Abstract

In the early 2000’s, micro-learning emerged as a term referring to “a way of teaching and delivering content to learners in small, very specific bursts. The learners are in control of what and when they’re learning” (“Why Microlearning is Huge,” 2014). Micro-learning as an educational tool has expanded as the student demographic continues to diversify and as mobile technology in particular has become the primary way through which we receive information. Corporations and businesses have fully embraced micro-learning for several years, understanding its place in a busy workplace environment. In higher education, its benefits may be even greater. Micro-learning is ideal for skill-specific, application-based, and scenario-oriented learning. It can also be effectively integrated into the larger course structure.

Micro-learning is unique in that its focus is on specific, self-contained content and skills. Rather than address large or complex concepts as a whole, micro-learning breaks down content into smaller pieces which can be learned individually and in conjunction with each other (Leene, 2006). Traditionally, most elearning was structured to present content, followed by an assessment. In Luminita Guirgiu’s ( 2017) study, “Microlearning: An Evolving Trend,” the researcher wanted to determine whether students were more receptive and responsive to content delivered in smaller pieces with short assessments along the way rather than large portions of content with only a few evaluations. Students were divided into three groups, in which 16 chapters of content were conveyed and assessed in various pieces. The results “demonstrated that smaller slices content helped participants to better retain information and better perform in each of the two stages” In the article, “Micro-Learning: A Modernized Education System” (Jomah, Masoud, Kishore, & Aurelia, 2014), the emergence of micro-learning as aligned with the way a learner’s brain most effectively takes in information is discussed. The article lists several advantages of micro-learning, including the short time-bursts required, its usefulness for narrow topics, its level of engagement, and its consistent and frequent feedback. In balance, some disadvantages are also discussed, such as its ineffectiveness when students need to acquire complex skills, and the focus required – i.e., students cannot multitask.

In addition to the scholarly publications, learning magazines and journals are increasingly on board with the efficiency and effectiveness of micro-learning, citing the evolution of the way in which we take in information (Aparicio, 2015). Ayesha Habeeb Omer (2015) of elearningindustry.com cites three factors contributing to micro-learning’s growth:

• Increasing demand for mobile learning
• The emergence of generation Y in the work force
• The pressure to create courses quickly and with cost-effectiveness

More and more, articles and blogs regarding learning and education are exploring the use of micro-learning in higher education. For example, Blake Beus (2017) points out that when we use technology to present content in “small, easily-digestible pieces, you speak their language and increase their chances of not only learning the material but retaining it.” In other words, when we use micro-learning, we are teaching in the way that our current students learn.

In this session, we will briefly discuss the literature and best practices associated with the creation and use of micro-learning. In addition, we will view examples of micro-learning created by the presenter and other trainers and educators, informally evaluating them for effectiveness. During the presentation, we will look at two types of micro-learning being created at The University of Alabama in Huntsville, including a set of online learning readiness modules along with application-based modules created for weather forecasters using the micro-learning design. The presenter will also share tools available for the relatively simple creation of micro-learning. Finally, we will discuss ways that micro-learning and short modules can be integrated into courses and curricula.

Key points

• Participants will become familiar/more familiar with research and methodology regarding micro-learning.
• Participants will view and evaluate examples of micro-learning.
• Participants will identify tools that are useful in the creation of micro-learning modules.
• Participants will gain an understanding of ways in which micro-learning can be integrated into their subject area.

Presenter

Laurie Nave, UAH Online Learning/NASA SPoRT