Professional Documents
Culture Documents
professional development
Ilona Buchem
Beuth, University of Applied Sciences Berlin
Henrike Hamelmann
University of Applied Sciences Munich
Summary
In this paper we introduce microlearning in online communities as a learning approach
triggered by current patterns of media use and supported by new technologies, such Web 2.0
and social software. We delineate microlearning as a ―pragmatic innovation‖ to lifelong learning
due to its capability to support flexible learning that can be easily integrated into everyday
activities, supporting individual learning aims and needs.
First, we explore the concepts of microcontent and microlearning in the context of Web 2.0,
social software, eLearning 2.0, personal learning environments, and informal and work-based
learning, observing its innovative approaches to lifelong learning and reflecting the needs of
current web users. We then identify underlying design principles and distinguish two main
aspects of didactical design, i.e. (1) design of microcontent and (2) design of microlearning
activities. We continue by presenting the ten key features that we identified to help distinguish
microlearning from more traditional eLearning formats, such as web-based trainings, termed
―macrolearning‖.
Following this overview, we illustrate how microlearning can contribute to lifelong learning by
bridging the gap between formal and informal learning and present a case study of a
microlearning scenario. We argue that microcontent and microlearning, enhanced by Web 2.0,
provide a viable solution to fast-paced and multitask-oriented patterns of learning and working
today. Microlearning, aligned with formal learning and embedded in online communities, has
the potential to support ongoing professional development.
Introduction
Current technological, economic and social changes trigger the need for new concepts and
strategies to support lifelong learning. Education, including work-based learning, is in need of
transformations, requiring renewal and innovative ways of relating appropriately to the way we
live, work and learn today (Downes, 2005; Kuhlmann & Sauter 2008; Chisholm 2005).
Web 2.0 technologies bring about such socio-cultural changes as the ―do-it-yourself-culture‖,
reflected in the grassroots journalism or Open Educational Resources, with individuals
becoming actively involved in co-creation of cultural assets beyond formal structures, changing
from consumers to producers, thus becoming so-called ―prosumers‖ (Toffler, 1980; Bowman &
Willis, 2003; Kuhlmann & Sauter, 2008). These new digital technologies enabling the creation
of user-generated content have given rise to a trend towards microformats, i.e. short, simple
and targeted information (Allsopp, 2007; Masie, 2006). Together with personal publishing
systems, such as blogs or wikis, it has become fairly easy for anyone to create own content,
including microcontent. Microcontent, i.e. ―information published in short form‖, relates more to
―a formal approach of how to present content‖ rather than the inherent quality of the content
itself (Mosel, 2005; Lindner, 2006). Examples of microcontent include podcasts, blogposts, wiki
pages or short messages on Facebook1 or in Twitter2. Creating, publishing and sharing of
microcontent on the Web open up new possibilities for implicit, informal and incidental forms of
learning, such as microlearning, the term referring to short learning activities with microcontent
(Lindner, 2006; Robes, 2009; Hug, 2010).
This paper discusses the concept of microlearning in context of lifelong learning and reports on
a microlearning case study from the research project ―Mediencommunity 2.0‖. Section 2
introduces the concepts of microcontent and microlearning. Section 3 describes key principles
of microlearning design. Section 4 presents the case study and illustrates how microlearning
can help bridge the gap between formal and informal learning. Section 5 concludes with a
reflection on the potential of microlearning for lifelong learning.
Microlearning has evolved due to the need to focus less on new technologies themselves and
more on individual learning needs (Chisholm, 2005; Robes, 2009). Microlearning refers to short
forms of learning and consists of short, fine-grained, inter-connected and loosely-coupled
learning activities with microcontent (Lindner, 2006; Schmidt, 2007). The term ―microlearning‖ is
closely linked to a following concepts:
Microcontent
Web 2.0 and related technologies change the type of information available on the Web
towards small and shorter chunks of content, so-called microcontent, e.g. blog posts, wiki
pages. Microcontent can be described as ―information published in short form, with its
length dictated by the constraint of a single main topic and by the physical and technical
limitations of the software and devices that we use to view digital content today [...] Today,
1
http://www.facebook.com/
2
http://twitter.com/
Web 2.0
Microlearning in the context of Web 2.0 is viewed as part of a dynamic, open and
fragmented digital environment, in which microchunks of information can be individually
produced, aggregated, used and reused (Lindner, 2006). Microlearning based on Web 2.0
applications is embedded in a complex digital ecosystem comprising ―very small, pieces,
loosely joined, permanently rearranging to form volatile (micro-)knowledge clouds‖
(Lindner, 2006). An important aspect of Web 2.0-based microlearning is active participation
of learners in the process of co-creation and distribution of microcontent.
