Introduction: What is multi-device learning? 

Multi-device learning is a technique which allows people to learn in a fast and effective manner by using multiple devices simultaneously. In this digital era, you can learn from anywhere and anytime by using any type of device which is available with you. This article discusses the 5 principles to create an effective multi-device learning environment. In this digital era, people are embracing the philosophy of “learn anywhere, anytime”. The idea that we can better our skills in a fun and interactive way is gaining momentum. 

Principle 1: Emphasize the benefits of the new digital environment Digital devices are becoming more and more ubiquitous in our society. Communicating through these devices, communicating with others, communicating with ourselves, has become the norm. This new environment brings with it many benefits to learners of all ages. The new environment provides a flexible multi device learning experience– allowing students to get the most out of every moment they have available to learn. Students can use whichever device is best suited for their current learning situation- whether that be their home computer, mobile phone, or tablet. 

Principle 2: Design for change Design for Change is a principle that states that the design of learning materials should be based on what is known about how people learn. To design adaptive course design, it is important to understand how people learn from mobile apps. Organizations are increasingly turning to mobile apps for learning solutions. Mobile apps provide organizations with a flexible and versatile platform wherein they can run learning programs and deliver content at scale. Organizations can also use the data they collect from mobile apps to improve their offerings and course design. Mobile app designers who want to create a user-friendly interface should keep in mind the following guidelines:

• Offer an intuitive navigation system – Use responsive layouts that adjust themselves to screen sizes – Create buttons that are large enough for fingers but not too big or small

Principle 3: Give learners control over their experience Learners need to have a sense of control over their experience. They should feel that they are the one who is making decisions about what to learn, how, and when. Learners should also be able to change their learning paths as they go along. To give learners these freedoms, self-paced courses are needed. Self-paced courses allow the learner to pick from a list of topics and explore them at their own pace without being told what they need to know or do on a specific date. This way, learners won’t feel rushed or pressured into finishing something that they don’t want to do just because it’s due the next day. 

Principle 4. Offer multiple entry points and opportunities for success Principle 4 is an extension of Principle 3. It focuses on the fact that individual learners have different learning needs and thus they should be provided with a variety of learning paths to suit their needs. In the future, it is important for educators to give students a personalized experience by offering them multiple entry points. This is because, no two learner’s experiences are going to be the same and every individual has their own unique set of skills and abilities. Individualized learning paths will be a key factor in providing a more personalized experience for students in the future. 

Principle 5. Think differently about assessment  Users are more likely to share their feedbacks if they are offered rewards. This is because it feels good to get rewarded, which adds an emotional factor to the whole experience. The principle of thinking differently about assessment provides the basis for designing the scoring rubric. The scoring rubric should be designed in a way that encourages students to apply themselves, take risks, and think creatively. A grading scale should also be used that is more lenient at the lower levels – for example, employing letter grades A+ through D- instead of only using A+, A, B+, B, and so forth.