Chapter 8: Methods - how mobile learning / teaching succeeds

DIRENE Handbook - Methods

Chapter 8 - "Methods - how mobile learning / teaching succeeds" aims to support you in answering the questions:

How could I create a positive and sustainable learning experience? Which methods do my learners need?

Your chosen methods should link the initial level of competence of your learners with the defined learning outcomes and assessment.

As an example, take a look on the use-cases, e.g. #5 and #7. There you find descriptions, how your pedagogical approach supports the achievement of defined competences and their (re)assessment.

-> Link to chapter 3: "Use-cases"

How shall I teach digital rehabilitation content and competences?

Via theory, practice and digital technology! These needs were stated repeatedly by learners investigated within DIRENE. You will support these by further engaging critical discussions.

Consider e.g. the following learning principles (short explanations are provided in the DIRENE glossary on mobile learning):

  • Inverted classroom model / flipped classroom (e.g. Youhasan et al., 2021)
  • Peer learning (e.g. Nshimiyimana & Cartledge, 2020)
  • Deep learning (e.g. Du et al., 2022)
  • Problem-based learning (e.g. Tadesse et al., 2022)
  • Simulation-based learning (e.g. Keiser et al., 2022)
  • Self-directed learning (e.g. Watkins et al., 2022)
  • ...

What do learners expect from mobile learning?

Mobile learning (M-learning), is a way to access and being actively involved in the learning process by using mobile devices (smartphone, smartwatch or tablet). Mobile learning consists of short, bite-sized micro lessons aimed at quick information distribution. The learning units are small to support an ongoing learning process where students need immediate access to bits of information. (EasyLMS, 2022; Lynch, 2019)

This is distinguished from Electronic Learning (E-learning), which is learning that takes place by means of computers and the internet. (Collins, 2022)

Results of participative group workshops, which were conducted with health care professionals, educators, learners and service users, indicate that learners expect the following aspects:

1) Usability: Usability is a quality attribute that assesses how easy user interfaces are to use. The word "usability" also refers to methods for improving ease-of-use during the design process. (Nielsen, 2012)

2) Learner-centred content: User-centred learning ensures that all learners can access and are actively involved in meaningful, challenging learning opportunities. This leads to the ultimate goal of developing “expert learners” who are, each in their own way, resourceful and knowledgeable, strategic and goal-directed, purposeful and motivated. It allows all interested institutions and settings to use output of digital rehabilitation. The access of the learning offer is geared to the environment of the learner and that different end devices are available to them in the process. (LINCS Information, 2022)

3) Availability of learning material in various forms

4) Smooth transition from offline to online

5) Adressed motivation (e.g. independence and saved money) and concerns (e.g. mental health and uncomfortability, losing non-verbal communication, as well as unclear formulations and didactics)

6) Provided (intuitive) technology and support, central platforms and standards for data management, data protection and internet and energy stability for the prevention of delays

 

Proceed to guidance on mobile learning tools in the next chapter:

-> Link to chapter 9: "Experiences and tools of mobile learning"

Go back to the previous chapter:

<- Link to chapter 7: "Applying knowledge - shows how / does..."

Go back to the main page:

<- Link to “Pedagogical Handbook on training of Digital Rehabilitation Competences”