Microlearning

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Microlearning refers to a set of compact e-learning modules that are designed to reduce learner fatigue. The modules can be educational, professional, or skill-based, and are usually designed to be less than 20 minutes long, with a single learning objective or topic. [1] The name originates from the Greek word 'micro' meaning 'small'.

Contents

Concept

As an instructional technology, microlearning focuses on the design of learning modules through microsteps in digital media environments. These activities can be incorporated into the learner's daily routines and tasks. Unlike "traditional" e-learning approaches, microlearning often tends towards push technology through push media, which reduces the cognitive load on the learner. In a wide sense, microlearning can be understood as a metaphor which refers to micro-aspects of a variety of learning models, concepts, and processes and is capable enough to address challenges associated with the learning process. Breaking the information down into topical, bite-sized chunks helps to increase attention and promotes higher retention rates. Research shows that microlearning can result in significant increase of exam pass rates (up to 18%). [2] The technique has also been shown to increase learner confidence with the material. [3]

A modern definition of microlearning refers to a learning technique that involves bite-size lessons to engage learners in the process. Furthermore, microlearning marks a transition from common models of learning towards micro-perspectives on, and the significance of, micro-dimensions in the process of learning. [4] Microlearning has also been considered as a promising topic in work-based learning, and the applications of microlearning have been widely studied in different fields. As of 2020, there were at least 476 relevant publications exploring the concept. [5] The technique is capable of addressing challenges associated with slow learners. [6] It is functional not only for skill-based education but also for sustainable socioeconomic development, and without taking care of micro-perspectives in the context of learning, education, training, and skill development, a skill-based education cannot be imparted effectively.

Framework

A microlearning framework is characterized by the following parameters: [1]

Subscription learning

Subscription learning provides an intermittent stream of learning-related interactions to subscribers. These learning-related interactions (also called "nuggets") can involve a great variety of learning-related events, including content presentation, diagnostics, scenario-based questions, job aids, reflection questions, assignments, discussions, etc. Nuggets are short, usually presented in less than ten minutes. Nuggets are intentionally scheduled over time to support learning, often utilizing research-based findings related to the spacing effect. Learners subscribe (or are subscribed) to one or more series of learning nuggets, called "threads". Learning threads can be predesigned, selecting nuggets based on anticipated learner needs, or they can be dynamically created based on learner performance. [7]

Action plan

Microlearning activity can be designed as an individual or group experience with appropriate prompts to gauge performance of the learners. [8] The focus, however, is to keep the information short and relevant in order to maintain concentration. The activity itself could include reading a paragraph, listening to an informational podcast, watching a video clip, etc. Once observation of the content is completed, it is then followed by assessment in the form of short quizzes, micro-games, reflection of viewed content, etc. The content of the design depends upon the mode of delivery. For example, an informational podcast would be more suitable for self-paced learners who have access to the relevant source; on the other hand, reading a paragraph from a book could be more functional for more traditional learners.

Examples

See also

Related Research Articles

A learning object is "a collection of content items, practice items, and assessment items that are combined based on a single learning objective". The term is credited to Wayne Hodgins, and dates from a working group in 1994 bearing the name. The concept encompassed by 'Learning Objects' is known by numerous other terms, including: content objects, chunks, educational objects, information objects, intelligent objects, knowledge bits, knowledge objects, learning components, media objects, reusable curriculum components, nuggets, reusable information objects, reusable learning objects, testable reusable units of cognition, training components, and units of learning.

Multimedia refers to the integration of multiple forms of content such as text, audio, images, video, and interactive elements into a single digital platform or application. This integration allows for a more immersive and engaging experience compared to traditional single-medium content. Multimedia is utilized in various fields including education, entertainment, communication, game design, and digital art, reflecting its broad impact on modern technology and media.

Instructional design (ID), also known as instructional systems design and originally known as instructional systems development (ISD), is the practice of systematically designing, developing and delivering instructional materials and experiences, both digital and physical, in a consistent and reliable fashion toward an efficient, effective, appealing, engaging and inspiring acquisition of knowledge. The process consists broadly of determining the state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed. There are many instructional design models, but many are based on the ADDIE model with the five phases: analysis, design, development, implementation, and evaluation.

Computer-assisted language learning (CALL), known as computer-aided instruction (CAI) in British English and computer-aided language instruction (CALI) in American English, Levy briefly defines it as "the exploration and study of computer applications in language teaching and learning." CALL embraces a wide range of information and communications technology "applications and approaches to teaching and learning foreign languages, ranging from the traditional drill-and-practice programs that characterized CALL in the 1960s and 1970s to more recent manifestations of CALL, such as those utilized virtual learning environment and Web-based distance learning. It also extends to the use of corpora and concordancers, interactive whiteboards, computer-mediated communication (CMC), language learning in virtual worlds, and mobile-assisted language learning (MALL).

Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".

<span class="mw-page-title-main">Active learning</span> Educational technique

Active learning is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement." Bonwell & Eison (1991) states that "students participate [in active learning] when they are doing something besides passively listening." According to Hanson and Moser (2003) using active teaching techniques in the classroom can create better academic outcomes for students. Scheyvens, Griffin, Jocoy, Liu, & Bradford (2008) further noted that "by utilizing learning strategies that can include small-group work, role-play and simulations, data collection and analysis, active learning is purported to increase student interest and motivation and to build students ‘critical thinking, problem-solving and social skills". In a report from the Association for the Study of Higher Education, authors discuss a variety of methodologies for promoting active learning. They cite literature that indicates students must do more than just listen in order to learn. They must read, write, discuss, and be engaged in solving problems. This process relates to the three learning domains referred to as knowledge, skills and attitudes (KSA). This taxonomy of learning behaviors can be thought of as "the goals of the learning process." In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation.

<span class="mw-page-title-main">Certificate in Teaching English to Speakers of Other Languages</span>

CELTA is an initial teacher training qualification for teaching English as a second or foreign language (ESL and EFL). It is provided by Cambridge Assessment English through authorised Cambridge English Teaching Qualification centres and can be taken either full-time or part-time. CELTA was developed to be suitable both for those interested in Teaching English as a Foreign Language (TEFL) and for Teaching English to the Speakers of Other Languages (TESOL). The full name of the course was originally the Certificate in English Language Teaching to Adults and is still referred to in this way by some course providers. However, in 2011 the qualification title was amended on the Ofqual register to the Cambridge English Level 5 Certificate In Teaching English to Speakers of Other Languages (CELTA) in order to reflect the wider range of students that teachers might have, including younger learners.

M-learning, or mobile learning, is a form of distance education or technology enhanced active learning where learners use portable devices such as mobile phones to learn anywhere and anytime. The portability that mobile devices provide allows for learning anywhere, hence the term "mobile" in "mobile learning." M-learning devices include computers, MP3 players, mobile phones, and tablets. M-learning can be an important part of informal learning.

A learning management system (LMS) or virtual learning environment (VLE) is a software application for the administration, documentation, tracking, reporting, automation, and delivery of educational courses, training programs, materials or learning and development programs. The learning management system concept emerged directly from e-Learning. Learning management systems make up the largest segment of the learning system market. The first introduction of the LMS was in the late 1990s. LMSs have been adopted by almost all higher education institutions in the English-speaking world. Learning management systems have faced a massive growth in usage due to the emphasis on remote learning during the COVID-19 pandemic.

Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.

E-learning theory describes the cognitive science principles of effective multimedia learning using electronic educational technology.

<span class="mw-page-title-main">Backward design</span> Educational design method

Backward design is a method of designing an educational curriculum by setting goals before choosing instructional methods and forms of assessment. Backward design of curriculum typically involves three stages:

  1. Identify the results desired
  2. Determine acceptable levels of evidence that support that the desired results have occurred
  3. Design activities that will make desired results happen

The term microlecture is not used here to refer to microcontent for microlearning, but to actual instructional content that is formatted for online and mobile learning using a constructivist approach. More specifically, as described in the Chronicle of Higher Education, these are approximately 60 second presentations with a specific structure. They are not just brief presentations: although Dr. McGrew had success with "one minute lectures" at the University of Northern Iowa as did Dr. Kee at the University of Leeds.

Visionlearning is a free, web-based resource for students and educators in the science, technology, engineering and mathematics (STEM) disciplines. Geared toward those studying at high school and undergraduate levels, Visionlearning takes advantage of recent advances in new media to provide students and educators with learning and teaching materials. Research by project personnel has shown that this peer-reviewed and bilingual content improves student understanding of science and facilitates multidisciplinary teaching. The project also strives to build community around improving STEM education.

<span class="mw-page-title-main">Thematic learning</span> Highlighting a theme for teaching purposes

Thematic teaching is the selecting and highlighting of a theme through an instructional unit or module, course, or multiple courses. It is often interdisciplinary, highlighting the relationship of knowledge across academic disciplines and everyday life. Themes can be topics or take the form of overarching questions. Thematic learning is closely related to interdisciplinary or integrated instruction, topic-, project- or phenomenon-based learning. Thematic teaching is commonly associated with elementary classrooms and middle schools using a team-based approach, but this pedagogy is equally relevant in secondary schools and with adult learners. A common application is that of second or foreign language teaching, where the approach is more commonly known as theme-based instruction. Thematic instruction assumes students learn best when they can associate new information holistically with across the entire curriculum and with their own lives, experiences, and communities.

