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Learning a foreign language is a daunting and time-consuming task. People often lack the time or motivation to sit down and engage with learning content on a regular basis. We present an investigation of microlearning sessions on mobile phones, in which we focus on session triggers, presentation methods, and user context. Therefore, we built an Android app that prompts users to review foreign language vocabulary directly through notifications or through app usage across the day. We present results from a controlled and an in-the-wild study, in which we explore engagement and user context. In-app sessions lasted longer, but notifications added a significant number of "quick" learning sessions. 37.6% of sessions were completed in transit, hence learning-on-the-go was well received. Neither the use of boredom as trigger nor the presentation (flashcard and multiple-choice) had a significant effect. We conclude with implications for the design of mobile microlearning applications with context-awareness.

Mobile technologies hold great potential to make studying both more effective and more enjoyable. In this work we present a mobile, microlearning application. Our system is designed with two goals: be flexible enough to support learning in any subject and encourage frequent short study sessions in a variety of contexts. We discuss the use of our application to assess the feasibility of microlearning for non-language learning and the relationship between the physical location of study sessions and information retention.

Advances in software and sensors have led to a new generation of systems which can help to minimize human intervention in critical infrastructures, like the power grid. However, they have mainly been designed to face predictable situations, in order to react, for example, to a critical overload. This is called known domain knowledge. However, such systems have also to face events that are unpredictable at design time. For instance, the electric consumption of a house depends on the number of persons living there, their activities, weather conditions, used devices, and so forth. Despite such behaviour is unpredictable at design time, it is identifiable and a hypothesis about it can be already formulated and solved later by observing past situations, once data becomes available. Sutcliffe et al., [1] suggest to call this known unknown. Machine learning algorithms are designed to resolve these unknowns, using fine- or coarse-grained learning. Coarse-grained learning means extracting the average behaviour of a large dataset. Conversely, fine-grained learning means specializing learning algorithms only on specific elements. In cases where datasets are composed of independent and het-erogenous entities, which behave very differently, finding one coarse-grained common behaviour can be difficult or even inappropriate. For example, considering smart grids, the daily consumption of a factory follows a very different pattern than the consumption of an apartment. Thus, coarse-grained learning alone, which is based on the "law of large numbers", can be inaccurate for such systems. Additionally, any data changes requires the whole learning process to be recomputed. Instead, following a divide and conquer strategy, learning on finer granularities can be considerably more efficient [2], [3]. In accordance to the pedagogical concept [4], we refer to small fine-grained learning units as "micro learning". However, applying micro learning on systems, such as the electric grid, can potentially lead to many fine-grained learning units, that need to be combined and synchronised with domain data. Learning frameworks like TensorFlow focus solely on the learning flow without any relation to the domain model. Consequently, domain data and its structure is expressed in different models than learning tasks, using different languages and tools. This leads to a separation of domain data, knowledge, known unknowns, and associated learning methods. Therefore, an appropriate structure to model learning units and their relationships to domain knowledge is required. To tame such complexity, we propose to weave micro machine learning seamlessly into data modeling. Specifically, our approach aims at: (1) Structuring complex learning tasks with reusable, chainable, and independently computable micro learning units. (2) Seamlessly integrating behavioural models which are known at design time, behavioural models that need to be learned at runtime, and domain models using common modeling concepts. (3) Automating the mapping between the mathematical representation expected by a specific machine learning algorithm and the domain representation [5] and independently updating micro learning units to be fast enough for online learning. As a natural extension of model-driven engineering approaches, we take advantage of relationships between domain data and behavioural elements (learned or known at design time) to implicitly define a fine-grained mapping of learning units and domain data. We implemented and integrated our approach into the open-source modeling framework GreyCat, which is specifically designed for the requirements of CPSs and IoT. We evaluate our approach on a concrete smart grid case study and show that: (1) Micro machine learning for such scenarios can be more accurate than coarse-grained learning (2) Performance is fast enough to be used for real-time analytics. The full paper has been published in [6].

