Posted tagged ‘BYOT’

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?

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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.