A few weeks ago I boarded a flight to St. Louis for a conference and met a young man who made me realize how connected we’ve become with mobile technology, across not only distance, but across cultural and social divides.

On a typical connecting flight, the person in the seat next to me will be from thousands of miles away from my home , and sometimes light years away in their social, cultural and world view. Not surprisingly, this disparity can lead to just the briefest of conversations followed by hours of reading, listening to MP3 players, or watching in-flight movies.

My flight with Marc (not his real name) could have been that way. Our lives were vastly different: me–a white 50-something assistant professor from a small college town in Oregon, and Marc– a black 20-something car dealer from inner city New York.

But within moments of putting on our seat belts, we both had our mobile devices out, making our last-minute online connections before the plane’s door was closed. I had my new iPhone and Marc had his iPod Touch. There was an immediate connection as we nodded at each others technology, and the conversation began that would last for the entire three-hour flight.
Marc offered me half of his sandwich (I had foolishly neglected to get something before the flight) and we began comparing notes on our favorite apps. I described my latest hobby using Geocaching, with the iPhone’s built in GPS capabilities. Marc countered with Trapster, an app to alert you to the location of speed traps.
I shared a picture of my ride—a two-seater—with photo altered with ColorSplash. Marc countered with a photo of his motorcycle. I tapped up Cartoon-Wars, and Marc pulled up Wooden Labyrinth.

Eventually our conversation began to enter more serious territory–learning from mobile technology. I showed him how I could view science lectures on my iPhone from MIT for free on YouTube. We ruminated how open education is truly arriving, and learning about any topic (including the Theory of Relativity—another common interest) can be fully realized for free, on-line and while in motion.

We parted ways, with me promising to listen to his favorite music, rapper Juelz Santana, and Marc promising to look into the TED talks online. It was a wake-up call for me about how mobile technology can help break down so many walls, whether economic, cultural, or just the barriers set up by seat dividers.

Popularity: 3% [?]

I’ve been waiting patiently, but couldn’t take it any longer as I’ve watched more and more friends whip out their iPhone 3G to get a GPS fix on our location or perform some other mundane task sliced, diced and served on the micro-mobile-super computer that is the iPhone 3G. I know, I’m late to the party, but from the perspective of a technophile, I have to admit I’ve felt very much like Batman’s understudy in these situations. Ultimately, I just couldn’t wait for Verizon and Apple to make nice.  I honestly don’t know where to start and I’m not accustomed to blushing, so I’ll simply share where I see potential as it relates to learning apps on the iPhone in general.  But first things first: I’m now convinced that any dialog about the iPhone should begin with a mandatory effort to share one’s favorite iPhone apps.  In that vein, the list below highlights my top 10 learning or educational apps for the iPhone, and attempts to point out where innovation and learning potential inherent to each app might paint a picture of potential future approaches in the world of online learning experiences.

Chris’ Top 10 Eductional Apps for the iPhone

1. Touch Physics by Games 4 Touch

A glimpse of the future now: seamless, motivational learning that is fun, kinesthetic and fully accessible. Learn about friction, gravity, mass, angles and other principles of physics via a clever game that allows you to exercise agency on both the physical and mental level–suitable for just about any age over 4 years old. I’m completely intrigued by the category of “Doodle games” (games where you draw objects on the touch screen that instantiate themselves in the game). These games open up a world of possibilities for any subject and seem like the perfect convergence of device, content and user motivation.  I would be remiss if I also didn’t mention Geared by Bryan Mitchel–an extremely elegant interface that allows the user to manipulate spinning gears around variables of distance, proximity and speed.

2. Kindle for the iPhone
Of course you lose some ergonomics when compressing the Kindle into the iPhone shell, but the distribution system for e-books (especially those in the public domain) is wonderful. This app has a clever interface, lots of free books and access to the Amazon catalog via a “get book” button.

3. Abc Pocket Phonics

It’s not so much that my five year old adores this application (he does), but it’s what this type of application represents. For language acquisition, the approach is a highly compelling supplement and the touch screen features allow users to trace letters while listening to the sound or word.
Need to learn Chinese characters? Try eStroke Chinese Characters

4. iSeismometer

This application brought back memories of the first time I realized that the Wii controllers house an acceleramator and a gyrometer to measure motion and tilt. This application allows the iPhone to react to various types of external motion. This app provides a very innovative way to learn about how motion is translated into a digital representation.  You can submit your data directly to a website that associates your location with your seismograph data.  Can you think of some learning contexts for this technology?

