One of the most important elements of designing a framework for microlearning environments is problem-solving. The main purpose of this article is to investigate the dimensions of creating a framework for microlearning.
Findings showed that microlearning framework educational support based on learner metacognitive skills requires the use of metacognitive support and then metacognitive support strategies were determined to support learner metacognitive skills.
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Any educational framework provided for microlearning should be interesting and satisfying. In order to be valid, the microlearning framework must be relevant, accurate, but the microlearning framework will only be meaningful when the needs of the learners are taken into account.
The microlearning framework course has 4 key elements, each of which is a prerequisite for the other. These 4 key elements, are “validity, meaningfulness, interestingness, and learning ability.
First of all, it must be learnable for people. If individuals play an active role in learning, microlearning becomes effective; For this purpose, passive methods such as long lectures or memorization should be avoided in teaching and presenting microlearning framework; Because learning must be accompanied by comprehension.
Other features of microlearning framework include the following:
Providing a framework for designing microlearning and providing criteria for accountability,
Helping to target microlearning framework and also, facilitating the curriculum planning process (content selection, method, evaluation),
Developing and improving the quality of educational activities
Provide the possibility of accreditation of various parts of the microlearning framework (accreditation emphasizes whether the program has met the pre-set standards or not?) and provide a criterion for evaluating the educational and research performance (standards can be used to determine progress and changes and a picture of the entire educational system and future goals to make the desired changes.)
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There are specific goals and principles in each microlearning framework, so these principles should be reflected in the method. These characteristics can be frankness, non-contradiction and regularity. These principles are:
Importance and validity: In addition to developing the skills, abilities and attitudes of learners, microlearning framework should also include basic concepts and principles.
Learners’ interests: Since one of the sources of educational goals is the learners themselves, so the learners’ interests are very decisive. If the microlearning framework is appropriate for the age group and people’s perception, it will stimulate their interests.
Usefulness: Provides useful content, knowledge and information about the required skills to learners
Learning Ability: microlearning framework should not be determined outside the ability of learners, but should be consistent with the overall growth of learners.
Flexibility: The microlearning framework should be determined and organized in such a way that learners have the power to choose according to the amount and ability to learn.
Unity and Integrity: The framework should be such that learners’ perceptions in different sections, confirms each other.
Novelty of the subject: The whole framework should be appropriate to the conditions and needs of the day and its sources should be new and have sufficient scientific validity.
Nurturing Basic Concepts and Methods: microlearning framework should focus on nurturing and growing thought based on the analysis of basic concepts and knowing the right methods, not the transfer of a wealth of scientific information
Appropriate opportunities for multidisciplinary learning activities: The framework should emphasize the types of learning activities and encourage the learner to different educational activities.
Adaptation to training time: The preparation and adjustment of training content should be based on the forecast of the time required for training; This means giving learners the opportunity and time to develop that skill. If the adjusted content is not prepared and adjusted according to the allotted time, the desired educational activity and the realization of the goals can never be expected in the training process.
One of the activities that should be done when preparing microlearning framework is to organize the content and courses of the training or learning. Organizing content raises many questions, including: What should be done to plan the sequence and how to learn it? How can educational and microlearning activities and experiences be designed to achieve multiple goals that are cost-effective? How can a microlearning method be organized that achieves multiple educational and behavioral goals at the same time? Can the content be organized and adapted to different types of microlearning methods and different mental systems and motivational patterns?
The microlearning framework includes the basic concept of messages, text, purpose and results. In fact, this framework has three functions: prescriptive, analytical and methodological. Being prescriptive means that the compilation of educational text and conceptualization must be specific to each class and each situation. Analytical content means that the results of microlearning framework can be examined and its methodological means that the systematic growth and development of content development methods is possible.
The framework should cover all educational goals and be comprehensive. In other words, the content of education should include all the concepts and principles that are in the purpose of education. Organization needs to be organized to facilitate the learning process.
Creating a relationship between microlearning framework and purpose: In this type of organization, the main purpose is presented, which determines what content should be included in the main educational topics. In fact, by using the goal, it is determined how the selected criterion causes some content to be added or deleted. Making the main concept clear and important and avoiding the content and concepts that are not in line with the main content and concepts, is the basis of work in this method.