Trends in eLearning 2014; Video, Flipped Classrooms, Mobile Learning, Location Based Learning, Australia Zoo and More
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Slides from my June 2014 Keynote at EduTech in Brisbane. This presentation is probably best recognized for my demonstration of rapidly produced examples of location based learning - from the Australia Zoo (best known as home of Steve Irwin's, the Crocodile Hunter.) Includes links to the location based learning example - let me know if you get a chance to test it at the zoo. ;)
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Trends in eLearning 2014; Video, Flipped Classrooms, Mobile Learning, Location Based Learning, Australia Zoo and More
- 1. The State of eLearning - 2014 Dr. Allen Partridge Sr. Technology Evangelist, eLearning
- 4. Serious Games & Gamification Learner Expectations Set the Pace
- 8. 8 Why Now? The stealth injection of Constructivism
- 9. Mobile First vs. Responsive Design
- 10. Bring Your Own Device
- 11. Appification
- 12. Location Aware Learning 12 When & Where it Facilitates Learning
- 13. 13 Capturing the Moment My visit to the Australia Zoo
- 14. 14 There’s an App for that … now
- 15. Ideas, interaction & discovery Challenge Learners While They Are Hot
- 16. One Person, One Day Challenge Learners While They Are HotEasily within your reach
- 17. Dr. Allen Partridge ▶ Zoo App: p0qp0q.com/zoo ▶ allenp@adobe.com ▶ Twitter: @adobeElearning ▶ blogs.adobe.com/captivate ▶ Slideshare: allenpartridge
Notas del editor
- Thanks for giving this time to discuss the State of eLearning in 2014. I’ve broken down my thoughts into topical areas that I believe have significant influence in the current climate, or that I believe are trending up significantly enough to be relevant in the near future. My considerations were based both on our conversations with customers and on a survey of articles in the field.
- The rapid expansion of YouTube coupled with the common use of video services to search for training for virtually any topic suggests that video is once again the preferred medium for learning in many many cases.
- Social learning is just another way to say communication and collaboration during learning. Companies want this because it aids overall knowledge sharing and improves overall performance. Schools want this because of similar reasons. This will rapidly become hygiene in eLearning. It must be done. The obstacles have to do with, where the data is stored and who can access it.
- We put these two together because the experts in the field are convergent, even if the approaches are divergent. We have seen almost no traction for gamification in eLearning and suspect that this is because nobody has created social collaboration / discussion tools that can easily be leveraged in the space (until Presenter 9.) In serious and 3D games and simulations growth remains constant and steady in spite of the setbacks over the past five years. The problem in the Virtual World space remains monetization, though the metaverse continues to expand into open simulations with more and more of them opening every year. Educators are still deeply invested, as are military training experts – and they are still getting significant grant funding, though they’ve fallen out of vogue in the mainstream. The population of learners is getting more and more ‘friendly’ to the Virtual worlds / environments kind of model, but there are still no clear trendsetters suggesting widespread adoption over the next few years. We’d recommend watching the space – waiting for major technology improvements, esp. in the area of crowd sizes. Current limitations are at about 100 simultaneous users, but DOD experiments are aiming for 10,000 users and already tests of several hundred have been conducted.
- Flipped Classrooms are still trending upward, but they are tied to the fate of Constructivism – a movement that has not yet taken solid hold in education after more than 50 years. Vygotzky’s social constructivist theories suggest that learning is more effective when it is applied, and when the learners are actively engaged in solving problems. This is the theoretical principle behind phenomena like Sugatra Mitra’s hole in the wall computer experiments. Sugatra Mitra and Sir Ken Robinson are singular visionaries in this space and globally recognized, but the didactic education movement still holds sway with 100 years of dominance of behaviorist approaches. Flipped classrooms also relate to 21st century learning, in addition to the flipped classroom approach. 21st century learning principles basically state that collaboration, communication, and modern technology skills are critical to helping students with the creative problem solving necessary to exist as knowledge workers in the new economy. (It’s still constructivism but the mask is thicker) and so it’s accepted much more broadly. It also emphasizes technology which is more palatable for didactic diehards.
