The University of British Columbia
UBC - A Place of Mind
The University of British Columbia Vancouver campus
ETEC 522 – Ventures in Learning Technologies
  • Startup
    • How to Begin?
    • Objectives
    • Course Manual
    • Outline & Schedule
    • Participation Guide
    • Assignments
    • ☛ Introduce Yourself!
    • 👥 Authors
  • W01: Emerging Markets
    • W01: Emerging Market Teams
  • W02-04: Bootcamp
    • Global Dynamics
    • Who is the Customer?
    • What is a Venture?
    • 👥 Opportunity Horizon
    • W03: Analyst Bootcamp
    • A Game with Three Pitches
    • Deconstructing a Pitch
    • 👥 Pitch Critique
    • W04: Entrepreneur Bootcamp
    • Venture Genesis
    • Opportunity Activation
    • The Right Stuff
    • 👥 Founders Parade
  • W05-12: Opportunity Forecasts
    • W05: Personalized Learning
    • W06: Mobile Learning
    • W07: Game-Based Learning
    • W08: Big Data & Learning Analytics
    • W09: Immersive Experience
    • W10: Artificial Intelligence & Machine Learning
    • W11: Microlearning
    • W12: Wearables
  • W13: Launch
    • Venture Forum Resources
  • Forums
    • W01 – Emerging Markets
    • W02 – Market Projections
    • W03 – Pitch Pool
    • W04 – Founders Parade
    • W05-12 – Opportunity Forecasts (A2)
    • W13 – Venture Forum (A3)
    • Analyst Reports (A1)
  • Global Feeds
    • Announcements
    • Eva’s Café
    • Radio 522
  • LOGIN
Sort By
Show only these categories:
Show only this category:

learning

Keeping the Human Element in Learning Using Technology

Keeping the Human Element in Learning Using Technology

By Emily on April 4, 2020

Hello everyone, I hope you are all keeping well and staying healthy. I just came across this article which was published on Wednesday. The article reflects on recent events and the changes in the teaching and learning environment many are experiencing now. The author was part of an education technology start-up company for micro-schools in […]

Read More | No Comments

Assignment 3 – GradHat

Assignment 3 – GradHat

By kendra achonwa on March 29, 2020

Hello everyone, hope you are all doing well. I’m sure like many of you the COVID-19 pandemic is constantly lingering in all the corners of my mind. I’ve been exploring some more of its recent implications on education and employment and trying to find creative solutions to some of these new world problems. This became the […]

Read More | No Comments

21st Century Personalized School

21st Century Personalized School

By Ram on March 29, 2020

Hello, I present to you a venture. Pardon me if when I say venture it sounds like adventure.  The world as we know it has changed, think COVID-19 and the closure of all schools. I quote David Vogt, a Professor at the University of British Columbia. “You don’t need to look very far to see […]

Read More | No Comments

Hive Harmonizes Group Work

Hive Harmonizes Group Work

By Mel on March 29, 2020

  Dear esteemed colleagues, I hope all of you are well in this strange new world we find ourselves in, and I look forward to exploring and learning from you and your ventures. I introduce you to Hive, an app and LTI that harmonizes group work through its use of cutting-edge AI and machine learning […]

Read More | No Comments

Week 11: Microlearning OER Update

Week 11: Microlearning OER Update

By kendra achonwa on March 27, 2020

    Image Source Consider our brave new world that moves at high speeds and requires fast reactions; our busy schedules and less free-time; our need and desire to learn new skills and acquire knowledge via concise information that is to the point, easy to digest, convenient and effective. Microlearning is a learning strategy that offers […]

Read More | No Comments

Is this the strangest, most important time in history for online education?

Is this the strangest, most important time in history for online education?

