Putting the micro in microlearning

DevLearn 2018, I spent my first day learning more about microlearning in a session facilitated by Carla Torgerson, JD Dillon and Diane Elkins. In an age where learning in organisations is one of the key things competing for time and attention, microlearning has emerged to close the gap. Here are my key takeaways from the session:

Looking beyond the word 'microlearning'

As learning professionals, we like definitions and putting things into boxes, whether it be a model, framework or concept. Yet, we actually don't have a clear definition of microlearning - is it an online module, video, quick reference guide, infographic, simulation, document or other things we create? Answer: all of the above and then some. I didn't walk away from the session with something definitive, rather a couple of principles that should be considered when going down the microlearning path.

But what's 'micro'?

Flip your perspective and consider if the learning is a good use of time, if it fits the capability problem you're trying to solve and if it's helpful - things we should be considering across all learning solutions. There isn't really a designated amount of time that constitutes 'micro' e.g. something that takes five minutes to complete against a three day course that's been condensed to an hour - both valid when it comes to microlearning, as long as it fits.

The moment of need

Microlearning is applicable to the five moments of need - a model by Bob Mosher and Conrad Gottfredson, which focuses on when learners require information to perform their jobs:

1. When people are learning how to do something for the first time (New);
2. When people are expanding the breadth and depth of what they have learned (More);
3. When they need to act upon what they have learned, which includes planning what they will do, remembering what they may have forgotten, or adapting their performance to a unique situation (Apply);
4. When problems arise, or things break or don’t work the way they were intended (Solve); and,
5. When people need to learn a new way of doing something, which requires them to change skills that are deeply ingrained in their performance practices (Change).

"But I can't teach someone how to do X task with a microlearning module! It's not enough!" - it probably isn't enough. So, the key thing for consideration is using microlearning if it fits. Don't throw out the baby with the bath water - all other learning solutions are still valid.

Designing microlearning

Instructional design principles still apply. The only difference is to make your goal small - not the course. Be specific about the performance goal you're trying to address. Focus the microlearning on one specific thing for the duration, rather than five different things in the same amount of time. In the session, our group's microlearning focused on how to lift a heavy box correctly instead of covering work, health and safety in it's entirety, but in micro format.

Microlearning is well suited to sit within learning campaigns, in a blended approach or as a performance support tool. Instructional strategies and microlearning formats include, but are not limited to:

Instructional strategies

• Scenarios
• Simulations
• Role play
• Practice
• Drilling
• Presentation
• Reading

Microlearning formats

• Video
• Text
• Infographics
• Quick reference guides
• Animation
• Online module
• Screencasts
• Branching simulation
• Document

Where should it be stored?

Consider storing microlearning where learners will 'trip over it' or to be available in a 'moment of need' - think beyond the learning management system