wireless meets wireline eLearning

A lot of software products currently promise to support eLearning but only few efforts are done to detach eLearning from wireline desktop devices toward small mobile and portable ones. This paper investigates how this kind of mobility can broaden the mind of eLearning. It is pointed out that current eLearning products can be classified towards a relatively low maturity level of eLearning. Based on special constraints and additional benefits of ubiquitous learning processes are emphasized which are well suited to be supported pervasively. The Model-View-Controller (MVC) architecture is recommended as a design pattern for integrated learning solutions. Introduction and Motivation Economy is evolving to a knowledge based economy. The life of knowledge and human skills is shorter than ever. Well educated and skilled stuff and as a result intellectual capital is becoming the keystone for organizations to get and stay competitive in dynamic markets. For employees this fact increases the pressure to remain at the forefront of education and training throughout their whole career. Four or five year degrees are just the beginning of a life long continuing education (see also Urdan et al. 00). For organizations life long learning of their staff members is as well a competition weapon as a cost factor. Learning has to happen therefor quickly, situative and as effective as possible. Technology has changed the way we live, think, work and learn. Technology has revolutionized business and now it must revolutionize learning. Life classroom based training is becoming too costly and cumbersome. 80 % already use computers on the job. So eLearning can be seen as a means supporting life long learning with a lot of benefits (see also Rosenberg 01, 30ff). The worldwide web, high-capacity networks and high speed computers make learning available to people 24 hours a day in their office, at home or also in hotel rooms during a business trip around the globe. ELearning enables it to access learning when it is convenient. A lot of web based eLearning solutions are available on the market jet. As we will see later on they can be assigned to different maturity levels of eLearning. But one thing they have in common: the extent of their ‘anywhere and anytime’ is limited mostly to resident desktop computers with very comfortable user interfaces. Through the rapid development of wireless technologies and pervasive computing (see also Burkhardt et al. 01) also the topic of ‘mobile learning’ (mLearning) will become more and more significant. Currently eLearning applications running on small and handsome devices supporting wireless technologies or integrating wireline and wireless eLearning approaches are almost not existent in the marketplace. This paper treats features learners will be expecting from mobile learning environments and gives so hints for the further development of appropriate applications. The following key questions are investigated : What are the maturity-levels of eLearning, what achieve current products and how can mobility be anchored in this context ? What are the constraints and additional benefits for wireless learning ? What learning processes are well suited to be supported wirelessly ? What drives wireless eLearning and how can it be integrated best into wireline eLearning ? How can wireless and wireline solutions be integrated best ? A conclusion summarizes the key statements and gives some future perspectives. The Nature of eLearning For the most people learning is symbolized through the classroom. This is the reason to see eLearning mainly as the online-version of classroom learning in the sense of eTraining. Instruction and eTraining is one perspective of eLearning, drilling knowledge in form of structured multimedial content presentations accompanied by active elements like self tests, quizzes and various communication possibilities. Constraints for successful eTraining are discussed in (Steinberger 01) and are not detailed further in this paper. Despite of its powerfulness eTraining is not always the accurate way to convey knowledge. Learning is not teaching and eLearning must not be viewed only from the point of view of eTeaching. It must be thought in terms of what the learner needs. Often there exist situations in which learning happens best and in a very efficient way through selective access to collected knowledge. Training is not necessary in this situation what makes eKnowledge an as important and successful aspect of eLearning (see also Rosenberg 01 and Maurer 00). Table 1 mentions the typical characteristics of this eLearning approaches. Etraining Eknowledge Drill of knowledge Delivery of information Structured nature, less flexibility More flexibility, random access nature Long lead-time for development, developed by special authors Created also by expert users Focused on a specific learning outcome Focused on a specific access and view of content Purpose is defined by designer or coach Purpose is defined by user Based on the user characteristics and needs Based on the knowledge discipline Sequenced for optimum memory retention Sequenced for optimum reference Contains presentation, practice, feedback, communication and assessment components Primarily centered on effective presentation Table 1: Characteristics of eTraining and eKnowledge There exist a lot of eLearning products on the market supporting eTraining. Some of them also support knowledge management mechanisms but only few focus on user knowledge collection and access in particular (e.g. Future Learning Environment, Muukkonen et al.99) but mostly knowledge management systems are seen as systems separate from eLearning. Only very few prototypical eLearning products add the possibility to augment learning also to small mobile devices. But in most cases this is done only in excerpt form (e.g. downloading of the course calendar to a PDA in WebCT). Depending on their properties eLearning products can be assigned to one of five maturity levels of eLearning. Table 2 shows some characteristics of these maturity levels (see also Lytras et al.01). The lowest level covers pure eTraining, drilling in an inflexible teacher-defined process manner locking knowledge in ‘course-boxes’ with no course independent random access. Level 2 enhances level 1 through eKnowledge functionality and makes knowledge available independent from its pertinence to a special course. Level 3 makes it possible for the learner to select his favorite learning process which makes the content delivery more flexible. Moreover level 4 and 5 enhance the learning possibilities trough customization and integration aspects. Level Some Characteristics 1 ETraining with static content delivery Pure course orientation that supports a predefined, static and sequential way of learning; the poor flexibility is inadequate to support dynamic nature of learning; Often no interoperability of learning objects; No random access to learning objects; Content producing authors, content consuming learners; 2 Enhanced eTraining coupled with Knowledge Management Utilization of learning objects databases; Reusability, Metadata , Interoperability; Communication Tools; mechanisms Random access to eLearning objects; Acquisition of user knowledge; 3 ETraining based on Learning Process Specifications Pool of available Learning scenarios for eTraining; Orientation to learning processes and learning stiles; Makes content delivery more flexible; 4 Customized Learning Scenes Learning needs recognition, learners profiling; high flexibility, extensive parameterization of learning platforms 5 Integrated Learning Integrate eLearning systems with other enterprise solutions Table 2: Maturity Levels of eLearning Most of today’s eLearning Products are settled on maturity levels from one to two. If they support knowledge management at all it is mostly fixed to inputs form special context authors and does not provide user centered knowledge production and distribution. The user is seen almost ever as the knowledge consuming partner in a learning management environment. Learning process specification and customized learning (levels 3 and 4) are still research topics of eLearning. Anyhow some products try to integrate learning and administrative systems via a learning portal and to bridge the gap between level one/two and level five. Borders between wireline and wireless eLearning are basically independent from the maturity level of a solution. Mobility could also be realized on level 1 and 2 but it is rarely done. Constraints for wireless eLearning and what eLearning processes are best supported in a wireless manner is discussed in the following sections. Constraints for wireless Learning In future we will see a tremendous increase of wireless multimedia network terminals that are similar to today’s mobile phones or PDAs (handhelds). Wireless technologies like wireless LAN, Bluetooth and GPRS will multiply potential handheld applications. According to IDC in 2000 12.9 millions handhelds were sold. For 2004 they forecast 63 millions handhelds to be sold. Whereas handhelds today are primary sold to private persons IDC believes that in 2004 about 30% will be sold to organizations. About 38% will be smartphones, integrating PDA functionality with features for communication. Also the possibility to use Java (J2ME) on mobile clients will contribute to the success story of the new mobile devices also in the area of mobile wireless learning. This mobile eLearning devices will be characterized by the following properties: small, portable device has an integrated camera is a full fledged PC ‚Everynet‘ with high performance is always available has a global positioning system serves as electronically wallet has speech inand output has an integrated graphic pad to enable simple notices serves as portable player can operate without socket-power for a long time Because of the nature of their user interface these powerful mobile devices cannot co