This report was published in support of the Office of the Under Secretary of Defense for Personne... more This report was published in support of the Office of the Under Secretary of Defense for Personnel and Readiness (OUSD P&R), Advanced Distributed Learning (ADL) Initiative. Please send all feedback and inquiries to [email protected].
M o b i l e l e a r n i n g S u r v e y r e p o r t t h e M o t i F p r o j e c t S e p t e M b e... more M o b i l e l e a r n i n g S u r v e y r e p o r t t h e M o t i F p r o j e c t S e p t e M b e r 2 0 1 3 | This report was published in support of the Office of the Under Secretary of Defense for Personnel and Readiness (OUSD P&R), Advanced Distributed Learning (ADL) Initiative. Please send all feedback and inquiries to [email protected].
This paper summarizes findings from an empirical study that investigated the conversion and deliv... more This paper summarizes findings from an empirical study that investigated the conversion and delivery of an existing DoD-wide eLearning course, "Trafficking In Persons (TIP) General Awareness Training", to a mobile format. The Advanced Distributed Learning (ADL) Mobile Learning Team deployed the training content and measured user feedback as a field experiment to volunteers in each of the DoD services. This paper presents both quantitative and qualitative results, including learner performance and overall satisfaction with the mobile course.
Although reusability and repurposing of learning content are inherent expectations of the Sharabl... more Although reusability and repurposing of learning content are inherent expectations of the Sharable Content Object Reference Model (SCORM), they are tenets that have often proven difficult for organizations to actually achieve. SCORM 2004 content provides that mapped objectives are global to the learning system by default. Without a well-defined development and life cycle management strategy for learning objectives, this may lead to unintentional outcomes that could negatively impact both the delivery and reusability of the content.
This paper summarizes a review of literature and a state-of-the-art assessment of instructional d... more This paper summarizes a review of literature and a state-of-the-art assessment of instructional design principles, iterative process methodologies, and pedagogical models for mobile learning. The Advanced Distributed Learning (ADL) Initiative conducted previous research on the effectiveness of mobile course delivery. The implications from that research effort have led ADL to further explore which types of mobile learning require specific pedagogical models and accompanying instructional systems design (ISD) principles. The high level steps of the ISD analysis process may be applicable for specific types of mobile learning such as mobile courses and some types of performance support. Intensive research is needed to consider the ways in which mobile applications and pedagogical approaches can help improve military readiness. Based on the findings from this research study, this paper will provide background learning theory that will ultimately lead to new considerations for supporting mobile learning. Finally, this paper will propose a new framework for supporting mobile learning content within any instructional design (ID) model, but will use the traditional ADDIE model as a starting point.
Although one of the primary tenets of the Sharable Content Object Reference Model (SCORM) was to ... more Although one of the primary tenets of the Sharable Content Object Reference Model (SCORM) was to promote interoperability of learning content, it still remains one of the biggest challenges today. The SCORM has been highly successfully in making the run-time communications and the learner's performance data associated with learning content, interoperable, by incorporating the IEEE 1484.11.2-2003 Standard for Learning. However, SCORM has remained silent about how a Learning Management System (LMS) can implement various technical aspects of the user interface. The SCORM has far too long dismissed several elements of the user interface as being "outside the scope of SCORM". Ignoring how the learner may interact with or access their content from an LMS (or other content delivery application) has severely and negatively impacted both the technical interoperability of SCORM content as well as the user experience of the learner. Addressing "why" the learner may interact with various elements of self-paced content is the primary responsibility of the content development team, but the SCORM should provide a specification that would present options for "how" the learner might interact with multiple user interfaces regardless of the technology medium employed to deliver the content (e.g. web browsers, mobile devices, etc) .
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Papers by Jason Haag