Getting real


Unlike desktop computers, mobile devices travel with the person, and because, as humans, we have limited physical strength, battery power and luggage allowance, they’re necessarily rather small and low-powered. But, for the mobile worker, they represent the only possibility for connection to the electronic world on which so many of us depend. When a problem strikes or an opportunity arises, it’s wireless or hopeless.

But simple communication and information retrieval using voice or text messaging is one thing. Learning is another. It seems that every step we take in training technology, from videodiscs to CD-ROMs, to web-based training and now wireless communication, we make an enormous leap backwards in our ability to deliver engaging, multimedia-rich learning experiences. I know, it’s true we can connect people with each other and with data wherever they may be, but we have to accomplish this through an extremely small pipe.

Quinn’s vision of the mobile device is enticing: “Rich interactivity, total connectivity, and powerful processing. A small device that is always networked, allowing easy input through pens and/or speech or even a keyboard when necessary, and the ability to see high resolution images and hear quality sound. It would either have an advanced browser or a dedicated learning application as one of the software packages installed.”

But, let’s face it, that’s not what we have now, as Quinn admits: “Currently, few of these devices are ubiquitously connected, but instead have a 'dialup' capability meaning intermittent connection. The screens are small, the processing is slow, and the storage capacities are limited.” And that’s the PDAs - with mobile phones, you’re typically restricted to only a few lines of text. Or are you? Clark reminds us: “The mobile phone also has one facility that makes it better than most PCs. It has been designed to deliver audio. You can listen to, or even talk with, a real person. It is this mix of audio and text that makes the delivery of certain types of learning content possible.”

Although we would all like to see individuals take responsibility for their own learning, most organisations also like to keep track of who’s doing what to whom and when, using some form of learning management system (LMS). This data serves to update corporate skill bases and inform those responsible for supporting the learner, such as online tutors. The lack of ‘always on’ connectivity, makes tracking data a difficult task on mobile devices.

Case study: Learning to Go

start example

The widespread popularity of handheld PDAs encouraged Global Learning Systems (GLS) to design ways to use these devices to deliver training to a workforce continually on the move. Says Jim Marshall, the CEO: “Finally, with Learning to Go, we can offer true any time, any place learning.” The product provides the ability to view text and simple graphics, record learner data and download content from a synchronised desktop PC or remotely, for those with wireless Internet access. The server has the ability to identify the type of PDA, build and download dynamic web pages uniquely suited to the learner’s device and upload learner data such as lessons completed and quiz scores for inclusion in a database.

Users with the Palm operating system receive content comprising text, graphics and simple interactivity. Users with Microsoft’s Pocket PC OS have the added advantage of motion video clips, animation and sound. The entire system is integrated with a central database, allowing users to learn either at their desktop PC or on the road via their PDA.

Janet Way, Senior VP for International Business Development, has been amazed at the response: “The interest is huge. Anyone who sees it is really excited, particularly those companies with large sales organisations, using PDAs rather than laptops.”

end example

Although we are assured that permanent network connections for mobile devices are coming ‘any day now’, Experient Technologies has developed a solution called Calypso that bridges the gap. This system enables learners to download courses and use them offline with full functionality in a different operating environment, with the added advantage of offline data capture. While disconnected from the Internet, the user's activity is stored in Calypso's lightweight database for later synchronisation with the LMS, allowing learners the freedom to take their training wherever they go.

Another problem for m-learning is the lack of a standardised platform. The equipment on the market utilises a variety operating environments, display and sound characteristics, and input devices, making it hard to develop content that will work anywhere, yet take advantage of the specific capabilities of particular equipment. These problems can be alleviated if content is developed according to the emerging international standards for interoperable ‘learning objects’. Using technologies such as XML, it should be possible to create content independently of any delivery platform.




E-Learning's Greatest Hits
E-learnings Greatest Hits
ISBN: 0954590406
EAN: 2147483647
Year: 2003
Pages: 198

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