Making the most of microlearning: Ideas and insights
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Slides from my Jisc Connect More 17 workshop at Ulster University
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Making the most of microlearning: Ideas and insights
- 2. Please download the Actionbound app to participate in our short digital activity. 15/6/2017 Making the most of microlearning: Ideas and insights 2 @HelenDixon10
- 3. Making the most of microlearning: Ideas and insights Dr Helen Dixon, Northern Regional College @HelenDixon10
- 4. Be sociable and share! Contribute to the Padlet Join in theTwitter chat 15/6/2017 Making the most of microlearning: Ideas and insights 4 https://padlet.com/hmgdixon/micro @Jisc @helendixon10 @NRCDLT
- 5. What is ‘microlearning’? Interconnected resources rather than courses 15/06/2017 Making the most of microlearning: Ideas and insights 5 @HelenDixon10
- 6. From resources to courses 15/6/2017 Making the most of microlearning: Ideas and insights 6 Self-contained microcontent and activities Can be aggregated into macrolearning @HelenDixon10
- 7. Microlearning strategies 15/6/2017 Making the most of microlearning: Ideas and insights 7 Self-directed learning Activity-based learning Problem- based learning Social learning Scaffolding Spaced practice Game-based learning Mobile learning Work-based learning @HelenDixon10
- 8. Microlearning strategies 15/6/2017 Making the most of microlearning: Ideas and insights 8 @HelenDixon10
- 9. Benefits of microlearning 15/6/2017 Making the most of microlearning: Ideas and insights 9 Learners • On demand learning • Flexibility • Control • Accessibility • Less time consuming Educators • Rapid development • Shareable • Platform mobility • Easy to update @HelenDixon10
- 10. 1. Start with a goal What do you want your learners to be able to do? @HelenDixon10
- 11. Start with a goal Learn about Office Mix Create an interactive presentation using Office Mix @HelenDixon10
- 12. 2. Supply the toolkit What skills will learners need in order to achieve the goal? @HelenDixon10
- 13. Supply the toolkit Design (or curate) a series of microlearning objects that will help learners develop the skills needed to achieve the goal @HelenDixon10
- 14. Supply the toolkit 15/6/2017 Making the most of microlearning: Ideas and insights 14 @HelenDixon10
- 15. 3. Make it personal How will learners track their progress? @HelenDixon10
- 16. Track their progress Suggest learning pathways but give learners ultimate control Use progress bars or checklists to keep track of learning @HelenDixon10
- 17. Keep them motivated 15/6/2017 Making the most of microlearning: Ideas and insights 17 https://www.checkli.com/checklists/ helendixon/microlearning-checklist @HelenDixon10
- 18. 4. Keep them motivated What incentives are there to keep learners going? @HelenDixon10
- 19. Keep them motivated Use incentives such as levels or points to encourage participation Promote social interaction @HelenDixon10
- 20. Keep them motivated 15/6/2017 Making the most of microlearning: Ideas and insights 20 https://quizlet.com/_3ixwja Password: micro @HelenDixon10
- 21. 15/6/2017 Making the most of microlearning: Ideas and insights 21 @HelenDixon10 Are you social media savvy? https://quizlet.com/214151475/match
- 22. Keep them motivated Social microlearning 15/6/2017 Making the most of microlearning: Ideas and insights 22 Share images/videos and messages Create hashtags Hold ‘Tweetchats’ Good for searching Share images or very short videos Add annotations or limited text Create ‘stories’ Share images or short videos Add text Create hashtags
- 23. 5. Reward achievements What’s the prize? @HelenDixon10
- 24. Reward achievements Issue badges or certificates to acknowledge success Create a leaderboard that reflects engagement @HelenDixon10
- 25. Reward achievements Create and issue your own digital badges! https://openbadges.org/ 15/6/2017 Making the most of microlearning: Ideas and insights 25 @HelenDixon10
- 26. Key features of microlearning 15/6/2017 Making the most of microlearning: Ideas and insights 26 Short but self- contained activities Accessible via a permalink Formatted for mobile learning Suitable for social sharing Can be aggregated or repurposed Supports flexible learning paths @HelenDixon10
- 27. Activity mapping 15/6/2017 Making the most of microlearning: Ideas and insights 27 Learning goal Activity A Tool? Activity B Tool? Activity C Tool? How will you track progress? How will you acknowledge achievement? How will you keep learners motivated? @HelenDixon10
- 28. Please take part in our Actionbound challenge by scanning the code. 15/6/2017 Making the most of microlearning: Ideas and insights 28
- 29. Further reading » Buchem, I. and Hamelmann, H. (2010) ‘Microlearning: a strategy for ongoing professional development.’ eLearning Papers, No 21, September 2010. » Souza, M. and Amaral, S. (2014) Educational Microcontent for Mobile LearningVirtual Environments. Creative Education, 5, 672- 681. doi: 10.4236/ce.2014.59079. » Wasiuk, C., Soper, K., McAllister-Gibson,C. and Meadows,C. (2017). ‘1minuteCPD’: Connecting digital presence and professionalism through experiments in micro-learning. Spark: UAL CreativeTeaching and LearningJournal, 2 (2). 15/6/2017 Making the most of microlearning: Ideas and insights 29
- 30. jisc.ac.uk Thank you for your participation! Questions/comments? Dr Helen Dixon Northern Regional College Helen.Dixon@nrc.ac.uk @HelenDixon10 15/6/2017 Making the most of microlearning: Ideas and insights 30
Hinweis der Redaktion
- Microlearning or microtraining is a way of delivering learning content in small bursts or chunks. Rather than developing an entire course, the focus is on creating resources that can be loosely coupled or interconnected. This is a great way for anyway who is new to online learning to get started as it doesn’t require a lot of commitment in terms of time or resources. You can get started straight away by creating a single microlearning asset and sharing it with your colleagues. Or, if you’re more confident at creating online content, you can play a series of microlearning assets to cover different aspects of a topic. Learners can then pick and choose from the resources, as and when they need them, to take more control over their learning – in effect, it is ‘just-it-time’ learning.
