| Fragment learning, which is intervened by smart education and learning technology notion, is confronting new demanding of learning resources. Besides, the micro learning resource is highly needed by educators due to learning space division, multiple learning media and the weaker stability of learning concentration. Apart from that, due to the rapid development of web media technology, instructional video resourcesbecome significant carriers for delivering and sharing knowledge.Recently, learning resources is emphasising towards open, multiple and sharing mode. Moreover, teaching video resources Have been significantly affecting the education transformation.In addition, as a new format of fragment-based learning, instructional micro-video resources can rationally meet learners’ needs. Following on, the micro-video course is a key field which should be paid close attention by educators. In order to increase the integrative value of micro-video courseand meet the needs of fragmented learning, the content design of micro-video becomes a significant research area. Accordingly, this research aims to explore the design strategies for course content decompose. The research then proposes a so called ’learner-motivated’ instructional micro-video design model as a reference to micro-video course designer and instructors.This research is divided into five parts:Chapter one discusses the concept, characteristics, advantages and disadvantages, and learning content change of fragment learning in the context of transformative learning context. In addition, this chapter also explores the concept and characteristics of micro-video course, and the differences between traditional course and micro-video course. Following on, the significance of micro-course meeting the demand of fragment learning is also discussed.Chapter two first clarifies the concept of micro-video course with other concepts. It then analyses some micro-video websites in education field mapping dimensions, their applicability and development trend of commonly used micro-video.This chapter also compares between international typical micro-video courses and then put forward the category framework. Finally, this chapter randomly draws samples from instructional micro videosguided by the content analysis approach, and then summarized the key characteristics of micro videos.Chapter three mainly discusses the theory foundation of designing micro-video course. It then demonstrates scope of this present research from the ecological perspective. This chapter then puts forward a design which is combined with student-centred, micro design, integral design notion. Finally, this chapter discusses the design process of micro-video course and the put forwards the design framework from the macro-content based and micro-instruction based level and from the theories of education, psychology, technology, arts and social context.Chapter four mainly analyses the rationales of decompose design of micro-video course and the knowledge-based approaches of decomposition and relation design. According Lev Manovich’s theory about interactivity of digital myth, this research proposes a’learner-motivated’design model. This model is adapted fromthe impact factors in the SMCR communication model and the ARCS motivation model. The ’learner-motivated’design model comprises three dimensions:knowledge content, teaching arts, and video characterization.Chapter five discusses the practical integration of micro-video course. According to the content design strategies of micro-video course, this chapter elaborates the design process, integration details, and learning outcomes of a micro-video case called "Creative handcraft in kindergartens". After summarizing the shortages of this case course, this research involves the design and exploration work of second case course called ’Chinese for higher education’. Finally, this chapter reflects and concludes the design process and integration practices of the second case. |
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