Interaction Design - Micro Learning

 Numerous preceptors concentrate on creating formal literacy surroundings similar as courses and shops when designing literacy gests. There are multitudinous dynamic openings to support formal literacy processes grounded on learners' unique requirements and gests. Great preceptors are always attentive to the requirements of their scholars. These openings can help scholars remediate a content or challenge them to go beyond the formal objects of the course. Great preceptors use"Micro-learning relations"to help learners get back on track, extend their literacy, and support literacy chops.

 1 Determine the literacy ideal.

 AnyMicro-learning commerce has the thing of determining the asked outgrowth. This is more specific than a course ideal. For illustration, the literacy thing could be to ameliorate performance thickness. Learning the first step in a process before moving on to the coming is an indispensable literacy thing.

 A step toward determining the overall formal literacy thing is determining the literacy thing.

 

 2 Estimate your current position of literacy.

 Relating specific knowledge, skill, and station gaps is the coming step in designingMicro-learning relations. Knowing the learner's current perspectives is critical to designing a meaningful literacy experience if you want them to witness a new culture or see a problem from a new perspective.

3 To ground the thing-to- state gap, producemicro-experiences.

 Focuses onmicro-experience planning to close the thing-to-current- capability gap. Keep in mind that this design focuses on the gap rather than the entire literacy sequence because themicro-interaction is designed to address a specific literacy need.

 

 4 Recalibrate your literacy and begin again.

After theMicro-learning experience, estimate the intervention's success and recalibrate the model as demanded. Micro-learning relations are used to address bedded literacy walls.

 Eachmicro-interaction will probably be unique to each learner. Preceptors can produce a library ofMicro-learning commerce patterns to help them meet everyday literacy requirements.

 

 Summary

 Preceptors can useMicro-learning relations to respond to scholars' requirements and help them achieve their literacy objects.


Reference:

Olivier, Jako. "Creating Micro-learning Objects Within Self-Directed Multimodal Learning Contexts." Micro-learning in the Digital Age. Routledge, 2021. 169-188.

Lee, Yen-Mei, Isa Jahnke, and Linda Austin. "Mobile Micro-learning design and effects on learning efficacy and learner experience." Educational Technology Research and Development 69.2 (2021): 885-915.

Gabrielli, Silvia, Stephen Kimani, and Tiziana Catarci. "The design of Micro-learning experiences: A research agenda (on Micro-learning)." (2017).

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