Lucas Kohnke – författare

This Element explores the innovative integration of microlearning and generative artificial intelligence (GenAI) in second-language education. Designed for language teachers, teacher trainers, and future educators, it offers research-informed insights and actionable strategies for designing learner-centred, technology-enhanced instruction. The Element introduces the evolution and applications of GenAI in language learning, examines its synergy with microlearning, and presents pedagogical frameworks rooted in SLA theory, cognitive load theory, and multimodal learning. Practical guidance is provided for designing, implementing, and evaluating AI-assisted microlearning tasks, focusing on interactivity, accessibility, and ethical use. The Element also explores GenAI's role in teacher professional development and considers future trends shaping language education. While celebrating the transformative potential of GenAI, it critically engages with the challenges and limitations of emerging technologies. Through a balanced blend of theory and practice, this Element equips educators with the knowledge and tools to navigate and harness the evolving AI-enhanced language learning landscape.

This Element explores the innovative integration of microlearning and generative artificial intelligence (GenAI) in second-language education. Designed for language teachers, teacher trainers, and future educators, it offers research-informed insights and actionable strategies for designing learner-centred, technology-enhanced instruction. The Element introduces the evolution and applications of GenAI in language learning, examines its synergy with microlearning, and presents pedagogical frameworks rooted in SLA theory, cognitive load theory, and multimodal learning. Practical guidance is provided for designing, implementing, and evaluating AI-assisted microlearning tasks, focusing on interactivity, accessibility, and ethical use. The Element also explores GenAI's role in teacher professional development and considers future trends shaping language education. While celebrating the transformative potential of GenAI, it critically engages with the challenges and limitations of emerging technologies. Through a balanced blend of theory and practice, this Element equips educators with the knowledge and tools to navigate and harness the evolving AI-enhanced language learning landscape.

This Element examines how generative artificial intelligence (GenAI) is reshaping educator professional development across initial teacher education, in-service learning, and institutional policy. It addresses two related but distinct topics: professional learning about GenAI, in which teachers develop the knowledge, skills, and judgement needed to use these tools responsibly, and professional learning through GenAI, in which GenAI serves as a vehicle for learning about topics such as assessment, differentiation, and pedagogy. It argues that GenAI's educational significance lies less in automating production than in intensifying the need for professional judgement. It introduces practical quality gates for evaluating AI-assisted materials, a functional typology of GenAI tools, design principles for GenAI-enhanced professional learning, and inquiry approaches, including a GenAI Learning Log, that centre teacher agency. Mini-scenarios and checklists illustrate low-risk, job-embedded ways to build critical AI literacy responsibly and with attention to equity.

This Element examines how generative artificial intelligence (GenAI) is reshaping educator professional development across initial teacher education, in-service learning, and institutional policy. It addresses two related but distinct topics: professional learning about GenAI, in which teachers develop the knowledge, skills, and judgement needed to use these tools responsibly, and professional learning through GenAI, in which GenAI serves as a vehicle for learning about topics such as assessment, differentiation, and pedagogy. It argues that GenAI's educational significance lies less in automating production than in intensifying the need for professional judgement. It introduces practical quality gates for evaluating AI-assisted materials, a functional typology of GenAI tools, design principles for GenAI-enhanced professional learning, and inquiry approaches, including a GenAI Learning Log, that centre teacher agency. Mini-scenarios and checklists illustrate low-risk, job-embedded ways to build critical AI literacy responsibly and with attention to equity.

This book examines teacher professional development (TPD) models to integrate microlearning into TPD training and serves as a concise but comprehensive introduction to the field. This book covers critical teacher professional development and microlearning aspects, including artificial intelligence, virtual reality, augmented reality, and mixed modalities. It is an important starting point for teachers, teacher-trainers, academics, and researchers interested in the principles and practices in teacher professional development through microlearning.

This book provides strategies, tools, and best practices for incorporating microlearning in English language teaching. It aims to help teachers create and deliver microlearning mechanisms that are optimized for mobile learning. This book also draws on relevant literature and the author’s first-hand experience designing microlearning activities for English learners. It covers important aspects of microlearning, including artificial intelligence, virtual reality, augmented reality, and mixed modalities. It is an important starting point for teachers, academics, and researchers interested in the principles and practice of microlearning in English language teaching. English language teachers in formal and informal education environments find this work thought-provoking, instructive, and informative and benefit from exploring the possibilities of microlearning to motivate and engage learners and maximize the number and quality of their learning experiences.

This book provides strategies, tools, and best practices for incorporating microlearning in English language teaching. It aims to help teachers create and deliver microlearning mechanisms that are optimized for mobile learning. This book also draws on relevant literature and the author’s first-hand experience designing microlearning activities for English learners. It covers important aspects of microlearning, including artificial intelligence, virtual reality, augmented reality, and mixed modalities. It is an important starting point for teachers, academics, and researchers interested in the principles and practice of microlearning in English language teaching. English language teachers in formal and informal education environments find this work thought-provoking, instructive, and informative and benefit from exploring the possibilities of microlearning to motivate and engage learners and maximize the number and quality of their learning experiences.