Challenges to micro-learning: from nuggets of information to learning through reflection

Challenges to micro-learning: from nuggets of information to learning through reflection

Tuesday 24/05 17:30-19:00h

Outdoor Area A

Abstract

At the beginning of the COVID-19 pandemic, a sudden shift from face-to-face teaching and learning to exclusively online teaching and learning took place and posed challenges for teachers and students. Suddenly, they had to orient themselves in a completely digital world in which acquiring digital competences was no longer an option but a real necessity.
We will present an approach that we are currently developing in the DIGIVID Erasmus+ project, centered around an easy-to-use application (DIGIVIDget) for the uptake of digital skills to improve teaching and learning. Our theoretical approach combines competence-oriented learning using well-formulated learning goals, micro-learning cards and reflective learning interventions.
The goal of this workshop is to provide knowledge about:

• competence-oriented learning, micro-learning, and reflective learning as underlying teaching and learning approaches,
• transfer of theoretical knowledge about digital competences into teaching and learning practices.

Through “hands-on” activities we will discuss:

• with the help of mock-ups how to define and visualize learning goals,
• the implemented micro-learning cards,
• how reflective learning could be instantiated.

Needs Analysis

The topic is in itself very specific; but it attaches well to wider fields in TEL, namely those of intelligent mentoring systems, ubiquitous – place and time independent – learning, and it also connects more in general to adaptive and context-aware systems (computer science topics). Students should be able to use that as input to their own ideas about their PhD thesis, to brainstorm whether anything like competency-based learning, micro-learning and reflection guidance could connect to their work. Especially, the knowledge transfer from theoretical knowledge into practice is definitely a topic that addresses a wider field in TEL.

Learning Objectives

After the workshop, participants will be able to (at low level)

• recognize well-formulated learning goals for learning
• describe what micro-learning is, including its advantages, possible fields of applications as well as barriers and challenges,
• describe what reflective learning is and know different types of interventions and tools to initiate reflection processes
• initiate the transfer from theoretical knowledge into practice

Pre-activities

We would suggest the participants to read the following three papers to be prepared for this workshop:

• Fessl, A., Wesiak, G., Rivera-Pelayo, V., Feyertag, S., & Pammer, V. (2017). In-app reflection guidance: lessons learned across four field trials at the workplace. IEEE Transactions on Learning Technologies, 10(4), 488-501.
• Fessl, A., Maitz, K., Dennerlein, S., & Pammer-Schindler, V. (2021, September). The Impact of Explicating Learning Goals on Teaching and Learning in Higher Education: Evaluating a Learning Goal Visualization. In European Conference on Technology Enhanced Learning (pp. 1-15). Springer, Cham.
• Bruck, P. A., Motiwalla, L., & Foerster, F. (2012). Mobile Learning with Micro-content: A Framework and Evaluation. Bled eConference, 25, 527-543.

Session Description

In the first part of the workshop, we will present the DIGIVID Erasmus+ project, the implemented widget (DIGIVIDget) and the underlying theoretical learning strategies, such as competence-based learning, micro-learning and reflective learning. Additionally, all participants will be invited to try out the DIGIVIDget.
With the help of predefined paper-based mock-ups we will discuss

• visualization of the competence-oriented learning goals,
• the micro-learning cards, including corresponding challenges: when does micro-learning work well (e.g., factual knowledge, procedural knowledge), which challenges do occur with micro-learning, etc.
• how reflection can be instantiated with the help of technology. Thereby we present different types of interventions and tools (e.g., open questions, diaries) as well as raise questions about the timing of reflection (e.g,. when is the best time for reflection), how to promote reflection (e.g., silent notification, pushup notification).
• how to best introduce a tool like our DIGIVIDget to teachers/students and make them aware of the potential benefits in using it

Post-activities

After the workshop, we will provide a short reading list that might help participants to learn more about the DIGIVID approach as well as the theories underlying its design.