M-Learning Standards

UX andInstructional Design Guidelines for M-Learning
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Recently I attended SITE 2019 and proposed standards for designing and developing standards for m-Learning.   This presentation explains the basis for these standards.

Presentation on link below:



mLearning Standards–

Where are they?

 In many reads, e.g., edtech for higher ed type magazines and journal, there is little mention about designing courses or developing strategies that use the power of mobile technologies.  Specifically, it is rare to read anything about using mobile phones for more than sending group or individual messages regarding the online or on ground course. There is a need to look at pedagogical use of mobile devices, not just as devices for social interaction or messaging (although these are also important for learning.)  Some specifics to be examined here:

  1. The pedagogical use should include the cognitive, physical, psychological, personal and cultural factors and the of all to learning principles.
  2. ISTE standards
  3. UNESCO recommendations
  4. Adoption in other countries
  5. Rubrics and other evaluation methods
  6. Learning Objects for mobile learning
  7. Peer learning with mobile devices
  8. Combining apps with learning, camera, measurement, audio,
  9. Active engagement of learners using the apps

Also, where should higher education be headed?

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Jumping into online learning in Yemen

The Levels of Availability of Electronic Learning Efficiencies of Yemeni Female Teachers Fahad Sallam Al-Azazi* , Fang Min, American Journal of Educational Research, 2017, Vol. 5, No. 6, 660-676,

Perhaps like the cell phone’s capacity to extend economies in 3rd world countries, elearning may be the key to the education of those who cannot afford the time or resources for a standard classroom.  In Yemen teachers are little by little becoming adept at using and providing elearning.


Critiques on use of mobile apps and animations for learning

Some of the research on the use of mobile apps and animations for learning shows no difference in performance, some show increased learning and some are not so sure that learning might be declining. This is nice review of various studies which also wishes to pinpoint the differences and compare not only the studies but the applications. “The ultimate goal is to provide guidelines that will help educators better identify those apps, animations, or other instructional technologies that will be most beneficial in terms of encouraging deep student understanding of course material.”

Holden, Mark and Twyman, Alexandra () “Apps and Animations: Choosing Web-based Demonstrations to Support Student
Learning,” Teaching Innovation Projects: Vol. 7 : Iss. 1 , Article 4.
Available at: http://ir.lib.uwo.ca/tips/vol7/iss1/4


Some questions about “learning” outcomes

In the following thesis the author investigated the effects of using tablets on learning.  The important take away from this study is that the researcher found no effect on success rate nor on grades.  However, the students using tablet learning devices were able to display other types of learning and its effects.  Most notably the students who used tablets conducted independent research, shared their ideas with peers and in the opinion of the researcher created new knowledge.  Specifically, users reported that the tablets’ portability and storage capacity for resources enhanced usage outside the classroom and enabled communications and information sharing with peers.   Such learning outcomes are not part of standardized testing and not always included as a grading criteria but are extremely desired in the work place.



“Interestingly, the tablet devices did not have any effect on the success rate and quality of the student grades for the respective courses they were enrolled in. The study also showed that the tablet devices were a good sharing and knowledge creating tool as the devices enabled students to conduct independent research, share ideas with peers and create new form of knowledge from the concepts they learnt.”



Healthcare informatics taking big steps in use of media, including animation, for learning

Innovations in Health Education: Digital Media and Its Capacity for Front-Line Health Worker Training, Kunal D. Patel and Tom O’Callaghan, in Global Health Informatics: Principles of eHealth and mHealth to Improve Quality of Care, Eds. Leo Anthony G. Celi, Hamish S.F. Fraser, Vipan Nikore, Juan Sebastian Osorio, and Kenneth Paik, 2017, MIT Press

The major takeaways covered in this book chapter include findings that the authors state are:

  • Digital media can lower costs, improve efficiency, and introduce peer-to-peer learning for health worker training
  • Visuals and animation alongside text can dramatically improve training outcomes as well as overcome barriers such as disability
  • Deployment of digital training and online learning can be rapid and provide a platform for learning surveillance.
  • (p. 389)