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Popularity: 34% [?]

Social media networking from Twitter and Facebook, to whatever the next hot idea that evolves has one rule for success. “Know Your Audience!” is rule number one in the world of interactive communication. The real issue is less what we know about our audiences , than why we need to know.

Our university and all of the land-grant and non-land-grant peers around the country and the world are grappling with a significant issue in the new media world. We have a lot of content, which we want to push out to our target learners. Following rule number one, we know what they need. I mean really, we’re the “experts,” right? It’s our job to know who they are and what they need.

Our problem is we’re heavy on content and light on engagement. Or so says, ADVERGIRL in her latest blog post.

She lists the top four universities for actual engagement using social media networks. I’ll save you the suspense, Oregon State University is not one of them. But I think the ideas these institutions are pursing offer interesting possibilities for Outreach and Engagement at OSU.

When we consider social networks as tools for our enterprise, too often we miss the point and obsess on the “social” aspect, as if they are something that can’t be used “professionally.” However, if you focus on the “network” part of the concept it is easy to see how and where our audiences can begin to gain value engaging with us. If our goal is reciprocal, i.e. learning from the interaction as much as telling someone what we think they need to know, then the possibilities for real communication seem to surface.

The question is do we have the understanding and interest to develop online social networks that can take advantage of what we know from 100 years of face-to-face education and training? As Clive Thompson points our in his Wired magazine blog, this will not come from managers and CEOs.  Effective use of social networking will come from those who best understand their audiences and peers. It will come from those folks anywhere in an organization that are already adept at networking and understand the fundamental value of being connected.

A social network is basically the foundation for an effective team. Teams of people who know each other from some level of face-to-face interaction can be more effective in the short run than virtual teams thrown together with a goal but no previous interaction. Pure logic, it seems.

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Popularity: 9% [?]

When I was a kid, the whole world was one giant “Learn-O-Rama.” For the most part (outside of the standard classroom), I picked what interested me and learned my way through it. It was a nonlinear process, much like a bloodhound follows its nose to sniff out new information.

Nonlinear learning suggests that how we work our way through information can itself contain information, and frame our learning. “It’s the road not the destination,” said Jared Bendis, a multimedia developer who works and teaches in the area of nonlinear multimedia storytelling at Case Western. This may seem like a new concept to many: the idea that the learner chooses the sequence in which they learn new material.

But the idea on nonlinear learning isn’t new. It’s been discussed in the literature for some time. It’s only in the past few years that tools have emerged to take advantage of a nonlinear approach and put it within reach of educators, not just programmers (remember Macromedia Director and Toolbook? Yikes.) One tool we’ve discussed here before is Pachyderm, a multimedia web-based authoring program that creates highly interactive flash presentations without having to be an Adobe Flash programmer. (See Chris’s Pachyderm post.)

Most online learning remains linear with learner choices limited to “next-page-previous-page.” What nonlinear learning offers is a model based on self-organization of ideas by the learner where, as Eleanor Duckworth points out in The Having of Wonderful Ideas, “the individual has done the work of putting [ideas] together for himself or herself, and they give rise to new ways to put them together.”

“Learning often takes jumps throwing new light on and affecting much that has been learned before,” says Dr. Uri Merry of the Institute of Organizational Consultation. “In learning sometimes a small input can have enormous reverberations. We learn with disorderly jumps between whole and parts, parts and whole.” (Nonlinear learning LO14329.) When you combine this nonlinearity with the power of these disorderly jumps in learning, you arrive at a place of wonderful chaos. The kind of chaos that made learning so effective and compelling to us as kids.

A nonlinear approach is not for every learner; there is evidence that learning styles can predispose a learner toward or against it. And some material is intrinsically linear, as in step-by-step procedural knowledge. But the potential for a nonlinear approach to impact e-learning is too good to pass up as another tool to add to the mix. It all boils down to the potential for nonlinear multimedia storytelling. But that’s a story we’ll take up at another time.

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I think it is safe to say that for most of us the personal computer is the first place we go when we are looking for web-based information; however, new web-ready mobile devices are emerging with increased speed and are blurring the line of what traditionally constitutes a viable endpoint for digital content. Have you seen the new Verizon netbook? Is it a laptop, a souped-up PDA? Neither, it’s a “netbook”—netbooks have been around for awhile now, but the fact that this one was selling for under $200 definitely caught my eye.

