USING MOBILE DEVICES FOR LEARNING, “GOING PAPERLESS” IN TRAINING

1. USING MOBILE DEVICES FOR LEARNING,
a.k.a. “GOING PAPERLESS” IN TRAINING
–
SELECTED OBJECTIVES AND CONSIDERATIONS FOR USING TABLETS IN AND OUT OF THE CLASSROOM*
OBJECTIVE/PURPOSE
1. Simplify Material
Logistics
DESCRIPTION AND PROMISE/BENEFITS
CONSIDERATIONS AND POTENTIAL DRAWBACKS
Collating, packing, and shipping printed materials to multiple or
international locations, can be very expensive, complex, and errorprone. Governmental regulations, customs charges, and delays can
make things even worse.
Just as it can be difficult to get the right printed materials into the right
box, and shipped to the correct location in a timely fashion, electronic
distribution can easily involve similar challenges…confusing filenames,
uncertain email addresses, spam filters, and end-user inattentiveness.
By contrast, distributing electronic versions via email, SharePoint
sites, or other e-distribution methods (e.g., flash drives) can save
considerable cost and confusion. This can offload any required
printing to the learners’ location. Or, if mobile devices like tablets are
available, the full distribution, learning, and support cycle can be
accommodated via the tablet device.
Some users lack the technical knowledge for retrieving, opening,
printing, and storing files on mobile devices. In fact, depending on the
witches’ brew of installed software and apps, doing these tasks can be
much less intuitive than expected, and can differ across devices.
Complicating this, most tablets lack the USB, VGA, and printer ports
that facilitate some of these functions. And of course, the rate of
technology change is daunting.
Organizations can create learning repositories using advanced LMSs
or SharePoint sites accessible from traditional PCs and mobile
devices. Learners will benefit from having one-stop learning, review,
and performance support at their fingertips.
To summarize, there is immense logistical potential through the use of
mobile devices to access and store written and video learning material
electronically on those devices and “in the cloud.”
Further, with video media, there can be bandwidth and video “codec”
compatibility issues with the networks and devices involved. Finally,
controlling and assuring authorized use of electronic intellectual
property is very challenging.
In summary, the promise of the new technologies to simplify learning
logistics is moderated, at least for now, by the current state of
technology complexity and user experience.
A partial list of issues to consider:
> How dispersed are your learning locations?
> Who bears the burden of distribution now—you or your learning providers?
> What is your true, fully loaded cost of inventory, packing, shipping, re-shelving, and disseminating content to your learners?
> What software do you have available for housing and providing access to the content? Do your people like to use it?
> Will most learners have similar devices, applications, network bandwidth, and skill in using them?
> Will you or your vendors be able to make it easy for your learners to annotate, highlight, and use form-fields in your electronic content?
> If the material is to be printed in remote locations, what is the capability to do so in those locations?
©Development Dimensions International, Inc. MMXIII. All rights reserved.

