Mobile Technology Plan

Mobile technology provides instant and easy access to a variety of tasks for anyone with a phone and the internet. We are more connected than ever before and more and more people and places are online than ever before. Utilizing mobile technology for learning and training can provide educational institutions and companies a quick way to engage learnings and employees and provide them educational opportunities that they can access anywhere, anytime. Below is a plan for a grocery store chain and how mobile technology can be incorporated to efficiently provide ongoing training for employees. 

Mobile Technology Implementation Plan

Mobile technologies provide instant access to learning from almost anywhere in the world. People have the ability to pick up their phones and in a few seconds answer almost any question they have, learn a new skill, participate in a training, communicate with others, or develop a hobby. They can attend formal learning sessions without the constraints of geography or delve into informal learning through videos or blogs. Workplace environments benefit greatly from mobile technologies as they allow for easier communication within the workforce, provide accessible, concise, and engaging training opportunities for their busy employees, and refresher resources which can save time and money. Training designs utilizing mobile technology can lead to higher retention and application of skills due to their short nature, minimal cognitive load and by allowing learners to process information (American College of Education, 2022).

Employees at a grocery store chain are in need of onboarding training as well as refreshers on safety measures, new regulations, and company updates. Managers struggle to ensure all employees are completing their refresher courses throughout the year and so a plan using mobile technology has been put into place to alleviate this problem. The purpose of this plan is to ensure all employees are completing their required refresher trainings by each due date set forth by the company. The first goal is that all employees will complete and pass all required training modules by each specific module due date throughout the year. The second goal is that all managers will send out reminders, guide, and ensure employees are completing all required trainings by each specific due date throughout the year. These goals will ensure company and state compliance by all stakeholders.

Employees already have access to their employee digital portal via a secure webpage where they put in their availability, request time off, and switch shifts. Using this same portal, managers will be able to send out notifications to the portal and employee cellphones, of when each refresher course must be completed. The program will track the progress of each employee and will not allow any employee to be scheduled to work if their required refresher courses have not been completed. Employees can access these trainings from anywhere using their cellphone, allowing them to work through the modules at their own pace. Each module is concisely built to include only vital information presented using gamification techniques to engage learners, thereby increasing retention (Ha & Im, 2020). Interactive content keeps learner attention and promotes engagement. The inclusion of interactive elements saves time through learner focus and attention (Padilla Rodriguez & Armellini, 2014).

Learner safety and ethical use of training materials is at the forefront of utilizing mobile technology for these refresher modules. Trainings will be individually created by in house designers or use Open Educational Resources (OERs) which are materials that can be used without gaining permission (Seibert et al., 2019). These resources are designed to make learning accessible to more learners for the greater good of society, without violating any copyright laws. The employee portal uses a two-step verification process ensuring user safety and authenticity while completing trainings.

As managers are made aware of training modules in need of completion by their employees, they will be responsible for sending communication via the employee portal and via text message notifications at least two weeks prior to each module due date. Keeping everything and everyone up to date is a key benefit of utilizing mobile technology (Exter & Ashby, 2022). Employees will have accepted these forms of communication upon employment, so no further approvals will be needed. Employees will be sent bi-weekly reminders via portal and text message of the training required, due date, and that they will not be scheduled after the due date if the training has not been completed with a passing score. Module trainings will be accessible through the employee web-based portal, allowing easy access for all employees through any device connected to the internet.

Utilizing mobile technology for training modules necessary for continued employment at a grocery store chain equips managers with an easy-to-use method of ensuring trainings are completed in a timely manner. Employees have easy access to their required trainings which can be completed from anywhere that is connected to the internet. Safety, engagement, and retention are top priorities of each training module, and utilizing mobile technology ensures efficiency for all involved.

References

American College of Education. (2022c). DL5763 Trends in instructional design: Module 5 [Part 3 presentation]. Canvas. https://ace.instructure.com/courses/2018748/external_tools/118428

Exter, M., & Ashby, I. (2022). Lifelong learning of instructional design and educational technology professionals: A Heutagogical approach. TechTrends: Linking Research & Practice to Improve Learning, 66(2), 254–264. https://doi.org/10.1007/s11528-021-00657-x

Ha, Young & Im, Hyunjoo. (2020). The role of an interactive visual learning tool and its personalizability in online learning: Flow experience. Online Learning, 24(1), 205–226. https://doi.org/10.24059/olj.v24i1.1620

Padilla Rodriguez, B. C., & Armellini, A. (2014). Applying the interaction equivalency theorem to online courses in a large organization. Journal of Interactive Online Learning, 13(2), 51–66.