- Flipped Classrooms are still trending upward, but they are tied to the fate of Constructivism – a movement that has not yet taken solid hold in education after more than 50 years. Vygotzky’s social constructivist theories suggest that learning is more effective when it is applied, and when the learners are actively engaged in solving problems. This is the theoretical principle behind phenomena like Sugatra Mitra’s hole in the wall computer experiments. Sugatra Mitra and Sir Ken Robinson are singular visionaries in this space and globally recognized, but the didactic education movement still holds sway with 100 years of dominance of behaviorist approaches. We will gain traction with this approach in young and enlightened geos – Australia, the netherlands, parts of asia. We will not get much of a foothold with this approach in UK, Europe, and sadly not in much of the US. Because of that we recommend a careful evaluation of messaging that relates to 21st century learning, in addition to the flipped classroom approach. 21st century learning principles basically state that collaboration, communication, and modern technology skills are critical to helping students with the creative problem solving necessary to exist as knowledge workers in the new economy. (It’s still constructivism but the mask is thicker) and so it’s accepted much more broadly. It also emphasizes technology which is more palatable for didactic diehards.
- The field of mobile learning within eLearning is plagued by big thoughts and tiny actions. For nearly 20 years trainers & instructional designers have had prophesies about the future and power of mobile learning, but a significantly sluggish economy, a lack of clear financial benefit and perhaps a lack of an ‘EASY’ path forward has left mobile learning pretty much no where. While some eLearning modules are produced and then ported to mobile, virtually none are designed mobile first. Ironically many of the self-proclaimed experts in the field are touting the Mobile first Mantra, but it has no money or momentum at this point. The climate among eLearning authors remains the same, People are afraid of designing it themselves… but they do want it automatically accomplished. This points to a strong future for Responsive design in mLearning, and a strong likelihood that simply porting current content will be the normal solution perhaps plus responsive design output that is automatically generated. Finally, Performance support continues to be a real thing. Small companies with ‘app builders for performance support’ are starting to emerge. There are unexplored opportunities here. The profile of the phone is too far from desktop to easily port training – and there is a real need for performance support apps that can be pushed from employer to people in the field with BYOD phones. We see some opportunity also in blending RFID and other sensor related technologies with a lightweight, easy to use, authoring tool that builds apps and integrates databases of learning / training materials – but is focused on a narrow subset of performance support tools. So what’s the big deal about mobile first? Phones and tablets are fundamentally different from laptop and desktop computers. Just think about the way that you use you phone or tablet. You take pictures, videos and play apps. You download content and rely on it’s long battery life to access information online quickly and easily. You often take advantage of it’s location aware qualities, you navigate with your fingers – not with a mouse, and you might even sometimes use the accellerometer to interface with your device. Now thinking about learning. Could your learners use a camera to gather valuable information in response to question prompts? How about video? Could your learners use physical motions – moving the device in space - to feed information into a mobile device? (show ‘Heads Up’ app)
- It’s clear that the ease of use crowd in eLearning is attracted to the ease of use world of Apps. Design solutions / Development solutions etc. that inherit the qualities of Apps (easy to acquire, easy to learn, easy to use, easy to socialize, share, etc.) will continue to grow – in fact we expect based on the current trend that Appified solutions will become hygiene, rather than feature. Meeting the standards of ‘look and feel’ of Apps will probably become the expectation, esp. as it relates to social collaboration, sharing of courses and content etc.
- Location Aware Learning. Let’s take a moment to think about – just that one idea. Our location right now can be expressed as a simple set of numbers. We are at a specific longitude and latitude. Those two coordinates can narrow our location to a relatively small area. It depends on the accuracy of the device and on the method used – this can get extremely accurate, but in general today most locations appear to be within about the space of a football field. We can expect that zone size to narrow as technology improves. Now think about what we might do with that in an educational situation. The obvious, we could localize languages, we could reply to questions with images including the location of the image – so collecting data from a science field trip could be more meaningful. Example – space park. We may be able to identify emergency exits in a facility and ask a learner to check in at each one using a mobile eLearning module. We could recognize that a learner is in a specific city or nation and provide contextually accurate modifications to the learning.
- USE GPS to Trigger Learning Events Deliver LOCATION RELEVANT CONTENT VERIFY ‘FOUND’ LOCATIONS to Evaluate
- The rapid expansion of YouTube coupled with the common use of video services to search for training for virtually any topic suggests that video is once again the preferred medium for learning in many many cases.
- Thanks for giving this time to discuss the State of eLearning in 2014. I’ve broken down my thoughts into topical areas that I believe have significant influence in the current climate, or that I believe are trending up significantly enough to be relevant in the near future. My considerations were based both on our conversations with customers and on a survey of articles in the field.
- Use this closing slide for printing purposes only