Article: Bite-Sized Learning

Our digitally connected world may be changing how people learn along with their need to retain information. Since technology makes it easy to stay connected, it is becoming increasingly difficult to function without accessing the Internet for tasks like checking emails, social networking, settling arguments, shopping, and almost every day-to-day activity. The internet has also increasingly become a place where people go to learn. The increasing desire to be socially connected and have an awareness of the world around us creates constraints on our time which have encouraged the growth of microlearning. Technology has made it simpler to offer and access small pieces of educational content through a well-known instructional design technique known as chunking (Gobet, 2005). Because of this shift, microlearning has become appealing in some learning environments.

Microlearning delivers content in small, easily digestible pieces. Microlearning has other nicknames such as just-in-time training or on-demand learning enabling students to learn what they need when they need it. Microlearning does not necessarily depend on prior knowledge (Hug, 2005). For instance, an individual who needs to know how to change a flat tire can look online using a smartphone for assistance when they need information. This kind of on-demand learning would not be possible without technology. Learners are now able to learn at their own pace from anywhere, which has made microlearning a well-liked approach to online learning. Many schools, businesses, and government offices have embraced microlearning to meet their online learning objectives.

What Is Microlearning?

According to Simonson et al. (2018), microlearning is a term that refers to a pedagogy that encourages learning in short segments and can be supported through multiple platforms. Although microlearning is gaining more popularity, it is not new to teaching and learning. Microlearning has often been used in developing blended learning. In blended learning, learning is carried out from a combination of instructions in face-to-face classes and then followed by microlearning as a reinforcement of learning. Although bite-sized lessons are a major trait of microlearning, the actual duration of a microlearning lesson is debatable. A microlearning module could contain an introduction, informational material, a practice activity, and an assessment. Since microlearning experiences are modular, they can offer flexibility and choice such as, whether to explore a new topic of interest or choose a quick refresher on a previously covered topic.

Identify Important Content

The initial phase in establishing a microlearning setting is to divide the material into smaller, manageable pieces. This approach to learning is intended to cater to the human brain’s attention capacity and prevent mental strain. It is helpful in this stage of planning to consider what information is vital to understanding a single concept before students can move forward (Alqurashi, n.d.). These are a few questions that may help with considering need-to-know information: What topics can be broken down into smaller units? What do students need to understand before they can move forward? What are some common mistakes students make that could affect their learning and their grades?

Learning Activity Timeframe

Some scholars have claimed that microlearning lessons should be around five minutes. The content ought to be brief, ideally spanning from three to fifteen minutes in length, and incorporate resources and materials that are customized to diverse levels of understanding and selected specifically to enhance or supplement the content (Kapp & Defelice, 2018). While it could be useful to know what length of microlearning is considered effective, many experts argue that microlearning should not be tied to a particular length of time. Research has shown how learning in small increments can be more effective when the activities are brief (Alqurashi. n.d.). Microlearning module designs should aim to be as long as it needs to be rather than bound to a particular timeframe. A module learning activity could include a quick mini-lecture, followed by a brief check-for-knowledge quiz. Microlearning can help to reinforce and retain information by revisiting it multiple times through a variety of activities, helping to transfer the information into long-term memory.

Identify A Single Learning Objective

What makes microlearning appealing is that it is not just based on completing an activity within a short amount of time, but also on delivering useful and precise information. This approach helps learners to progress one step at a time. Learning in smaller units caters to our working memory’s capacity. Microlearning modules can offer learners a better chance to absorb information because the mini modules typically aim to address one learning objective at a time. Microlearning content may be easier to digest, due to its smaller format. However, it can still be forgotten if it isn’t consistently reinforced. It is helpful to combine microlearning with proven memory techniques such as spaced retrieval practices which help to reinforce learning essential information for better retention. Retrieval practice can include quizzes, pre-tests, or reflection summaries.

What are some approaches to Microlearning?

Technology plays an important role in microlearning. It can be used to engage students inside and outside of the classroom. Microlearning can be used as a flipped classroom technique where instructors can send links to microlearning modules for students to review before they meet. Students can also be asked to bring technology devices such as tablets, smartphones, or laptops to work together as a group or individually on online quizzes, gamified question-and-answer sessions, or discussions. The TED Talk approach can be used for microlearning. Students can create a TED-style presentation or review one that has been curated. The Pechakucha approach can also be used as a micro-learning approach. It is a presentation method that offers an interesting twist to developing a PowerPoint (or other visual application) lecture or presentation. It relies more on pictures than text. Presenters assemble twenty thematic images that culminate into a specific idea, and the presenter only spends twenty seconds discussing each image.

Conclusion

In many ways, technology has profoundly changed online education. There are many resources available to learn online. Microlearning can be delivered through various formats, such as video, web-based learning applications, gamification, and social media. Numerous studies demonstrate that microlearning facilitates learning by breaking learning content into smaller pieces which can help motivate students to study. It is a convenient form of learning and adaptable to different situations. However, microlearning is not a one-size-fits-all type of learning. It is not recommended for complex learning topics or highly creative thinking. Microlearning works well for reinforcing learning and focusing learning on a single concept. If students are being introduced to new and abstract concepts, then a more traditional learning approach might be the better option. If you would like assistance with designing microlearning experiences, please reach out to the LEC for instructional design services.

References

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