出発点
Plan mobile learning for small screens, limited connectivity and different devices. Review lesson formats, navigation, assessments and support routes.
アクセスコンテキストを理解します。
学習者がどのデバイスを使用し、どこでアクティビティを完了したかを尋ねます。画面サイズだけでなく、共有デバイスや中断も考慮してください。すべての学習者が静かなワークスペースを持ち、大きなディスプレイに継続的にアクセスできると想定しないでください。これらの条件は学習タスクの構造に影響を与えるはずです。
アクティビティ要件を確認します。
特定のツールまたはデバイスを必要とするアクティビティを、複数のフォーマットで動作するアクティビティから分離します。学習者が開始する前に、必要なリソースについて説明します。代替ルートが可能な場合は、その指示を明確にし、そのルートでも意図した学習目標をサポートしていることを確認します。
学習者の体験を確認してください。
代表的なデバイスに関する指示、提出、フィードバックについて説明します。長いテキスト、添付ファイル、エラー メッセージを確認します。コンテンツの変更を必要とする障壁やインターフェースの問題を把握し、コースがより広く公開される前にそれらを解決する責任を割り当てます。
Test the learning task under realistic access conditions
Choose representative devices and the connections learners are likely to use. Follow the complete task, not just the landing page: sign in, find instructions, open resources, attempt an activity, submit work and read feedback. Include interruptions and returning to an unfinished task.
Check readable text, touch targets, keyboard behaviour, focus visibility and alternatives for essential media. Review forms with errors and longer translated labels if those languages are offered. Test a slower connection and confirm that an unavailable resource produces a useful explanation. Ask actual learners about constraints such as shared devices or limited time. Keep observed problems attached to the stage of the journey they prevent, so fixes can be prioritized around essential access.
A mobile-learning review checklist
Record the device, browser, task and conditions for each observation. “Works on mobile” is too broad to explain what was checked.
- Navigation: the starting point, next action and a clear way to return to unfinished work.
- Reading: text size, contrast, layout at zoom and meaningful alternatives to visual instructions.
- Media: loading behaviour, captions or suitable alternatives, controls and optional download needs.
- Interaction: touch access, keyboard support, forms, validation and submission status.
- Interruption: session expiry, lost connection, saved work and the route to continue.
- Support: a visible help path that does not depend on the activity already working.
Do not confuse a narrow layout with an accessible journey
A screen can fit the device while a required document remains unreadable or a submission control cannot be reached. Review the resources and third-party tools used within the activity as well as the platform page.
Avoid promising offline access unless the specific content and workflow support it. Explain which tasks require a connection and how interrupted work is handled. Do not make video the only route to an essential instruction when an appropriate text alternative can convey the same requirement.
Should mobile and desktop lessons be identical?
The learning objective and essential information should remain consistent, but presentation can adapt to the device. Shorter sections, suitable media alternatives and clearer controls may improve access. Verify that adaptations preserve the activity and assessment evidence rather than removing essential content.
ILLUSTRATIVE PLANNING EXAMPLE
Example: a learner on a shared phone
Review a lesson on a small screen with a slower connection. Check whether the learner can find the next activity, read instructions and resume after an interruption. Provide a suitable alternative to a large media file where needed. Avoid making an essential instruction available only inside an image or video.
Test the actual learning task, including the assessment and help route. A page fitting the screen does not by itself mean the learning journey is usable.
次のステップに進みましょう
証拠開示チェックリスト
- デバイスのアクセスと中断を理解します。
- アクティビティ固有のリソースについて事前に説明します。
- 代表的なデバイスでの指示と提出を確認します。
FURTHER READING
Official resources to explore
Explore the related official guidance below. The templates and examples are practical starting points to adapt to your own project.