1 VIA University College (DENMARK)
2 FOM University of Applied Sciences (GERMANY)
About this paper:
Appears in: EDULEARN22 Proceedings
Publication year: 2022
Pages: 8196-8204
ISBN: 978-84-09-42484-9
ISSN: 2340-1117
doi: 10.21125/edulearn.2022.1939
Conference name: 14th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2022
Location: Palma, Spain
The discussion about renewed Continuous Professional Development practises has been intensified after recovery from Covid-19 pandemic.

Societal renewal towards economic growth is expected to take place in even shorter time spans.

Change has become a constant regarding the Transition of Job Markets towards meeting societal Sustainability Goals and Upskilling the Workforce at the same time.

Therefore, the topic Micro Learning has gained even more attention to provide short-term professional development initiatives to upskill the workforce in due time.

Micro Learning is about to provide sustainable skill- and competencies with help of short-term learning courses.
The demand for a more flexible fashion of learning is also connected to the use of digital learning aids in support to self-service learning.
This paper has been investigated the topic Micro Learning based on two international case studies.
These two case studies investigate the practices of two Continuous Professional Development-institutions of higher education in both Denmark and Germany.
The case study’s findings point to the need to understand what 'Quality' is about in a context of renewed Continuous Professional Development-practices.

This paper concludes with three major themes of utmost importance to understand Micro Learning at its fundamental level.
Current research suggests three major themes of interest:
1) institutional collaboration towards increased level of job-related Theory-Practise Transfer
2) thoughtful didactical choices as enabler of Theory-Practise Transfer learning effects
3) the necessity to rethink the role of a lecturer transitioning from expert role towards facilitating knowledge broker

Further research is required to investigate Micro Learning in other international and contextual settings.
Thus, this paper intends to invite scholars and practitioners to take part in an active and informed discussion how to rethink Continuous Professional Development practises as part of the emerging Life Long Learning agenda and the European Skill Agenda advocated by the European Commission.
Micro Learning, Career Development, Continious Professional Development, Life Long Learning, Innovation, Theory-Practise Transfer.