Micro-learning

Microlearning (English micro learning ) refers to learning in small learning units and short steps. In general, the term “ micro- learning ” refers to the micro- aspects in the context of learning, education and training processes. More often, however, the term is used more specifically for a technical implementation in the field of e-learning , which uses the application of new web technologies for e-learning. Small information units and test questions are called up from the server via PC or mobile phone . The software on the server monitors the individual learning progress and adapts the questions and question repetitions to the questions that have been answered correctly or incorrectly so far.

Micro-learning is a relatively new term, the meaning and aspects of which are still the subject of research. In the broadest sense, micro-learning can be understood as a metaphor that relates to micro-aspects in the multitude of learning models, concepts and processes. In all types of learning (e.g. building and organizing knowledge, changes in behavior, changes in belief and value systems, cognitive skills and structures, emotional reactions, social behavior patterns), one can use micro, meso , and macro aspects of sustainable differentiate between learned changes. Depending on the framework, micro, meso and macro aspects vary. They are referential concepts. For example, in the context of language acquisition, when learning vocabulary and sentences, one would like to refer to the micro level. A distinction is made here between the situations and episodes (meso aspects) and the sociological-cultural peculiarities or complicated semantics (macro aspect). In a more general exposition of learning, one should make the distinction between learning from individuals, groups, organizations, generations or societies.

In addition, micro-learning marks a change from traditional learning models to micro-perspective learning units, and emphasizes the importance of the latter for learning. The approach to micro-learning is a newly emerging paradigm, which is why there are still no precisely formulated definitions or application descriptions. In any case, the growing focus of micro-learning activities among network users can be understood. B. label your personal blog entries and bookmarks with the name of micro-learning.

As a guiding technology, micro-learning focuses on the design of micro-learning activities through micro-steps in digital media developments, which is already a daily reality for today's knowledge managers . These activities can be incorporated into the learner's daily routine tasks and programs. Unlike traditional e-learning concepts and approaches, micro-learning can be seen as a push-button technology that reduces the cognitive burden of learning. Consequently, the selection of the micro-learning objects, as well as the place and time of the learning activities, are of great importance for the learning success.

Characterization of micro-learning

Micro-learning is characterized by many small learning units. These are called microcontents . They can be found both in a structured form ( e-learning ) and in dynamic processes such as a weblog or a bookmark (Micromedia) on the World Wide Web.

In addition, micro-learning can describe a period of time. This means the learning time required for a specific task (for example answering a question). Learning processes, which are described under the name micro-learning, often cover a few seconds, but can also last 15 minutes or longer.

Micro-learning can also be understood as a process of short learning activities. In this sense, we learn through interactions, for example. These are peppered with minimal learning units and take place in short time phases. It is precisely at this point that micro-learning takes on a more concrete form. Answers, opposing positions, improvements, etc. make us learn. Another characteristic of micro-learning becomes clear here: the immediate and direct control of the learning success without detours (short feedback loop).

In its broadest sense, micro-learning describes the way in which more and more people learn informally. Knowledge is created through the development of small learning units. In particular, it refers to Web 2.0 applications and wireless network technologies. In this interpretative approach, the boundaries between micro-learning and micro-knowledge are blurred, they complement each other.

Dimensions of micro-learning

The micro aspect is known for the following dimensions:

• Time : The learning steps are short (seconds, minutes at most).
• Content : The learning units are small and the topics are limited and fairly simple.
• Fast feedback : The learning success is checked immediately and directly.
• Form : fragments, facts, episodes, short elements
• Process : different, accompanying or actual, repetitive, integrated
• Learning type : repetitive, pragmatic, active, reflexive, cooperative; also: action learning, classroom learning, corporate learning
• Media : print media, electronic media, mono-media versus multi-media

Examples of micro-learning

• Sport: In order to learn to balance on a surf board, to refine your punching, throwing or shooting technique, you need many small learning units, many short learning steps and immediate, direct control of the learning success. Theory is less helpful here.
• Learning languages: language PC programs, vocabulary trainers.
• to break bad habits
• Read a text passage, an email or an SMS.

Other: · Playful learning through so-called micro-games · Creation of short poems or haikus · Answering quiz questions / multi-choice questions · Choice of answers to questions · Sorting of small knowledge resources · Internalization of words, vocabulary, definitions · Podcasts / short video Clips

Applications of micro-learning

• Screensavers that ask the user to solve short sequences of simple tasks
• Multiple-choice quizzes on a cell phone via SMS or mobile applications (such as the MLE , an open source learning application for cell phones)
• Word or task of the day as a daily RSS feed or email
• Flashcard software for memorizing content by repeating it with time intervals
• Clients for Windows
• Applications for iPhone

Micro-learning and gamification

A further development of the micro-learning concept is the incorporation of playful elements, which are negotiated under the catchphrase gamification . In 2015, solutions were developed that, based on the successes of various quiz apps, enable a game of knowledge as a knowledge duel between two players. The gamification trend is scientifically researched at the University of Lüneburg, among others.

