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Nowadays, older adults need to actively participate in society's processes and activities without being isolated, abandoned, discriminated against, or placed in a vulnerable situation. The COVID-19 pandemic shows a gradual increase in risk with age, which has led to confinement for this population sector. With these considerations, it is advisable to educate older adults on the general measures to prevent COVID-19, to adapt to today's society and decrease the likelihood of contagion. In this sense, a learning artifact about COVID-19 prevention measures, through a methodology for creating learning capsules for older adults designed to educate from home through mobile devices. Moreover, for evaluating the perceptions of the users about the proposed learning artifact, a case study where older people participated was proposed; here, the Technology Acceptance Model (TAM) was used.

This paper presents the results of pilot testing of a user-friendly (for both teachers and students) content management system for creating microlearning courses. The created system allows lecturers/teachers to create short interactive online courses without the need for expertise in website creation or programming. As far as students are concerned, the system offers an attractive modern learning environment that helps reduce mental strain and improve their attention span.

The teaching processes in Software Engineering discipline have an inherent challenge in motivating students to adopt in their professional performance. This challenge involves defining new teaching strategies or redesigning existing strategies. Microlearning is an educational strategy characterized by its agility and shortness of lessons and learning units. The strategy goal is providing knowledge and skills in a more dynamic way than the traditional one. However, the implementation of this strategy requires the use of technology to facilitate its adoption. Therefore, in this work, a mobile application based on gamification is presented to promote microlearning in contexts related to Software Engineering. This application is a mobile version of the lottery or bingo game. A widely spread game, consisting of a set of cards and an indefinite number of cards randomly distributed on boards. The variation proposed as a microlearning strategy consists of the identification of concepts and definitions associated with Software Engineering. From the functional tests of the application, it is evident that it allows the teacher to plan, execute and assess the teaching-learning process and the interaction, competence, and assimilation of concepts for the students.

The recent COVID-19 pandemic has placed a huge strain on higher education institutions and educators around the world, which has included the closure of campuses, removal of face-to-face instruction and a shift to remote teaching and learning. However, this situation has also created unique opportunities and conditions that can foster innovation in teaching and learning practices and content delivery. One such innovation gaining traction is Microlearning, which offers learning opportunities through small bursts of training materials that learners can comprehend in a short time, according to their preferred schedule and location. This paper explores the potential of Microlearning within design education and how it can be implemented into the Product Design & Manufacture programme at University of Nottingham Ningbo China to support teaching instruction and enhance the student learning experience post-COVID-19.

The development, introduction and evaluation of ICT based techniques have been at the forefront of educational reform of all levels for the last two decades. Microlearning, gamified learning are two novel ICT techniques most appropriate for e-learning material and programs which attracted renewed attention because of the CoVID-19 social distancing measures. Alongside those, the more established technique of practice-oriented learning is being revisited to adapt to the new challenges. This article presents the main results and conclusions of deliverable 3.1. of the ERASMUS+ Capacity Building for Higher Education project “Electrical Energy Markets and Engineering Education (ELEMEND)” which is devoted to training partner staff in micro learning, practice oriented teaching and gamified learning. After the goals of ELEMEND are presented in the light of modern engineering education, the concept of micro learning as a training paradigm is discussed. Next, gamification technology is described in view of its role in the educational process and specific implementation examples are given. Finally, the practice-oriented approach both in teaching and in learning with the methods used to carry on this approach is presented.

The paper describes the architecture, processes and issues related to the current phase of the development and pivotal deployment of the microlearning-based web application for improving programming skills and learning other software engineering topics. This application integrates the advantages of microlearning approach, gamification and learning analytics into the existing learning ecosystem and IT infrastructure of the contemporary educational organisation. The main aim of the paper is to review and analyse different parts of the architecture of a modern educational application, describe their main features and unique roles. The necessity to use open standards for storing educational data and its further analysis using learning analytics methods is emphasised. Subsequently, the current version of the developed micro-learning application for learning programming languages is presented. Finally, the first experience with its pivotal deployment as well as the direction of its future development is described in detail.

