Posted tagged ‘mobile’

Out of the shadows

24 February 2014

“What apps do you recommend?”

With the proliferation of smartphones and tablets in the workplace, this is a question I am being asked with increasing frequency.

And I don’t really like answering it. I mean, I have my faves, but they are my faves. What I find useful might prove useless for you. It all depends on the nature of your role and what you are endeavouring to do with your device.

So to better inform my answer to this question, I am crowdsourcing a list of favorite business apps. I can now point to a dynamically curated selection of apps that a range of other people find useful. The weight of numbers lends credibility to my recommendations.

Businessman with information and resources streaming out of his smartphone

While it’s early days yet, I’m not surprised to see Evernote streaking ahead. In just about every conversation I have with my peers about apps, the peppermint pachyderm rates a mention. It seems everyone is talking about the elephant in the room!

However, I am surprised by the listing currently in second place: Dropbox. I’m not surprised by the fact it’s listed as a favourite app – Dropbox is excellent! – but rather that it’s listed as a favourite business app.

You see, while Dropbox offers wonderful affordances in terms of cloud-based storage and retrieval, it’s (apparently?) not very secure. Despite its Help Center’s claim to the contrary, the internet is littered with warnings such as this one and IT departments tend to frown upon its use.

Nonetheless, people use it. A lot. For business.

I see this as a sign of the times. Employees are circumventing their company’s restrictive and frustrating IT policies with their own technology.

Now I must stress that I am neither an IT manager nor a security expert. I am not arguing one way or the other on whether this is right or wrong. What I am saying is that this is happening. Shadow IT is casting itself over the corporate landscape.

Consider the implications for the e-learning professional:

  • Your employees expect to access information and resources on their own device – whatever make, model or operating system it may be.
  • Your employees are watching YouTube videos and engaging in social media, even if those sites are blocked by the company.
  • Your employees are participating in MOOCs, even if you disagree with their pedagogy.
  • Your employees are playing games when they get bored or they need a break.
  • Your employees are familiar with apps and they are using them.

The list goes on… You can try to suppress it – or embrace it.

Isn’t it time for your organisation’s e-learning to come out of the shadows?

The 3 mindsets of m-learning

28 January 2014

One of my most popular posts of last year was M-Learning’s dirty little secrets.

By “popular” I mean quantitatively: it attracted a relatively large number of hits and comments. Qualitatively, however, the situation was somewhat different: while many of the comments were concordant, others were not. For the record, I don’t believe those discordant comments were wrong – they just represented different points of view in different contexts.

Nonetheless, while I stand by what I wrote back then, there was always something niggling at the back of my mind. I felt that I had missed something. Those discordant comments prompted me to think about it deeper, and I’m glad they did because now I feel I can improve my position.

Businessman pointing towards viewer

Mindset #1 – Push

Given the increasingly mobile workforce and the emergence of BYOD, increasing pressure is being placed on the organisation to distribute its content to multiple devices. In corporate e-learning, the most obvious example of such content is the online modules that the company distributes via its Learning Management System.

In M-Learning’s dirty little secrets I advocated the creation of “one course to rule them all”. I argued that if you must push out training, forget about smartphones. No one wants to use them for that, so they are an unnecessary complication.

Instead, concentrate your efforts on the one course that will fit onto desktops and laptops and tablets – ie what your target audience will use to consume it. If you base it on HTML so it will run across operating systems, you can make the course device agnostic.

Responsive web design may render my argument moot – but only when rapid authoring tools adopt the protocol, enabling Average Joe to implement it.

IT technician with network equipment and cables

Mindset #2 – Pull

Having said that, in M-Learning’s dirty little secrets I also advocated pull learning.

Instead of pushing out yet another course, I’m more inclined to host content on a mobile-friendly platform like an intranet or a wiki that the learner can access, browse and search via their device of choice – including a smartphone.

This approach empowers the learner to pull the content at their discretion, wherever they are, at the time of need. It replaces the notion of training “in case” it will be required with performance support “when” it is required.

For many, this is the essence of m-learning: on demand, in the moment, in context, just in time, in the workflow.