Seibert, H., Miles, R., & Geuther, C. (2019). Navigating 21st-Century digital scholarship: Open educational resources (OERs), creative commons, copyright, and library vendor licenses. Serials Librarian, 76(1–4), 103–109. https://doi.org/10.1080/0361526X.2019.1589893

Immersive Learning Experiences

Immersive learning experiences provide learners with amazing opportunities to learn in engaging, motivating, active, and collaborative ways. I have created a Canva presentation video explaining how simulations, virtual reality, and virtual field trips can be incorporated into middle school education to enhance the educational experience, increase retention of information, and strengthen learner abilities to transfer new skills to their real lives. In addition to the presentation, I have created a document laying out best practice strategies for utilizing immersive learning experiences which is included below. Enjoy!

Video Presentation Link: Immersive Learning

Immersive Learning Best Practices

Immersive learning experiences provide learners with exciting, engaging, and enjoyable experiences. Thorough learning leading to application of skills, retention of knowledge, and motivation are strengthened through the use of immersive learning experiences (American College of Education, 2022a). Active, student-centered, personalized, and collaborative learning are fostered through immersion, creating impactful connections between learners with each other and with the content (İbili, 2019). Immersive learning also provides experiences otherwise outside of our reach, such as travel, or give us insight into possible solutions before enacting them. Simulations provide opportunities to practice real-life dangerous situations that are more cost effective and can be halted in order to explain or alter the course (American College of Education, 2022b). There are many considerations that must be kept in mind when creating an immersive learning experience which are outlined in the checklist below.

Technological Considerations:
1. Ensure sufficient bandwidth needed for the activity is accessible (American College of Education, 2022c).
2. Ensure devices needed are in working condition, check connections, and do trial runs to make sure devices are connecting and working properly (American College of Education, 2022c).
3. Ensure learners possess or are given technical instructions on how to use the program (Patterson & Han, 2019).

Design Considerations:
1. Access learner background knowledge and experience with the technology being utilized and with the content being delivered (İbili, 2019).
2. Chunk material to alleviate cognitive load, allowing learners to process and retain vital information (İbili, 2019).
3. Ensure all interactions are content focused, constructive, and directly related to the learning objectives (Mulders et al., 2020).
4. Begin with fewer interactive pieces to lower the stress on working and long-term memory. As learners progress, more interaction can occur (İbili, 2019).
5. Provide scaffolds and guide learners throughout the experience, enhancing understanding and pointing out key features (Mulders et al., 2020).
6. Use only necessary graphics and design elements to help with connectivity issues that may arise (American College of Education, 2022c).
7. Make any necessary room modifications to allow proper interaction with the immersive learning experience (Patterson & Han, 2019).
8. Introduce activity by providing an explanation of the immersive experience, technical and physical considerations of the experience, and answer any questions (Patterson & Han, 2019).
9. Upon completion of the activity, it is important to reflect, evaluate, and revise for future experiences.

References

American College of Education. (2022a). DL5763 Trends in instructional design: Module 4 [Part 1 presentation]. Canvas. https://ace.instructure.com/courses/2018748/external_tools/118428

American College of Education. (2022b). DL5763 Trends in instructional design: Module 4 [Part 2 presentation]. Canvas. https://ace.instructure.com/courses/2018748/external_tools/118428

American College of Education. (2022c). DL5763 Trends in instructional design: Module 4 [Part 4 presentation]. Canvas. https://ace.instructure.com/courses/2018748/external_tools/118428

İbili, E. (2019). Effect of augmented reality environments on cognitive load: Pedagogical effect, instructional design, motivation and interaction interfaces. International Journal of Progressive Education, 15(5), 42–57. https://doi.org/10.29329/ijpe.2019.212.4

