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Mobile Learning as ’Microlearning’: Conceptual Considerations towards Enhancements of Didactic Thinking

Mobile Learning as ’Microlearning’: Conceptual Considerations towards Enhancements of Didactic Thinking

Theo Hug
Copyright: © 2010 |Volume: 2 |Issue: 4 |Pages: 11
ISSN: 1941-8647|EISSN: 1941-8655|EISBN13: 9781613502600|DOI: 10.4018/jmbl.2010100104
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MLA

Hug, Theo. "Mobile Learning as ’Microlearning’: Conceptual Considerations towards Enhancements of Didactic Thinking." IJMBL vol.2, no.4 2010: pp.47-57. http://doi.org/10.4018/jmbl.2010100104

APA

Hug, T. (2010). Mobile Learning as ’Microlearning’: Conceptual Considerations towards Enhancements of Didactic Thinking. International Journal of Mobile and Blended Learning (IJMBL), 2(4), 47-57. http://doi.org/10.4018/jmbl.2010100104

Chicago

Hug, Theo. "Mobile Learning as ’Microlearning’: Conceptual Considerations towards Enhancements of Didactic Thinking," International Journal of Mobile and Blended Learning (IJMBL) 2, no.4: 47-57. http://doi.org/10.4018/jmbl.2010100104

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Abstract

This paper presents microlearning as a relational cross-over concept in the context of technological, societal, and cultural transformation. It maps the changing but ultimately convergent meanings of the term ’microlearning’ as they have emerged and developed over the last few years. The author reveals microlearning to be not simply one approach among many, but instead as a perspective that applies to many aspects of education and learning including mobile learning. Furthermore, the question of a need for enhancement of didactic thinking is being presented. The answer is given in terms of four models such as the aggregation model, conglomerate model, emergence model, and the medium/form distinction, which are considered to be useful for the enhancement of didactic thinking.

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