- The idea is to create self-contained microcontent or activities each of which will address a single learning outcome or objective. This allows the learner to focus on a particular skill or piece of knowledge. Video content is particularly conducive to this type of learning and tends to be popular with learners. As you add more microlearning content, you can look at ways of aggregating it into macrolearning or short courses.
- Microlearning is an extremely flexible way of transferring knowledge and can be incorporated into a variety of different learning strategies. Content can easily be repurposed, so it can be used as part of a formal course, or for informal learning through social sharing. The only limit is your imagination!
- Some examples of microlearning that you may have come across include the 1 minuted CPD series which is an excellent resource covering a wide range of digital topics in short bursts. The 10 Days of Twitter programme provided training in how to use Twitter for academics and the 12 apps of Christmas encouraged participants to try out different apps throughout December. If you haven’t had a chance yet, these are all worth checking out.
- So microlearning holds several benefits for both learners and educators. It’s on demand format allows learners to access the resources when they need them, giving them more flexibility and control over their learning. Microlearning is also suited to mobile learning and the light format should allow increased accessibility. Learners can study in the café, on the train or in a waiting room. The short format also encourages us to get to the point quickly and cut out unnecessary detail, making learning less time consuming for everyone. Microlearning is also more flexible for educators and developers, allowing us to quickly create content and get it out there. The concise nature of the assets make them ideal for sharing over social networks and between different platforms. And in this rapidly changing world of technology, they are easy to update should systems or processes evolve.
- As with the development of any learning object, it is important to start with a goal. So the first thing you need to consider is ‘what do you want your learners to be able to do?’ A good source of ideas is to think about the things that learners repeatedly ask you about. For example, if you work in a library, it might be how to use a particular database. Or if you work in IT support, it might be how to print in colour. Identifying your key messages or frequently asked questions, should give you a range of ideas for microlearning content.
- When you are defining your learning outcome, try to focus on one objective or skill. To learn about Office Mix would not be as effective an outcome as to create an interactive presentation using Office Mix.
- When you have decided what your goal is, you need to identify the skills that learners will need to achieve that goal. These will be the topics for your individual microlearning assets.
- When you have identified the different skills or pieces of knowledge required, you can design or curate a series of microlearning objects that will help learners develop the skills needed to achieve the goal. A useful way of doing this is to create a mindmap, perhaps using Coggle.
- We need to look at our learning outcome and see if it can be subdivided into different parts. For example, to create an interactive presentation using Office Mix, learners will need to be able to download Office Mix and create a presentation. They may want to add a quiz or screen recording and record a narration. They will also need to know how to share their Mix. By subdividing the process into the different activities, we are allowing learners to option to choose exactly which skills they need to learn. For example, they may already have downloaded Office Mix and know how to create a presentation so they can skip these learning objects. Or they may not need to add a screen recording this time, so they can leave that one until later. By dividing the learning into chunks, we can allow learners to acquire the skills in the most efficient manner for them.
- With any learning, it is important to allow learners to personalise and track their progress. Even with a single learning object that learners are encouraged to repeat to practise a skill, they will want to know if they have improved each time they complete the activity. If you have a series of interconnected learning objects, learners will want to be able to quickly identify which activities they have completed and which they have yet to do.
- If you are creating interrelated microlearning activities, it is useful to suggest a learning pathway but still allow users to have control of which activities they complete and in which order, if possible. And try to include tools such as progress bars or checklists to help learners keep track of where they have been and where they can go next.
- Most learning management systems will have built in tools like progress bars. If you a creating a microlearning programme outside of a VLE, you can create your own checklists, for example using Checkli.
- Like any learning programme, you will need to consider how you will motivate learners to practise the skills or move onto the next learning activity. It is important to build in incentives or use gamification to appeal to learners’ competitive nature.
- Again, most learning management systems will have built-in tools such as level ladders or points systems that can be used to encourage participation. The more a learner engages with the system, the more points they gain or the further up the ladder they climb. Social interaction is also an important motivator for learners. Using discussion forums or other social media tools can keep learners engaged and allow them to reflect on their progress.
- Even if you are creating a stand-alone learning object, you can use gamification to encourage learners to practise the skills and beat their score.
- Social media is a great way to engage students and encourage them to share their ideas. Choose the social media tool that is right for your content and your learners.
- Finally, you need to consider what the ultimate prize will be for the learners – apart from expanding their capabilities, of course!
- Most learning management systems allow you to create digital badges or certificates which can be issued automatically when a learner completes an activity or programme. You could also create a leaderboard to reflect engagement and stir up that competitive spirit again.
- Visit Openbadges.org to find out more about digital badges.
- So to summarise, the key features of microlearning include