Central line-associated bloodstream infections (CLABSIs) cause major patient harm, preventable through attention to line care best practice standards. The objective was to determine if a digital self-assessment application (CLABSI App), bundling line care best practices with social gamification and in-context microlearning, could engage nurses in CLABSI prevention. Nurses caring for children with indwelling central venous catheters in 3 high-risk units were eligible to participate. All other units served as controls. The intervention was a 12-month nonrandomized quality improvement study of CLABSI App implementation with interunit competitions. Compared to the preceding year, the intervention group (9886 line days) CLABSI rate decreased by 48% ( P = .03). Controls (7879 line days) did not change significantly. In all, 105 unique intervention group nurses completed 673 self-assessments. Competitions were associated with increased engagement as measured by self-assessments and unique participants. This model could be extended to other health care-associated infections, and more broadly to process improvement within and across health care systems.

Microlearning, the learning strategy that focuses on delivering training and performance support in small focused chunks, has been a concept floating around in our industry since the lexicon of reusable learning objects was first introduced by Cisco to the learning space over fifteen years ago. Large on promise, this strategy has been short on benchmarkable solutions due to the large number of barriers encountered by learning practitioners taking on this approach. Although these barriers are diverse and tend to vary greatly from one organization to another, the most common obstacle for adopting microlearning has often been tied to the confusion around how to manage this type of content within a traditional LMS (Learning Management System) implementation. LMS-delivered content is most often composed of courses and modules that can run anywhere from minutes to hours in terms of seat time and requires participation in the somewhat formal confines of the platform. The advantages of typically more informal nature of microlearning content are in peril of losing some or all of their value if they require the same process for access. To assist learning practitioners in addressing this and other common barriers to microlearning implementation, this presentation will provide: strategies for leveraging your organization's learning transformation initiatives as a catalyst for introducing microlearning; examples of how to use common LCMS features to support role-based microlearning offerings; a pedagogical framework for disambiguating between appropriate learning modalities and appropriate content chunk sizes for all learning offerings; a sample decision framework to determine what types of content can or should be delivered directly from the LCMS/Digital Repository; and use cases presenting how xAPI can play a pivotal role in making the most of your microlearning offerings.

Стаття присвячена актуальним питанням технології розробки дистанційний курсів та поєднання традиційних елементів навчання із сучасними методами. Автором визначено необхідність розвитку змішаного навчання з метою підвищення рівня перекладацької компетентності студентів мовних спеціальностей. Описано розроблений дистанційний курс для студентів Національного технічного університету України «Київський політехнічний інститут імені Ігоря Сікорського» з елементами мікронавчання для формування навичок та розвитку й удосконалення умінь усного двостороннього перекладу для студентів завершального етапу бакалаврату спеціальності 035 «Філологія». У роботі викладені основні проблеми сприйняття дистанційних курcів студентами та викладачами, а також описані шляхи вирішення виявлених проблем з метою ефективного впровадження курсу в практику викладання у вищій школі для підвищення конкурентоспроможності студентів на сучасному ринку перекладу. The article is dedicated to the modern issues of technology development and distance learning courses combining traditional elements with modern teaching methods. The author has identified the need for introducing blended learning to enhance translation competence of foreign language students. The distance learning course with microlearning elements developed for students of the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” to improve the bilateral interpreting skills of the final-year undergraduate students (035 Philology) is described. The paper outlines the main problems of perception of distance courses describing the solutions for the effective implementation of the course in teaching practice

Desenvolupament de dos cursos de formació en modalitat mòbil-learning basats en el format microlearning a partir de la teoria d'aprenentatge constructivista. Desarrollo de dos cursos de formación en modalidad móvil-learning basados en el formato microlearning a partir de la teoría de aprendizaje constructivista. The development of two mobile-microlearning training courses based on constructivist learning theory.

Mobile devices play a significant role in society, in general, and a very limited one at the different levels of education. Smartphones, tablets, and other mobile devices allows learning to occur anywhere, (and at) anytime. These powerful technological devices can enhance the teaching and learning processes by helping to promote collaborative and individual learning and broadening the boundaries of the classroom to different contexts of learning. Many students have mobile devices and their applications can provide access to learning outside the classroom, for greater flexibility and more dynamic learning. In this sense, the articulation of technological and methodological efforts allowed us to create learning scenarios supported by the devices that students take to the classroom (BYOD), and use them to motivate and involve students in meaningful learning. These devices offer the advantage of integrating various technologies in the curricular contents, such as in foreign and mother language courses, representing a set of possibilities of ubiquity that can have great impact on the learning process. Thus, we developed strategies with vocational and educational students’ methodologies, such as augmented reality, project-based learning, game-based learning, collaborative learning and gamification. In this text, we present the results of two mobile learning studies in teaching French as a foreign language (to 18-23 year-old-students) and Portuguese language, as a mother tongue (to 15-19 year-old-students), in vocational education, implemented as a mediation tool in education to promote the construction of learning and development of significant skills of collaborative work. From the data collection, through a questionnaire, with open and closed questions, we highlight the favorable perception of the students to the integration of mobile devices in learning, and the recognition of the benefits of the teaching strategies used throughout the year, in the increase of curricular learning. info:eu-repo/semantics/publishedVersion

