In research associated with curriculum and cognition, questions of content and context have been both important and problematic. Cognitivism has traditionally seen cognition, content and context as separate; and recent attempts to overcome this separation (e.g., situated cognition) have been criticized for being insufficient (e.g., Lave, 1988). Curriculum designs in North America have conventionally sought to be “teacher-proof” (Westbury, 1998) especially through integration with standardized testing, and have attempted to restrict instructional and contextual adaptation. Although more recent developments in cognitive science and curriculum development (e.g., design-based research, learning objects) attempt to address these issues in various ways, the ongoing proliferation of forms and opportunities for learning (e.g., mobile learning, micro-learning) invite a more radical re-thinking. This paper explores the possibilities for such a re-thinking presented by Didaktik, an area of research familiar in the Germanspeaking world, but little known beyond it. The paper begins by presenting a historical overview of the term “didactic’ from both English and German-language perspectives. It then explores through comparisons and examples, how connections between content, context and learning made in this research tradition point to the possibility of a “microdidaktik.” This is a didactic approach in which the intertwining of practice, content and context are understood and fostered between learner, teacher and content, on a “micro” level, and in terms of the relationships of what is known as the “didaktik triangle.”