Nika Kranjc
Assistant Professor
University of Ljubljana
Department of Educational Sciences Ljubljana, Slovenia
ORCID: 0009-0006-8752-3412<\/p>\n\n\n\n
Keywords<\/strong>: methodology and teaching technology, instructional design, microlearning, TPACK, formative assessment, higher education, pre-service teachers, Slovenia<\/p>\n\n\n\n Abstract.<\/strong> This article presents a practice-grounded methodology for designing competency-based microlearning modules for pre-service teachers in Slovenia. Positioning the work within the \u201cMethodology and Teaching Technology\u201d domain, the paper integrates principles from instructional design (backward design, constructive alignment), learning sciences (cognitive load theory, multimedia learning), and educational technology frameworks (TPACK, SAMR). The proposed model — Define, Decompose, Design, Deliver, and Diagnose (5D) — was piloted in a semester-long methods course with 92 pre-service teachers at a Slovenian faculty of education. Evidence from learning analytics, reflective journals, and performance-based assessments indicates increases in task completion accuracy, time-on-task efficiency, and pedagogical technology integration self-efficacy. The study contributes a replicable blueprint for microlearning that aligns program outcomes with classroom practice, and discusses implementation conditions (policy alignment, staff development, and quality assurance) pertinent to small European systems such as Slovenia.<\/p>\n\n\n\n Introduction<\/strong><\/p>\n\n\n\n In initial teacher education (ITE), bridging curricular outcomes with classroom-ready practice requires a clear methodology supported by appropriate teaching technologies. Slovenian universities operate within a competency-based paradigm that emphasizes subject-pedagogical knowledge, didactic design, assessment literacy, and ethical use of technology. However, program-level outcomes are often broad, while classroom practice demands granular, demonstrable skills. Microlearning\u2014short, focused learning units with precise objectives\u2014offers a way to \u201cdecompose\u201d outcomes into teachable, assessable skills. When coupled with methodological rigor and purposeful technology, microlearning can strengthen constructive alignment between intended learning outcomes (ILOs), learning activities, and assessment evidence.<\/p>\n\n\n\n Main part.<\/strong> In the context of teacher training in Slovenia, the actual challenge of The proposed approach synthesizes four strands: \u2022 Authoring: slide-to-video tools for rapid production; H5P\/interactive HTML for practice; screen-capture for worked examples. Conclusion<\/strong><\/p>\n\n\n\n Embedding microlearning within a clear methodological sequence (5D) and a principled technology stance (TPACK + assessment for learning) offers a pragmatic path to competency-based teacher preparation. The Slovenian pilot suggests that short, well-aligned objects coupled with frequent, low-stakes feedback can raise accuracy, improve efficiency, and grow integration self-efficacy\u2014without adding cognitive clutter. For broader adoption, institutions should invest in lightweight authoring capacity, assessment literacy, and analytics-informed improvement cycles. Future research may compare variations in micro-object density, modality mixes, and feedback timing across subject methods to optimize learning gains.<\/p>\n\n\n\n References<\/p>\n\n\n\n <\/p>\n","protected":false},"excerpt":{"rendered":" Nika KranjcAssistant ProfessorUniversity of LjubljanaDepartment of Educational Sciences Ljubljana, SloveniaORCID: 0009-0006-8752-3412 Keywords: methodology and teaching technology, instructional design, microlearning, TPACK, formative assessment, higher education, pre-service… <\/p>\n","protected":false},"author":1,"featured_media":1073,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[32],"tags":[],"class_list":["post-1072","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-mtt"],"_links":{"self":[{"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=\/wp\/v2\/posts\/1072","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1072"}],"version-history":[{"count":0,"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=\/wp\/v2\/posts\/1072\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=\/wp\/v2\/media\/1073"}],"wp:attachment":[{"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1072"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1072"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1072"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
the field of \u201cmethodology and teaching technology\u201d is to transform widely formulated program results into micro-skills that can be displayed in the classroom; this necessitates both constructive adaptation (ILO\u2013activity\u2013evaluation line) and expedient selection of technology. Microinflation (5-12 minute, clearly targeted units) drives cognitive loading, reinforces sequential exercise and recall mechanisms, creates rapid feedback circuitry through formative checks, and transforms content-pedagogical\u2013 technological compliance within the TPACK into practical decisions. For the competence-based and quality assurance-oriented environment of Slovenian higher education, this approach provides double benefits: (1) subject-level assessment criteria become transparent due to mapping of outcomes to micro-outcomes, (2) inequalities are reduced due to an inclusive, UDL-based design that takes into account different device and connection conditions. As a result, micro-learning units constructed in a methodological sequence measurably develop prospective teachers ‘ lesson planning, digital tool selection, and classroom strategies that can be applied immediately.<\/p>\n\n\n\n
\u2022 Instructional design methodology: backward design and constructive alignment ensure that every activity and tool decision follows from outcomes and assessment criteria.
