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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Multimedia in the training world

I usually do not post article that I have not read fully.  However once in a while I will because I want to highlight some different uses of multimedia and animation.  So this is the abstract for this article which to me is enlightening:

The objective of this study was to develop an approach for translation of cognitive task analysis (CTA) results to training program content for operators of high throughput screening (HTS) systems. Currently, no standardized methods exist for translating outcomes of multiple CTA methods to support training program design and promote situation awareness (SA). We combined information requirements from a goal-directed task analysis (GDTA) and system resource requirements from abstraction hierarchy (AH) models to establish content on HTS processes and to address three levels of operator SA. The two electronic forms of training were compared with on-the-job (OTJ) training. Results provided preliminary evidence that CTA-based training increased operator knowledge beyond OTJ training and increased SA-related knowledge beyond operator initial system knowledge. A set of general guidelines was developed for design of CTA-based training programs, including methods for structuring components of the training program to support SA.

  • David B. Kaber
  • Rebecca S. Green
  • Manida Swangnetr

An Integration of Cognitive Task Analysis Results for Situation Awareness-Focused Training Program Development

AHFE 2017Advances in Human Factors in Robots and Unmanned Systems pp 161-172

Possible uses in law and order

Challenges and Opportunities in using Analytics Combined with Visualisation Techniques for Finding Anomalies in Digital Communications, Mithileysh Sathiyanarayanan, City, University of London, UK, Cagatay Turkay,

The concepts described in this paper will lead to a more efficient way to analyse digital communications including emails.

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.”

Another NYT Media Adventure


Graphic Storytelling Grows Up

This time, the Times Sunday magazine was published in an all comics issue telling 12 stories of the city.  Graphic fiction has become a big seller and provides an outlet for visual storytelling.  This electronic version of the magazine has the potential to be used by students as a model for story telling and as an alternative to traditional essay or report writing.  Opens up a variety of presentation styles for instructional designers who believe in universal design for all learners.  The prestige of the New York Times gives value to the media and enhances the professionalism of graphic storytellers.

Innovate Impact

Tomorrow I will be attending Innovate Impact at Ohio State University and hope to hear the latest in instructional design methods and the use of animation and visuals to improve instructional design strategies.


“With Impact as our theme for 2017, we’re sharing innovations that let educators re-imagine their instruction without sacrificing pedagogical quality and rigor. It’s fun to experiment and enjoy the novelty of cutting edge technologies, but we’re always looking at the way that technology has a positive impact on our students, instructor best practices, the educational community and beyond.

Innovate is a time for bringing people together across disciplines and across adoption barriers. The conference is built with the educator in mind: you don’t have to be tech savvy to fully participate in this day of presentations, demonstrations and valuable dialog.