micro-learning for learning at the workplace

Micro‐learningforfor 

Workplace Learningo p ace ea gInstitute for Adult LearningAdult Education Network

Special Interest Group (Instructional Design) 

Tang Buay ChooTang Buay Choobuaytang@gmail.com

Micro learning (1)

WHYMICRO‐LEARNING?

Micro‐learning (1)

WHYMICRO LEARNING?‐ TODAY’S CONNECTED WORKERS‐ BENEFITS OF MICRO‐LEARNINGBENEFITS OF MICRO LEARNING

Today’s connected workers

• View at least on of the videos belowhttps://goo.gl/ukIWlpSocial Media Revolution 2015

https://goo.gl/RKkdzoWhat Does the Workplace of the Future Look Like?

• Reflect on what you saw in the video(s)Reflect on what you saw in the video(s). • Infer some typical behaviour, habits and/or characteristics of 

the workers of today./• How would such typical behaviour, habits and/or characteristics 

impact their preferred way of learning?• Post your views at http://padlet.com/wall/pji22ihqincl

Today’s connected workers

Connected with • Information

• People• Tools• Places

Today’s connected workers

Characteristics/habits/behaviour• Multi‐tasking

• Short attention span• Pressured to learn continually

• Prefer “pull”, not “push” information

Today’s connected workers

Learning preferences:• Just‐in‐time, Just enough

• Purposeful, action‐oriented• Media‐rich/activity‐based

• Anytime, Anywhere, Any Way• Bite‐size/micro

Why micro‐learning?

“Business”Less disruptive to operations

Fast and scalable, Easy to create, manage and distributeCan simultaneously cater to both new and veteran workersCan simultaneously cater to both new and veteran workersGreater  understanding, learning retention and transfer

More cost effective

“Learner”M lik lih d t i f f f ll d ti f lMore likelihood to remain focus for full duration of lesson

Manageable cognitive loadGreater flexibility to select content to learn based on need, interest and prior 

knowledgeknowledgeLearn anytime & anywhere, during “wait”/”down” time [Google’s “Testing on the 

toilet” and “learning on the loo” ]Allow On‐demand learningAllow On demand learning

Why micro‐learning?“Learning principles ”

Cognitive Load Theory – Manage cognitive load in working memoryg y g g g yBrain‐based Learning Research ‐ Brains are designed for fluctuations, not constant 

attention. “Honor the fact that learning can and must happen every day—notHonor the fact that learning can and must happen every day not

just when we have the time to attend a class or take an elearning program.” (Elliot Maise, 2006)

“Trends”Today’s Connected workers

Increasing ease of access to information that grows at exponential rateExplosion of mobile devices and ubiquitous devices  ownership

Di it l kill d d l l d b b l t fDigital skills need upgrades regularly, and becomes obsolete every few years:[Deloitte recently estimated digital skills have a half‐life of just 2.5 

years for any given role]Growing pervasiveness of Personal Learning Networks

Research on micro‐learning?

“The study has established that micro learning which is based on micro“The study has established that micro learning which is based on micro content of learning and delivery materials, systems and applications etc positively transforms knowledge. Micro learning is highly useful and could be applied for securing knowledge and skill growth in diverse subjects such pp f g g g jas the healthcare, engineering, aerospace, production, services, safety, and 

defense etc.”Micro Learning As Innovative Process of Knowledge Strategy

Dr Minimol Anil Job Dr Habil Slade OgaloDr. Minimol Anil Job, Dr. Habil Slade OgaloINTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 1, ISSUE 11, DECEMBER 2012. http://www.ijstr.org/final‐print/dec2012/Micro‐Learning‐As‐Innovative‐Process‐Of‐Knowledge‐Strategy.pdf

“Overall, the concurrent and successive small bites groups performed significantly better than the successive large bites groups on remembering 

the explanation in words (retention), generating solutions to transfer bl ( f ) d l i b l l b l f l i liproblems (transfer), and selecting verbal labels for elements in a line 

drawing (matching), but they did not differ significantly from each other.”Maximizing constructivist learning from multimedia communications by minimizing cognitive load. 

Mayer, Richard E.; Moreno, Roxana; Boire, Michelle; Vagge, Shannon. y , ; , ; , ; gg ,Journal of Educational Psychology, Vol 91(4), Dec 1999, 638‐643

Research on micro‐learning?

“The evidence shows that this organic approach is working ‐staff and students are starting to use many of the tools that 

Bite Size has covered ”Bite Size has covered.”Learn something new in 20 minutes: Bite Size sessions to support research and teaching. 

Tattersall A1, Beecroft C, Freeman J. Health Information and Libraries Journal 2013 Sep;30(3):253‐8Health Information and Libraries Journal. 2013 Sep;30(3):253 8. 

“In 2002 the BBC compared a bite size approach with longerIn 2002, the BBC compared a bite‐size approach with longer training and found that bite‐size resulted in greater 

understanding, application and retention than a day‐long i l t F th h l l ti t th i fequivalent. Further, when calculating costs, the savings of a 

bite‐size approach can be up to 30 percent”The Best and Worst of Bite‐Size Learning. S. Bailey. 

