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Mobile Learning

Overview

Mobile learning (Mlearning) is the use of digital learning resources that are designed for cell phones, smartphones, and tablets. Learning with mobile devices increases access to education by reducing the usual barriers of time, place, language, internet access, and WiFi service. Videos, gamified learning applications (known as “apps”), online courses, curated resources, and podcasts are among the learning resources that can be used in Mlearning. The choice of digital content can be personalized to the interests and skill level of the learner. Mlearning can also provide an onramp to employment and career advancement for adults by offering access to basic skills learning, vocational training, and even career coaching.

Public libraries can play a pivotal role in Mlearning through access and curation of resources, access, promotion, and support. Although accessing information through mobile devices is ubiquitous, adults often need guidance and support in locating and effectively using high-quality digital learning resources. Effective Mlearning resources present bite-sized content, have simple navigation features, and limit the amount of text on a screen. Libraries can help adults select and use digital resources, and offer a continuum of support from light-touch intervention to one-on-one tutoring.

Conditions for Success

Technology

The assumption of mobile learning is that adults will use their own mobile devices to access learning resources and apps. Mobile devices include cell phones, smartphones, and tablets. The capability of each of these devices varies and affects the resources that will be available. Some key features needed to access many mobile learning resources are an operating system (e.g., iOS or Android), internet access, video playback, and sufficient data storage.
Ideally, libraries have a tablet or smartphone available for staff to demonstrate mobile apps and help onboard users. It is useful for staff who assist adults with Mlearning to understand the main features of mobile devices. Click here to learn more.

Cell phones can connect to a wireless communications network through radio waves or satellite transmissions. They also provide text messaging (SMS) and multimedia message service (MMS). Newer cell phones might also provide internet services, such as web browsing, instant messaging capabilities (Skype, What’s App, etc.), and email.

A smartphone is a cell phone with an operating system, such as OS for iPhones or Android. This type of phone also offers additional features, including the ability to install applications, download documents, play games, and store large data files, such as videos and photos. All smartphones use touch screens. They are essentially very small computers.

Tablets are similar to a laptop computer but with less functionality. They are smaller than an electronic Notebook but have a larger screen than a smartphone. Similar to a computer, they need an operating system so users can interact with applications, such as software applications, web browsers, and games. They use touch screens and are designed for wireless internet connectivity.

Staffing

Staff introducing mobile learning to patrons are knowledgeable about the apps available and are able to patiently assist with their download onto a variety of devices. Unless there are designated hours for support (see Learning Lounges), staff should be available to respond to requests as they occur. Staff might also monitor the tracking data that most learning apps provide and use it to identify users whose progress has slowed. The degree to which staff can boost learner persistence by offering support depends on library capacity and the level of need for this service. (See the Learner Support section below for a range of support strategies.)

Space

Staff Training and Support

Training about mobile learning for information services staff, reference librarians, and other public-facing library staff consists primarily of an orientation where staff can download, use, and ask questions about the mobile apps that the library is promoting. Staff are also introduced to a range of devices that patrons may be using so that they can assist with downloading. FAQs and other written support, such as step-by-step instructions and reminders (usernames, passwords) that learners need each time they log on, are helpful for both staff and patrons.

Training is recommended and should include how to be responsive to group needs, how to facilitate peer learning, and how learning circles differ from traditional classroom instruction. Peer2Peer University offers free, step-by-step, text-based resources. They also offer an online facilitator training course that addresses the role of the facilitator; how to choose relevant courses; and how to market and promote learning circles. Having facilitators participate in a learning circle is an ideal way for them to experience this learning format. Libraries can use the P2PU online course for this purpose or they can use an online professional development resource.

The English Now! Facilitator Guide offers additional support for facilitators of learning circles for English language learners. A community forum on the Peer2Peer University website is a great place to exchange ideas with fellow librarians who have experience in organizing and facilitating learning circles.

Learner Support

The continuum of support for mobile learning ranges from no intervention to personalized coaching. The type of support libraries offer will depend on the complexity of the content, the skills of the user, and the goals of the library and of the individual. Research shows, however, that for adults new to technology there needs to be upfront support to use mobile apps effectively.

At a minimum, new users need an initial orientation to download and start using an app, with additional support available for at least three uses of an app. Light-touch follow-up might include occasional check-ins, either in person, by email or by using communication tools built into the app. More intensive support includes one-on-one tutoring, introducing mobile apps during a group lesson (see Learning Circles), or virtual personalized coaching. Some libraries encourage peer support through face-to-face or online discussion forums.

Learning Resources

Mobile learning resources that target basic literacy, technology, and career planning can be subscription-based library resources, licensed learning resources that are typically fee-based by the number of users, or free online apps. Learning resources best suited for mobile learning are applications that are developed specifically for use on smartphones and tablets rather than desktop or laptop computers, or are developed with a responsive design, meaning that they automatically adapt to the type of device. Features that make mobile learning resources user-friendly are:

content that adjusts to screen size and resolution;
bite-sized learning chunks, such as 1–2 main ideas per screen;
touch-screen navigation and large navigation buttons;
content adapted to the needs of the learner.

Some resources may be accessible by mobile devices but are not mobile-friendly because they lack these key features. Data usage is also a consideration. Apps that need to be downloaded might require more data storage than a particular device can accommodate.

FAQs

Implementation Example: Chicago Public Library

Use of learning circles at Chicago Public Library (CPL) dates back to 2014. Through a strategic planning process, the Learning and Economic Advancement Department was created to help advance new adult learning initiatives, including adult education, English language learning, digital literacy, and workforce development. In collaboration with Peer 2 Peer University, study groups were formed to deliver MOOCs to a wider and more diverse audience. These study groups became known as learning circles. Since 2015, CPL has continued to offer learning circles in library branches throughout the city. Learning circle topics address the needs of adults with low skills as a means of increasing opportunities for better-paying jobs, and of helping adults enter job training programs or college. Read More

How is a learning circle different from a study group?

What should we do if the attendance in learning circles is very inconsistent?

Begin with as many participants as possible (up to 16) to accommodate attrition and then encourage persistence by using support strategies:

Create a group agreement at the beginning that participants will call if they cannot attend. Be sure you know the best way to contact participants (email, phone, text).
Pair participants and have them call their ‘partner’ if he/she misses a session.
Find out if there are barriers to participation that you can address. Factors such as time of day, problems with parking, etc., may easily be remedied.
Invite discussion about the value of each person’s contributions to this learning group.

What is the best way to implement learning circles for adults who speak English as a second language?

Facilitators of ESL (English as a Second Language) learning circles will need some training on how to effectively facilitate a group of people who are learning to speak English. This includes using a lot of visuals, simplifying complex language structures, and maximizing opportunities for learners to engage in discussion during learning circles. Consider partnering with an adult education organization that can provide staff training in working with language learners. See the English Now! Facilitator Guide for additional assistance.

How can we use learning circles to customize training for library staff?

Learning circles can be used as a flexible and timely form of blended professional development for library staff. Engaging staff in learning circles as participants is also an effective way to introduce them to the model and help them understand the role of facilitator. To implement a professional development learning circle, first choose an online resource to focus on, such as a video, webinar, article, or online course. Then identify the learning objectives for this exploration. For example, you may want staff to brainstorm how they will apply new information or strategies in their jobs, or to learn about and give feedback on a new library resource or program. To facilitate these outcomes, develop questions that will elicit prior knowledge before participants begin working online and that will invite consideration and discussion after they have completed their online task.

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