By miguel strother on March 15, 2020

I don’t mean to undermine the efforts of this week’s impressive OER. But for crying out loud!!! These are strange days! In the face of the pandemic, how can we deploy our skills to help schools and businesses get through it? What is the best way I can use my skills as an online educator […]

Read More | No Comments

Week 11: Microlearning OER

Week 11: Microlearning OER

By Matt on March 15, 2020

Hello Fellow ETEC’ers from Kendra, Michael, and Matthew! Welcome to Week 11 of the Opportunity Forecasts and our presentation on Microlearning! Winston Churchill once said “Personally, I am always ready to learn; although I don’t always like being taught”.  In a world that moves at high speed and requires fast reactions, microlearning is a new […]

Read More | No Comments

Big Data & Learning Analytics

By cass on March 8, 2020

Big data refers to the massive amounts of data produced by our technologies that are often difficult to analyze using traditional tools and methods. The value of big data in education and other fields comes from finding hidden patterns and trends through data mining and data analytics. The growth and development of learning analytics stems […]

Read More | No Comments

Personalized Learning

Personalized Learning

By aziza bouchioua on February 29, 2020

Personalized Learning By meeting every student at their own level, personalized learning seeks to customize the learning experience for every student according to their skills, abilities, preferences, backgrounds and experiences.  While it is not a new idea, what is new is the way educators can use technology to tap into student’s interests, backgrounds, abilities and […]

Read More | No Comments

Mobile Learning (K-7)

Mobile Learning (K-7)

By Robert on February 23, 2020

Mobile learning is quickly becoming a buzz word in the world of education. This excitement and growth is driven by opportunities it creates in education. It is appearing in all areas of education from the public system, to corporate training, to personal growth.  As infrastructure and access to mobile technology improves around the world mobile […]

Read More | No Comments

Analyst Report: EdTech marketplace for adaptive learning systems

By Ram on February 19, 2020

This is an analysis of the segment of the EdTech marketplace for adaptive learning systems for Mathematics. The rationale for analysis is to provide a snapshot of existing products in the marketplace with their main characteristics and features to support the decision of executives of a company interested in developing a product in this market […]

Read More | No Comments

Analyst Report: Flipgrid

Analyst Report: Flipgrid

By brian ham on February 16, 2020

Discussion, communication, feedback and engagement. If you are a teacher at any level, you are aware of how difficult it is to get one of those things happening effectively in your learning space at any given time, never mind two or even three of them. However, there is a fantastic application that will help your […]

Read More | No Comments

A1 – Canvas

A1 – Canvas

By Robert on February 16, 2020

In the world of online education having a solid learning management system (LMS) is an important factor to the success or failure of offering online educational content.  LMS systems are the primary method of content delivery that the majority of organizations and institutions use.  This makes the LMS marketplace a very competitive and potentially lucrative […]

Read More | No Comments

W07: Game-based Learning

W07: Game-based Learning

By Carla Pretorius on February 16, 2020

Dear ETEC522’ers Welcome to Week 7 where the topic for the week will be Game-based Learning! We hope that you will enjoy going through our OER this week and that there will be an opportunity for you to learn at least one or two new things regarding the use of games in education. Of course, […]

Read More | No Comments

FreshGrade Review

FreshGrade Review

By Tyler on February 15, 2020

Hey teachers, have you ever wanted an app that allows you to showcase student learning?  Have students show ownership over their learning?  Have constant communication between students and families? Well look no more.  FreshGrade is here!  It is a free app that you can download onto any device. You can download and sign up to […]

Read More | No Comments

W06: Mobile Learning

By Robert on February 9, 2020

Mobile learning is quickly becoming a buzz word in the world of education.  It is appearing in all areas of education from the public system, to corporate training, to personal growth (think duolingo). Take a moment to post what the term mobile learning means to you here https://www.menti.com/   Code: 64 94 24 At the […]

Read More | No Comments

Quizizz Co-Founders: Deepak Joy Cheenath and Ankit Gupta

Quizizz Co-Founders: Deepak Joy Cheenath and Ankit Gupta

By cass on February 2, 2020

  Founders: Deepak Joy Cheenath (left) and Ankit Gupta (right)   Venture Name: Quizizz   Product Description: Quizizz is an online game-based learning platform that is similar to other game-based learning tools, like Kahoot, but offers some key features that stand out for both teachers and students. In the creation of quizzes, teachers can select […]

