Refers to changing forms of the production, representation, description, reflection, analysis, assessment and critique of knowledge by semiotic means of communication (for example, textualization or visualization), by application of media technologies of production, storage and transmission, or as part of sociotechnical integration, extension of natural or cultural boundaries of human capacities, substitution of one form of knowledge production by another, or accommodation to media change or media logics.
Published in Chapter:
Microlearning and Mobile Learning
Theo Hug (University of Innsbruck, Austria)
Copyright: © 2015
|Pages: 16
DOI: 10.4018/978-1-4666-8239-9.ch041
Abstract
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.