The article relates a theoretical and conceptual research, whose main objective was to develop a model to guide the production of educational microcontent to be used in virtual learning environment with mobility, from interconnections between Pedagogy, Communication and Semiotics. It discusses technologies and mobile devices, mobile learning, microlearning, microcontent and hypermedia, educational microcontent and hybrid languages. It highlights the challenges related to the introduction of mobile devices in educational practices. It considers the physical constraints and the fragmented nature of mobile interaction, under which microcontent is, at the same time, accessible and gifted with pedagogical elements. Educational microcontent is analyzed from the hypermedia perspective, considering the dominance of hybrid languages in digital media. A methodology of educational microcontent production for virtual learning environment is presented, considering the predominance of hybrid languages. This methodology is constituted by the processes: pedagogical architecture and architecture of languages, which represent the main flows of activities and tasks. The research conclusions indicate that: a) the model developed presents the conceptual and theoretical elements essential to the production of microcontent education for mobile learning; b) the concepts and grounds presented in the research are considered preliminary conceptual and theoretical elements; c) the developed model provides grants to developing new research proposals and has the potential to encourage new academic research projects; d) the model has the possibility of being used in didactic-pedagogical projects that focus, for example, collaborative learning and co-authorship.

With the advent of the smart phone, technology enhanced learning ultimately became mobile. The combination of small devices and ubiquitous availability promoted a certain type of informal learning called microlearning. Unfortunately, micro-learners tend to focus on the lower level cognitive objectives remembering and understanding. Social microlearning seeks to engage the learners in activities of higher cognitive levels – such as analyzing, evaluating and creating – by using successful strategies of social software. Early results confirm the assumption that learners’ activities evolve towards higher cognitive levels over time spent on a particular subject in a social microlearning environment. Consequently, social micro-learners gain deeper insights by progressing through an upwards spiral of competence development.

Background: Microlearning, the acquisition of knowledge or skills in the form of small units, is endorsed by health professions educators as a means of facilitating student learning, training, and continuing education, but it is difficult to define in terms of its features and outcomes. Objective: This review aimed to conduct a systematic search of the literature on microlearning in health professions education to identify key concepts, characterize microlearning as an educational strategy, and evaluate pedagogical outcomes experienced by health professions students. Methods: A scoping review was performed using the bibliographic databases PubMed (MEDLINE), CINAHL, Education Resources Information Center, EMBASE, PsycINFO, Education Full Text (HW Wilson), and ProQuest Dissertations and Theses Global. A combination of keywords and subject headings related to microlearning, electronic learning, or just-in-time learning combined with health professions education was used. No date limits were placed on the search, but inclusion was limited to materials published in English. Pedagogical outcomes were evaluated according to the 4-level Kirkpatrick model. Results: A total of 3096 references were retrieved, of which 17 articles were selected after applying the inclusion and exclusion criteria. Articles that met the criteria were published between 2011 and 2018, and their authors were from a range of countries, including the United States, China, India, Australia, Canada, Iran, Netherlands, Taiwan, and the United Kingdom. The 17 studies reviewed included various health-related disciplines, such as medicine, nursing, pharmacy, dentistry, and allied health. Although microlearning appeared in a variety of subject areas, different technologies, such as podcast, short messaging service, microblogging, and social networking service, were also used. On the basis of Buchem and Hamelmann’s 10 microlearning concepts, each study satisfied at least 40% of the characteristics, whereas all studies featured concepts of maximum time spent less than 15 min as well as content aggregation. According to our assessment of each article using the Kirkpatrick model, 94% (16/17) assessed student reactions to the microlearning (level 1), 82% (14/17) evaluated knowledge or skill acquisition (level 2), 29% (5/17) measured the effect of the microlearning on student behavior (level 3), and no studies were found at the highest level. Conclusions: Microlearning as an educational strategy has demonstrated a positive effect on the knowledge and confidence of health professions students in performing procedures, retaining knowledge, studying, and engaging in collaborative learning. However, downsides to microlearning include pedagogical discomfort, technology inequalities, and privacy concerns. Future research should look at higher-level outcomes, including benefits to patients or practice changes. The findings of this scoping review will inform education researchers, faculty, and academic administrators on the application of microlearning, pinpoint gaps in the literature, and help identify opportunities for instructional designers and subject matter experts to improve course content in didactic and clinical settings.

