CIAO DATE: 10/2013
Volume: 12, Issue: 1
Winter 2012
Mobile Learning in Defense and Security Organizations (PDF)
Christian Glahn
Technology has been part of education and training in security and defense organiza- tions for a long time. E-learning and advanced distributed learning (ADL) have helped to standardize, optimize, and scale education and training. Many organizations and af- filiated institutions already make good use of Web-based technologies to provide training for performance support and career development. Over the past years, ADL solutions have become part of the standard procedures of many organizations. The Partnership for Peace Consortium (PfPC) plays an important role in facilitating the ex- change of knowledge and experiences among ADL practitioners in defense academies. The ADL Working Group of the PfPC is home to a strong and active community that brings new technologies into the practice of education and training in security and de- fense organizations. In the past, the primary focus of ADL activities was creating and enhancing interoperable Web-based training modules by promoting the adoption of the Scalable Content Object Reference Model (SCORM). The joint learning management system of the PfPC that is hosted by the International Relations and Security Network (ISN) based in Zurich has become a hub for Web-based training resources that are shared and used by the entire PfPC ADL community.
Research Ethics in the Mobile Learning Environment (MoLE) m-Learning Project (PDF)
Jacob Hodges, Geoff Stead
This research paper discusses the Mobile Learning Environment (MoLE) Project, a unique and ambitious effort sponsored by the U.S. Department of Defense’s Coalition Warfare Program (CWP) in partnership with over twenty nations. The mobile learning project explored the usefulness and effectiveness of using mobile technologies as a tool to support training activities in medical stability operations. This article discusses the importance of employing global research ethics and social responsibility practices in the testing and evaluating of science and technology projects. It provides an under- standing of research ethics requirements and looks at how the technical challenges were applied within a global framework. Finally, it showcases an integrated application of a mobile capability in accordance with a myriad of research ethics guidelines and concludes with the accomplishment of evaluating this global capability.
Supporting Crisis Simulations with the ARLearn Toolkit for Mobile Serious Games (PDF)
Stefaan Ternier, Atish Gonzalvez, Bernardo Tabuenca, Fred de Vries, Marcus Specht
Although the transfer of factual knowledge plays an important role when training per- sonnel who operate in potentially dangerous conditions, mobile learning techniques to support security training are often underused. There is a great value in simulating dan- gerous situations in the training context. In contrast to learning from a textbook, a simulation leaves room for customization and surprise, as players do not know what will happen in advance. By experiencing a series of events that occur in a simulation, participants learn in an authentic context and are trained to respond to events as they occur. This is different from studying factual knowledge. The theory of situated learn- ing supports this assumption, and states that learners do not learn via the plain acquisi- tion of knowledge but rather through active participation in social contexts.1 Organiz- ing simulations in the real world can become very expensive and resource-intensive. For instance, a real-life military simulation can require the use of weapons and explo- sives to engage the participants in the scenario. Many dangerous situations require per- sonnel with different roles (e.g., team leader, communication expert) to cooperate. Managing these different roles during a simulation requires extra work of the simula- tion facilitator.
Supporting Learner Mobility in SCORM-Compliant Learning Environments with ISN Mobler Cards (PDF)
Christian Glahn
Over the last decade, mobile information technologies have become a ubiquitous part of daily life. Mobile learning research has been going on for less than ten years, given that the smartphone revolution only started in 2006.1 As such, this field is among the newest research areas in educational technology. Given the overwhelming success of smart mobile devices on the global scale, this technology appears to be well suited to extending the reach and continuity of educational programs.
Mobile Learning and ADL's Experience API (PDF)
Kristy Murray, Peter Berking, Jason Haas, Nikolaus Hruska
The Advanced Distributed Learning (ADL) Initiative’s Sharable Content Object Ref- erence Model (SCORM®) has been a staple of online learning standards since 2001. The SCORM specification was created by ADL to address interoperability challenges that existed prior to the wide adoption of touchscreen mobile devices such as smart- phones and tablets. A new interoperability standard is needed to support training op- portunities on mobile devices. ADL’s Experience API (xAPI) can now provide an op- tion for mobile devices to support traditional online training scenarios as well as new types of informal learning opportunities.1 However, a mobile SCORM capability in- volves more than simply ensuring technical compatibility with a new technology. It has new implications for instructional design as well as the potential to improve the overall learning experience.
Biljana Popovska
The theoretical framework of this article is based on several published works whose content deals with history teaching as a key mechanism of justice in transitional socie- ties.1 Then, it draws from the work of the Center for Democracy and Reconciliation in Southeast Europe and their project “Clio in the Balkans” and the Joint History Text- book Project. In addition, there are materials from interviews with Macedonian and Albanian history teachers, experts, and government representatives selected from the participants in the Macedonian project presented at a United States Institute of Peace conference in Washington, D.C. in November 2005.
Use of New Data Could Help Improve Oversight of Distance Education - GAO Report on Higher Education (PDF)
As the largest provider of financial aid in higher education, with about $134 billion in Title IV funds provided to students in fiscal year 2010, the Department of Education (Education) has a considerable interest in distance education. Distance education— that is, offering courses by the Internet, video, or other forms outside the classroom— has been a growing force in postsecondary education and there are questions about quality and adequate oversight. GAO was asked to determine (1) the characteristics of distance education today, (2) the characteristics of students participating in distance education, (3) how the quality of distance education is being assessed, and (4) how Education monitors distance education in its stewardship of federal student aid funds. GAO reviewed federal laws and regulations, analyzed Education data and documents, and interviewed Education officials and industry experts. GAO also interviewed offi- cials from accrediting and state agencies, as well as 20 schools – which were selected based on a variety of factors to represent diverse perspectives.