How can you use microlearning for targeted training in specific domains?

Skill-based learning is gaining momentum. It is important to therefore create bite size learning objects that enable a specific skill and then grou these to form expertise in a task

A common mistake that many learning designers make at this stage is making content their guiding star instead of expected learner behavior. Over the last 14 years, I have seen numerous curricula/courses/trainings/games where learning goals start with the word 'understand.' We need to ask ourselves, 'What is it that we expect the learner to do with the information we are supplying them?' This question helps us identify exactly what skill(s) we need to build and what kind of content or practice will help the learner to learn it. In micro-learning, often we are targeting micro-competencies, so the key is to break the topic into chunks, identify micro-competencies that you want to build, and then design learning products.

Be familiar with the Content Creation applications at your disposal. One of my favorite tools is the MicroLearning option in Articulate Rise! I have used this tool for content review, short lessons, and call center practice.

First of all we need to do a need analysis and gather the information about what they need? Where they’re lacking and how they can improve those areas. For those leaners the micro learning would be beneficial for them. They can learn and apply relevant knowledge in their domains.

If the main aim is to implement microlearning, it is also important to consider what microlearning can do and what not. Surely, it is not suitable for higher cognitive processes like "evaluating" and "creating". It is rather useful for "remembering", "understanding", and maybe "applying" in some cases and if really well done, it could maybe reach up to "analyzing". Ask yourself: What are the learners actually DOING when confronted with micro-learning units? Microlearning can be used to build competence step by step on lower levels, but competence itself cannot be trained like that. It needs real-life scenarios to build competence, feedback on performance, etc.

For me podcast is a great resource for microlearning purposes. It is portable, agile for instructora and easy going for learners.

Delivery method matters, but I would argue it's secondary to simply understanding that consuming content isn't always the same as requiring learners to do something - to be effortful - to produce - to have learning occur.

One of the best delivery methods for microlearning content I have utilized is creating bytes with gamification. With diminishing attention spans and short working memory, interactive elements and creating microlearning experiences in a game form will garner attention and drive home the content the instructor wants the learner to learn.

When determining the delivery format for education, it is imperative to give due regard to the diversity of learner characteristics. An effective educator recognizes the significance of accommodating various learning styles, encompassing audio, visual, and kinesthetic preferences, and tailoring the format to align with these distinctions. Prioritizing the distinctive traits of learners is paramount when devising educational formats. Teaching is truly effective when it optimally serves the intended audience, placing learner needs and preferences at the forefront of instructional design.

The choice of media, delivery method and format is impacted by several factors, involving available resources, time constraints, data collection and the culture of the groups of learners. Also, considering that microlearning is normally associated with immediate needs and the application of a "just-in-time" solution to learning, the chosen media and methodology should consider the time that it takes to develop learning in the chosen format. In other words, just because a video is one minute long, it doesn't mean that it takes one minute to make.

Avoid giving learners the kinds of content that you avoid. If you dislike long training modules with lots to read, lots to watch, and lots to regurgitate -- why would you create content like that?

We should remember that microlearning is used to address the limitations of working memory, which refers to the limited capacity of our brain to hold information temporarily. This limitation not only impacts retention but also causes disengagement and boredom (Allela, M. (2021)). The average attention span of a human has dropped from 12 to 8 seconds (Gausby, 2015). While it may be difficult to create 8-second microlearning content, it should be no longer than 2-7 minutes, in my opinion. Although some researchers point to a 15-minute upper limit (Leong, 2020).

I thought I would add one thought here as someone who creates microlearning and appreciates it as a learner. We often talk about "quick wins" in business. A short 4 - 7 minute module is a quick win for a learner. You've gained a "chunk" of education - often teamed with a quick check for understanding. This feels attainable and is often encouragement to continue.

It is a sound practice to deconstruct extensive content into bite-sized portions, ideally tailored for each module. This approach ensures that, upon completing a module, learners retain the concise yet pivotal information they were meant to acquire. Teachers may occasionally conflate a lengthy lesson with an effective one. However, for learners, the wisdom lies in acquiring information in manageable, digestible increments, one small serving at a time.

Consider how you choose your instructional videos on YouTube... Do you watch the 10-minute version, the 5-minute version or the 1.5-minute version? Be brief and concise as possible. If your demo, graphic or text can be precise, no need for elaboration.

In a microlearning situation, we can create ways of reinforcing learning by including job aids (in the form of downloadable files), links to reference materials for further exploration, and specific contact information for metainformation about the learning. Having a test at the end of the learning delivery might defeat the purpose of a microlearning event. Having an attestation might promote a "check the box" culture where the learners might feel no need for further exploration.

The simulation of a real world case study always helps. As they apply a skill they know the next one and its expected outcome. The use of groups to discuss the solution may give the students better insight. I like when the information is not complete and see what they would do to find additional information.

Dentro de este aparte es clave el Feedback Continuo lo que permite, proporciona retroalimentación regular para reforzar el aprendizaje y corregir malentendidos de manera oportuna.

This is where the 'blended learning' concept steps in. Provide the user with live-sessions, chat support, forum access.. in short: connect with real people where he can talk to.

One of the assumptions of andragogy is Foundation, where learners need context in order to increase interest and engagement in the learning. Such context can include errors from the past (when the learning involves correcting actions), new methods or procedures, or performance support. Adults also have a need to know why they are provided the learning, and without a clear reason for the learning, they might not see any value. Showing the bigger picture increases value and engagement.

Back to framework. Microlearning builds the skill set needed to cover a gap in knowledge. The skilled trainer has done the gap analysis and may want that skill ready for a team doing a project. For example a good coder is joining a software team where the others understand the Prince2 framework. The team will be using expressions that the new person will need to understand for team efficiency.

When the learning is completed, provide the user with a downloadable 'cheat sheet', propose additional documents/hints to books, promote further learnings or e.g. connected certifications/roadmaps. Regarding 'gamification' (see my comment above): provide completion- or praticipation-badges / credits for a specific path/roadmap.

Always provide context. If you are in step 9 of a 20 step process, make that clear in the instruction. If there is a critical step, or dependent factor such as a tool, call it out. Then run it through a functional test or operational check to ensure validity.

Prefixes aside, understanding how learning works is the key here. I would recommend learning about short-term memory vs long-term memory (see Barbara Oakley or Bror Saxberg for example), as well as timeless ideas like ZPD, what learning looks like from a neuro/neuron perspective, etc., to have some theory and language to execute against.

It depends on the situation, I used videos to explain network concept such as Quality of Service. It takes a few times around to see if the training is working. Training is fluid. Adult learning has an onion analogy. Training permeates through the layers until it hits a core and then is built up.

Any time a learner engages with a learning product or experience, there is an opportunity to learn about the learner and what gets in the way of success in their environment. Especially with microlearning, embedded questions that ask the learner to reflect on their context (goals, experiences, barriers, mindsets) enables meta-learning and can provide insight - in the form of quantitative or qualitative analytics - back to the learning designer/provider.

Lo anterior también podría incluir aspectos como la Colaboración, entendida como el fomento a la colaboración entre estudiantes a través de foros, discusiones en línea o sesiones de estudio en grupo para compartir experiencias y conocimientos. En ese mismo orden de ideas considerar la Implementación de evaluaciones regulares para asegurarte de que los estudiantes estén comprendiendo y aplicando correctamente los conceptos específicos del dominio y por último y no menos importante tener en cuenta la Actualización Continua, Dado que el conocimiento en muchos dominios específicos puede evolucionar rápidamente, asegúrate de que el contenido de microaprendizaje se actualice periódicamente para reflejar los desarrollos más recientes.