Mobile Learning

Overview

Mobile learning (mLearning) is accessing digital and online learning resources through devices such as smartphones and tablets. The COVID-19 pandemic has increased our awareness of the reliance on mobile devices for learning and access to important information. Public libraries are well-positioned to expand the public’s access to mLearning by:

introducing adults to high-quality mobile apps and learning resources
offering support in navigating and using mobile apps and resources
promoting mobile learning

Resources that can be considered for mobile learning include:

videos
learning apps
online courses
audio files such as podcasts
library- curated resources (relevant materials that have been vetted for content and quality and linked in a document, website, etc.)

Selecting High-Quality and Mobile-Friendly Resources
High quality learning resources have features of good pedagogical practice such as:

content delivered through diverse media (text, video, audio, graphics, etc.) in order to offer different learning modalities
user interaction to engage learners and give them opportunities to apply learning
a means of assessment and feedback so learners can monitor their progress and set goals

Learning resources that are mobile-friendly are created with what is referred to as a responsive design. Responsive design ensures the content is accessible on different sized screens.

Approaches to Implementing Mobile Learning in Libraries

There are different approaches to introducing mobile learning to adults. One approach is to vet resources for their usability on a mobile device. Many patrons now rely on devices to access learning materials. Since not all resources are conducive to learning on a small screen, library staff can play an important role in steering patrons to high-quality digital resources that are accessible on mobile devices.

Another approach is promoting one or more mobile learning apps that target a specific skill. For example, your library may want to offer access to a library subscription for adults learning English, or you might promote a mobile app that targets math skills to supplement a GED class or financial literacy program.

And there are other ways to consider implementing mobile learning. In the video below, you’ll learn how two libraries, D.C. Public Library and Providence Public Library, approached mobile learning and what they learned along the way.

Certain basic conditions for success need to be in place to support the effective implementation of Mobile Learning. After considering the elements below, you can use this Self-Assessment tool to reflect on your current capacity and determine which elements are strong or need strengthening.

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.

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.

Space

Staffing

Staff introducing mobile learning to patrons should be knowledgeable about the apps available and able to patiently assist with their download onto a variety of devices, including tablets and Android and Apple smartphones, as these devices have different operating systems. Staff will need to know what type of devices the learners will be using and be prepared to guide the learner, virtually or in-person, in accessing the learning resources. They will also need to be able to guide the learner in downloading apps and locating key navigational features. Unless there are designated hours for support, such as in a Learning Lounge, it is recommended to have staff available to respond to requests as they occur.

Staff might also monitor the tracking data that some 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.)

Training and Support

Training on 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. Introduce staff 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.

Learner Support

Studies done with adults developing literacy skills and adults in higher education have found that adults are motivated to engage in mobile learning when they receive some level of support (Chen, B. et al, 2013; Hashim, K. F., Tan, F. B., & Rashid, A., 2014). The continuum of support ranges from no intervention to personalized coaching.

At a minimum, new users need an initial orientation to download and start using an app. Ideally, additional support is available during the first week of using an app in order to build independence. This onboarding support to learners can be offered one-on-one virtually or in-person, or as part of a group orientation. Here is a guide of recommended practices for onboarding learners to digital resources.

Light-touch follow-up can include occasional check-ins either in person, by text, phone call, email or by using communication tools built into the app. More intensive support might be one-on-one tutoring, introducing mobile apps during group learning (such as Learning Circles), or virtual mentoring.

The type of support libraries offer depends on the complexity of the content, the digital literacy skills of the user, and the goals of the library and the individual. Peer support through face-to-face or online discussion forums is another option for support.

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
simple touch-screen navigation with large buttons
limited amount of text on a screen
course content that adapts 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. Note: Some resources such as Cell-Ed for learning English operate on cell phones and do not need the features of a smartphone.

Implementation Examples

Click on the images below to learn how each library implemented Mobile Learning.

Mobile Learning Q&A

HOW DO I SELECT MOBILE RESOURCES THAT ARE RIGHT FOR MY LIBRARY?

The main considerations for selecting resources will be target audience, learner goals, cost and accessibility for mobile devices, meaning the resource is mobile-friendly. The list of mobile apps is constantly growing. Libraries can keep a list of mobile learning resources and, in addition, they might consider how any library learning-related activity can be enhanced by a mobile component. Some mobile resources, such as apps, podcasts, and webinars are free, and others have license-based fees, most of which are based on the number of users. Some licensed seats can be transferred to new users if they are not being used.

HOW DO WE DETERMINE WHICH MOBILE LEARNING RESOURCE IS A GOOD FIT FOR AN INDIVIDUAL?

HOW CAN WE POSSIBLY BECOME EXPERTS WITH ALL DEVICES AND OPERATING SYSTEMS?

Once a library selects mobile learning resources, staff can familiarize themselves with the resources and how they operate on Android and iOS (Apple) systems. Libraries can also provide tip sheets and how-to-videos for staff and learners. When conducting group orientations for learners, pairing learners with the same type of devices makes it easier for staff to manage. (See Resources for examples of tip sheets and how-to guides and videos.)