crowdsourced microlearning_part1_voigt

Crowdsourced microlearning: From micro-content to micro-arguments

7th International Microlearning Conference 27.September 2013, Krems/Austria

Centre for Social Innovation | Christian Voigt

Maslow’s Hammer: If all you have is a

hammer everything looks like a nail.


Microlearning 7.0 – Krems 2013 2

Are we overburdening Microlearning?

The starting point

• Common interest in supporting / designing collaboration on a micro-scale (e.g. Micro-tasking, Micro-learning)

– inclusion, work in progress (Christian Voigt, ZSI)– biodiversity and health (Denis Havlik, AIT)– policy development (Hannes Leo, cbased)– workplace learning (Manuela Vogler, RSA)



Learning settings are important …

LLL, workplaces, every day learning …schools, higher ed, vocational trainings ??



Crowdsourced Microlearning

Two contextual building blocks Microlearning Crowdsourcing / Crowdtasking



Things about Microlearning, we find interesting …

• Kind of ‘learning by doing’

• Leveraging intrinsic motivation (providing a compelling sense of purpose, encouraging self-determined selection of tasks, giving access to a community etc.)

• Part of balancing informal and formal / standardised learning formats (LLL vs. schools)



And then there is Crowdsourcing …

• a collaboration model enabled by • people-centric web technologies • to solve individual, organizational, and societal

problems ...




Microlearning 7.0 – Krems 2013 9http://mergers.galaxyzoo.org/merger_preview

Crowdsourcing



Crowd Input

heterogeneous homogeneous

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Collection (e.g. citizen

science)

Combination(e.g. Ratings)

Competition(e.g. problem

solving)

Collaboration (e.g. Wikipedia)

Geiger et al. (2012)

Challenges for Crowdsourcing

• Quality of crowdsourced information: Learning for crowdsourcing (e.g. contributions

• Sustained participation:Learning from crowdsourcing (e.g. motivation by getting to know the bigger picture)



Remaining challenges for Microlearning

• micro-content that is self-sufficient, in terms of the information provided as well as the unobtrusive intelligence contained

• bricolage-like didactics (Hug, 2010) that can link chronologically and geographically distributed ‘micro-steps’ to form coherent learning experiences

• Generation of situation-specific ‘micro impulses’ (Lindner, 2007)



Conceptual Framework

• Content



Expected Benefits • Authenticity• Macrostructure• Innovating learning

(crowd learning, geo-learning / fencing)



Case studies



Crowd Characteristics

heterogeneous homogeneous

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Envirofi

Know

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Contact Details twitter.com/chrvoigt

slideshare.net/chrvoigt

linkedin.com/in/chrvoigt

univie.academia.edu/chrvoigt



http://www.twitter.com/chrvoigt

http://www.twitter.com/chrvoigt

http://www.slideshare.net/chrvoigt

http://www.slideshare.net/chrvoigt

http://www.linkedin.com/in/chrvoigt



http://univie.academia.edu/chrvoigt



crowdsourced microlearning_part1_voigt

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