Tag: mobile learning

Elearning Trends for 2018

At the end of last year, Bryan Jones from eLearningArt reached out to me for my predictions on the top 3 eLearning trends for 2018.

He then took the responses from me and 56 other experts and put together a summary video of the top trends here and an article of the top eLearning trends here.

Here are the top 3 trends that I picked, as well as some commentary:

Mobile (#5 on the overall list)

Mobile learning has been happening for over 10 years, and this trend will continue in 2018. Now that mobile learning has been around for a while, we’re learning how to do mobile more effectively than to just put long courses on a smaller screen. The impending demise of Flash will require significant effort in the next few years converting and upgrading old Flash courses to HTML5, which also makes content accessible on more devices.

Microlearning (#1 on the overall list)

Microlearning will continue to be a buzzword for 2018, although I predict we’ll still be hammering out what we actually mean by the term. As we move to more mobile learning, shorter learning and performance support will be more prevalent.

Science-based learning (#8 on the overall list)

Maybe this is my wishful thinking rather than my prediction, but I do see an increasing trend toward science-based and evidence-based learning. While plenty of myths are still perpetuated by the unscrupulous and unaware, I see backlash against pseudoscience. We are fortunate in our field to have folks like Will Thalheimer, Patti Shank, and Julie Dirksen who are working to debunk myths and make research more accessible to practitioners.


Instructional Design Isn’t Dying. It’s Evolving.

You may have read dire predictions that instructional design is dead. The eLearning Guild just published a report titled “Is instructional design a dying art?” One of the guild’s recent surveys asked participants if ID is a dying field. Is it really?

Recently emerged monarch butterfly

No, It’s Not Dying; It’s Evolving

Instructional design is not dead or dying. That’s clickbait. This is a perennial hand wringing exercise. Marc Rosenberg wrote about it in 2004, and even 13 years ago he mentioned that this pops up every few years.

Instructional design isn’t dying; it’s evolving. Instructional design previously evolved from only classroom training to classroom plus online training. Now the field continues to evolve and expand. In fact, in the Guild report mentioned above, all 13 industry thought leaders agreed that instructional design is changing rather than dying.

As the field evolves, the name may change from instructional design to learning design, learning experience design or something else. I now call myself a “learning design consultant” rather than instructional designer. Regardless of the name, the core skills of instructional design will continue to be valuable and needed in the workplace.

Fragmentation and Diversification

I think instructional design will continue to fragment and diversify. Formal training isn’t disappearing; workers have too many skills they need and switch careers too often. In fact, I think ongoing formal training may even increase. Formal training will be accompanied by more informal training and performance support.

We will continue to have more potential skills than any single person can learn, so we will work more often in teams with specialists in particular skills.

New Technology and More Options

New technologies will give IDs new options. New technology often won’t completely replace old technology, but old and new will exist side-by-side. Sometimes how we use older technology will change. When TV became prevalent, radio didn’t disappear, but we listen in our cars now. Physical books haven’t vanished due to ebooks, but how we buy them has changed. Our future will likely include computers, mobile, AR, and VR. VR will be fantastic in certain situations, but it’s not going to be the right solution for every learning need.

Karl Kapp has noted that new technology is one reason the job outlook for instructional designers is still good.

Google Trends

One reason for the concern about instructional design dying is that it has been trending down on Google for a number of years. The trend has mostly flattened out, but it is much lower than it was in 2004. Brent Schlenker observed this trend in 2016.

Google Trends for "instructional design" 2004-2017

If you compare instructional design and learning design (the red line), you’ll see that learning design is now searched more often than instructional design. Learning design has also trended down, but not quite as far as instructional design.

Google trend comparing "instructional design" and "learning design"

While instructional design and learning design have trended down, elearning is trending up. I don’t believe the interest in online learning overall is likely to diminish, although it will evolve. Traditional self-paced elearning may decrease, but not all online learning.


