The attention span of internet users has been decreasing for years! This affects not only Facebook, Twitter, and other social media channels, but also learning. In this article, I would like to describe how you can leverage microlearning in your training. This way, you offer a form of learning that meets the demands of the modern workplace. I will also show you how to create short content for microlearning - so-called micro-content.
If you want to get started with production right away, then scroll to the section "Create your own microlearning content for further education."
But first, let me start with how this article came about: I have been attending trade fairs more frequently lately. For example, at Learntec 2017, I repeatedly noticed the term microlearning. When I sat down to write this article and began to gather information, I noticed something. I read various definitions of microlearning and got a little immersed in the topic, and I noticed the following parallel: This text also consists, in a way, of several microlearning contents.
For example, this section on definitions is a small piece of content. If you have read this section, you will have learned various definitions. Perhaps you were already familiar with microlearning definitions; in that case, you might have added to your information map in your brain or retrieved the information again. With these definitions alone, you probably still can't answer the question: "How do I create microlearning content for my training topic?"
To get closer to this question...
...you will read the section on the structure and scope of microlearning content.
...you will subsequently learn about various case studies.
...you will compare these case studies with your own application case.
...you will create a microlearning content.
...you will consider whether you have achieved the goals you set for the content.
...you will show the content to a colleague and get their opinion.
...you will write a comment on the blog and perhaps provide a tip on which steps worked well for you and what details could be added for you.
This process is microlearning.
From Micro-Content to Microlearning
A look at this Google Trends graphic reveals several things about the topic of microlearning. The graphic plots the relative number of search queries per month for the term microlearning from 2004 to May 2017. There was much interest between 2004 and 2007. Around this time, the internet transitioned to what is known as Web 2.0. So, from purely static websites to the dynamic, interactive "participatory" web, with blogs and other user-generated content (e.g., comments, videos, profiles, etc.). One effect was that the content of the internet (the web) was pulverized into ever smaller units. These units were referred to as microcontent.
Examples of microcontent include a blog post, a short video, a tweet, and many other formats. The Facebook feed is also a good example of this. When you log in and scroll through, individual personalized contents are displayed: a news article, a video, a post from a linked person, a cat video, etc. When you look at this stream of content, microlearning also happens. However, this "learning" is naturally diffusely scattered, and the acquired knowledge may be irrelevant. In microlearning in further education, you want to control this process accordingly to implement the goals of further education.
Back to the trend in the graphic. For me, the years 2008 to 2014 represent the incubation period of the microlearning idea in further education. At that time, it was still unclear how microlearning should be applied, how it could be technically implemented, and which application cases are sensible. Therefore, there was much discussion and experimentation. In recent years, the topic has gained more importance again, even though the fundamental ideas have changed little. What has additionally happened is that the devices (e.g., smartphones, tablets), the possibilities for media production, and the dissemination of mobile internet have given microlearning a boost. More and more companies want to take advantage of these forms of learning. This leads to the question: Haven't we always learned this way?
The Term Microlearning and Its Definition Options
Theo Hug and Norm Friesen have significantly shaped the microlearning idea. They define microlearning this way:
“Microlearning is generally characterized by low time commitment, small chunks, short effort, and narrow topics -- but is complex as a whole.” - Hug & Friesen
I translated this definition as follows:
“Microlearning is characterized by low time units, small sections, moderate effort, and confined topics -- but is complex as a whole.”
This definition contains the essential characteristics of microlearning.
I would like to give a note on definitions of microlearning. Since it is a relatively ambiguous term, there are many different definitions. In the definition above, I find the addition "but it is complex as a whole / but is complex as a whole" to be the most important. Instead of the English term, the origin in Austria also refers to it as mikrolernen. Other terms that are used partly synonymously and partly independently are: Mobile Learning, Microcontent, and Nano learning.
The Essential Features of Microlearning in Further Education
Low time investment per content (30 seconds - 20 minutes)
Divided into completed units
Action-based, practice-oriented, focused on implementation
Available when the information is needed
Allows feedback (e.g., from other learners, colleagues, supervisors, trainers)
Due to these diverse characteristics, different microlearning arrangements are possible. Hearing about many options may seem overwhelming at first. However, they offer you numerous opportunities. You can create, select, or adapt them to tailor them to your learning objectives and meet the needs of your target audience. These examples can help you get started, and you'll find the right microlearning arrangement for you.
Good Examples of Modern Micro-Contents and Expansion to Microlearning
A good example of microlearning is learning with short videos (keyword: "YouTube learning"). It is easy to find individual micro-contents and thanks to the spread of tablets and smartphones, they can be played anywhere. To provide just two examples:
Micro-Content: Getting Things Done = Getting Organized?
Micro-Content: Filler Words and Their Impact
As you may have noticed, these micro-contents also meet the features for microlearning from the previous section very well. They are thematically complete, short, action-oriented, and allow interaction (e.g., viewer comments).
The Value Lies in Curation
The downside of YouTube videos is that they are often found individually and do not run in a context. For you as a trainer, however, this is a major advantage. If you arrange your content in a series and create a learning path of 8-10 contents, you create added value that you can then sell (see 7 selling points for sustainable training).
Linking Microlearning with a Presence Training
You can create another added value by combining your microlearning with presence training. Let me give you an example:
Let's say you offer a training on intercultural competence in China and want to demonstrate the particularities of Chinese social customs. In this case, videos are very illustrative. You would embed these videos from a video platform into your training and play them for the participants. In the training, you would then do further exercises with the participants.
But what happens after the training? For follow-up, you have selected three videos with special situations. You send these to the participants and pose questions to your participants regarding these videos. In this way, participants remember the training content and think about how they would proceed. Another task could be for the participants to search online for examples of difficult situations and report back to the other participants in the group and discuss them. Thus, the brief internet research becomes a microlearning moment.
