The Future of Teaching Post-COVID-19: Microlearning in Product Design Education

Abstract

The recent COVID-19 pandemic has placed a huge strain on higher education institutions and educators around the world, which has included the closure of campuses, removal of face-to-face instruction and a shift to remote teaching and learning. However, this situation has also created unique opportunities and conditions that can foster innovation in teaching and learning practices and content delivery. One such innovation gaining traction is Microlearning, which offers learning opportunities through small bursts of training materials that learners can comprehend in a short time, according to their preferred schedule and location. This paper explores the potential of Microlearning within design education and how it can be implemented into the Product Design & Manufacture programme at University of Nottingham Ningbo China to support teaching instruction and enhance the student learning experience post-COVID-19.

Towards the development of learning through microlearning

“…Employing the words of Anil and Slade (2012) y Jomah et al (2016) microlearning is based on the idea of developing small chunks of learning content that can be understood in a short time and that allow learners to access them easily, generating small bursts of training materials that empowers comprehension in a short time because of their short duration and viewing anytime, anywhere (Amarpreet-Singh et al, 2020;Salinas & Marín, 2015). This methodology allows the teacher to structure the learning contents combining different methodologies oriented to flexibility, active work and student autonomy which are designed to achieve specific knowledge results by providing clear and concise information.…”

Educational Probe for Developing Online Education: A Case of Online Problem-Based Learning in Design Education in India

“…This refers to the transition from responsibility for a correct and exhaustive presentation of the contents to responsibility for designing and managing an experience focused on supporting the achievement of the Intended Learning Outcomes (ILOs) (Sancassani et al, 2019). Moreover, after the COVID-19 pandemic, which precipitated a switch to online education, HEIs have been struggling to develop educational practices, especially in teaching practical and skilled-based subjects, such as design and engineering (Gill et al, 2020). Given these conditions, faculties in design discipline in HEIs should develop and deliver educational environments and experiences for students to build and apply their knowledge.…”

“…The COVID-19 pandemic created enormous challenges for HEIs, educators, and students, impacting the design of educational activities, schedules, attendances, deliveries, examinations and assessments, and student progression (Gill et al, 2020). However, it also provided a unique opportunity to experiment with novel educational practices involving greater use of online learning and digital devices and tools.…”

Ways of text adaptation by means of creolization in pedagogical discourse

“…Modern tendency for constant self-education and long pandemic period aroused the necessity in rapid development of digital devices and tools for distant learning [22]. Educational process within online communication has changed general tendency according to subsequent learners`demand on immediately applicable skills and information given in a shortest possible time, and text combining verbal and non-verbal components give great opportunity to percept this information without any dependence on place, time or other factors.…”