Abstract
The widespread presence of mobile devices and their deep anchoring in everyday life of people bring along various use cases and business opportunities. Mobile learning is one case of application for mobile devices. Hence, it can be inferred that companies need to investigate adequate mobile learning and training scenarios for educating their employees.
Activity-oriented mobile learning allows employees to satisfy individual demands for product knowledge anywhere and anytime in their working context. However, as mobile learning is relatively new, didactical approaches to effectively transfer product knowledge have to be explored and validated. Based on literature, a didactical model to design mobile product training and learning scenarios was established.
By combining four didactical approaches, which are individual or socialized just-in-case training based on pedagogy and individual or socialized just-in-time learning based on andragogy, with four mobile delivery formats, which are access content, capture information, compute response, and communicate with others, the framework supports the development of scenarios for the acquisition of product knowledge.
In order to empirically validate the model, a field study with a company from the information technology industry has been conducted. By being guided through the design process, employees had to identify and describe mobile product training and learning scenarios.
A triangulated qualitative research study, consisting of a focus group and individual follow-up interviews to gather opinions about the final results, was conducted.
This paper presents an empirically validated didactical model, which can be used as a basis to design mobile product training and learning scenarios.
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Bernsteiner, R., Ploder, C., Schlögl, S. (2018). Model-Driven Design of a Mobile Product Training and Learning System. In: Uden, L., Hadzima, B., Ting, IH. (eds) Knowledge Management in Organizations. KMO 2018. Communications in Computer and Information Science, vol 877. Springer, Cham. https://doi.org/10.1007/978-3-319-95204-8_13
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DOI: https://doi.org/10.1007/978-3-319-95204-8_13
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