Micro-learning in computer science

Software engineering is increasingly seen as a learning process: At the beginning of a project, you cannot know everything in advance and plan correctly. It is better to admit the reality of not knowing at the beginning of a project and to leave open all decisions that can seriously only be made after completing the learning process. “We can't develop faster than learn” is the statement made by experts in Extreme Programming (XP). On the other hand, there is enormous pressure to speed up the software development process. From this it is imperative to make the learning process more efficient. This is done today with micro-learning.

Test-driven development ( Test-Driven Development , TDD) is an example of microlearning in system development and practice of software engineering in the last five years has revolutionized. Today, software is created in micro-iterations, whereby the success test, for example unit test, comes first, even before the development of functionality. TDD helps developers get into the flow .

literature

• Peter A. Bruck, Martin Lindner (Eds.): Microlearning and Capacity Building . Proceedings of the 4th International Microlearning 2008 Conference. University Press, Innsbruck.
• Peter A. Bruck: What is Microlearning and why care about it? In: Theo Hug, Martin Lindner, Peter A. Bruck (Eds.): Micromedia & e-Learning 2.0: Gaining the big picture . Proceedings of Microlearning Conference 2006. University Press, Innsbruck 2006, pp. 7-10.
• Peter A. Bruck: Microlearning as strategic field: An invitation to collaborate . In: Theo Hug, Martin Lindner, Peter A. Bruck (Eds.): Microlearning: Emerging Concepts, Practices and Technologies . Proceedings of Microlearning 2005. Learning & Working in New Media Environments. University Press, Innsbruck 2005, pp. 13-18.
• Gerhard Gassler: Integrated micro-learning . MPhil. thesis, University of Innsbruck, 2004.
• Gerhard Gassler, Theo Hug, Christian Glahn: Integrated Micro Learning - An outline of the basic method and first results . In: Michael E. Auer, Ursula Auer (Eds.): International Conference on Interactive Computer Aided Learning , ICL 2004, September 29 - October 1, 2004, Villach, Austria (CD-ROM).
• Silvia Gstrein, Theo Hug: Integrated Micro Learning during Access Delays. A new approach to second language learning . In: Panayiotis Zaphiris (Ed.): User-centered computer assisted language learning . Idea Group Publishing, Hershey 2005, pp. 152-175.
• Wolfgang Hagleitner, Arthur Drexler, Theo Hug: Evaluation of a prototypic version of Knowledge Pulse in the context of a management course . Paper presented at the MApEC (Multimedia Applications in Education Conference), 4. – 6. September 2006, FH Joanneum, Graz 2006.
• Theo Hug: Didactics of Microlearning. Concepts, Discourses, and Examples . Waxmann, Munich (among others) 2007.
• Theo Hug: Microlearning: A new Pedagogical Challenge (Introductory Note) . In: Microlearning: emerging concepts, practices and technologies; proceedings of microlearning 2005; learning & working in new media environments . 2006
• Theo Hug: Micro Learning and Narration. Exploring possibilities of utilization of narrations and storytelling for the design of "micro units" and didactical micro-learning arrangements . 2005, web.mit.edu (PDF; 415 kB)
• Martin Lindner, Peter A. Bruck: Micromedia and Corporate Learning. Proceedings of the 3rd International Microlearning Conference . University Press, Innsbruck 2007.
• Elliott Masie: Nano-Learning: Miniaturization of Design . 2006
• Stephan Mosel: Self Directed Learning With Personal Publishing and Microcontent. Constructivist Approach and Insights for Institutional Implementations . Paper presented at the Microlearning 2005 conference, 23. – 24. June 2005, Innsbruck 2005.
• Charles M. Weber: Rapid Learning in High Velocity Environments . Ph. D. thesis, Massachusetts Institute of Technology, Cambridge MA 2003.

Web links

• Information portal of the University of Innsbruck

Individual evidence

1. ↑ Theo Hug, Martin Lindner, Peter A. Bruck: Microlearning: Emerging Concepts, Practices and Technologies after e-Learning ( Memento of the original from September 28, 2007 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. (PDF). Proceedings of Microlearning 2005. Innsbruck University Press, 2006 
2. ^ Theo Hug: Micro Learning and Narration. Exploring possibilities of utilization of narrations and storytelling for the design of "micro units" and didactical micro-learning arrangements . Paper presented at the fourth Media in Transition conference, 6. – 8. May 2005, MIT, Cambridge MA.
3. ↑ MLE project page
4. ↑ Rudolf Felser: KnowledgeMatch combines play with measurable learning success , in: Computerwelt, November 9, 2015
5. ^ ^{A b} Alistair Cockburn: Agile Software Development. Addison-Wesley, Boston 2002.
6. ↑ Martin Lippert, Stefan Roock, Henning Wolf: Developing software with eXtreme programming. dpunkt-Verlag, Heidelberg 2002.
7. ↑ Kent Beck: Test-Driven Development. Addison-Wesley, Boston 2002.
8. ↑ Mihály Csíkszentmihályi : Flow. 8th edition. Velcro-Cotta, 1999.