For Activity 2 we want to do a little experiment to test and hopefully show you how much more effective microlearning lesson plans delivered with a spaced repetition pattern are over a single "cram" session by asking you to study how to count in Korean delivered in a microlearning design (preferably with at least a day rest between each session), and how to count in Japanese delivered in a single lesson studied by you in a more traditional manner. Both followed by a short simple quiz to measure your learning outcomes that you can take closer to the end of this week.
In Activity 1 you visited Ed App and, hopefully, downloaded the app for either your apple (here) or android (here) device and registered using the invite code ETEC522,. To study how to count in Korean, you should be able to access the three microlearning lessons for counting in Korean on the Ed App (If you didn't bother to download the app, the lessons are available through the following links: Lesson 1 / Lesson 2 / Lesson 3). To study how to count in Japanese we ask that you use this WikiHow to Count to Ten in Japanese (you only need to study method 1), and watch this simple YouTube video. **Please try to complete the Japanese activity in a single sitting and take the quiz (preferably a few days after studying) (here) any time after you have completed it, but try to do the short Korean lessons spread out over a few days before taking that quiz (here). After completing both tests please feel free to post your feelings about how effective microlearning using a spaced repetition schedule is in the discussion below, or any reflection on your experiences using real microlearning lessons. Again remember that microlearning in a spaced repetition pattern is supposed to promote deeper learning in the long term, if you crammed the Japanese lesson and immediately took the quiz, you may have done quite well, but it may not have made as strong connections within your long-term memory.
16 Comments
|
|