The following dimensions can be used to describe or design microlearning activities:
* 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, conceptionalist, constructivist, connectivist, behaviorist; also: action learning, classroom learning, corporate learning, etc.
(Hug 2005, used with permission)
* 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, conceptionalist, constructivist, connectivist, behaviorist; also: action learning, classroom learning, corporate learning, etc.
(Hug 2005, used with permission)
No comments:
Post a Comment