It’s Time to Reimagine Mobile Learning

The way eLearning pros view mobile learning might be due foran update.

As recently as 2015, mobile learning could simply meanmaking eLearning available on mobile devices. It might have meant tweaking thecontent a bit, perhaps moving text and visual elements around so a design createdfor desktop computers could be used on a smaller screen. It often meantchunking a long course, breaking it up into “bite-sized” pieces that were moreeasily consumed on a mobile device.

That’s all gone the way of the dinosaurs.

Mobile-only content

Forget mobile-friendly or even mobile-first content. Increasingly,content is being created specifically—exclusively—for mobile devices. Forinstance, when Nationwide Claims Training Organization’s instructionaldesigners created mandatory training, they went straight to mobile, creating a series of podcasts for learners to use during “windshield time”—while driving toclient meetings.

In fact, an entire genre of eLearning exists due to theubiquity of mobile devices: chatbots that reinforce learning and coach employees to meet training goals. These helpful virtual instructors areon the job only because chatting, primarily via smartphones, is such a commonand comfortable way for people to exchange information.

Right-sizing mobile content

Much mobile-only content takes cues from the way people usetheir phones. For instance, modern digital consumers expect to be able toquickly look up information—on the always-present smartphone or tablet—thatthey need in the moment.

Modern digital learners are no different, a significantfactor in designing content specifically for mobile use. These learners’ expectationsare shaping mobile learning. Detailed, text-heavy courses don’t fit the mobileparadigm. Here are some approaches that do:

• Mobile performance support—job aids that supportlearners in the workflow—perhaps using augmented reality or mobile apps tooffer quick lookup of product details or step-by-step instructions for simpleprocedures.
• Spaced practice and repetition, often in theform of questions, quizzes, and flashcards delivered to learners’ phones.
• Microlearning—ultra-short “microlessons,”often in the form of videos, that learners can complete in only a few minutes.(The eLearning Guild will present a Microlearning Summit in February 2018.Watch the Summits web page for details!)
• Learner-generated content that demonstrateslearners’ mastery and application of skills, such as photos and videos of themselves performing a task.
• Reminders delivered via chat that guide newhires through the processes they need to complete during onboarding.

In each of the above examples, the units of content aresmall. While mobile devices offer learners the convenience of access anywhere,that comes with some drawbacks: Learners are likely to use mobile learning inenvironments with lots of distractions, for example. They might be squeezing inthe learning while riding a train or waiting for an appointment, and thereforeonly engage for a few minutes at a time. Very short, self-contained microlearningunits work best in these environments. A learner can quickly respond to asingle question, quiz herself with three flashcards, review one productsummary, or watch a single short video.

Design matters

Suitable design is a make-or-break issue for mobilelearning. While essential, using responsiveor adaptive design is insufficient. Content that fits onto a mobile screen might stillbe unusable:

• Designers must pay attention to placement andsize of buttons, menu items, and other navigational aids, ensuring that theyare easy to use.
• The amount of text that works well on a laptopor tablet might require an unacceptable amount of scrolling on a smartphonescreen; mobile learning should have minimal text.
• Visuals might rescale easily to fit—but lookawful. Mobile images and infographics have to be designed to be clear anduseful in miniature.
• Many learners use their mobile devices in noisyenvironments or places where playing audio is inappropriate. Ensure that learnerscan use mobile learning without audio by adding closed captions.
• Consider using vertical video, since most users hold their phones vertically most of the time.

As with the instructional content, one must create thedesign specifically for mobile use, with the mobile environment in mind. Find moretips in the Guild’s eBook 157 Tips on Improving eLearning Design.(Note that Guild eBooks are available to members for free download; membershipis free. Research publications are available to members who hold Pro, Plus, andPremium content packages.)

Learning is changing

The key to successful mobile learning is understandinglearners’ behavior, motivations, and expectations.

“Mobile habits aren’t all about stopping what we’re doing toconcentrate on our devices. They are often about combining what we’re doingwith immediate access to information, know-how, or entertainment. It’s aboutmaking the most of downtime in order to work, connect, amuse, or inform ourselves.And it’s about getting from not-knowing to knowing and then carrying on,” DavidJames said in Mobile Learning Perspectives, an eLearningGuild Research publication.

This is increasingly true—and relevant. TheeLearning Guild is exploring how digital learning is evolving and what thatmeans for L&D professionals; changes in learner behavior are detailed in “Emerging Digital Learning Landscape: Flexibility, Opportunity.” Mobile use is aprimary driver of changes in consumer and learner behavior; mobile learningcannot advance or continue to meet learners’ needs without evolving in tandemwith those learners.