6526 Background: Most patients diagnosed with breast cancer turn to the Internet to learn about their diagnosis; however, information online is often generic, challenging to navigate, and not expert-curated. To facilitate patient education and engagement in our breast clinic, we piloted the implementation of pre-visit education via brief microlearning videos organized within an online platform. Methods: Seventeen videos of 2-4 minute duration were developed by multidisciplinary content experts. Videos covered a variety of educational topics relevant to breast cancer, including treatment options. Patients received a link via email to create an account, which provided access to the platform. Aggregate viewing data and optional patient surveys (online after viewing 3 videos and at the clinical appointment) were used to assess opt-in rates, engagement, and satisfaction. Results: Between September 2018 and January 2019, 57.4% (240/418) of women with biopsy proven breast cancer who were sent an email invitation registered on the platform. On average, patients watched 11 of the 17 videos, with 93.7% of users (225/240) viewing at least one. Overall, 85% (168/198) of women recommend the microlearning format for patient education. The most-viewed video topics included types of breast cancer, breast abnormality and biopsy, understanding biopsy results, tumor markers, and staging. Seventy-eight percent (154/198) of women reported that they planned to share the videos with family or caregivers, and 67% (133/198) felt that the educational content increased their satisfaction with their overall experience. Barriers to video access were emails marked as junk, not having an email address, and difficulties with videos loading. Conclusions: The majority of patients participating in this pilot registered on the platform and watched pre-visit microlearning educational videos. These expert-curated videos contributed to high levels of satisfaction and engagement. Strategies to overcome barriers to access will be developed to expand the reach of this new valuable component of breast cancer care.

The purpose of this mixed-method study was to test the usefulness of a new technology-based instructional design, using microlearning and social learning, to improve employee skills on the job. Researchers collected data from professionals responsible for instructional design at their workplace (N=51). Participants engaged in a fully on-line training at a time convenient to them over a two-week period. A learning management system supported the content delivery. A social learning component included video demonstrations of the content and participants asynchronously sharing their learning with other participants. Researchers performed follow-up interviews (N=10) to develop a deeper understanding of the participants’ perceptions and to validate self-reports collected in a Likert-style quantitative survey. Participants created work samples used as evidence of their learning from the training. Three themes emerged from the qualitative analyses including, participants wanted training that provided skills useful immediately on the job, sought to expand their perspectives by learning from others, and to expand their skills in their craft beyond those of other designers. Participants’ reported that opportunities to share their learning with others made the learning “more personal” and provided a “bigger picture,” or broader perspective. Participants’ reported the instructional design increased their motivation to engage the content and that their skills improved. Positive reports of the effectiveness of the microlearning component were not consistent, however, with the statistical results. There was a significant negative correlation between microlearning and the social learning component and the dependent variable of the study, participants’ perceptions of the effectiveness of the instructional design.

The purpose of this study was to explore the opportunities and risks associated with the implementation of new educational formats, including project laboratories, hackathons, startup challenge, co-working, microlearning with regard to their social and axiological aspects into training of high-skilled professionals. The article includes the review of priority areas of the modern education meeting the trends of the digital economy and the description of its specific characteristics. The paper also dwells on the models of cluster education developed by the group of tutors, containing problem cases, draft solution to socio-humanistic tasks, prototypes of engineering projects, business cases, and innovative entrepreneurship technologies. The conducted analysis shows that the use of the opportunities provided by modern educational technologies allows designing am individual educational path, selecting principal subjects and optional courses. During studies at the project office the students develop the skills and competences making them competitive in the global market. The work allowed for the analysis of advantages and disadvantages of the innovative forms and technologies of education into the educational process, as well as for the forecast regarding the efficiency of its long-term implementation.