And yet, while this deceptively simple mindset represents a tectonic shift in corporate pedagogy, it does not on its own fulfil the potential of m-learning. For that, we need a third mindset…

Augmented reality layers over buildings in the background

Mindset #3 – Experience

Experiential m-learning leverages the environment in which the learner exists.

This approach need not be hi-tech. For example, a tourist following the walking tour in a Lonely Planet is undertaking experiential m-learning. The book points out the specifics of the environment, and the tourist subsequently experiences them.

Of course, electronic technology facilitates experiential m-learning like never before. Handheld devices combined with the Internet, geolocation, and the likes of augmented reality make the learning experience engaging, timely and real.

It’s also important to note that this mindset applies to both push and pull learning. For example, an LMS-based architecture course may step the learner along a particular route through the city. Alternatively, an interactive map may empower the learner to select the points of interest at their discretion and convenience.

Which leads me to one of the commenters who took umbrage at M-Learning’s dirty little secrets. This fellow was developing a smartphone app for his students enrolled in a Diploma of Community Services. While I suspect his polemic stemmed from a misinterpretation of my argument (which no doubt related to my inability to articulate it sufficiently), he did indeed cause me to ask myself:

Why can’t an app push training on a smartphone?

And the answer, of course, is it can. But then I would add:

Why would you want to?

Given the speed and cost effectiveness of producing online courses in-house these days, combined with the availability of content repositories in most organisations, I would be inclined to save the time and expense of building an app – unless it exploited the mobility of the device.

So part of my lengthy response to this fellow was:

…I would suggest that the app enables the student to interact with the content *in the field*. Perhaps it encourages them to walk around the Cross (to be Sydney-centric, but you know what I mean) and prompts the student to describe their surroundings. If the app then simulates an interaction with a homeless person or with someone who is drug-affected, then it’s done in the context of the work and thus becomes infinitely more meaningful. And if the student could select the scenarios at their discretion rather than have to wade through them in a pre-defined linear manner, then that hands over to them some of the control that you want them to have.

In other words, I would bother with an app only if it offered something that “regular” push or pull content doesn’t. And that something is an authentic experience.

It is this mindset which urges us to realise the full potential of m-learning.

MOOCs, open badges & the future of e-learning

10 December 2013

Another year of blogging draws to a close, this time dominated by the themes of MOOCs, open badges and the future of e-learning.

This year my blog enjoyed more robust discussion, and I thank everyone who cared enough to comment. Comments are the lifeblood of bloggers, so cheers!

It would be remiss of me not to call out three commenters in particular – Crispin Weston, Chris Taylor and Matt Guyan. Thanks so much for your thoughtful, supportive and challenging comments: you improved my thinking.

I invite everyone to review my posts for 2013 – and yes, please comment!

Collage of blog images

MOOCs

Open badges

The future of e-learning

Miscellaneous

Merry Christmas, and here’s to a provocative 2014!

Would you like an education with that?

4 December 2013

Last night I attended the official launch of the Tiny Shops Burgers app by Sydney-based startup, hawt.

The app is an educational game in which you are the manager of a busy little burger shop. The customers line up and place their orders – say, a burger, small fries and a drink – while you ring up their bill on the cash register, accept their payment and return their change.

If you keep the customers waiting too long, over-charge them or short-change them, they’ll become unhappy and you’ll lose them.

Screenshots from Tiny Shops Burgers

The time sensitivity of the game reminds me of Diner Dash in that it demands increasingly proficient priority management and faster performance as you work your way up the levels.

Beyond pure speed however, Tiny Shops Burgers also demands accuracy. Your success in the game is dependent on your getting the mathematics right, which must be done mentally (Heaven forbid!) while under pressure.

More screenshots from Tiny Shops Burgers

I recommend Tiny Shops Burgers because it gamifies a subject that plenty of school children dread. Not only can it develop their arithmetic skills, but also their financial literacy, awareness of foreign currencies, and (arguably) an appreciation of customer service.

But does it work?

I’ll answer that with a quote from a Year 5 student from Hurstville South Public School:

“I don’t like maths but I love this game!”