\u2022 Teaching technology selection: TPACK guides the fit between pedagogy, content, and technology; SAMR supports reflective choices about enhancement vs. transformation.
\u2022 Learning sciences: cognitive load management, dual coding, and spaced retrieval inform micro-unit length (5\u201312 minutes), media pairing (text + diagram\/animation), and interleaved practice.
\u2022 Assessment for learning: low-stakes, technology-enabled checks (auto-graded items, quick rubrics) provide rapid feedback loops.
The 5D methodology for microlearning in ITE
D1 \u2014 Define outcomes: Translate program competencies (e.g., \u201cdesigns
formative assessments\u201d) into micro-outcomes (e.g., \u201cwrites three item types aligned to a single objective\u201d).
D2 \u2014 Decompose tasks: Break complex teaching performances into observable micro-skills (analyze objective \u2192 choose method \u2192 select tech \u2192 design prompt \u2192 plan feedback).
D3 \u2014 Design learning objects: Create 5\u201312-minute objects (video, interactive card, worked example) with an accompanying practice task and solution reveal. Apply Mayer\u2019s principles (coherence, signaling, modality) and provide accessibility (captions,
alt text, transcripts).
D4 \u2014 Deliver via a weekly learning sprint: Sequence 3\u20135 objects per week; use an
LMS with release conditions, discussion prompts, and peer micro-critiques.
D5 \u2014 Diagnose learning: Embed micro-assessments (1\u20133 items) and a weekly
performance task graded with a concise rubric; generate analytics dashboards for student and instructor reflection.
Technology choices and workflow:<\/p>\n\n\n\n
\u2022 Collaboration: shared documents for co-design; versioning to capture pedagogical rationales.
\u2022 Feedback: rubric-based comments, audio notes, and inline annotations to reduce feedback latency.
\u2022 Analytics: item difficulty, discrimination indices, and time-on-task inform weekly refinements.
Pilot implementation (Ljubljana, semester course)
Participants: 92 pre-service teachers (primary and subject tracks).
Design: Seven weeks of microlearning sprints (3\u20135 objects\/week), culminating in
a micro-portfolio (three classroom-ready artifacts with rationales mapped to TPACK).
Data sources: LMS analytics, two performance tasks, short self-efficacy scale
(technology integration), and reflective journals.
Indicative results:
\u2022 Accuracy on weekly performance tasks increased from M=68% (Week 1) to
M=84% (Week 7).
\u2022 Median time-on-task decreased by ~22% from Week 2 to Week 6 (suggesting
improved schema).
\u2022 Self-efficacy (1\u20135 Likert) for \u201cselecting appropriate tools for a didactic goal\u201d
rose from 3.1 to 4.0.
\u2022 Journals indicated perceived clarity of expectations and usefulness of worked
examples; the main challenge was \u201cover-fragmentation\u201d in the first two weeks, addressed by adding brief \u201cmap-the-week\u201d overviews.
Quality, equity, and policy alignment. To sustain quality, programs should:
\u2022 Establish micro-object templates (learning goal, worked example, practice,
solution, accessibility checklist).
\u2022 Provide staff development in media-light production and assessment design.
\u2022 Align micro-outcomes with national standards and institutional QA cycles.<\/p>\n\n\n\n\n
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