Fil: Navarro, Viviana de los Ángeles. Universidad Nacional del Nordeste. Facultad de Medicina; Argentina. Fil: Di Bernardo, Juan José. Universidad Nacional del Nordeste. Facultad de Medicina; Argentina. Microlearning en el contexto de e-learning es la interacción en un tiempo corto de un alumno con una materia de aprendizaje que se descompone en unidades muy pequeñas de contenido. Pueden abarcar lapsos de tiempo de hasta 15 minutos. Es una de las tendencias emergentes de e-learning, se basa en lecciones formativas de corta duración. Se lo ha denominado indistintamente microlearning o microaprendizaje.

Anlässlich gesellschaftlicher Umbruchphasen werden nicht nur scheinbar selbstverständliche Begriffe mit einer neuen Bedeutung assoziiert, sondern es werden auch anachronistisch gewordene Organisationsformen hinterfragt. Mit Blick ins Web kann man sehen, dass die Neuerfindung der Universität unter stärkerer Einbeziehung der Bürger, ihrer Themen und Bedürfnisse schon in vollem Gange ist. Im Beitrag stellen wir eine Auswahl e-didaktischer Gestaltungsprinzipien dafür vor, wie sich die Selbstorganisation im Hinblick auf gesellschaftliche Bedarfe zielführender mitgestalten lässt., On occasion of social change seemingly self-evident terms are being associated with a new meaning. Also forms of organization that have become anachronistic are called into question. Looking into the Web you can see that universities’ reinvention, which involves citizens, their topics and needs more strongly, is well underway. In the article we introduce a selection of e-didactic design principles that can help to co-create the self-organization with regard to societal needs more constructive.

In the 21st century the web has evolved from a producer-consumer oriented information source to a prosumer centric social web filled with user generated content. To overcome potential loss of quality assurance on the producer side successful social web solutions came up with methods to ensure content quality using wisdom of the crowd. Although the success of this revolution is undisputed a vast majority of e-learning systems are still producer-consumer oriented and therefore impede engagement potential. We propose to use interaction patterns of successful social web solutions to create a platform that motivates students to create and share learning activities. As we will argue, microlearning activities are especially well suited for such a platform. We also demonstrate how to design such a system open and interoperable by using xAPI and a flexible authentication concept.

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.

This study investigated the use of mobile microlearning, supported with social learning strategies, and its perceived usefulness as a delivery mode for professional development on the job. The use of computer-mediated communication and microlearning have been explored in educational settings. This study expanded the context to managers and leaders in the aerospace industry (n=15) and healthcare professions (n=20). Data was collected using a self-developed, semi-structured interview protocol and Likert-style survey. A professional development training, using the Graphical Inventory of Ethical Leadership (GIEL) survey tool, was delivered to participants’ mobile devices. Six themes emerged from the inductive analyses of the participants’ responses including: the flexible delivery saves time, maintains leader’s presence on the job, builds team cohesiveness, meets the leaders’ needs for personalizing delivery of the PD/understanding their employees’ learning needs, provides individuals with a voice in the selection of learning opportunities, and the absence of participants’ stated concerns over the use of technology. Conclusions, models for understanding the concepts, and implications for practice are provided.

Many long-term goals, such as learning a language, require people to spend a small amount of time each day to achieve them. At the same time, people regularly browse social news feeds in their spare time. Our system, FeedLearn, teaches vocabulary in the context of Facebook feeds, by showing users interactive quizzes they can answer without leaving their feeds. It is implemented as a Chrome extension, as Facebook's API does not currently allow developers to insert interactive content into feeds. In our preliminary user study, we compared Japanese vocabulary learning rates when interactive quizzes were inserted directly into feeds, versus inserting links that lead them to quizzes. Our results suggest that users learn more and engage more with microlearning tasks when quizzes can be done without leaving their feeds.

Mobile learning proves to be an emerging, and rapidly expanding field of technological, educational and psychological research which is especially important in view of formal and informal learning contexts. Terms like microcontent, micromedia and microlearning gained significance during the past decade, too. Although many aspects of learning, didactics and education have, of course, been addressed on what can be called a micro-level for centuries, technological, geographical, cognitive and socio-cultural dynamics of mobility involve new options for the enhancement of didactic thinking in the digital age. This article provides an overview on historic and systematic aspects of mobile learning and microlearning including directions for future research.