Social software
Social software may be viewed as a major component of Web 2.0 and can be
characterized by its capability to support social interaction (Schaffert & Hilzensauer, 2008).
Social software brings together learners with different prior knowledge, interests and
learning goals through emergent social practice of social networking, collaborative writing
or social tagging. Microlearning supported by social software enables not only short and
flexible formats or rapid delivery of content, but also social interactions based on that
content. This aspect is also an integral part of online communities, where learners connect
as they create, aggregate, share, use and re-purpose content, including smaller content
chunks.
E-learning 2.0
Microlearning can either take place within emergent microcontent structures such as blogs
or microblogs, or it can take place within a designed setting in form of e-learning (Mosel,
2005). E-learning 2.0 can be described as a new approach to e-learning facilitated by Web
2.0 and social software. Unlike e-learning 1.0 focusing on composing, organizing and
packaging content, E-Learning 2.0 enables learners to syndicate, aggregate, remix and
repurpose content according to individual aims and needs (Downes, 2005). Microlearning
can be viewed as E-Learning 2.0 with microcontent (Lindner, 2006).
Work-based learning
Microlearning is also related to work-based learning with the term ―microtraining‖ used to
describe short work-based training formats (Robes, 2009). Microtraining can be used as a
component of formal blended learning, as means to support informal learning at the
workplace, or as self-contained training (Robes, 2009). As such microlearning can add
value to organizations, as it enables flexible learning and requires less investment in terms
of time and resources. However, the real value-added of microtraining combined with Web
2.0 and social software is its capability to integrate short formats with user-generated
content and social interaction. The recent European Commission report ―New Skills for
New Jobs‖ calls for the need to support flexible learning paths, motivation and individual
learning for successful lifelong learning (EC, 2010). Microlearning offers flexible pathways
to learning, especially in context of work-based learning.
The following table provides an overview of 10 differences between microlearning and larger
formats of e-learning in terms of time and scope. To distinguish between these different forms,
the term ―macrolearning‖ is introduced to represent such formats as web-based trainings or
courses delivered via Learning Management Systems (LMS). In general macrolearning
involves more time and larger chunks of content. It is usually based on richer macro-media
formats, such as multimedia learning modules or ample learning materials, e.g. text-based
scripts or power point slides, and demands longer periods of time to be spent on learning
activities, e.g. 1-2 hours. The summary aims at providing a structured overview of differences
between macrolearning and microlearning. We believe that microlearning and macrolearning
both serve different needs and purposes, and thus should be viewed as complementary, and
not as exclusive, forms of e-learning. The following contribution is based on literature review
(Leene, 2002; Lindner, 2006; Robes, 2009; Hug, 2010) and findings from the research project
―Mediencommunity 2.0‖.
Web 2.0, most notably social software and user-generated content, changes the way Internet is
used in general, including learning. The disappearing boundaries between ―users and authors‖,
―local and remote‖, ―public and private‖, transforms didactical design of e-learning (Kerres,
2007). This is reflected in the use of the term E-Learning 2.0:
In this view new technologies bring the shift in focus of didactical design. The design of E-
Learning 2.0 is more about arranging a stimulating environment in which learning can be
initiated and individually managed by the learner rather than predicting the sequence of
learning steps and precisely planning instruction. An important part of E-Learning 2.0 is
content, which is co-created, modified and used by learners. This user-generated content is not
confined to a particular digital space but is distributed and available both inside and outside of
learning environments. This ―mobility‖ of content across various platforms is supported by its
light format. Microcontent in form of small, loosely-coupled units of digital information can be
easily transported, flexibly arranged and individually aggregated. Didactical design of
microlearning with microcontent focuses on adequate pedagogical strategies and tools
facilitating co-creation and use of content rather than covering a certain scope of content within
a specified amount of time.
Didactical design of microlearning is not only about design of microcontent but it is also about
designing microlearning activities based on microcontent and resulting in microcontent. As such
microlearning raises new questions of didactical design of learning activities (Lindner, 2006).