Read More | No Comments

W05: Personalized Learning

By James Seaton on February 1, 2020

Welcome to Week 5! We are very excited to kick off the Opportunity Forecast portion of this course with our OER on Personalized Learning. Personalized Learning was quite the interesting topic to tackle, as it is an intersection point of many of the emerging markets you will all be guiding us through over the coming […]

Read More | No Comments

Charles Miller, co-Founder and Partner GM of Flipgrid at Microsoft

Charles Miller, co-Founder and Partner GM of Flipgrid at Microsoft

By kevin spachuk on February 1, 2020

Charles Miller started Flipgrid when he was an associate professor at the University of Minnesota. Flipgrid is a video discussion tool that is considered by it’s leaders as a “social learning platform.” Originally launched in 2014 for class of 12 graduate students, now one in three teachers in US use Flipgrid in their classrooms (Forbes). […]

Read More | No Comments

Shawn Young – Classcraft

Shawn Young – Classcraft

By shuebrook on January 29, 2020

Founder: Shawn Young, Founder and CEO Venture: Classcraft Studios Inc (Sherbrooke, PQ) Classcraft is an Engagement Management System for schools, making it easy for schools to inject gamification into many aspects of learning. Classcraft is based on research in Positive Behavioral Interventions and Supports (PBIS). PBIS is an evidence-based three-tiered framework to improve and integrate […]

Read More | No Comments

Mixed race child with vr virtual reality goggles in classroom. Multiethnic pupil having fun with virtual reality headset at elementary school. Happy boy gesturing while using VR headset in classroom.

Book+App AR/VR/MR Learning Can Be Magic!

By Tyler on January 25, 2020

This is from Kickstarter where I searched for educational tools.  I found this one very interesting, something that could be used in a primary classroom, as well as at home. This tool was developed in China as a virtual reality tool to help children learn words, have different experiences and enhance their learning.

Read More | No Comments

Ready to play!

Ready to play!

By Kirsten McKinnon on January 12, 2020

Hello fellow METers! I’m coming to you from Southwestern Ontario, where we had double digit temperatures and a deluge of rain yesterday, and are back to icy conditions today.  A typical winter weather experience in these parts! By day, I currently spend most of my working hours as an advisor to Co-operative Education students at […]

Read More | No Comments

Hi from David Vogt

Hi from David Vogt

By David Vogt on December 29, 2019

OK, so I’m your instructor, and I’m also the author of this course and the Graduate Advisor for the MET Program. Please call me David.

Read More | No Comments

Proximity-Based Learning

Proximity-Based Learning

By David Vogt on December 28, 2019

There are a variety of technologies, including Beacons, NFC, RFID, Bluetooth, LoRaWAN, QR codes, GPS, etc, that enable learners to access location-specific learning content and experiences via mobile devices based.  For example, Beacons allow a mobile device to determine when it has entered or left an area, along with an estimation of proximity to a Beacon, […]

Read More | No Comments

Game-Based Learning

Game-Based Learning

By David Vogt on December 28, 2019

Game-Based Learning seeks to apply the technologies and engagement factors of the hyper-successful electronic games sector, and of games more generally, to create effective learning experiences.  This includes everything from the creation of original games with learning outcomes embedded in the gameplay (“serious games”) to the game-like animation (“gamification”) of more traditional learning approaches . Opportunity Statement […]

Read More | No Comments

Teachback

Teachback

By David Vogt on December 28, 2019

Teachback derives from the simple, ages-old adage that, “you never really learn anything until you have to teach it”.  A teacher instructs on a topic which the learner absorbs and then instructs back in their own authentic terms, with an arrived consensus becoming a learning moment for both parties.  The strategy is being applied in the UK, for […]