Microlearning holds great potential, especially for the preparation and follow-up of training in further education. In this application case, the content aims to prepare participants, review training concepts, encourage action, and support the application of training content. This is achieved through brief reviews, work aids, and reflection questions.
Creating Your Own Microlearning Content for Further Education
You can greatly enhance your training with your own microlearning content. I would like to present you with 7 simple steps that I always follow.
Step 1: Visualize Your Training Goal
For this, I ask myself the following questions: What do I want to achieve with my training? What should the participants be able to do afterwards?
When I pose these questions, it makes it easier later to put together the most important content and maintain focus. If it becomes too complex in my mind, I like to write it down and adjust it until I can express my answer simply. Remember: If you have trouble articulating your training goal in concrete, simple words, your participants will likely feel completely lost.
Step 2: Think of Exercises for Your Participants
You do not want to offer your participants just a collection of micro-content. You ensure genuine microlearning only when you connect your content with exercises and tasks that prompt your participants to take action. Ideally, this is linked to the previously learned content. For example: You provide an excerpt from a TED talk (the micro-content). It is about gratitude in everyday life. After watching, your participants should describe in bullet points whether and how they would incorporate these moments into their daily lives.
Step 3: Choose the Format for Your Content
You can send your content to your training participants as text, video, quiz, worksheet, guideline, web link, PowerPoint slides, etc.
In a text, you can present information clearly. For extensive case studies or checklists, texts are good. The reader can skim through the text for information and refer to it. Long texts can appear overwhelming for the participants and are not so easy to read on tablets or smartphones. Therefore, always keep them short (“micro”).
Audio content is good when something is told or a conversation is recounted. An interview could also be transcribed into text; this way, however, the participant misses out on the voice and the paraverbal expressions of the conversational partners. These aspects make audio interesting.
Videos are a good means to build and maintain a personal connection with the participants. When information is to be conveyed in a video, it should be accompanied by visual support (e.g., a graphic or bullet points). Animations can help visually depict complex processes.
A mix of various formats and media is the best approach because of their different effects. In step 5, there are a few hints about which ingredients are important for engaging and motivating content. But first, it continues with setting up the flow (step 4).
Step 4: Organize Your Content for the Overall Flow
Once you have collected content, you make a preliminary selection. You decide which content should definitely be included in the course and which should take a more supportive role. Write each piece of content on a flashcard and note the most important aspects of that content.
Then, you can quickly and easily adjust the order and selection by rearranging or removing the flashcards. For the selection, refer to similarity, difficulty, learning effect, and production effort of the content. Even if it is often taken for granted, reconsider whether your content and activities truly are relevant and significant for the target group. For the participant, relevance and importance are the most crucial factors. Also check whether each piece of content is "brain-friendly." This means, preferably less content divided into several units rather than one unit filled with too much information. Graphics and other visual elements relieve the working memory.
Step 5: Create Engaging Microlearning Content That Participants Will Look Forward To
When you create your content, ensure it is engaging. You achieve this by considering the context of your topic for the target audience. Do you know case studies or situations that frequently occur? Tell a story, and stretch the story over the course of two or three contents and use the cliffhanger effect. It's great if you can demonstrate or show something. Your participants will always appreciate concrete action instructions. For such content, inquire about the personal experiences of the participants with the method. When presenting information, also use visual aids and graphics to present the content in an organized and clear manner.
If you are worried that you can't include everything needed in a short piece of content, you can prepare additional content for the participants. These contents can then engage participants who are interested in further information that would exceed the scope of the training. This makes your content really effective.
In the first go, three to nine pieces of content are a good guideline. You can produce these contents in one or two days if you prepare using the introduced steps.
Step 6: Test Your Content
In the first round, it’s best to conduct a test with a small group. This can be colleagues, friends, acquaintances, or a small training group who can provide you with brief feedback on the content. Now you decide which changes you will make.
Step 7: Market Your Microlearning Content with Your Trainings
After this first refinement, your content is ready for use. In the project briefing, you can present this additional offer. Take a look at these “7 selling points for your online support.” These arguments help you in conversations with your clients, moving you away from daily rate debates to a product.
Microlearning is Made for the Modern Workplace
Microlearning has become practical with the internet and devices (smartphones, tablets, etc.) and fits well into various conditions of the modern workplace. These include:
Self-directed Learning – Further education is increasingly transforming into a blend of work and learning. Being at a seminar for two or three days is becoming more and more of an exception. Learners want to adapt their learning to their work habits and choose timeframes and content themselves.
Competency Orientation Instead of Factual Knowledge – Trainings and further education aim to develop new skills. From these skills, long-term competencies emerge if the right conditions are provided. The development of competencies is supported by acting, practicing, and reflecting. Trainers, colleagues, and supervisors contribute significantly to this development when it accompanies development over a longer period. Factual knowledge can be retrieved or refreshed very quickly thanks to technology.
Life-long Learning – Learning in professional contexts does not end with education or studies. Today, vocational training provides the starting point for professional activity, in which learning continues through further education or training. On the one hand, employers thus determine the educational program.
The Half-life of Knowledge – This argument is often used very generally. It is not that all knowledge (or beliefs or information) is completely outdated after a few years. The basic assumptions of various scientific disciplines change more gradually. It is indeed the case that a lot of knowledge is added. The rapidly changing technology also leads to the fact that knowledge is updated. In the corporate context, this situation can occur when new guidelines are implemented or when new machines, programs, or other working tools are introduced.
Would you like to share more tips with us and other readers? Then we would be happy if you leave a comment below. We are also glad to answer your questions!
