Today’s higher education (HE) students often need to bridge knowledge and skills gaps for things that are not explicitly covered in their course curriculum. For example, students may need to create a presentation and record it as a video for an assessment, yet they are not taught how to do this. Flexible and timely self-paced options that leverage Technology Enhanced Learning (TEL) can help to address gaps such as these but need to cater for specific needs of time-poor students. This presentation outlines early research models and findings into the use of open microlearning, a form of microlearning that is based on the principles of open educational practices (OEP), for self-directed learning at Charles Darwin University. Open microlearning offers quick, bite-sized learning (usually 5-15 minutes) that leverage freely available and reusable materials, as well as collaboration with others, to meet specific learning needs. The research centres on the opportunities and benefits that open microlearning can offer, and models that can be used for design and implementation.
The research is informed by a comprehensive literature review, and data collected from staff and students at Charles Darwin University. The study utilises a Design-Based Research (DBR) methodology that provides an iterative and collaborative approach for designing, testing, and refining interventions in real-world educational settings (McKenney & Reeves, 2013). While microlearning and open practice are not new concepts, research reveals limited familiarity and use within HE contexts. The study highlights key elements for development models with open microlearning, including the importance of micro-assessment and reflection as part of open microlearning interventions.
Open microlearning can assist lecturers and learning designers to develop streamlined and engaging TEL materials for supplementary and extension activities to suit individual student needs in a wide variety of contexts. The focused, micro-format aligns with the trend in adult learner preferences for shorter, more informal educational activities (Bannister et al, 2020) and accommodates busy student schedules.
Open microlearning is a multifaceted construct that requires careful consideration to provide targeted learning to address specific knowledge or skill sets. Properly applied, open microlearning can facilitate effective and efficient learning with reduced cognitive load (Lee, 2021). Inclusion of OEP promotes access and equity in education through the sharing of high-quality resources and reduction of costs (Ossiannilsson, 2020). This study is part of a broader PhD research project around open microlearning as self-directed learning in higher education. In this research open microlearning is not aimed at replacing traditional accredited training, but rather is used for self-directed learning to address knowledge gaps and contribute to improved student success.
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[Session 10C]: Practice in OEReferencesBannister, J., Neve, M., & Kolanko, C. (2020). Increased Educational Reach through a Microlearning Approach: Can Higher Participation Translate to Improved Outcomes? Journal of European CME, 9(1), 1834761-1834761. https://doi.org/10.1080/21614083.2020.1834761 Lee, Y.-M. (2021). Mobile microlearning: a systematic literature review and its implications. Interactive learning environments, 1-16. https://doi.org/10.1080/10494820.2021.1977964 McKenney, S. E., & Reeves, T. C. (2013). Systematic Review of Design-Based Research Progress: Is a Little Knowledge a Dangerous Thing? Educational researcher, 42(2), 97-100. https://doi.org/10.3102/0013189X12463781 Ossiannilsson, E. (2020). Quality models for open, flexible, and online learning. Journal of Computer Science Research.
Author KeywordsOpen educational Practice, Microlearning, Self-directed learning, open microlearning
