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.