2. OBJECTIVE/PURPOSE
2. Leverage Existing
Investment in
Mobile Devices
DESCRIPTION AND PROMISE/BENEFITS
CONSIDERATIONS AND POTENTIAL DRAWBACKS
The shift from traditional, office-based to mobile devices is
accelerating. Even in businesses with minimal investment plans for
mobile technology, individual employees are purchasing their own
mobile phones and tablets.
There is a tendency to use new technologies like the proverbial
hammer seeking nails in every opportunity. But good tools are bestsuited to the work for which they were designed. Some training needs
may match up better than others.
Given the accelerated pace of business, organizations need to
minimize travel and time associated with classroom training. Why not
avoid the logistical and environmental issues associated with paper in
traditional classrooms, in favor of learning delivered via these popular
devices? Such a strategy would leverage and extend the business
case for mobile investments.
Mobile devices are nearly ideal for performance support and factual
information (“just in time—just enough”). But they are less suited to
conceptual and skill-building domains. For example, the relatively
“high tech” world of electronic devices may be mismatched to teaching
“high touch” leadership skills like coaching and conflict resolution.
Generational research shows that the new workforce isn’t just
comfortable with technology, but expects it. Leveraging mobile
devices for learning may significantly aid in recruiting and retention as
the war for talent heats up.
Further, some organizations have been successful equipping their
training facilities with pre-configured devices ideally prepared for
the learning at hand. These are issued for the course, and collected
at the completion of training. Learners upload their scores and notes
to a learning database before turning them back in. This leverages
an investment in a few dozen devices across hundreds or thousands
of learners.
Bottom line, people are using mobile devices for almost everything:
Why not training?
In “soft skills” development, learning together with a group of peers is
critical. Further, instructional strategies often include discussion
planning forms, case analyses, and journaling of experiences. While
writing into a workbook or course journal is relatively easy, typing into
form fields on mobile devices can be daunting. Finally, saving, storing,
and retrieving such learner notations are awkward on mobile devices,
depending on the model and the installed apps.
Another issue is that the popularity of smart phones and tablets vary
by industry, and job level/function. A front-line leader or worker in a
manufacturing environment is less likely to have a company-issued
mobile device than a mid-level executive in a financial institution. Of
course, some environments have encouraged BYOD (bring your own
device); but this introduces the challenge of a diversity of hardware,
software, apps, and security risk.
Learning or performance support that can be consumed quickly, or
use non-interactive designs are well-suited to mobile devices. But
learning requiring time for skill building, interactions, and some degree
of written activity are less suited.
A partial list of issues to consider:
> What objectives do you need to accomplish? Is it learning or performance support? Are the mobile devices you have in mind suited to the task?
> Is there consistency in the mobile hardware, software, app assortment, and skill level? If not, can you fix that or mitigate the possible support difficulties?
> What has been the recent track record in your organization for high-tech roll outs to the target population?
> Do you have solid support from your internal IT partners?
> What are the politics around leveraging corporate mobile devices? If in reality it is a mandate from senior leadership, then perhaps the question is not if, but how.
©Development Dimensions International, Inc. MMXIII. All rights reserved.

3. OBJECTIVE/PURPOSE
DESCRIPTION AND PROMISE/BENEFITS
CONSIDERATIONS AND POTENTIAL DRAWBACKS
3. Environmental
Stewardship
(being more “green”)
Our planet needs better stewardship by corporations and individuals
alike. The resources consumed and carbon footprint of manufacturing
and transporting paper are a legitimate concern. Electronic
distribution of learning content can avoid or minimize much of this
negative impact on our environment. Why have reams of manuals
and training resources transported far and wide—only to gather dust
on our learners’ shelves—when we can have it all handily stored on
our mobile devices for instant, and repeated, access?
It’s about more than saving trees (which are generally replanted and
farmed). In fact, paper manufacturers plant millions of trees every
year, contributing to nature’s natural process of filtering carbon dioxide
and generating oxygen. In most areas, paper is recycled, and a large
proportion of training materials uses the recycled product.
Summary: By avoiding the manufacture, distribution, and storage of
paper-based learning materials, we could save costs, improve our
environment, and make learning more convenient.
The other often forgotten reality is that electronic distribution is not
necessarily environment-neutral. Carbon-based fuels power most
electric generation plants. Computers, laptops, tablets, and phones
consume not just power, but are made from numerous special and
rare materials. Safe disposal or recycling of electronic devices is
difficult and rare.
However, it is often observed that perception is more important than
reality. Clearly, the vernacular around “saving trees” demonstrates that
constituents of organizational learning value minimizing paper-centric
training as much as possible.
Bottom line: Environmental stewardship needs to go beyond simplistic
slogans like “save some trees” and look at the broad realities of
resource allocation and energy consumption.
A partial list of issues to consider:
> If your training materials are paper-based now, what is their source in terms of sustainable resources? Perhaps the paper being used is made from recycled or sustainable
sources. Ask if your suppliers can assure their responsible stewardship in how they use resources.
> How do your target learners feel about physical materials vs. leveraging electronic devices?
> Do your learners ever really return to the paper-based learning resources they receive? If not, why not?
> What is the fully-loaded cost of continuing the purchase, distribution, storage, and distribution of physical materials, and how does that compare to the purchase and support
costs of mobile devices?
> Is availability, cost of electronic devices, and energy to run them consistent across your learners’ locations?
> Does your organization have a procedure for disposing of outdated electronics in an environmentally sensitive way? Have you considered these disposal costs in
your calculations?
©Development Dimensions International, Inc. MMXIII. All rights reserved.