Mulders, M., Buchner, J., & Kerres, M. (2020). A framework for the use of immersive virtual reality in learning environments. International Journal of Emerging Technologies in Learning, 15(24), 208–231. https://doi.org/10.3991/ijet.v15i24.16615

Patterson, T., & Han, I. (2019). Learning to teach with virtual reality: Lessons from one elementary teacher. TechTrends: Linking Research & Practice to Improve Learning, 63(4), 463–469. https://doi.org/10.1007/s11528-019-00401-6

Personal Learning Network Plan

As I continue my growth in the instructional design realm, it is important to expand my PLNs to include design centered networks. Creating online trainings that promote empathy and social interaction is a key focus in order to not lose those valuable skills when learning online and not in person (Ní Shé et al., 2022). My education background and teaching experiences provide the base of my knowledge, but it is important to continuously grow, incorporate new strategies, gather new perspectives, and keep up with changes in technology. This is the goal of expanding my PLN to maintain a commitment to lifelong learning, where I can expand my knowledge by learning from and with others (Kennedy, 2018).

I just joined LinkedIn as a way to advance my social learning in new fields. I have found two specific groups to join which will aid in my development of eLearning and design skills. The first group is called eLearning Industry (https://www.linkedin.com/groups/110953/). There is a plethora of information about eLearning, software products, and new developments that seem to appear every day. Belonging to this group will help keep me up to date on new ideas and inspire me to try out new software in my current job as a Spanish teacher and for future reference as an instructional designer. Many people are part of this active group which will enhance and nurture new ideas. To stay current, I will subscribe to the newsletter, read articles, save resources, and visit this group page bi-monthly.

The second LinkedIn group that I have joined is called Instructional Designers (https://www.linkedin.com/groups/58371/). As a member of this group, I will be actively engaged in the latest ideas and techniques in the instructional design field. This is important to me as I get closer to finishing this master’s program, to continue fostering my education and skills as an instructional designer. This group will aid in keeping me current in this field and encourage my continual development. Spending time engaging in these two groups, reading posts, and interacting with others will become a bi-monthly routine.

A third expansion of my PLN is adding blogs to amplify my instructional design and eLearning proficiency. I have favorited and subscribed to a few of the numerous wonderful blogs I went through on my way to finding two I will highlight. Experiencing Elearning (http://christytuckerlearning.com) and Ashley Chiasson’s website and blog (http://ashleychiasson.com/blog/) are my top choices. Both of these blogs provide interesting posts with information and idea sharing. There are numerous tutorials and short videos with tips and tricks for eLearning and instructional design. Both have a newsletter which is beneficial for me as it serves not only as information sent right to me, but also as a reminder to stay involved in their blogs to see what else has be posted and commented on. Being an active member of discussion posts plays a vital role in cultivating incorporating current ideas into practice.

Interacting with others promotes deeper retainment of information and the creation of new thoughts. Socialization within learning creates a fun and engaging environment, leading to diverse ways of thinking and development. It bridges the gap between the unknown and unfamiliar, guiding us toward excitement and the creation of something new and improved. I look forward to actively participating in these new PLNs for perpetual personal progress.

References

Chiasson, A. (2025). Home. Ashley Chiasson Instructional Designer & Consultant. http://ashleychiasson.com/blog/

eLearning Industry. (n.d.). Home [LinkedIn page]. LinkedIn. Retrieved June 7, 2025, from https://www.linkedin.com/groups/110953/

Instructional Designers. (n.d.). Home [LinkedIn page]. LinkedIn. Retrieved June 7, 2025, from https://www.linkedin.com/groups/58371/

Kennedy, J. (2018). Towards a model of connectedness in personal learning networks. Journal of Interactive Online Learning, 16(1), 21–40.