Read More | No Comments

MOOCs

MOOCs

By David Vogt on December 28, 2019

A Massively Open Online Course (MOOC) is an emerging model for interactive online learning experiences designed to accommodate possibly unlimited numbers of learners who potentially arrive, attend, participate, and leave on their own terms.   MOOCs can take advantage of existing social media and gaming environments as platforms to host both formal and informal learning experiences. Opportunity Statement MOOCs are primarily […]

Read More | No Comments

Adaptive Software

Adaptive Software

By David Vogt on December 28, 2019

As brilliant as most software and apps might seem, they are still severely awareness-disabled, meaning they don’t know and can’t respond to simple user contexts such as who I am, where I am, what grade I’m in, what class this is, what level I’ve achieved, what my learning style is, etc.  The  objective of Adaptive Software is […]

Read More | No Comments

Personalized Learning

Personalized Learning

By David Vogt on December 28, 2019

Personalized learning has been the clarion call of education reform advocates for many years, but until recently it has been difficult to scale beyond small, well-funded learning organizations. In order to implement personalized learning, assessment must be highly nuanced and detailed learner profiles and individual learning plans must be created for each student. These initiatives, […]

Read More | No Comments

Big Data & Learning Analytics

Big Data & Learning Analytics

By David Vogt on December 28, 2019

Big Data refers to massive streams of data now transforming every sector of business globally, including education.  Some people like to think of the entire Internet being about understanding and riding this “flow” of data.  On a smaller and more local scale, every teacher has felt the flow of learning in their classrooms, and Learning Analytics are an […]

Read More | No Comments

Microlearning

Microlearning

By David Vogt on December 28, 2019

Microlearning offers a change from traditional teaching and learning methods. It provides learners creative, engaging, and most importantly, short, opportunities to learn something new, whether one is on the go, or in educational and professional settings. By utilizing microlearning, information is easily accessed, gained, and shared to better serve society across any and all learning […]

Read More | No Comments

Visually Intensive Learning

Visually Intensive Learning

By David Vogt on December 28, 2019

The Visually Intensive Learning (VIL) marketplace is very large and can be difficult to define. It can go as far as to remove text completely from learning, or make information more visually appealing. It is not a category limited to visual learners, but rather is useful all learners. From AR, VR, and MR to YouTube, to […]

Read More | No Comments

Some thoughts on the course

By tod on August 6, 2019

Hello David, I wasn’t able to find a “522 Feedback” category under Forums as indicated in the A4 information, but I hope this will work as I found a spot under “Categories – Non-Forum”. Some thoughts on what could be improved: I think the new venture cannot be sufficiently developed in a course where much […]

Read More | No Comments

Personalized Learning OER Revision

Personalized Learning OER Revision

By Jamie Ashton on August 4, 2019

Hey all,   Herewith the revisions for our Personalized Learning OER. Based on your feedback we have included a reference list and an overview of current products and ventures on the market! Thanks for your help in making this a better learning experience for all. Click on the image below to view them.

Read More | No Comments

Workday Reality

Workday Reality

By Sydney Hamilton on July 28, 2019

Revised Post: August 4th Thank you everyone for your insightful comments! I appreciate your feedback and the questions that were raised as this helped me both in my reflection, but also in envisioning how I could take this idea further. Here is a copy of my self-reflection: Sydney’s A3 Reflection Thank you!   Original Post: Hello, […]

Read More | No Comments

ClassChat – Backchannel app for the classroom

By Basia on July 28, 2019

Ever struggled with the problem of a ghosttown classroom? You can’t tell if the students understand, are lost, are awake or even still conscious? This happens in a lot of classrooms where lecture-style education is still the norm, and where the pressure to conform is greater than the want to be engaged in class. That’s […]

Read More | No Comments

A3: Open Teach

A3: Open Teach

By sarah jones on July 27, 2019

My start up venture, Open Teach, is a non-profit open online learning platform where High School students from anywhere can share STEM-related knowledge creations. The problem Open Teach addresses: the knowledge transmission model still dominates high school classrooms (DeWitt, 2017). In order to prepare students for the future, they need to develop soft skills like […]