Google trends showing elearning increasing

Looking Ahead

I see a fairly rosy future for instructional designers and learning designers, especially those who focus on lifelong learning and reflective practice. We will have to evolve to continue to be successful, but that need to constantly learn is part of what makes this field so rewarding. We will have to give up some of our old ways, but we can learn to change and be amazing.

“How does one become a butterfly?” she asked.
“You must want to fly so much that you are willing to give up being a caterpillar.”

—Trina Paulus, Hope for the Flowers

What do you think? Is instructional design doomed, or will we survive in a changed form?




ID and E-Learning Links (7/24/16)

Posted from Diigo. The rest of my favorite links are here.

Review: Learning Everywhere by Chad Udell

Learning EverywhereI am still very much a novice in mobile learning. I’ve known for quite a while that mobile was a topic I’d have to learn more about eventually, but to be honest, it isn’t something most of my clients are talking about yet. I suspect I am one of the only instructional designers left in the world who doesn’t own a smartphone. I believe my current phone is what is called a “feature phone”; I can download some games and I am able to access the web (although I don’t have a data plan, so I don’t use it that way). I plan to upgrade within a few months, but my “retro” phone is one of the reasons I haven’t really invested much time in m-learning yet. However, when I was offered a copy of Chad Udell’s new book Learning Everywhere, I decided it was an opportunity to catch up with the rest of the world.

Even with my minimal background in mobile learning, Udell’s book was very helpful. There are parts of it that are more technical than I really need right now. However, when I have an actual mobile project to complete, I think I’ll be glad that information is there. The book covers the whole process of mobile content, from finding opportunities and initial strategy through development, prototypes and pilots, and deployment.

Udell categorizes mobile learning into four different types of content:

  • Converted Content: This is your existing content converted for mobile. That doesn’t mean entire e-learning courses simply delivered on a smaller screen, but it may be parts of courses, job aids, or other existing performance support materials.
  • Business Processes: This is the content for line of business and productivity, like SCM (supply chain management), contact lists, or specific applications for a company.
  • Social and User-Generated: “Mobile is intrinsically social.” This category includes informal social learning with tools like Twitter, Yammer, and Jive, as well as user-generated content in wikis and knowledge bases.
  • Uniquely Mobile: To be honest, this was the hardest category for me to really connect with and see uses for, mostly due to my lack of experience with the tools. This includes content that is only possible because of mobile tools–GPS, augmented reality, and using other sensors on phones.

The “converted content” category is what I’ve usually been thinking about as mobile learning. Udell explains that we shouldn’t just move all our whole course library to a small screen format; it should be reinvented. The book includes a number of practical tips about how exactly to do that reinventing, like including an easy search or query function. Mobile tools are used at the point of need, when learners often have a very specific task or problem in mind. They need to get right to the information they need, not go through a linear progression of 15 screens of prior information before they get there.

Throughout the book, Udell includes “before” and “after” images of interfaces. Even if you are like me and don’t have a smartphone, you can clearly see the problems with standard web, e-learning, and performance support interfaces once they are moved to a phone. There’s lots of concrete tips about how to reformat content for a smaller screen, like restructuring multiple columns into a single column for easier reading and hiding the navigation behind a single menu button rather than showing it all the time and taking up valuable screen real estate.

Overall, I think the book probably would have been more useful for me if I had an actual project to work on, rather than just reading this for my own knowledge. Udell does assume that you have specific organizational issues and resources in mind throughout the book, which isn’t the case for me with my freelance work right now. However, even with that caveat, I feel better prepared now. I know I have this resource available to guide me through the process if I need more of the specifics. I also have a much better idea what kinds of questions to ask if a client asks me about mobile learning. I won’t be blindsided when this comes up in conversations—and I know it will, even if it hasn’t yet. Mobile is an opportunity to expand the reach of what we do as learning professionals outside of the traditional formal training environment, and Learning Everywhere is a good place to start learning about those opportunities if you’re like me and don’t have much experience with mobile learning.