Unlocking Potential using Open Microlearning in Higher Education

This paper discusses use and design of open microlearning in higher education (HE). Open microlearning couples microlearning, that offers quick, flexible, bite-sized, learning with Open Educational Practice (OEP) that leverages freely available and reusable materials, as well as collaboration with others. The research leverages data collected via a survey and prototype feedback from staff and students at Charles Darwin University, as part of a Design-Based Research (DBR) methodology. DBR provides an iterative and collaborative approach for designing, testing, and refining models in real contexts. The research reveals limited familiarity and use of open microlearning within HE contexts, and a wide variety of potential use cases before, during and after a course. The study highlights key elements for development models with open microlearning, including the importance of micro-assessment and reflection as part of open microlearning interventions. The focused, micro-format aligns current adult learner preferences for shorter, more informal educational activities (Bannister et al, 2020) and affords flexibility to for busy students. Open microlearning has a lot to offer HE, with applications and affordances yet to be fully realised.