Designing micro-learning for the workplace
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Sharing at Institute for Adult Learning, Adult Education Network, Special Interest Group (Instructional Design) in Nov 2015
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Designing micro-learning for the workplace
- 2. Recap • What is Micro‐learning? • When to use Micro‐learning? • Pull or Push
- 3. What is micro‐learning? "Microlearning deals with relatively small learning units and 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” (Theo Hug, Innsbruck, 2005)
- 4. Micro‐learning at workplace • Performance support / Job aid • Review /revision for tasks e.g. those that are performed only once in a while • Deliver updates (e.g. price changes, new product features, or anything that requires regular updates) • Complement formal learning (e.g. Blended learning) • Paced competence/knowledge acquisition – breaking a large competence / knowledge into smaller chunks Some possible uses When to Use micro‐learning?
- 6. Design “Pull” micro‐learning • About Knowledge, Memory and Learning • Design elements of “Pull” micro‐learning • Design structure of “Pull” micro‐learning
- 7. • Knowledge is inherently functional and situated. Learning occurs and is meaningful only when the new information is applied in carrying out task at work or in everyday life. • Human memory is a collection of thousands of stories we remember through experience • Learning involves Reminding and Expectation Failure (Scripts) • Learning is complete only when the new information is transferred to the long term memory from the working memory • Our working memory has limited capacity • Emotion and memory – we remember emotional charged events better • Practice is essential to learning. Multiple Distributed Practice is more effective than single concentrated practice at the end of learning • Learning involves observing, “imitating” and from more abled others About Knowledge, Memory and Learning – some research‐based principles
- 8. • Experience (working on real world task) • Stories • As trigger for Pull Learning • As learning / performance strategy support • Conversations • As trigger for Pull learning • In the form of discussions, and peer critique/feedback • Access to experts ‐ One‐on‐one mentoring • Social/Community learning or collaborative performance • Learning Resources / Information Support • Practice Design elements of “Pull” micro‐learning
- 11. Background of the micro‐learning Workplace: A training provider of WSQ qualifications Target audience of the micro‐learning: Full‐time Curriculum Developers who have responsibility in developing the training curricula and checking the training curricula developed by freelance developers engaged by the company Focus of the micro‐learning Equip full time Curriculum Developers with the competences to ensure: • Learning objectives are well‐written; and • Lessons are well‐structured to promote effective learning. Design “Pull” micro‐learning – a possible example Story: A scenario that sets out the possible work situation that requires the performance of the competences, and providing an appreciation of the desired standard of performance Workplace Task (Experience)Workplace Task (Experience) Learning Resources / Information Support 1. Characteristics of a well‐written learning objective? (15 to 25 mins) http://create.lensoo.com/watch/b6D7 2. Common pitfalls when writing learning objectives Access to experts (one‐on‐one Mentoring) • Select at least 3 well‐written and 3 not well‐written learning objectives (either previously written by self or by freelancer). For the not well‐written ones, indicate what is wrong and suggested corrections. • Share with & get feedback from a Senior Curriculum Developer (serving as Mentors for this micro‐learning)
- 12. Background of the micro‐learning Workplace: A training provider of WSQ qualifications Target audience of the micro‐learning: Full‐time Curriculum Developers who have responsibility in developing the training curricula and checking the training curricula developed by freelance developers engaged by the company Focus of the micro‐learning Equip full time Curriculum Developers with the competences to ensure: • Learning objectives are well‐written; and • Lessons are well‐structured to promote effective learning. Design “Pull” micro‐learning – a possible example Story: A scenario that sets out the possible work situation that requires the performance of the competences, and providing an appreciation of the desired standard of performance Workplace Task (Experience)Workplace Task (Experience) Learning Resources / Information Support Instructional events that should be present in a lesson to • support students internal processing of the new content; • allow students to apply their learning; and • promote students'retention/transfer of learning [Gagne's Nine Events of Instruction] ‐ 15 to 25 mins https://prezi.com/t69vqcs4ejkm/ Social / Community learning • Go to the shared folder “xxx”. This folder contains past “problem” lesson plans developed by our freelancers, and the suggested enhancements made by our colleagues. • Study at least 3 of them to identify the nature of the problem – Learning objectives & Structure, and learn from the suggestions for enhancements • Seek clarifications from the contributors, if needed.
- 13. Background of the micro‐learning Workplace: A training provider of WSQ qualifications Target audience of the micro‐learning: Full‐time Curriculum Developers who have responsibility in developing the training curricula and checking the training curricula developed by freelance developers engaged by the company Focus of the micro‐learning Equip full time Curriculum Developers with the competences to ensure: • Learning objectives are well‐written; and • Lessons are well‐structured to promote effective learning. Design “Pull” micro‐learning – a possible example Story: A scenario that sets out the possible work situation that requires the performance of the competences, and providing an appreciation of the desired standard of performance Workplace Task (Experience)Workplace Task (Experience) Learning Resources / Information Support Instructional events that should be present in a lesson to • support students internal processing of the new content; • allow students to apply their learning; and • promote students'retention/transfer of learning [Gagne's Nine Events of Instruction] ‐ 15 to 25 mins https://prezi.com/t69vqcs4ejkm/ Conversations – peer critique /feedback • Select a past lesson plan with problems in the learning objectives & structure. Suggest enhancements. • Exchange with your partner for this micro‐learning. Provide feedback to each other on the suggestions & revise if needed • Consult your Mentor for further feedback. Upload finalised suggestions to Folder xxx to share with others. Access to experts (one‐on‐one Mentoring)
- 14. • Centred around a Workplace Task • Learning extended into / integrated with workflow (workplace process) • Simulate typical “everyday” learning at the workplace Design “Pull” micro‐learning –key “success” features Further readings on: • Learning extended into the workflow – Charles Jennings’ 70 20 10 Framework • “Everyday” Learning at the workplace – Jane Hart’s Everyday Workplace Learning