This book provides strategies, tools, and best practices for incorporating microlearning in English language teaching. It aims to help teachers create and deliver microlearning mechanisms that are optimized for mobile learning. This book also draws on relevant literature and the author’s first-hand experience designing microlearning activities for English learners. It covers important aspects of microlearning, including artificial intelligence, virtual reality, augmented reality, and mixed modalities. It is an important starting point for teachers, academics, and researchers interested in the principles and practice of microlearning in English language teaching.
English language teachers in formal and informal education environments find this work thought-provoking, instructive, and informative and benefit from exploring the possibilities of microlearning to motivate and engage learners and maximize the number and quality of their learning experiences.
Author(s): Lucas Kohnke
Series: SpringerBriefs in Education
Publisher: Springer
Year: 2023
Language: English
Pages: 89
City: Singapore
Preamble
References
Contents
1 Microlearning as a Teaching and Learning Approach
1.1 What is Microlearning?
1.2 Definition
1.3 Microlearning as a Teaching and Learning Approach
1.4 Book Overview
References
2 Overview of Technology in Teaching and Learning
2.1 Computer-Assisted Language Learning (CALL)
2.2 Mobile-Assisted Language Learning (MALL)
2.3 Theories
2.4 Sociocultural Theory of Learning
2.5 Noticing Hypothesis
2.6 Self-regulated Learning
2.7 Reflection Questions
2.8 Conclusion
References
3 Practical Strategies to Optimize Mobile Microlearning
3.1 Practical Strategies
3.2 Learner Needs
3.3 Medium
3.4 Interactivity
3.5 Simplicity
3.6 Tools and Applications
3.7 Design Principles
3.8 Sample Activity
3.9 Conclusion
References
4 Mobile Microlearning: Enhancing Listening, Speaking, Writing, and Reading Skills
4.1 Listening
4.1.1 Listening Activity 1
4.1.2 Listening Activity 2
4.1.3 Listening Activity 3
4.2 Speaking
4.2.1 Speaking Activity 1
4.2.2 Speaking Activity 2
4.2.3 Speaking Activity 3
4.3 Writing
4.3.1 Writing Activity 1
4.3.2 Writing Activity 2
4.3.3 Writing Activity 3
4.4 Reading
4.4.1 Reading Activity 1
4.4.2 Reading Activity 2
4.4.3 Reading Activity 3
4.5 Collaborative Spaces
4.6 Design Considerations
4.7 Conclusion
References
5 Designing Microlearning Activities with Podcasts, Videos, Infographics, and Flashcards, and Microlearning Activities
5.1 Podcasts
5.1.1 Podcast Platforms and Interactive Questions
5.1.2 Sample Activity 1—Podcast
5.1.3 Sample Activity 2—Podcast
5.2 Videos
5.2.1 Video Platforms and Interactive Questions
5.2.2 Sample Activity 1—Videos
5.2.3 Sample Activity 2—Videos
5.3 Infographics
5.3.1 Infographic Platforms and Interactive Questions
5.3.2 Sample Activity 1—Infographics
5.3.3 Sample Activity 2—Infographics
5.4 Flashcards
5.4.1 Flashcard Platforms and Interactive Questions
5.4.2 Sample Activity 1—Flashcards
5.4.3 Sample Activity 2—Flashcards
5.5 Reflection Questions
5.6 Conclusion
References
6 Designing Virtual Reality and Augmented Reality Microlearning Activities
6.1 Introduction
6.2 Virtual Reality Platforms
6.2.1 Sample Activity 1—Virtual Reality
6.2.2 Sample Activity 2—Virtual Reality
6.3 Augmented Reality Platforms
6.3.1 Sample Activity 1—Augmented Reality
6.3.2 Sample Activity 2—Augmented Reality
6.4 Potential Challenges
6.5 Reflection Questions
6.6 Conclusion
References
7 Microlearning with Chatbots
7.1 Introduction to Chatbots
7.2 A Brief History of Chatbots
7.3 Chatbots as Facilitators of Language Learning
7.4 Chatbot Platforms
7.5 Existing Chatbots
7.6 Suggested Activities for English Language Learning
7.6.1 Sample Activity 1—Chatbots
7.6.2 Sample Activity 2—Chatbots
7.7 Reflection Questions
7.8 Conclusion
References
8 Microlearning in the Education of the Future
8.1 Introduction
8.2 Limitations
8.3 Directions for Future Research and Practice
8.4 Concluding Thoughts
References