July 15 2013 http //www clomedia com/articles/the best and worst of bite sizeJuly 15, 2013. http://www.clomedia.com/articles/the‐best‐and‐worst‐of‐bite‐size‐learning

Mi l i (2)

WHAT IS MICRO‐LEARNING?

Micro‐learning (2)

WHAT IS MICRO LEARNING?

Other names & types

• Nano‐learning (Elliot Masie, 2006)a o ea g ( ot as e, 006)• Bite‐sized learning• Subscription Learning (Thalheimer, 2013)

What is micro‐learning?

"Microlearning deals with relatively small learning units and h l i i i i "short‐term learning activities" 

(Amit Garg, 2009) 

"Sharing byte‐sized processes to help others learn from their experiences" 

(Stephen Downes, 2009) ” 

“Supports repetitive learning through embedding the learning process into daily routines by making use of communication 

devices”( h b k )(Theo Hug, Innsbruck, 2005)

Characteristics & Forms of Micro‐learning

• Read at least 2 of the following articleshttp://goo gl/fNQjCFhttp://goo.gl/fNQjCFFrom Courses to Micro‐Learning

http://goo.gl/dWCE69Is Microlearning The Solution You Need?

http://goo.gl/1jxUriLife Long Learning And Web 2 0:Life Long Learning And Web 2.0: Microlearning And Self Directed Learning

• Discuss within your group. List down– Some characteristics of micro‐learning– Some forms of microlearning

Mi l i (3)

WHEN TO USE MICRO‐LEARNING?

Micro‐learning (3)

WHEN TO USE MICRO LEARNING?

Micro‐learning at workplace

• Performance support / Job aidSome possible uses

Performance support / Job aid• Review /revision for tasks e.g. those that are performed only once in a whileperformed only once in a while

• Deliver updates (e.g. price changes, new product features, or anything that requires regular updates)features, or anything that requires regular updates)

• Complement formal learning (e.g. Blended learning)• Paced competence/knowledge acquisition – breaking aPaced competence/knowledge acquisition  breaking a large competence / knowledge into smaller chunks 

Micro‐learning at workplace

Study the case. Identify an area where micro‐learning can be d t dadopted.

• What is the nature of use? (e.g. as performance support?)• What is the focus/content of the micro‐learning?What is the focus/content of the micro learning?• Which group of staff is the target audience?• What is the work context for which the staff will “demand” 

this learning?• How long will the learning take? What many “units will 

there be?there be?• What will be the form(s) of the micro‐learning? What is the 

reason for selecting this form?• How would you make the learning easily accessible ?

Mi l i (4)

DESIGN GUIDELINES FOR MICRO‐

Micro‐learning (4)

DESIGN GUIDELINES FOR MICROLEARNING

How to make micro‐ learning work?

Think: What size is right?• May range from 15 min to 3 or 4 hours

Sizey g

C l Si l

Increasing size 

Mass customisationContent Complex Simple

High explicit  Little explicit 

Authentic LearningL i f

Contextg p

support from management

psupport from management

Learning TransferL ’ N d

Control

Limited ability to ensure trainees not 

Greater ability to ensure trainees not Learners’ Needs “disturbed” by 

work demands“disturbed” by work demands

How to make micro‐learning work?

How to cater to different levels of prior learning/experience ?Think: learning/experience ?

• Provide flexibility to learners in selecting/skipping learning chunksSize

• Where possible and desirable, situate learning in different contexts for different learner groups

Mass customisationg p

Authentic LearningL i fLearning TransferL ’ N dLearners’ Needs

How to make micro‐learning work?

How to help learner see the relevance?Think:• Frame learning using real world or workplace 

• task,Size

task, 

• problem, or 

• Scenario

Mass customisationScenario

• Encourage active participation and reflection to help learners relate learning to 

k

Authentic LearningL i f workLearning TransferL ’ N dLearners’ Needs

How to make micro‐learning work?

How to facilitate transfer of learning to work?Think: work?

• Provide scaffolds that learner can use at work, e.g. job aidsSize

• Include Work‐based Assignments

• Build‐in peer support that can be extended t th k l C iti f

Mass customisationto the workplace e.g. Communities of Practice(CoPs)/Special Interest Groups(SIGs)

• Ensure availability of coaching/mentoring eg

Authentic LearningL i f

y g/ g gby trainer, supervisor, more experienced co‐worker, or through CoPs/SIGs

Learning TransferL ’ N dLearners’ Needs

How to make micro‐learning work?

How to cater to unarticulated, “just‐in‐time” learning needs?Think: time  learning needs?

• Surface unarticulated and provide “Just‐in‐time” learning through CoPs/SIGsSize

Mass customisation

Authentic LearningL i fLearning TransferL ’ N dLearners’ Needs

ReflectionToday’s session as micro‐learning

Wh t th d i d t f th 4 i• What was the desired outcome of the 4 micro‐learning units? How does each unit build on one another to achieve this outcome?

• Can the design cater to different learners’ gneeds? How?

• What adaptation would you made to the formWhat adaptation would you made to the form of each micro‐learning if they are to be done f ll li ?fully online?

• How would you make the learning easily accessible ?