Maneuvering into Mobile Learning

 

    We use mobile technology constantly throughout our daily lives. As self-driven learners, we need our learning programs and technology to be supported through our mobile devices for maximum flexibility, convenience, and accessibility (Exter & Ashby, 2022; Lundin, 2022; American College of Education, 2022; Zhou & Li, 2019; Qarkaxhja et al., 2021; Hogle, 2017). By incorporating mobile learning technology into the workplace, learners can take a more active role in their learning, increase their engagement and participation through interactive mobile learning features, receive real-time feedback from peers and instructors, access powerful microlearning activities, and find just-in-time training focusing on their personalized needs (Lundin, 2022; Zhou & Li, 2019; Qarkaxhja et al., 2021; Victor, 2015). The following is a plan for implementing mobile learning in the workplace.

Mobile Learning Implementation Plan

A Plan for Implementing Mobile On-Demand Training in the Workplace
Workplace Environment	This plan is designed for a corporate workplace environment. Employees could be in-person, remote, or hybrid. Training can be provided for onboarding, soft skills, technical skills, new programs/software, and new initiatives, among other topics.
Problem	The LMS for training that the company currently uses does not support learning on mobile devices. Employees need access to training on mobile devices for convenience, flexibility, and just-in-time needs.
Target Audience	The target audience is all employees working within the company who need or would like to access training from mobile devices.
Purpose	This plan aims to implement a platform that can host on-demand training courses, microlearning videos, infographics, and other mediums on mobile devices.
Goals	1.     Using the mobile training platform, employees will access training on their mobile devices, wherever and whenever they want to learn. 2.     Utilizing a mobile training platform will allow employees to stay informed and actively participate through interactive and social mobile learning features. The company will save time and money with reduced training time and costs (Victor, 2015).
Mobile Technologies Needed	·       Users will have their own mobile devices, such as smartphones and tablets, with internet access. ·       The company will purchase a cost-effective training platform designed for mobile-first learning, such as TalentLMS, Adobe Learning Manager, Docebo, or 360Learning. This LMS should be compatible with other apps used by the company, such as Zoom, Workday, and GSuite.
Addressing Ethical Dilemmas	·       Data Security & Privacy: Users will be given a privacy policy to read and agree to the first time they use the mobile LMS platform. Users can grant the app access to other mobile data if needed by the app/learning tools, such as location and access to contacts. Passwords and access to the LMS and learning tools incorporated within will be encrypted and use multi-factor authentication (Sharma et al., 2022). Data obtained from the user or their mobile device will never be sold or used in any way other than for training/learning purposes. ·       Gamification & Social Learning: Gamification and social learning features included within the LMS will be used ethically and responsibly, keeping users’ information private, and will be built with safeguards for addiction, cyberbullying, hate speech, or other factors that could lead to misuse of the LMS or the creation of a toxic environment (American College of Education, 2022). These safeguards include active monitoring of social features, a responsible use/ethical code of contract for users to read and agree to before using the app, and limits on gamification features.
Implementation Steps	To implement the mobile learning platform, the instructional designers and other stakeholders will: ·       introduce the need for mobile learning and a platform to support it to company admin (presenting current research and employee surveys if needed), ·       research and purchase a mobile learning platform LMS compatible with other company apps as well as a data strategy for evaluation, ·       design mobile-first, user-friendly, accessible training content to upload to the LMS (including redesigning past training through a mobile-first lens), ·       conduct a pilot program with the LMS and a select number of employees to identify challenges and improvements to be made, ·       provide training to employees on the LMS and how to access mobile learning on their own devices, ·       open the mobile learning LMS platform to company-wide use, ·       continue to monitor the platform and conduct surveys regarding improving the platform and training provided (Mercier, 2020; Victor, 2015; Hogle, 2017).

    Designing mobile-first learning and making it available to learners through accessible platforms makes learning convenient, efficient, and functional for busy, self-directed learners. Microlearning and mobile learning go hand in hand, allowing learners to access brief but powerful training when and where they need it without getting blocked by device requirements. By implementing a mobile-first LMS platform, companies can ensure that employees always have access to training, making them more efficient and productive in their roles.

To find more information on mobile learning, check out the Resource Hub!

Happy learning!

References

American College of Education. (2022). Trends in instructional design: Module 5 [Video]. Canvas. https://ace.instructure.com/courses/1970601/external_tools/118428

Exter, M., & Ashby, I. (2022). Lifelong learning of instructional design and educational technology professionals: A heutagogical approach. TechTrends, 66(2), 254–264. https://doi.org/10.1007/s11528-021-00657-x

Lundin, L. L. (2022). Mobile learning. Salem Press Encyclopedia.

Mercier, S. (2020). Mobile learning: Why now? The Learning Guild. https://www.learningguild.com/articles/mobile-learning-why-now/

Qarkaxhja, Y., Kryukova, N. I., Cherezova, Y. A., Rozhnov, S. N., Khairullina, E. R., & Bayanova, A. R. (2021). Digital transformation in education: Teacher candidate views on mobile learning. International Journal of Emerging Technologies in Learning, 16(19), 81–93. https://doi.org/10.3991/ijet.v16i19.26033

Sharma, S. N., Kumari, B., Ali, A., Yadav, R. S., Sharma, A., Sharma, K. A., Hajela, K., & Singh, G. (2022). Mobile technology: A tool for healthcare and a boon in pandemic. Journal of Family Medicine and Primary Care, 11(1), 37–43. https://doi.org/10.4103/jfmpc.jfmpc_1114_21

Victor, S. (2015). Mobile technologies and social learning. The Learning Guild. https://www.learningguild.com/articles/1822/mobile-technologies-and-social-learning/

Zhou, M., & Li, Z. (2019). Blended mobile learning in theatre arts classrooms in higher education. Innovations in Education and Teaching International, 56(3), 307–317. https://doi.org/10.1080/14703297.2018.1447389