Read More | No Comments

A3 – Triple L

A3 – Triple L

By Sarah Wong on July 27, 2019

Triple L stands for LifeLong Learning and it is a Learning community where experts in Math and Science fields come together to provide short online courses in their fields of expertise and also learn about math and science topics. Our goal at Triple L is to encourage LifeLong Learning to suit people’s interests all at […]

Read More | No Comments

Adaptive Learning OER Results

Adaptive Learning OER Results

By sarah jones on July 21, 2019

Hi all, Here is an infographic of the Adaptive Learning OER poll, quiz, and other activity results:

Read More | No Comments

Week 11: Adaptive Learning OER

Week 11: Adaptive Learning OER

By mlavoie on July 14, 2019

Adaptive learning technologies help scale the benefits of individualized learning through the use of designed or algorithmic adaptivity to collect and analyze data as students learn. We explore some of the giants, rookies and companies in between to paint a picture of the adaptive learning landscape and the opportunities therein. Our team developed a trio […]

Read More | No Comments

Loading...
17 Mar Posted on Week 11: Microlearning OER

I think you guys nailed the top application for this technique/technology other than student-facing uses: Pro-D. I was crafting a post about it and then there it was in the next section! (I'll share it anyway as I have a link to a cool study I think everyone would really dig) I think there’s a fantastic opportunity here in the realm of teacher professional development. According to this recent study https://psycnet.apa.org/record/2020-04482-001, when teachers were given evidence based literature to counter misconceptions they were found to accept the evidence only to revert to their old ways a short time later. >>>The evidence of this study points to a need for ongoing supportive interventions rather than one-and-done PD day workshops as is common here in Canada and elsewhere. Microlearning modules seem like an excellent platform to facilitate this for the reasons you’ve highlighted.<<< Some side notes: (1) “According to an ATD report, the average amount of time for an ideal microlearning module is 10 minutes.” - this was based on a poll where they asked people what they thought was best. This is not scientific in any sense and gives no indication of systematically finding the optimum of an efficacy curve, which I think deserves further study if it hasn't had already. (2) On "What makes “micro” micro? " Perhaps there is no time limit or minimum. The nature of microlearning might mean that the length of a module suits the content, context, or both. (3) Microlearning was initially introduced as stepwise, each step with goals toward a larger goal. But the science supposedly supporting microlearning was actually in support of REPETITION specifically. Not to say that the definition was wrong, per se, but this is a specific detail that should be emphasized and should inform microlearning module design >> Steps are not enough. Learners need iteration, which is one of the ideas behind the “spiral” model of learning. (This notion is conspicuously absent from the “4 defining characteristics”)<<

17 Mar
1 Thumbs Up!
christopher spanis @cspanis

I think you guys nailed the top application for this technique/technology other than student-facing uses: Pro-D. I was crafting a post about it and then there it was in the next section! (I'll share it anyway as I have a link to a cool study I think everyone would really dig) I think there’s a fantastic opportunity here in the realm of teacher professional development. According to this recent study https://psycnet.apa.org/record/2020-04482-001, when teachers were given evidence based literature to counter misconceptions they were found to accept the evidence only to revert to their old ways a short time later. >>>The evidence of this study points to a need for ongoing supportive interventions rather than one-and-done PD day workshops as is common here in Canada and elsewhere. Microlearning modules seem like an excellent platform to facilitate this for the reasons you’ve highlighted.<<< Some side notes: (1) “According to an ATD report, the average amount of time for an ideal microlearning module is 10 minutes.” - this was based on a poll where they asked people what they thought was best. This is not scientific in any sense and gives no indication of systematically finding the optimum of an efficacy curve, which I think deserves further study if it hasn't had already. (2) On "What makes “micro” micro? " Perhaps there is no time limit or minimum. The nature of microlearning might mean that the length of a module suits the content, context, or both. (3) Microlearning was initially introduced as stepwise, each step with goals toward a larger goal. But the science supposedly supporting microlearning was actually in support of REPETITION specifically. Not to say that the definition was wrong, per se, but this is a specific detail that should be emphasized and should inform microlearning module design >> Steps are not enough. Learners need iteration, which is one of the ideas behind the “spiral” model of learning. (This notion is conspicuously absent from the “4 defining characteristics”)<<

