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New York: Basic Books. O. (2001). Self-transcending knowledge. Sensing and organizing around emerging opportunities. Journal of Knowledge Management 5(2), 137–150. O. and K. Käufer (2002). Universities as the birthplace for the entrepreneuring human being. Reflections. com (Feb. 2, 2005)). M. (1990). The fifth discipline. The art and practice of the learning organization. New York: Doubleday. [Swertz, 04] Swertz, C. (2004). Didaktisches Design. Ein Leitfaden für den Aufbau hypermedialer Lernsysteme mit der Web-Didaktik.

Specifications can also be carried out with high precision and little effort by professional experts. An additional advantage is the high scalability of the content. However, the difficulty of validation remains virulent. Implementation In contrast to other application implementations, the implementation of traditional elearning contents is also characterised by the fact that persisting data is already created in the development phase of the application and not only after its utilisation. In microlearning, on the other hand, the time span in which the contents are implemented is extended.

2006 17:09 Uhr Seite 48 Gabrielli/Kimani/Catarci • The Design of MicroLearning Experiences: A Research Agenda 3. Learning Theories for MicroLearning All the learning environments mentioned above share the same foundation on constructivism and/or social cultural theory as a common understanding of knowledge acquisition [4][5][20][21]. Microlearning makes no exception to that, but can also be informed by a range of more recent learning approaches, projects1 and studies, that have focused on investigating the characteristics of adult learning during lifelong activities [8][18].

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