Terminology and Microlearning: Contrasting Their Respective Methods and Content
Terminology and Microlearning: Contrasting Their Respective Methods and Content

Summary/Abstract: In the field of terminology, a distinction is made between terminological science and its methods on the one hand and terminology (or terminologies) in the sense of terminological data on the other. Concerning microlearning you can make a similar distinction between Microlearning as a subject field with its methods and microlearning objects in the sense of information objects for teaching and learning. The two fields are stemming from totally different roots. Their practical results, viz. terminological entries and microlearning objects (microLO) – especially if they represent scientific or technical concepts – have much in common when comparing their metadata. Different communicative roles distinguish terminological entries – which are concept-based by default – from concept-based microlearning objects (CBmicroLO). From a microcontent perspective, Blanca Stella Giraldo Pérez (2022) proposes a generic approach to achieve comprehensive content interoperability between terminological entries and CBmicroLOs, which both are different kinds of concept-based microcontent entries (CBmicroCE), though with different communicative roles. Under this perspective, they have much in common and could largely benefit from improved content interoperability. The generic approach proposed may also apply to other kinds of CBmicroCEs, especially in Linked Open Data (LOD) environments. In this connection, the application of the FAIR Guiding Principles (findability, accessibility, interoperability, and reusability of structured content) is essential. To achieve this aim, the authors propose standardization activities to arrive at a harmonized methodology for all kinds of CBmicroCEs – including the harmonization of the metadata (especially the core metadata) involved.

• Details
• Contents