  • Expand
  • 1 Replies
  • in reply to Week 11: Microlearning OER
  • Loading...
  • Articles
  • Behavior modification
  • canada
  • Distance education
  • Educational psychology
  • educational technology
  • learning
  • microlearning
  • Module
  • Technical communication
  • Technology
16 Sep Posted on Reg, I believe that you are correct in s…

Thanks for your insights Philip! You make a great point regarding how 'intelligent things' will help personalize learning. I hope you're right in saying this, as it'll help so many, including students with special needs who may require additional engagement or personalized learning activities beyond what a single teacher may be able to provide within their class. This will not only better support the student, but will in theory also alleviate some stress from the educator who now knows that their students who may require additional attention are being equally supported. It's scalability, another big potential of 'intelligent things' could also help provide personalized feedback to large student groups based on aggregate data sets. While researching for my OP, I came across http://www.cognii.com/, a scalable and personalized mentoring tool for students in any school/training environment. It allows open-ended responses between student and AI, provides personalized feedback, and adapts to each student's responses and information provided. I don't know much about this product, but I'll certainly be looking into it further, as the potential is incredible! Like any developing technology, the more resources that become available for users (such as https://ai.google/education/), the more developed it will become. Really enjoyed your reply - thanks again! -Reg

16 Sep
0 Thumbs Up!
Reg Surette @rsurette

Thanks for your insights Philip! You make a great point regarding how 'intelligent things' will help personalize learning. I hope you're right in saying this, as it'll help so many, including students with special needs who may require additional engagement or personalized learning activities beyond what a single teacher may be able to provide within their class. This will not only better support the student, but will in theory also alleviate some stress from the educator who now knows that their students who may require additional attention are being equally supported. It's scalability, another big potential of 'intelligent things' could also help provide personalized feedback to large student groups based on aggregate data sets. While researching for my OP, I came across http://www.cognii.com/, a scalable and personalized mentoring tool for students in any school/training environment. It allows open-ended responses between student and AI, provides personalized feedback, and adapts to each student's responses and information provided. I don't know much about this product, but I'll certainly be looking into it further, as the potential is incredible! Like any developing technology, the more resources that become available for users (such as https://ai.google/education/), the more developed it will become. Really enjoyed your reply - thanks again! -Reg

  • Expand
  • 0 Replies
  • in reply to Reg, I believe that you are correct in s…
  • Loading...
  • Behavior modification
  • Education
  • Educational practices
  • Educational psychology
  • educational technology
  • learning
  • Mentorship
  • Pedagogy
  • Personalized Learning
8 Sep Posted on Social Media in the Classroom

Social Media in the classroom can take so many forms that don't necessarily come to mind first. Simply websites like Google Classroom, Socrates, and Weebly have the ability to foster a social platform for students to engage, collaborate and share ideas and work with each other. The use of social media in the classroom can highlight and enhance learning in so many ways - it provides an outlet for those students to share in the conversation "online" when they would not otherwise feel comfortable sharing ideas, it provides enhanced accessibility, allowing students to use it from home and elsewhere, and it is simply an additional platform engaging students with different learning styles; all of these factors greatly increase participation and thus learning from each other.  All the while, educators can promote responsible use of social media, as its use outside of the classroom will certainly be part of students' every day life.

