Microlearning and Moodle, part 5

Microlearning dimensions.

Continuing my investigations into Microlearning, and relating this to Moodle, H5P, and our ElearningWorld Mobile App so I can make sense of it all. Maybe.

Sticking with the Wikipedia page on Microlearning, there is a section on Dimensions to describe or design microlearning:

  • Time: relatively short effort, operating expense, degree of time consumption, measurable time, subjective time, etc.
  • Content: small or very small units, narrow topics, rather simple issues, etc.
  • Curriculum: small part of curricular setting, parts of modules, elements of informal learning, etc.
  • Form: fragments, facets, episodes, “knowledge nuggets”, skill elements, etc.
  • Process: separate, concomitant or actual, situated or integrated activities, iterative method, attention management, awareness (getting into or being in a process), etc.
  • Mediality: print media, electronic media, mono-media vs. multi-media, (inter-)mediated forms, etc.
  • Learning type: repetitive, activist, reflective, pragmatist, conceptualist, constructivist, connectivist, behaviorist; also: action learning, classroom learning, corporate learning, etc.
    (Hug 2005, used with permission)

Let’s think about these…

  • Time – relatively short
    • I think we can all agree on this.
  • Content: small or very small units, narrow topics, rather simple issues
    • Small or very small yes, but I think narrow topics could be misleading, because taken as a whole a series of microlearning could address broad topics (accepting that individual chunks will be highly focused)
  • Curriculum
    • Yes, small parts of a wider curriculum (what else would make sense for microlearning?)
  • Form
    • I don’t like ‘nuggets’, I prefer chunks. This is starting to sound like an analysis of dog food by my dog.
    • It’s difficult to see how curriculum and form differ?
  • Process
    • Hmmmm, I’m confused by this. Surely process is more importantly about things like push technology, and user on-demand access?
  • Mediality
    • Horrible word. OK, but I think media technology should be in here
    • I don’t see any teachers using A4 paper handouts for microlearning. I do see teachers using Moodle or maybe Twitter to do this.
  • Learning type
    • Hmmmmm. This is just a list of learning types isn’t it? What does it lends to my understanding of Microlearning? Not a lot.
    • I think a more important question might be around what types of learners learn well from Microlearning?
    • I mean, we know some people learn well from looking at diagrams, some like to hear teachers, some like to discuss things (in class, or writing), so like to actually do things. So who is going to learn well in a Microlearning situation?

Again, I find this interesting, but not entirely useful.

Stuart Mealor

Managing Director at HRDNZ
Stuart is interested in all things e-learning, with specific interests in Moodle, e-learning strategy, and business development.His experience in education over 30 years, MBA in International Business, and knowledge of e-learning systems implementation, together with graphic design background, give him a unique skill set for e-learning projects.

Latest posts by Stuart Mealor (see all)

Stuart Mealor

Stuart is interested in all things e-learning, with specific interests in Moodle, e-learning strategy, and business development. His experience in education over 30 years, MBA in International Business, and knowledge of e-learning systems implementation, together with graphic design background, give him a unique skill set for e-learning projects.

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