ABSTRACT
This chapter discusses the important aspects of sound pedagogy with regards to microlearning. It reflects on contemporary challenges for education and learning. In doing so, the chapter highlights the relevance of combining micro-, meso-, and macro-perspectives of learning and the need to develop new pedagogical paradoxes and innovative design principles for educational transformation. Sound pedagogies, in a literal sense, refer to educational approaches exploring the world of music and cultures of listening, supporting learning processes by acoustic means, or creating sonic media artifacts. Non-literal interpretations of sound pedagogies are different from literal interpretations in a number of respects. While literal interpretations aim at more or less thoughtful clarifications of the subject and corresponding theoretical, empirical, or application-oriented dimensions, non-literal interpretations of sound pedagogies commonly refer to a wide range of metaphorical descriptions. Web-didactics is an example of a sound pedagogy, which aims at developing pedagogical traditions of the integration of synthetic and analytical micro-steps as formerly suggested by Herbart.