Los MOOC (Massive Open Online Courses) constituyen una modalidad de educación a distancia, reciente, pero con un importante impacto y extensión, especialmente en el ámbito de las instituciones universitarias. Sus principios, enraizados en el conectivismo, permiten un acceso gratuito y abierto a contenidos educativos, fomentando la universalización de la educación y la formación continua. Su difusión se basa en cursos alojados en plataformas de aprendizaje online y, en parte considerable, el acceso se realiza desde dispositivos móviles. El estudio descriptivo, que a continuación se presenta, ha implicado el análisis de 22 plataformas MOOC, nacionales e internacionales, con el propósito de conocer su grado de adaptabilidad ubicua y portable para dispositivos móviles, entre los que se destacan smartphones, phablets y tabletas digitales bajo los criterios de visibilidad en pantallas de dispositivos móviles, capacidad responsiva de los contenidos y existencia de versión en forma de App o aplicación móvil. Los resultados muestran limitaciones en la adaptación móvil de plataformas MOOC que condicionan su visibilidad y, por tanto, plantea la necesidad de una redefinición de los procesos iniciales de diseño, y por ende de sus contenidos, según los principios del Mobile Learning o Aprendizaje Móvil con la finalidad de acomodar estos cursos a los contextos reales de aprendizaje de los usuarios en situaciones de movilidad. MOOCs (Massive Open Online Courses) are a modality of distance education with a significant impact and extension, especially in the field of university institutions. Their principles, rooted in connectivism, allow free and open access to educational content, promoting universal education and lifelong learning. Their dissemination is based on courses hosted in online learning platforms. Mainly, access is performed from mobile devices. This descriptive research, which has involved the analysis of 22 national and international MOOCs, aims to determine their degree of ubiquitous and portable adaptability to mobile devices, highlighting smartphones, phablets and digital tablets under the criteria of visibility on screens of mobile devices, responsive capacity of the contents and existence of version as App or mobile application. The results show limitations in the mobile adaptation of the MOOC platforms that limit their visibility. It becomes necessary to redefine their initial design process, and therefore their contents according to the principles of Mobile Learning, in order to adapt these courses to real learning contexts of users in mobile situations.

Los trabajadores y microempresarios PYME a menudo carecen de tiempo y recursos atencionales para adquirir las habilidades técnicas y empresariales necesarias para aumentar su productividad. Ofrecer la capacitación por medios digitales es una posible solución a este problema, ya que se adecúa a la disponibilidad de tiempo de los trabajadores y empresarios y además permite personalizar interactivamente el contenido de tal forma que se maximiza el aprendizaje. Para comprobar esta hipótesis, llevamos a cabo una evaluación experimental por medio de un ensayo controlado aleatorizado en una empresa peruana de servicios publicitarios para verificar que, proporcionando una intervención de entrenamiento basado en tecnologías de e-learning de segunda generación que se adecúa a las capacidades de atención y la apretada agenda de trabajo de los colaboradores de PYME, se aumenta la comprensión de los contenidos de capacitación y la productividad laboral. Palabras clave.-E-learning, PYME, Capacitación, Productividad, Curva del olvido, Microlearning. ABSTRACTWorkers and micro SMEs often lack time and attentional resources to acquire the technical and business skills necessary to increase productivity. Provide training for digital media is a possible solution to this problem as it adapts to the availability of time workers and employers and allows interactively customize the content so that learning is maximized. To test this hypothesis, we conducted an experimental evaluation using a randomized controlled trial in a Peruvian company advertising services to verify that, providing training intervention based on technologies of e -learning of second generation that is suited to the capabilities care and busy work schedule of employees of SMEs, the understanding of the content of training and labor productivity is increased. Keywords.-E-Learning, SMEs, Training, Productivity, Forgetting curve, Microlearning.

Work place health support interventions can help support our aging work force, with mApps offering cost-effectiveness opportunities. Previous research shows that health support apps should offer users enough newness and relevance each time they are used. Otherwise the ‘eHealth law of attrition’ applies: 90 % of users are lost prematurely. Our research study builds on this prior research with further investigation on whether a mobile health quiz provides added value for users within a hybrid service mix and whether it promotes long term health? We developed a hybrid health support intervention solution that uses a mix of electronic and physical support services for improving health behaviours, including a mobile micro-learning health quiz. This solution was evaluated in a multiple-case study at three work sites with 86 users. We find that both our mobile health quiz and the overall hybrid solution contributed to improvements in health readiness, −behaviour and -competence. Users indicated that the micro-learning health quiz courses provided new and relevant information. Relatively high utilization rates of the health quiz were observed. Participants indicated that health insights were given that directly influenced every day health perceptions, −choices, coping and goal achievement strategies, plus motivation and self-norms. This points to increased user health self-management competence. Moreover, even after 10 months they indicated to still have improved health awareness, −motivation and -behaviours (food, physical activity, mental recuperation). A design analysis was conducted regarding service mix efficacy; the mobile micro-learning health quiz helped fulfil a set of key requirements that exist for designing ICT-enabled lifestyle interventions, largely in the way it was anticipated.