E-Learning Provocateur: Volume 3

13 November 2013

Hooray! My E-Learning Provocateur: Volume 3 is now available.

This volume comprises my latest collation of articles from this blog. As in the earlier volumes, my intent is to provoke deeper thinking across a range of e‑learning related themes in the workplace, including:

E-Learning Provocateur: Volume 3•   Mobile learning
•   Informal learning
•   MOOCs
•   Flipped classrooms
•   Social intranets
•   Open badges
•   Self publishing
•   Augmented reality
•   The future of e-learning

E-Learning Provocateur: Volume 3 is available in both paperback and Kindle formats.

If you enjoy it, please review it on Amazon!

Boiling the backchannel

1 October 2013

I enjoy attending conferences.

Unfortunately I don’t attend as many as I’d like because so many of them are prohibitively expensive, are beyond my travel budget, or demand too much time out of the office.

Whenever I do attend, however, I enjoy hearing and seeing what other people have to say and show, because they validate my own ideas, introduce new ideas, and spark tangential ideas. I also like meeting new people in the industry and re-connecting with those whom I already know.

Another aspect of conferences that I enjoy is the real-time chat on Twitter – aka the “backchannel”. When I’m not at the conference, the backchannel clues me in to the key learnings; when I am at the conference, I can peruse the observations of my fellow audience members and share my own. It’s also a great way of putting a face to a name to facilitate the aforementioned networking.

Of course, healthy backchannel activity is in the interests of the conference organiser too. While it may seem counterintuitive, loads of attendees sharing their observations with the Twittersphere for free won’t discourage other people from attending (as the backchannel is inevitably an inferior substitute for the real thing). On the contrary, the backchannel is a vehicle for precious WOM that can raise awareness of the event among the Twitterati and – if it sounds appealing enough – encourage them to attend next time.

So I see heating up the backchannel as a critical aspect of the conference organiser’s role. Here are my suggestions for getting it to boil…

Pan on a gas burner

1. Inform everyone of the official hashtag.

If you don’t, your audience will splinter and they will use various permutations of acronyms and digits which will then dilute the conversation.

So tell everyone up front what the official hashtag is. Even better, include it on your marketing material to get the conversation going before Day 1.

2. Explicitly invite the audience to tweet.

Not only does this give many in the audience the moral authority they seek, but it also reminds those who might otherwise have forgotten.

3. Provide free Wi-Fi.

I realise this might be pricey, but if you want your audience to use the Internet, this is a big juicy carrot.

And if you do offer free Wi-Fi, for crying out loud inform everyone of the access details.

4. Host a charging kiosk.

Even the most ardent of tweeters can’t do much with a dead device.

5. Inform the audience of the presenter’s handle.

Tweeters like quoting the presenter, but they’re less likely to do so if he or she isn’t on Twitter. Even if they are on Twitter, the search function is so awful that it can be difficult to find them.

Putting the presenter’s handle on the last slide is comically late. Put it on the first slide instead, and in the official program too.

6. Resist dressing mutton up as lamb.

I’m constantly amazed by the number of presenters who try to pass off a product flog as a pedagogical exposition. I’m not so much amazed by the fact that they try it on, but that they think we’re dumb enough to fall for it.

Conference organisers need to know that any self-respecting Tweeter will withhold social mention of this imposture in protest.

So change its title to reflect what it really is: a product demonstration. Plenty of people will want to see that, and they’ll tweet about it in kind.

7. Join in.

The conference organiser should actively participate in the backchannel too.

Favouriting and re-tweeting others is a nice way of acknowledging their contributions (and motivating them to continue), while tweeting your own observations keeps the activity humming during flat periods.

Adding extra hashtags (eg #edtech, #gamification, #mobile) will also extend your reach.

Kid saying to his mum - How do you think my first day of kindergarten went? They didn't even have Wi-Fi.

So if you’re a conference organiser, I hope my suggestions help you improve the experience for your attendees and promote your event to potential newcomers.

And if you have a free ticket to give away, I’ll tweet up a storm!

The paradox of augmented reality

27 May 2013

Sydneysider Scott O’Brien is back in town after an extended stint in San Francisco. Scott is the Co-founder & CMO of Explore Engage, a digital media company that is attracting serious attention for its augmented reality eyewear.

