education

Despite the perceived downsides of this technology, it's use in educational situations has proven to be a bonus to both staff and students. At the Unitec campus in Auckland, faculty members have been using QR codes to allow students (using mobile devices) to access job-aids (detailed how-to guides) during practical lessons without having to wait for the tutor. While seemingly a small innovation the cleverness of this approach is that it allows students of differing abilities to access as little or as much information as they like. More advanced students can scan the documentation and carry out the task, occupying less of the tutor's time which can now be spend on tutoring less able students.

Given the increasing availability of mobile devices and cheaper mobile internet have QR codes outlived their usefulness? Their predominant use as a physical hyperlink means that they are always in danger of being superseded by new technologies - the most obvious being the mobile 'app' (mobile software applications).  Well designed apps offer a tailored solution to education; allowing students to access job-aids as well as task schedules, formative assessments, competency logs, portfolio recording, and the list goes on. The downside of new-tech solutions such as apps are the substantial financial and organisational commitment required to implement them.

Despite being simple in comparison, QR codes are are significantly easier (and cheaper) for an individual tutor to introduce to the classroom without necessarily having organisational oversight. This grass-roots approach means that QR codes can be used by tutors that have an interest in the technology rather than being forced upon them by a higher governmental or organisational requirement. 

Is m-learning an extension of e-learning?

For most businesses, e-learning is the predominant technology for workplace education. Typically this approach revolves around a 'push' method of implementation in that learners are signed up or mandated to attend set courses. Despite their digital nature a significant portion of e-learning courses still employ a traditional classroom pedagogical approach.

Given e-learning's widespread acceptance in workplace education it would be easy to introduce mobile learning (m-learning) as an extension of this approach. Referencing the SAMR model (Puentedura, 2014) this augmentation or substitution of technology sees m-learning as simply a vehicle for 'e-learning anywhere'. 

Not surprisingly a number of m-learning proponents (Pegrum, Howitt, & Striepe, 2013, Miller & Doering, 2014) argue that this approach misses the key opportunities offered by this technology; namely the ability for the learner to 'pull' information, communicate and socialise (Pegrum, Howitt, & Striepe, 2013) when they want to, rather than when instructed to.

For businesses, mobile devices offer more opportunity not as a vehicle to do more training (as training in inherently expensive), but to do less training. By allowing the learner to 'pull' information when required, training, job-aids and advice can be delivered in a just-in-time approach - something that sits comfortably within current business processes. While in other learning environments these innovated approaches face resistance from staff and students , the reverence that businesses place on performance means that they are more likely to embrace Puentedura's 'redefinition' and in the process altering the underlying pedagogy.

The new iPhone 6 widescreen was ridiculous

New Blog up and running!

Finally made it to the last paper (Technologies for Learning) towards the PGDipEd! Looking forward to the exploration of technology and its application to education -Does it live up to the hype?