El microlearning se entiende como una perspectiva de aprendizaje orientado a la fragmentación de contenidos didácticos, de duración corta, para poder visualizar en cualquier momento y lugar. Con el auge de los dispositivos móviles y el fenómeno del mlearning, este enfoque recobra una gran relevancia para el aprendizaje a lo largo de la vida y, muy especialmente, para el aprendizaje que requiere ser aplicado al momento (just-in-time). El mlearning como máximo exponente del microlearning resulta muy diferente del elearning en aspectos como la medida del tiempo, el acceso a la información, el contexto o la evaluación. Este enfoque de aprendizaje a través de microcontenidos, a su vez, nos plantea una serie de desafíos pedagógicos a afrontar y tener en cuenta en educación, como los escenarios de aprendizaje, la personalización de contenidos, etc. En este documento se describe esta perspectiva de microaprendizaje desde un punto de vista didáctico, incluyendo experiencias, ámbitos de aplicación y valorando las perspectivas de futuro de dicho planteamiento en el aprendizaje en red. Microlearning is understood as a learning-oriented approach to educational content fragmentation, of short duration, for consumption anytime, anywhere. With the rise of mobile devices and the phenomenon of mlearning, this approach regains great relevance for life long learning and, especially, for learning that needs to be applied at the moment (just-in-time). Mlearning as the maximum exponent of microlearning is rather different to elearning in aspects such as time, access to information, context or evaluation. This learning approach through microcontent, in turn, raises a number of pedagogical challenges to face and to be considered in education, like the learning scenarios, the content personalization, etc. This paper describes this microlearning approach from a didactical point of view, including experiences, areas of application and assessing the future prospects of this approach in the networked learning.

El microlearning se entiende como una perspectiva de aprendizaje orientado a la fragmentación de contenidos didácticos, de duración corta, para poder visualizar en cualquier momento y lugar. Con el auge de los dispositivos móviles y el fenómeno del mlearning, este enfoque recobra una gran relevancia para el aprendizaje a lo largo de la vida y, muy especialmente, para el aprendizaje que requiere ser aplicado al momento (just-in-time). El mlearning como máximo exponente del microlearning resulta muy diferente del elearning en aspectos como la medida del tiempo, el acceso a la información, el contexto o la evaluación. Este enfoque de aprendizaje a través de microcontenidos, a su vez, nos plantea una serie de desafíos pedagógicos a afrontar y tener en cuenta en educación, como los escenarios de aprendizaje, la personalización de contenidos, etc. En este documento se describe esta perspectiva de microaprendizaje desde un punto de vista didáctico, incluyendo experiencias, ámbitos de aplicación y valorando las perspectivas de futuro de dicho planteamiento en el aprendizaje en red, Microlearning is understood as a learning-oriented approach to educational content fragmentation, of short duration, for consumption anytime, anywhere. With the rise of mobile devices and the phenomenon of mlearning, this approach regains great relevance for life long learning and, especially, for learning that needs to be applied at the moment (just-in-time). Mlearning as the maximum exponent of microlearning is rather different to elearning in aspects such as time, access to information, context or evaluation. This learning approach through microcontent, in turn, raises a number of pedagogical challenges to face and to be considered in education, like the learning scenarios, the content personalization, etc. This paper describes this microlearning approach from a didactical point of view, including experiences, areas of application and assessing the future prospects of this approach in the networked learning

In this paper, we present ToneWars, a collaborative mobile game for learning Chinese as a Second Language (CSL). ToneWars provides a learning experience that combines mastery learning, microlearning, and group-based interaction between CSL learners and native speakers. The game explores how unique input modalities, like touch gestures and speech recognition, can improve language acquisition tasks on mobile devices. We report the design motivations and lessons learned through the iterative design process. We believe many insights from developing ToneWars are generalizable to designing productive language learning technology. Through a 24-participant (12 CSL and native speaker pairs) user study, we found ToneWars provides learning benefits for second-language learners and engages native speakers.