I caught up with Scott in the harbour city and asked him the following questions…

  • What are your favourite examples of augmented reality? (0:08)
  • What are you working on at Explore Engage? (2:20)
  • How does your eyewear differ from Google Glass? (3:05)
  • Is augmented reality worth the hype? (3:54)
  • What opportunities exist for the finance sector? (5:04)
  • What opportunities exist for workplace education? (6:14)

I was impressed with the examples of augmented reality cited by Scott.

Medical education has long been the poster boy of salivatingly engaging content, and the tradition continues with this emerging technology. Daqri’s 4D Anatomy app showcases the visualisation capabilities of the medium, while the Australian Defence Force not only targets a real-world need with their Mobile Medic app, but also incorporates it into their recruitment process.

Ingress Enlightened logo

Google’s Ingress is an augmented reality MMOG that exemplifies the gamification capability of the medium. Two factions fight for control over the real world by capturing virtual “portals” that are represented by public landmarks such as statues and fountains.

The fact that Ingress was developed by Google’s internal startup, Niantic Labs, is enlightening (excuse the pun). Augmented reality is still an emerging technology in which experiments must be undertaken and failures borne. It is by learning from the results, and responding to them via adaptation, that you increase the probability of break-through success.

I am also fascinated by Google’s marketing strategy with Ingress. The game is in “closed beta” mode, which means you need an invitation to play it. Reminiscent of Studio 54, only the members of the “in” crowd have the privilege of enjoying that which is denied to others. Google deepens the mystique by seemingly neglecting to promote the product – instead relying on organic growth of the subculture.

On the subject of Google, I think Scott’s differentiation between Google Glass and Explore Engage’s Augmented Reality Eyewear is an important one. While Google Glass has augmented reality capability, it is essentially a wearable computer with which digital information is conveniently presented in front of the wearer’s eye. In contrast, the Explore Engage eyewear is specifically designed to integrate digital information with the real-world background. There is no better example of the latter concept than BMW’s Augmented Reality Glasses – which aren’t Explore Engage’s by the way, but are oh so sexy all the same.

While I’m on my definitions soapbox, I’ll take this opportunity to point the finger at Star Chart. This is a wonderful (and free) app, but its so-called “augmented reality mode” is no such thing; it does not lay its stellar information over the night sky! In contrast, Sun Seeker lays the sun’s trajectory over the real background. In other words, it augments reality.

Money

In terms of ROI, 2.5 million downloads of Transformers 3’s Defend the Earth speaks for itself. The return on Audi’s Virtual Q3 is less obvious, but that’s because it’s less about car sales and more about engaging consumers and associating the brand with innovation. How do you evaluate that? By analysing car sales of course, after the Q3 finally lands on Aussie shores.

While the Commonwealth Bank should be applauded for their Property Guide app, which combines geolocation with big data to provide something truly useful to their prospective customers, I must say as someone in the financial services industry: the general lack of financially oriented augmented reality apps represents a typical lack of imagination in the sector. Worse still, the examples highlighted by Infosys’s whitepaper are almost exclusively home finders and ATM locators, which means they’ve merely copied each other. Yawn.

As I am concurrently in the education profession, however, I must also recognise that the potential for augmented reality remains largely untapped. Scott’s examples attest to the power of the medium in terms of visualisation, gamification and performance support – which are factors that make education in the workplace engaging and effective. So what are we waiting for?

I think the mobility of the technology also remains under exploited. For example, how about an architecture tour of your local city in which details of buildings are highlighted when you point your mobile device at them? Or even better, when you look at them through your AR-enabled glasses?

And Scott’s mention of avatars adds more fuel to the fire of possibility. I imagine learning interventions in dangerous environments (such as mining sites) in which training can be undertaken in context, minus the threat to life or limb. Unlike in a simulator or a virtual world, the training is done at the workplace.

Therein lies the paradox of augmented reality. By complementing the real world with artificiality, it makes the learning experience more authentic.


Follow

Get every new post delivered to your Inbox.

Join 501 other followers