The small format does not imply simplified pedagogical strategies. On the contrary, designing
microlearning scenarios becomes even more complex, as it integrates various didactical
approaches (Kerres, 2007). Current approaches to microlearning emphasize the role of
permeability of learning environments, aggregation, modification and distribution of
microcontent, personal engagement and contribution, participation in individual and social
learning activities, social group processes, community building and collaboration (Kerres,
2007). The focus of microlearning design is not on hierarchical ordering and sequencing of
lessons and courses but on encouraging learners to become active co-producers of content
through participation in social practice (Kerres, 2007). However, there still remains a question
of new forms of guidance appropriate for learning experiences in environments abundant with
microcontent and stretching over different phases of lifelong learning (Schmidt, 2007).
Based on these considerations two main aspects of didactical design of microlearning are
distinguished, i.e. (1) design of microcontent and (2) design of microlearning activities. As far as
design of microcontent is concerned several key features can be used as design principles,
such as format, focus, autonomy, structure and addressability (Leene 2006; Lindner, 2006;
Lindner 2008; Robes 2009). These microcontent characteristics are derived from some
fundamental concepts from cognitive sciences and linguistics, and may be further explored
within chunking models of expertise (e.g. Gobet, 2005) or linguistic concepts of propositions
(e.g. Cornish, 2004). The five essential microcontent design principles comprise:
One of the core initiatives of ―Mediencommunity 2.0‖ is to provide apprentices in the dual
vocational system of education with additional forms of learning in order to support their formal
learning in vocational schools, training-on-the-job in enterprises and preparation for final exams
at the end of their vocational education. Mediencommunity.de is based on the open source
software Drupal4 and offers its members, i.e. media designers, printers and bookbinders,
different ways of connecting with peers and experts and learning enhanced by such Web 2.0
tools as wikis, blogs, microblogs and mediacasts. In this way Mediencommunity.de intends to
bridge the gap between formal learning, e.g. within dual vocational education, and informal
learning in digital learning environments. The following sections present an example of such
Web 2.0-based and community-embedded learning scenarios as a case study for microlearning
with microcontent. The case study of the virtual study group for exam preparation in technical
English illustrates how microcontent can be co-created and used in different contexts
enhancing lifelong learning.
3
http://www.mediencommunity.de
4
http://www.drupal.com/
It is also interesting to note how apprentices use Mediencommunity. Our statistics show that
the average time spent by a community member online is less than 10 minutes at a time. Only
14% of Mediencommunity users stay online for longer than 30 minutes. During core exam
preparation periods only 7.5% of learners stay online for more than 30 minutes. These statistics
imply that Mediencommunity is used for microlearning by most of its young members.
The virtual study group for technical English was designed as a microlearning scenario to
support apprentices in their preparation for the final examination in this domain. The virtual
study group was open to all Mediencommunity members and comprised 57 registered
participants. The average age was 25 years and 86% of participants were female. This
scenario stretched over a period of two months from March until April 2010 and comprised
altogether 40 microlearning sessions taking 10 to 15 minutes each. The microcontent used in
this scenario was derived from official exam topics. Microcontent units in form of exam
preparation tasks were grouped into three main sub-topics, i.e. correspondence, manuals and
presentations in English, with each sub-topic comprising 10 microcontent units. With
microcontent units as the core of each microlearning session, microlearning on examination
topics comprised 30 sessions. Additionally, 5 microlearning sessions were planned at the onset
as ―introduction‖ (getting to know each other and the environment) and 5 sessions at the end as
―closing‖ (consolidation and reflection). Learners were recommended to plan one session a day
during the working week to avoid last-minute drill. However, each learner could decide when,
where, how and in what sequence they used microcontent for learning and organized their
microlearning sessions. The exam preparation was supported by two moderators, whose role
was to design exam preparation tasks and facilitate both individual and group-based exam
preparation processes.
