Supporting the hidden curriculum

A layered open microlearning design model for inclusive learning in higher education

Abstract

The hidden curriculum includes unspoken and unwritten expectations that can impact student success, often reinforcing inequities in marginalised student groups. While often overlooked when enacting curriculum, addressing the implicit learning requirements of hidden curriculum is crucial for fostering inclusive and equitable academic experiences. Drawing on existing literature and case studies at Charles Darwin University, this paper presents a layered design model for Open Microlearning (OML) as a novel approach to explicitly support and scaffold hidden curriculum in higher education. OML combines Open Educational Practice with microlearning principles to provide quick, flexible, and bite-sized learning experiences using freely available, reusable resources and encourages collaboration with others. The layered model supports modular and accessible design, grounded in pedagogical intent and responsive to diverse learner needs. The layered structure allows for a clear separation of key components within the design, enabling focused attention to enhance overall coherence and effectiveness. The flexibility and adaptability of the OML layered model enables just-in-time learning to bridge hidden curriculum gaps and empower students to engage meaningfully with their learning and assessment.