{"id":560,"date":"2018-02-17T16:14:49","date_gmt":"2018-02-18T00:14:49","guid":{"rendered":"https:\/\/blogs.ubc.ca\/danabjornson\/?p=560"},"modified":"2018-02-17T16:21:13","modified_gmt":"2018-02-18T00:21:13","slug":"microlearning-an-opportunity-forecast","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/danabjornson\/2018\/02\/17\/microlearning-an-opportunity-forecast\/","title":{"rendered":"Microlearning: An Opportunity Forecast"},"content":{"rendered":"

This week, Shannon and JoAnna shared their website focusing on Microlearning<\/a>.\u00a0 “Microlearning” is a classic example of new but not new pedagogy. The following capture is from Shannon and JoAnna’s website:\u00a0\"\"<\/p>\n

Talk about being on the cutting edge of Ed Tech!!!\u00a0 The ink is barely dry on the term, “Microlearning”!!!\u00a0 (This would explain why the spelling editors keep underlining the word in red…)\u00a0 That being said, my guess is a lot of educators have been utilizing microlearning techniques for years, if not decades.\u00a0 I know I have, at least; I just have not labelled the activities, as such. To learn the basic idea behind Microlearning, go here<\/a>.<\/p>\n

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In every course I have taken in MET at UBC, I have been able to apply the learning directly to my practice.<\/p>\n

D.I.R.E.C.T.L.Y.<\/p>\n

Every time I learn about something new, I try and apply its purpose to mathematics, physics, and\/or general learning.\u00a0 Before truly immersing myself into the Microlearning website, I was pretty skeptical of its use in my practice.\u00a0 Math and physics are typically taught from a lecture and note taking format, as this is what works for most students (although, not all) and educators can cover a lot of material quickly.<\/p>\n

What I am now contemplating, is how to break up the monotony\u00a0 of the lecture-notes format, even more than I already do.\u00a0 On their home page, Shannon and JoAnna picked a very compelling video to introduce the concept of microlearning:<\/p>\n