Do some microlearning, it's not just breaking up a 6-hour course into short 5-minute pieces. Based on cognitive science, microlearning uses a learning method called spaced repetition. In this method, the subject of the training is broken down into small elements and actions that are simple to perform and assimilate, the microlearning modules. They are articulated with each other in order to optimize the retention of information. Here's what you need to know to build a microlearning module.
Step 1: One module = one learning objective
Before looking at the content of the microlearning module, you need to take a step back. The first question to ask yourself will therefore be: What behavior or results are expected of the learners once they have consumed the content of this module? What challenge or problem has been solved? What behavior will we have changed? One of the main differences between a traditional training module and a mobile learning module is that a traditional module can cover several concepts when the microlearning module includes only one. The sole objective of this module should be measurable. If we transform a training plan broader in microlearning, each global training objective should be separated into several micro objectives, one per module. For example, the “How to write an article for the web” training will be transformed into micro modules such as “What is a keyword”.
-> What actions should be put in place?
1 - Divide training into micro-goals
2 - Determine an expected result for each objective
Step 2: Think simple
Our English speaking friends have a great expression that sounds a lot less good word for word in French: “Less is more”. We could translate this to “Only the essentials, not the superfluous.” It can be considered that this is the concept that should be applied when designing a module, and one of the best educational interests of microlearning. A module should last on average between 2 and 5 minutes. Knowing that some studies claim that modern learners only devote 1% of their working time to learning, you might as well capitalize on these 3-4 minutes of attention available per day. Microlearning modules should get to the point and deliver the cleanest and most effective learning content., whether used alone or as part of a larger e-learning course. Especially since microlearning is often used in the work context, when learners seek to acquire information at the very moment they need it.
-> What actions should be put in place?
1 - Evaluate the content planned for the module: does it take more than 10 minutes to finalize it? If yes, you should think about reducing
2 - To reduce, subject each element of the module to the question: “Is it essential for the assimilation of the skill or the information?” If not, we put aside
Step 3: Think mobile
Even though some learners use computer-based microlearning, microlearning is a learning format that is essentially the most suitable for mobile learning. “Micro-learners” most often use this format “on the go”, that is to say in the context of work when they need information, or during “downtimes” such as transport. It is therefore necessary to think of content adapted to use with one hand, or in movement, on a small screen. That means less text to read, calls to action that are easy to identify. Likewise, video, audio or even image files must take this constraint into account. A heavy file that takes time to open has no place in mobility and can quickly discourage the learner.
-> What actions should be put in place?
1 - Consider designs and formats adapted to consumption on the small screen
2 - be careful about the size of the files and the fluidity of navigation for mobile uses, therefore with different connection qualities
Step 4: Use engaging formats
While academicians may love large blocks of text, this is very far from being the case for the modern learner. Content is everywhere, not to say that there is too much, to the point that people's attention is being monetized today. So To make a learner want to complete a microlearning module, you must use a format and a language that simply makes them want to. For this reason, infographics, video, images or even animated gifs are formats that should be considered. In addition, a task always makes you want more when it sounds like a challenge. So remember to use game mechanisms and points to motivate you to complete the module, because even if 5 minutes are short, you quickly lose your learner. It is in the first few seconds that you know if you have succeeded or not in capturing and keeping your attention. Game logic - or gamification - helps to engage the learner sustainably.
-> What actions should be put in place?
1 - Vary the formats, use the visual
2 - Use gamification
Step 5: Don't fall into the trap of simplism
Just because the format involves a time constraint to deliver the content does not mean that the content should become simplistic. Summarizing a large 5-page text into 5 modules of a short sentence or 5 bullet points can be counterproductive and make you lose sight of what you want to teach. For example, we will prefer to explain what it makes you understand and remember from these 5 pages in a dynamic video of 3 to 5 minutes, followed by a short quiz. It's more “catchy”, they would say across the Channel (hear: it attracts attention) and it has the merit of not distorting the knowledge we want to transmit.
Another aspect of the simplism to avoid is that of developing quizzes or evaluations that are too easy. The test should be up to the complexity of the concept learned. If it is below, learners can quickly get the impression that the training is not at their level and disengage.
-> What actions should be put in place?
1 - Test the most suitable formats so as not to strip the module of its learning vocation
2 - Adapt content and quiz levels to learners' levels, no quizzes that are too easy