8 Sep
1 Thumbs Up!
Victoria Ramsey @vic87

Social Media in the classroom can take so many forms that don't necessarily come to mind first. Simply websites like Google Classroom, Socrates, and Weebly have the ability to foster a social platform for students to engage, collaborate and share ideas and work with each other. The use of social media in the classroom can highlight and enhance learning in so many ways - it provides an outlet for those students to share in the conversation "online" when they would not otherwise feel comfortable sharing ideas, it provides enhanced accessibility, allowing students to use it from home and elsewhere, and it is simply an additional platform engaging students with different learning styles; all of these factors greatly increase participation and thus learning from each other.  All the while, educators can promote responsible use of social media, as its use outside of the classroom will certainly be part of students' every day life.

  • Expand
  • 0 Replies
  • in reply to Social Media in the Classroom
  • Loading...
  • Distance education
  • Education
  • Educational psychology
  • educational technology
  • flipped classroom
  • Google
  • Human behavior
  • Information technology
  • learning
  • Situated learning
  • Social Media
7 Sep Posted on Microlearning

I am looking at Microlearning from the unique perspective of a teacher whose student population struggles with learning disabilities and/or behavioural difficulties, and as such, think that Microlearning is, and will continue to become an even more effective way of teaching our students. In my experience, these students have so many things to focus on in a given lesson - the anxiety stemming from the text in front of them, the fact that they have to remember 2- or 3-step (or more!) instructions from a teacher before beginning a task, the fact that they have ADHD and are easily distracted by various external stimuli as it is, etc... Microlearning can help alleviate some of these anxieties and help students retain more information, particularly those who struggle with attention. More and more classrooms are seeing the effects of overstimulated and highly distractible students, thus I do believe that this topic is important not only in the special education classroom, but in the mainstream ones as well. From my experience teaching grades 2 and 3 in a class full of students struggling with dyslexia, ASD, and ADHD, lessons that go over a 10 minute mark of strictly instructional time results in a quick decline in student attention, interest, and thus retention. I would be very interested to learn more about the field and find ways to weave it into my teaching practice on a more consistent practice. I know Microlearning seems to have the goal of providing lessons/learning experiences for those who are busy and always on the go, but I think it can have a two-fold goal by also targeting distracted learners.

7 Sep
2 Thumbs Up!
Victoria Ramsey @vic87

I am looking at Microlearning from the unique perspective of a teacher whose student population struggles with learning disabilities and/or behavioural difficulties, and as such, think that Microlearning is, and will continue to become an even more effective way of teaching our students. In my experience, these students have so many things to focus on in a given lesson - the anxiety stemming from the text in front of them, the fact that they have to remember 2- or 3-step (or more!) instructions from a teacher before beginning a task, the fact that they have ADHD and are easily distracted by various external stimuli as it is, etc... Microlearning can help alleviate some of these anxieties and help students retain more information, particularly those who struggle with attention. More and more classrooms are seeing the effects of overstimulated and highly distractible students, thus I do believe that this topic is important not only in the special education classroom, but in the mainstream ones as well. From my experience teaching grades 2 and 3 in a class full of students struggling with dyslexia, ASD, and ADHD, lessons that go over a 10 minute mark of strictly instructional time results in a quick decline in student attention, interest, and thus retention. I would be very interested to learn more about the field and find ways to weave it into my teaching practice on a more consistent practice. I know Microlearning seems to have the goal of providing lessons/learning experiences for those who are busy and always on the go, but I think it can have a two-fold goal by also targeting distracted learners.

  • Expand
  • 0 Replies
  • in reply to Microlearning
  • Loading...
  • Attention deficit hyperactivity disorder
  • Childhood psychiatric disorders
  • Distance education
  • Dyslexia
  • Education
  • Educational psychology
  • educational technology
  • Human behavior
  • learning
  • Learning disability
  • microlearning
  • Special education
  • 1
  • 2
  • …
  • 7
  • Next
Show only this category:
How to Begin

Custom Search

Tags

2014 2015 2016

Faculty of Education
Vancouver Campus
2125 Main Mall
Vancouver, BC Canada V6T 1Z4
Website pdce.educ.ubc.ca/
Email pdce.educ@ubc.ca
Back to top
The University of British Columbia
  • Emergency Procedures |
  • Terms of Use |
  • Copyright |
  • Accessibility