Abstract
One of the essential design elements of learning processes based on modern Digital Transition in Education principles is the formulation of educational content and requirements in learning units [1]. In the model curriculum theory, the learning unit is essential to the documentation describing the educational process (curricula, programs). As a result of the developments during the latest decade, the creation of adaptive micro-contents [2] and the analysis of their operations in the digital teaching-learning space have become one of the crucial focuses of content development and methodological renewal. This research-based on theoretical and international comparisons has had a significant research impact, resulting in an innovation model that affects teacher education, which was tested in practice. Open content development methods can also be successfully used in VET practice. These results and further dissemination may act as considerable innovation motivation and support for vocational teachers’ training, further training, and broader educational practice.
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This research project of the MTA-BME Open Content Development Research Group is funded by the Content Pedagogy Research Program of the Hungarian Academy of Sciences (HAS).
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Benedek, A. (2023). Learning Units and Micro-contents in the Reinterpreted Online Teaching Space. In: Auer, M.E., Pachatz, W., Rüütmann, T. (eds) Learning in the Age of Digital and Green Transition. ICL 2022. Lecture Notes in Networks and Systems, vol 633. Springer, Cham. https://doi.org/10.1007/978-3-031-26876-2_6
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