Microlearning is a current trend in learning and education methodologies that relies on dividing learning content in relatively small and independent learning units. These units are also referred to as nuggets. From a teaching perspective, nuggets are used as a medium in specific learning situations and can be considered a realization of a pattern to reach a basic learning goal at once and in a short amount of time. Being self-contained, learning nuggets can be used flexible within highly diverse curricular structures.In this paper, we present an approach how Virtual Reality (VR) content can be created in an authoring process that is close to the authoring work flow in the application domain e-learning, i.e., an authoring process that dove tails the production of learning nuggets. We explore how VR can be utilized as a medium for microlearning and identify basic patterns that serve as a conceptual foundation for realizing VR content in a form that we call VR nuggets. The proposed approach is called mining for these VR nuggets. We present a prototype implementation of the identified VR nuggets based on Unity and a user study shows that our approach is well accepted by domain experts. We consider how VR- and microlearning-specifics can be joined and indicate a successful application of the proposed pattern-based content creation method for microlearning.

The paper presents the results of research on the incorporation of microlearning courses into the education of future teachers at the Pedagogical Faculty of the University of Ostrava. It compares the effectiveness of microlearning and eLearning courses. It also provides additional information on student activity in differently designed courses and their motivation to study a particular e-course. In order to determine the effectiveness of the two approaches, both full-time and distance students participated in the project.

This paper is a preliminary study of the state of the art on Recommender Systems (RS) in Higher Education. This work presents the initial phase towards the development of a prototype of RS of personalized learning path (PLP). The prototype can be seen as a choice for higher education professors' training in ICT, considering Mobile Learning and Microlearning as a working paradigm. The literature about RS focused on Technology Enhanced Learning (TEL) is varied and extensive. However, the presence of RS in the application of PLP is scarce. This review was conducted by exploring the core subject in specialized databases of education and computing. The revised corpus consisted of open access and high impact publications developed from 1990 to 2018 in the context of education. In the process of reviewing the literature, ten studies based on RS for TEL were identified, analyzed and compared. These studies reveal the possibility of applying various techniques and frequent tasks of RS in E-Commerce to the field of RS with educational purposes. It demonstrates that RS to access to Microlearning educational resources in mobile environments are limited, thus making this research appropriate and relevant.

Conventional training activities that are delivered through face-to-face processes enforce participants and facilitators to spend numbers of meeting time. This strategy resulted in a lack of efficiency in terms of time and resources. One of the feasible solutions to overcome this problem is to conduct training activities in another format of delivery, for example, the blended model. Blended here means a combination of face-to-face with online training. This is what underlies the purpose of this study, which was to determine the effect of microlearning object training in the blended training module on improving the learning outcomes of the trainees. This study was conducted through a one-group quasi-experimental design with a single pre and post-test approach. Respondents in the study were high school teachers in Talegong, Garut. Based on the research findings, it was found that the participants preferred the blended training model and they could achieve the target set with the average score of improvement in learning outcomes was 27 from 50.9 to 77.9. In conclusion, blended training has been proven to improve the learning outcomes of trainees in microlearning object trainingt.

The paper explores new tendencies in the validation of non-formal and informal learning starting with the new trends in the life-long learning. Microlearning, private company certifications versa diploma, social learning, virtual classrooms, artificial intelligence and other nowadays phenomena in the learning are mentioned. Validation trends in VET providers and in private companies sector is presented. Structuring the learning content in assessable units, flexible paths, accumulation of results principles and other trends in the certification procedures are explored. Extended model for validation of non-formal and informal learning showing different aspects of the validation process is presented. The validation trends of non-formal and informal learning are illustrated with some examples from the ICT sector.

