Microlearning
Although there is no official definition of microlearning, most researchers describe it as a highly accessible, learner-driven, and concise eLearning experience (Mery, 2022). Content is focused on one key idea or objective that can be learned in a very short amount of time. There is some debate around the amount of time it should take a learner to complete, but Tipton (2022) states, "Microlearning is short bursts of focused, right-size content to help people achieve a specific outcome."
Training Agenda
I designed a training to equip commercial kitchen staff and employees with the knowledge and skills to properly use a fire extinguisher. This training is aligned with Tipton's (2022) criteria to ensure the microlearning experience targets a specific outcome. The ideal outcome of my microtraining is the learner's ability to take proper action in the event of a fire and properly use a fire extinguisher.
Video Lesson and Assessment
The instructional video I created is less than 3 minutes and includes a short micro-assessment at the end. The assessment consists of three multiple choice questions and one question requires a short response. It is designed to hold the learner accountable, determine if proficiency was met, and provide opportunity for reflection and feedback.
Quick Reference
The job aid is an infographic designed as a supplementary resource to support the training. Infographics are valid form of non-digital microlearning content (Winger, 2018). They creatively provide a visual summary of the information in small chunks. Posting the infographic near the fire extinguisher as a quick reference can aid in retention of information and allow learners to quickly recall the steps in the event of an emergency (Winger).
For more on microlearning, check out my blog on Leveraging Social Media for Microlearning.
References
Mery, Y. (2022). Chapter 2: A case for microlearning. Library Technology Reports, 58(5), 10-13.
Tipton, S. (2022). Small-scale learning can reap big rewards: Myths about microlearning are preventing the modality from being as effective as it can be. TD Magazine. 76(5), 36-41.
Winger, A. (2018). Supersized tips for implementing microlearning in macro ways. Distance Learning, 15(4), 51-55.