Buzzword Decoder: Microlearning

Microlearningis a trendy buzzword and concept; so trendy, in fact, that people can’t quiteagree on what it means. Some use microlearning to describe short, informallearning experiences that learners consume individually (rather than learningthat occurs in formal course frameworks). Others see it as brief learningexperiences that add up to a planned program to meet stated learning goals—inother words, taking that formal course and breaking it down into tiny littlenuggets of learning.

Whateveryour overarching definition of microlearning, however, some aspects of it areconsistent:

• Learningunits are small, perhaps only a few minutes in duration
• Microlearningcan be delivered on mobile or online platforms (but does not have to be)
• Each unit isnarrowly focused
• Format canvary—microlearning can occur through games, simulations, activities, video,reading … pretty much any format

Microlearningoffers clear advantages

A clearadvantage of microlearning for eLearning developers and designers is that theycan produce small units more quickly, and often less expensively, than deepercourses. In addition, they can create new modules more easily—and update existingones more quickly—than longer course modules. When tagged or indexed andlocated within a searchable framework—an LMS or database, for example—microlearningunits can be easy for learners to access at the moment they need theinformation (facilitating and complementing a “just-in-time training”approach). It suits the way many workers have become accustomed to acquiringknowledge.

Noteveryone is a fan

Microlearninghas its detractors as well as enthusiasts. Michael Strawbridge, a blogger onthe Learning Professional Network, decries the focus on duration and frequencyand the allure of technology rather than a focus on content and results.

Othercritics contend that this approach fragments learning, making it harder forlearners to synthesize and apply what they learn to long-term learning goals.Microlearning units tend to cover a single learning objective, so delving intodeep or complex topics is not really feasible within a single microlearningexperience.

However,microlearning is well suited to learning that requires lots of repetition, suchas study of a new language, or for introducing or refreshing knowledge ofprocedures. It also plays nicely with instructional strategies that emphasizespaced repetition and distributed practice, where learners practice a step orskill over and over before moving to the next. The small steps or skills buildinto a more complex process, so the microlearning units ultimately add up tomastery of a complex skill.