awards case study


Object Reference Model) – a distributed learning tool that allows accessible, interoperable, durable and revisable content and systems. SCORM also provides completion data at the individual level, which is a key requirement for remote, unsupervised training.


Soldiers were able to provide feedback and rate content directly through the m-learning app. Future versions will accommodate user commenting, ad hoc networks and other social features.


The training was aligned to the needs of individuals raised on a diet of internet, social media and collaborative working. When the new-style MATTs course was rolled out and soldiers and officers experienced the training first-hand, it led to a greater acceptance of mobile as an effective delivery tool for training a geographically dispersed audience. A study of representative Army units (first-time learners, HQ staff, Territorial Army learners and pre-deployment learners) evaluated the mobile learning experience by comparing three delivery mediums. One group was assembled to participate in a traditional classroom course, another to take part in an e-learning course, and a third group to use the mobile learning. The third group were given mobile devices with the training programme preloaded or could download the curriculum onto their own mobile device, and were then instructed to use the course for a week. All study participants completed a pre and post- course questionnaire and many took part in focus groups immediately after the learning concluded.


The results confirmed that mobile learning delivery was as effective as both e-learning and traditional classroom delivery. The mobile learning services were used by most participants at home (usually in the evening after dinner) or at work when on a break or during spare time. They also used the mobile devices while travelling to work-related engagements via public transport. One participant even took the device on exercises to use while travelling and during downtime. In terms of flexibility, mobile learning provided additional opportunities for training over and above that of traditional classroom training. Following a brief and highly successful pilot period in early 2012 when 425 soldiers were equipped with mobile devices to engage in the training, the project was fully rolled out in summer 2012, with the apps available for download from the Army App store on ArmyNet.


Making the business case The advantages of using mobile technology in this particular environment were clear-cut: l Training can be taken anytime, anywhere – while travelling, during downtime or in an operational theatre.


iOS and Android devices were by far the most widely used by soldiers, so the implementation team designed the course specifically for them


l It harness technologies that soldiers already own and are familiar with, so there are no additional device training or procurement costs.


l It makes learning easier and improves retention by breaking the curriculum down into smaller manageable elements.


l It delivers content in an interactive and engaging format that soldiers are familiar with and to the high standards they expect.


l It overcomes the challenges that are posed by a geographically dispersed audience.


Within the first two weeks of launch, 778 visits were made to the Apple Apps page and 225 to the Android Apps page to download the m-learning MATTs app. The target was for 33% of the 90,000 soldiers to take one MATT module via m-learning per year. The projected savings on that basis were £300,000 a year. Major Graham Yare says: “We estimated the Army saves £10 per soldier taking


a MATT module via m-learning. Approximately 90,000 soldiers take this training once a year, so assuming one in three switch to this method – which, after all, is far more flexible for them – we can save £300,000 per year per MATT. Across the seven MATT modules that’s £2.1m, representing a very significant return on investment, repeated annually.” Implementing MATTs on mobile has provided the evidence for a compelling business case to fund an Apps store capability across a wider subject matter. The distribution capability, the improvement in quality performance support and the embedding of the learning have aligned learning to the needs of the restructured British Army.


Marnie Threapleton is head of advisory services at Towards Maturity


This case study by Towards Maturity is part of our Good Practice Partnership with e.learning age and the E-Learning Awards


Top hints and tips


l Ensure that L&D teams understand the essential role learning technologies play in engaging and motivating staff.


l Don’t let the media preferences of your L&D teams determine the solution for your staff. Be proactive in determining the media choices of your staff to avoid preconceived ideas as to how they learn.


In terms of flexibility, mobile learning provided additional opportunities for training over and above that of


traditional classroom training


e.learning age october 2013


l Use interactive games, aide-memoire performance support apps and HTML on smartphones rather than just migrating text.


l Incorporate feedback tools within smartphone apps for user feedback. l Smartphone learning apps will particularly suit staff who are constantly on the move with work.


l When designing your m-learning, make sure you factor into your technology plan the wide variety of phones used by staff.


l Make sure there is regular and effective communication between subject matter experts, the design team and sample end-users. l Make sure security is at the heart of your m-learning.


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