In this scenario wikis were used as a primary Web 2.0 technology used to support both
individual and group-based learning. The application of wikis comprised wiki-pages for each
task related to the three exam sub-topics and a wiki-based glossary for technical terms, both
used as microcontent. Examination tasks consisted of two components, i.e. (1) task description
designed by moderators and based on a template created with Drupal, and (2) task solution in
form of user-generated content, e.g. text translation or a problem solution. The template with
the language activity focus was designed to support both collaborative and problem-based
learning, guiding learners through microlearning sessions. The template provided different
areas to define a microlearning activity, i.e. topic, number and title of the session, activity type,
learning aims, description of a problem/situation/task and duration. Both moderators and
learners could use the template to design tasks for exam preparation. User-generated content
was created individually or collaboratively depending on task type and added as a wiki sub-
When accessing the virtual study group for learning, apprentices could use different elements
to design and organize their microlearning sessions. Each session could comprise learning with
any of the available components, i.e. using an exam task designed by moderators, designing
own exam task, generating an individual task solution, co-creating a collaborative task solution,
generating an individual glossary entry, co-creating glossary-entries, commenting on a task,
commenting on a task solution, rating a task, rating a task solution, or any combination of these
components.
A survey research design was selected for this study to investigate the perceptions of
apprentices regarding the suitability of the microlearning scenario for final exam preparation.
The learners’ questionnaire with closed questions has been implemented as a primary survey
instrument so far. In-depth interviews, moderators’ questionnaire and qualitative analysis of
wiki-pages are further data collection methods planned in near future. 14 out of 57 registered
participants submitted complete questionnaires, which makes the return rate of 25%. All items
were assessed on a 6-point Likert scale from 1 ―very high‖ to 6 ―very low‖. Item responses were
dichotomized for the purpose of this paper. The preliminary descriptive results based on
learners’ responses show that most of apprentices assessed their prior competence in
technical English as low (72%) and their language competence after participating in the group
as high (86%), indicating (perceived) substantial competence growth. Similar results relate to
media competence (defined as use of wikis for group-based learning), which was assessed as
low by 72% of participants prior to and as high by 79% after group learning. Key aspects of the
microlearning scenario were rated as facilitating exam preparation by most participants with
very positive results ranging from 1 and 3 points, e.g. exam preparation tasks were rated with
1.3 and moderators’ comments with 1.5 points by all participants. 86% participant rated user-
generated task solutions with an average of 2.2 and 79% glossary entries with 2.8 points.
Most learners (93%) found the time invested in learning, i.e. 10 to 15 minutes per day, as
appropriate. The content was interesting to all learners and 86% enjoyed learning together in
the group. The majority of learners (93%) believed that what they learned was important for
their final exam. All learners stated that they felt well supported by moderators, had enough
opportunities to bring in their ideas, share information and decide about what, how, when and
where to learn. All participants stated they would recommend this type of exam preparation to
their peers.
These positive results are based on a small sample size and cannot be regarded as conclusive.
Also evaluation is not completed yet. However these preliminary results already offer a first
insight into how young learners perceive microlearning. Our research reveals that young
learners can easily integrate microlearning into their everyday activities at school and at work to
supplement their formal education. Most participants positively assessed learning benefits and
reported to us how useful the virtual study group was for exam preparation. However,
engaging learners in collaboration proved challenging. Moderators observed dominant self-
paced and receptive patterns of learning, such as providing own solution rather than modifying
an existing one or reading a task solution provided by other learners. Accordingly, most
participants (86%) stated they preferred to learn alone rather than in a group. Also analysis of
responses indicates that 69% of participants were engaged in receptive learning as opposed to
productive learning. A more comprehensive analysis of data will be undertaken to explore
further aspects of microlearning in online communities.
Further applications
Microcontent created as part of the above described microlearning scenario was already used
to support apprentices in a youth custody center. Two young detainees, with the help of a
vocational school teacher, used microcontent units co-created by their peers to prepare for final
examination in social isolation. Questionnaire results indicate high rates of satisfaction and
perceived high levels of competence growth. Further didactical scenarios, e.g. for work-based
learning on print finishing, are being designed in Mediencommunity on the basis of the
Conclusion
From the perspective of lifelong learning it is essential that key competencies are learned,
updated and maintained throughout life (Tapio, 2004). Traditional models of instruction are
often not sufficient for continuous skills update and upgrade as they are cumbersome and
confine learners to prescribed and closed systems (Fiedler & Kieslinger, 2005). Microcontent
and microlearning enhanced by Web 2.0 provide a viable solution to fast-paced and multitask-
oriented patterns of learning and working today, enabling learning in small steps and with small
units of content through social interaction. Microlearning aligned with formal learning and
embedded in online communities has a potential to support ongoing professional development.
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Ilona Buchem
Beuth University of Applied Sciences Berlin
buchem@beuth-hochschule.de
Henrike Hamelmann
University of Applied Sciences Munich
henrike.hamelmann@hm.edu
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