4. OBJECTIVE/PURPOSE
4. Coolness Factor
(i.e., Learning Sizzle)
DESCRIPTION AND PROMISE/BENEFITS
This is an undisputed advantage for using mobile devices.
Printed workbooks and 3-ring binders are more than a century
old. They are clunky, hard to store, and difficult to use for rapid
information retrieval.
Contrast that with a tablet device that weighs about a pound, and is
¼” thick, with a 10” X 6” HD screen, stereo speakers, a nine-hour
battery, up to 65 Gigabytes of data, and the ability to access all the
information in the world in seconds. And recent smart phones can
make all the same claims in even more portable sizes.
Bottom Line: People who have mobile devices are proud, people who
don’t are envious. Nearly everyone desires to use them for business
and pleasure. Training with them looks a lot “cooler” and is clearly
“smarter” than using paper.
CONSIDERATIONS AND POTENTIAL DRAWBACKS
Obviously the issue here is to avoid seizing sizzle at the expense of
substance. If smart phones and tablets match the kind of training
needed (see topic #2 above), can be made available to your learners,
and are a cultural and generational fit, then they will generate a lot of
learning enthusiasm and appreciation.
However, if the learning objectives are difficult to accomplish within the
technology and form factor (i.e., size), or the technology is uneven or
beyond the grasp of the target audience, then the investment in the
sizzle may be ill-advised.
All learning design and media decisions must start with the end in
mind. What different understandings and skills does the organization
have as its goal for the investment of time and money? Then, what is
the best way to accomplish it?
In Summary: Don’t sacrifice your substantive learning objectives
simply to gain the trendy sizzle of electronics.
A partial list of issues to consider:
> Are you and your HR/Training colleagues receiving a substantial pattern of complaints about outmoded training methods?
> What is senior management’s point of view about technology? Do they value sizzle or substance more? Will they trust you with the choice?
> Are you prepared for the rapid change in technology trends and fads? How will you manage your learner’s desire to always have the latest release of their pet devices?
> Are the learning objectives your organization needs for the target population more suited to low-tech or high-tech modalities?
> Are your learners highly adept at technology and motivated by it? Or, are they intimidated by it?
> Will you have sufficient support from your IT colleagues?
> Are you personally motivated and energized by technology, or will you be stretched too far out of your comfort zone?
©Development Dimensions International, Inc. MMXIII. All rights reserved.

5. OBJECTIVE/PURPOSE
5. Enhanced Learning
Through Automated
Content
DESCRIPTION AND PROMISE/BENEFITS
Mobile devices can leverage the advancements in e-Books and
electronic text books that have opened up a whole new range of
potential. Learners can not only read and search text, but they can
also explore rich embedded audio and video media at will. Links to
optional resources and related topics leverage the learners’ natural
curiosity and desire to be in control of their learning.
They can work at their own pace and choose their own learning path.
They can work independently when time is available, or they can elect
to interact with a cohort of colleagues using asynchronous social
media or synchronous communications (e.g., instant messaging,
social networks, and video conferencing). The possibilities are rich
and varied.
Summary: Electronic books running on mobile devices will provide
deeper, faster, more empowered learning.
CONSIDERATIONS AND POTENTIAL DRAWBACKS
Rich, interactive electronic books are intriguing for learning and
development, but are they really a new frontier? Well-designed WBT
(web-based training) already incorporates all the same advantages:
rich embedded media, branching, book-marking, links to related
resources and job aids, adaptability to mobile devices, etc.
On the downside, much like WBT, interactive e-Books can be very
costly to develop and revise, and translation and support issues can
be daunting.
People are social learners. Interactive and leadership skills need the
involvement of real people to be mastered. Classroom/cohort training,
whether co-located or virtual, will always be superior to any book,
however automated. “Presence” modalities also enjoy social “learning
tension”…if you are absent or non-participative, your colleagues and
facilitator will know immediately.
Bottom Line: Self-learning through automated books may suit some
factual or conceptual learning needs, but it may never be as effective
as people learning about people-skills with people.
A partial list of issues to consider:
> Are there existing e-Book offerings in the right topics, or will you need to develop them internally? If the latter, what is your capability?
> If eBooks are not yet available, have you explored existing, highly-interactive WBT that runs on the devices in your organization?
> How do your learners prefer to learn “people skills?” What will be the trade-off in your organization for high-tech learning vs. high-touch learning?
> Are there any international, regional, or language needs for your initiative that may be a challenge in the early days of electronic textbooks?
> Does your target population have the hardware and software for the electronic content, and the skills to use them?
MKTIMMIS122-1013
©Development Dimensions International, Inc. MMXIII. All rights reserved.