Ní Shé, C., Farrell, O., Brunton, J., & Costello, E. (2022). Integrating design thinking into instructional design: The #OpenTeach case study. Australasian Journal of Educational Technology, 38(1), 33–52. https://doi.org/10.14742/ajet.6667

Tucker, C. (2025). Home. Experiencing eLearning. http://christytuckerlearning.com

Microlearning: ELL Strategies

Microlearning is a vital aspect of professional learning and development. Working professionals are pressed for time and often juggling work and personal life demands. This, combined with a tech-rich world, make microlearning the perfect solution for providing quick on the job training that is ready and accessible anytime (Zhang & West, 2020). Chunking, or breaking apart larger topics into manageable pieces, is essential for learners of all ages to process and retain information. Microlearning is a perfect fit for each chunk of vital information, to teach one key skill, to enhance performance in one area, or to modify one specific behavior. Microlearnings are created to be short, specific, accessible on any device, and provide learner accountability through mini assessments (American College of Education, 2022).

Part of my teaching day is spent pushing into classrooms to assist with English Language Learners (ELLs). I have noticed that there is a need for targeted ELL strategy training among many teachers. While there is a plethora of strategies teachers can employ to support their ELL students, I created a microlearning experience that will help teachers learn or be reminded of three strategies for immediate implementation in the classroom. It only takes 3-5 minutes to complete and utilizes Canva, making it accessible on any device. It is meant to increase the support level for ELL students and encourage teachers to include at least one strategy in every lesson plan. The training begins will a reflection based on a real teaching scenario, followed by information and examples of the three strategies, a short assessment, and a final reflection. Participants will share their lesson plans, noting in it their ELL strategy implementation, with their Curriculum Resource Teacher to ensure knowledge application. A downloadable/printable resource is provided at the end for participants to use as a reference. Check out the training plan with links to the training and agenda below!

Microlearning Training Plan: ELL Strategies

References

American College of Education. (2022). DL5763 Trends in instructional design: Module 2 [Part 1 presentation]. Canvas. https://ace.instructure.com/courses/2018748/external_tools/118428

Zhang, J., & West, R. E. (2020). Designing microlearning instruction for professional development through a competency based approach. TechTrends: Linking Research & Practice to Improve Learning, 64(2), 310–318. https://doi.org/10.1007/s11528-019-00449-4

Educational Blogging Benefits

Blogging is a fun and engaging way to express your thoughts, ideas, and reflect on any number of topics. Blogs can turn learning into interactive experiences when learners read and respond to others. While some learners of all ages enjoy writing, others shy away from the task. Blogging can be a solution to foster writing skills for reluctant writers as it is seemingly less intimidating than more traditional forms of writing in classrooms. The ability to design a blog page, customize colors and graphics, and make changes anytime draw students in by tapping into their creativity and stylistic nature, making blog creation a more engaging form of writing compared to typing a Word document or writing on paper (American College of Education, 2022a).

Blogs also easily showcase the development of a student as they progress through the course, a school year, or longer. Blogs can be used as ePortfolios where learners keep track of their work in one place, allowing for reflection on growth and skill development throughout the process (American College of Education, 2022b). Reflecting on ideas and personal growth are powerful educational tools for learner development.

Many times, learning is a social activity. Learners develop and prosper when interacting with others, especially when they can be pushed and challenged by their peers. This concept is evidenced by Vygotsky’s Zone of Proximal Development. Learners are able to make meaning of and master concepts with the support and interaction with others who have slightly more knowledge and different experiences. This collaboration enables learners to engage and expand their understanding of concepts that may be out of their individual reach (Abdul Kadir & Tasir, 2020) Peer interaction can be less intimidating than facilitator interaction, especially when students are sharing problems or issues that they see or are having themselves. Blogging with peer interaction can be a useful tool for students to engage in problem solving and critical thinking skills when they discuss problems and propose possible solutions (Abdul Kadir & Tasir, 2020). These are not only educational skills but essential life skills that can be enhanced through blogging.

References

Abdul Kadir, N. I., & Tasir, Z. (2020). Students’ perceptions and information-sharing patterns in learning authoring system course through blogging. International Journal of Emerging Technologies in Learning, 15(19), 187–199. https://doi.org/10.3991/ijet.v15i19.10950

American College of Education. (2022a). DL5763 Trends in instructional design: Module 1 [Part 3 presentation]. Canvas. https://ace.instructure.com/courses/2018748/external_tools/118428

American College of Education. (2022a). DL5763 Trends in instructional design: Module 1 [Part 4 presentation]. Canvas. https://ace.instructure.com/courses/2018748/external_tools/118428