As the computing power of mobile devices improves and they become more affordable, the demand for content that works well on these platforms continues to grow.  Consequently, new possibilities for delivering E-learning content to mobile devices are redefining the E-learning industry in exciting ways.

While many user interface and usability people have given lukewarm reviews of the Kindle, the popularity of this E-book device has revealed what appears to be strong evidence of consumer demand for this type of technology. It’s hard to find fault with the practical benefits of having an ultra-lightweight E-book that holds up to 200 books, connects to the Internet wirelessly to download content and displays text in a relatively familiar format without the flicker of the CRT monitor. A sign of things to come? Many think so, like Steve Brotman in his Vcball blog.

How might a ubiquitous E-book like the Kindle and other new mobile web-ready devices reshape the world of instructional content? Smartphones like the iPhone and Palm Pre are quickly building a loyal following of application developers and end-users. The iPhone 3 will be released soon and Apple recently stated they have over 50 thousand applications for download in their App Store where over 1 billion applications have been downloaded by their 40 million iPhone and iPod Touch customers.  Until the Kindle can withstand the rigors of being tethered to a 3rd grader and Mom and Dad are willing to pay for little Johnny’s new iPhone, it’s hard to imagine these types of devices displacing the book on a large scale for the K-12 demographic (although there are numerous educational applications available for this group).  Nevertheless, let’s look at some examples of how mobile devices are already enabling new ways of delivering educational media.

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Popularity: 100% [?]

What did I learn about E-learning development when I worked at Netflix six months ago? Before I share some thoughts, let’s look at the numbers.  Just this year, Netflix sales have topped 910 million dollars with 414 full-time employees at the helm. Seem improbable? Welcome to the 21st century and the consumer side of information management as a service—as these numbers suggest, it can be extremely profitable. Sure, Netflix also pays workers who ship DVDs and answer customer service lines, but the main focus of the 414 full-time employees is ultimately to tame the customer-facing website that enables the latest movie titles to land in your mailbox or play on your computer.  

Is it possible to design viable E-learning courses at a company like Netflix where business moves at the speed of light? The quick answer is “yes,” and “no.”  Having an amazingly short development timeline constantly forced me to isolate the most important steps of the deliverable creation process and collapse as much of my process around these key areas.  Content review, prototype evaluation, user testing? Check, check, and check.  High-end aesthetic treatment, dynamic navigational scheme, lots of formative evaluation? Not so much. A lightning fast development model is usually the only option on the table for an environment that is adverse to process and time expenditure since its web-based “storefront” reorients itself as quickly as a desert landscape in a windstorm.  There’s nothing inherently wrong with this business model: Who doesn’t love the service that Netflix brought to the market?

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Popularity: 91% [?]

Don’t look now, but perhaps the next industry to be undone by robots is education. OK, maybe not.  After watching a video clip of the HRP-4C’s Frankenstein-like ambulation, you can more easily conjure up images of terrorized children running out of their classroom when the new substitute teacher shows up with lesson in head.

OK, so visions of robot faculty may seem fanciful and far-fetched, but virtual “mediators” of E-learning or web-based environments have become more prominent as the technology behind avatars has become more powerful and affordable for the average user (US News story).

So, why the initial hesitation and angst when you hear “avatar”?  Perhaps it’s Clippy, the talking paperclip.

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We recently began a project called, “Mastery of Aging Well: A Program for Healthy Living”.  The funding for this project came from the USDA and the principle investigator and content provider is a very well-respected associate professor tied to OSU Extension.  From a very pragmatic standpoint, the PI’s stated goal at the beginning of the project was to take her content and represent it in a more compelling, web-based format that would incorporate multimedia.  This was an exciting prospect for our group as we have graphic artists, photographers, videographers, journalists, editors and a few instructional designers.  We chose to develop two separate tracks for the content: One option was what was termed “Tier 1″ and would represent a pared down version of the content and very little user interaction. “Tier 2″ would reside within OSU’s E-campus site and would cost the user a fee for access to this more robust set of media assets, i.e. videos, interactive games and other user-centric tasks that focused on knowledge retention and assessment.

So, after selecting Adobe Presenter as the most appropriate (and efficient) authoring tool to port the content into a web-based format, we began to think through some of the instructional design considerations for our baby boomer target audience:

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