Due to its geographical position, the Apulia region, is used to house migrants from all over the world who arrived over the centuries. Apulia is also a transit land for migrants that want to reach other Italian regions or European countries. One of the main issues of migration flows is related to the health services network. In this context, the Apulia Region, in collaboration with other private and public organisations, proposed the Prevenzione 4.0 (Prevention) project that aims at creating an e-health environment to empower the services of the National Health Service for migrants. Technological solutions and learning paths will be implemented to reduce the number of users who daily ask for health care services. The actions will be available for both migrants and professional figures involved in the management of migrants’ reception processes. This paper presents a mobile application designed to help the migrant centres to provide medical and psychological support to their guests. The app fosters the migrants’ empowerment to make them able to take care of their health without involving the National Health Service when not strictly necessary.

This study seeks an answer to the question of whether MicroLearning (ML) as another possible developmental shift in e-Leaning is the right way to go, whether it is effective and how it is received by students. The study's authors seek an answer to these questions in this pilot research, which can be perceived as a springboard for further more detailed investigation and options for implementation within the education process. The study provides the results of the pilot ML course applied in the teaching of the subject Computer Architecture and Operating System Basics designed for students in their first year studying at the Department of Information and Communication Technologies at the University of Ostrava's Faculty of Education. This validated course syllabus is based on the original e-learning course, which was transformed into ML format. The described ML course was implemented over a period of one semester. The effectiveness of this course is calculated based on comparing an experimental and a control group of students who have traditional study materials in electronic form. In addition to the results of the research, the authors here give a brief description of the procedure for creating a course and the tools and environment used in creating the course. The study is a preliminary outcome of a two-year investigation looking at the application of ML within the higher education environment in technical and humanities subjects in distance learning and full-time studies.

The paper introduces an architecture of the system for teaching and learning programming based on interactivity and modern educational approaches like gamification, microlearning, automated assessment, community learning, learning-by-doing, learning analytics, and personalization and presents design of the software architecture. Firstly, the required students’ knowledge and skills are divided into several domains according to their relation to the more complex programming teaching topics. Subsequently, the paper presents ideas on which the system architecture is designed. The main part of the paper describes key modules and principles used in a design of the proposed system. The conclusion describes the structure of educational content divided into the levels, according to the system architecture.

This study aims to develop a smartphone app which facilitates students to do their continuous language learning. It provides short but many different exercises as reviews for classroom lessons based on the microlearning. Currently, we have conducted a blended learning, which consists of both a face-to-face class and a home assignment in e-learning, for Chinese language courses. In this blended learning, we have provided a prototype of smartphone app "KoToToMo" with which students are able to practice by various exercises according to actual lessons in a class. However, we had found that the prototype app has some problems to be solved to perform effective practice based on the microlearning. This app just provides exercise, so students must remember chapters to be practiced and which exercises had been practiced. The students are also required many steps of operations to resume their exercisesfrom the point where they had halted their exercises. Therefore, in order to solve these problems of the existing app, we discuss effective user interface design of our app, which enables students to recognize the next exercises to be practiced by visualizing their progress of exercises and to select one from them in a few steps of operations.

This article focuses on a new kind of learning pattern, micro-learning, which is based on micro-content in the new media environment. Firstly, It defines the concept of micro-learning. Secondly, it builds a four level framework to observe the new media environment which is composed of media devices, media content, media application and media technology. Thirdly, it analyses the cultural background of micro-learning observed through Chinese traditional memes, modern pop culture and some cultural phenomena in cyberspace. Then it analyses how connectivism theory be the cognitive basis of micro-learning. Finally, it mentions the resource representations and design strategies of micro-learning.

Residents, who are students and healthcare professionals, have specific needs to improve their knowledge. To be sure that they will not forget something considered as essential in their practice, they write important information in paper notebooks. Most of the residents consider these notebooks as indispensable. A previous analysis of residents’ activity and of their use of the notebooks let us think about an augmented notebook. An electronic device could be used to collect and to share essential information. In this paper, we will present our tool named WiSe (the Wiki for the Specialties). We decided to use a wiki as it is well adapted to the collaborative elaboration of knowledge, and as it supports semantic annotations. We present the issues related to the double nature of the augmented notebook: a personal resource as well as a shared environment. We describe the model of organization proposed to structure our wiki, and explain how we make the implementation of the prototype.