Mashups are a combination of two or more data sources that have been integrated into one source. They typically consist of graphics, texts, audio clips, and video that have been sourced from various media such as blogs, wikis, YouTube, Google Maps, etc., into a new product. Remix is a related term, referring to how data sources have been combined to produce a constellation of elements that were not originally intended by the creators. Mashups rely on open and discoverable resources, open and transparent licensing, and open and remixable formats.

Learning nuggets is a standalone mini learning activity, usually less than 5 minutes in length, that would vary in size and scope that learners undertake in a particular context in order to attain specific learning outcomes A learning nugget task will take a prescribed length of time and may, or may not be assessed. Nuggets should be designed with a particular approach to learning and teaching in mind

Language MOOCs are web-based online courses freely accessible for a limited period of time, created for those interested in developing their skills in a foreign language. As Sokolik (2014) states, enrolment is large, free and not restricted to students by age or geographic location. They have to follow the format of a course, i.e., include a syllabus and schedule and offer the guidance of one or several instructors. The MOOCs are not so new, since courses with such characteristics had been available online for quite a lot of time before Dave Cormier coined the term 'MOOC' in 2008. Furthermore, MOOCs are generally regarded as the natural evolution of OERs, which are freely accessible materials used in Education for teaching, learning and assessment.

Phenomenon-based learning is a constructivist form of learning or pedagogy, where students study a topic or concept in a holistic approach instead of in a subject-based approach. Phenomenon-based learning includes both topical learning, where the phenomenon studied is a specific topic, event, or fact, and thematic learning, where the phenomenon studied is a concept or idea. Phenomenon-based learning emerged as a response to the idea that traditional, subject-based learning is outdated and removed from the real-world and does not offer the optimum approach to development of 21st century skills. It has been used in a wide variety of higher educational institutions and more recently in grade schools.

The Knirk & Gustafson Instructional Design Model is an instructional model that was developed by Frederick G. Knirk and Kent L. Gustafson in 1986. Their model has three stages:

References

  1. 1 2 Díaz Redondo, Rebeca P.; Caeiro Rodríguez, Manuel; López Escobar, Juan José; Fernández Vilas, Ana (2021-01-01). "Integrating micro-learning content in traditional e-learning platforms". Multimedia Tools and Applications. 80 (2): 3121–3151. doi:10.1007/s11042-020-09523-z. hdl: 11093/2088 . ISSN   1573-7721. S2CID   254870171.
  2. Sirwan Mohammed, Gona; Wakil, Karzan; M. Nawroly, Sarkhell Sirwan (2018). "The Effectiveness of Microlearning to Improve Students' Learning Ability". International Journal of Educational Research Review. 3 (3): 35. doi: 10.24331/ijere.415824 . Retrieved March 28, 2021.
  3. McKee, Connor; Ntokos, Konstantinos (2022). "Online microlearning and student engagement in computer games higher education". Research in Learning Technology. 30: 2680. doi: 10.25304/rlt.v30.2680 . Retrieved March 9, 2022.
  4. Bersin, Josh (March 27, 2017). "The Disruption of Digital Learning: Ten Things We Have Learned". joshbersin.com. Retrieved March 28, 2021.
  5. Leong, Kelvin; Sung, Anna; Au, David; Blanchard, Claire (2021). "A review of the trend of microlearning". Journal of Work-Applied Management. 13: 88–102. doi: 10.1108/JWAM-10-2020-0044 . ISSN   2205-2062. S2CID   230579545.
  6. Ross, Nick (July 6, 2020). "Microlearning: What it is and 10 Reasons Why it's Best for Company Training". CRN Australia . Retrieved March 28, 2021.(subscription required)
  7. Thalheime, Will (October 2, 2013). "What is Subscription Learning?". worklearning.com. Retrieved March 28, 2021.
  8. Major, Amanda; Calandrino, Tina (2013). "Beyond Chunking: Micro-learning Secrets for Effective Online Design". FDLA Journal. 3.

Bibliography

  1. Giurgiu, Luminiţa (June 2017). "Microlearning an Evolving Elearning Trend". Science Bulletin. 22: 18–23. doi: 10.1515/bsaft-2017-0003 . S2CID   148817943.