Chapter I

What is microlearning?

We all use microlearning on a daily basis. For example, we do this when we Google the answer to a question about DIY or cooking, or when we read an informative article or when we watch a tutorial video on YouTube to learn how to change a guitar string. Microlearning can be text, a video, an infographic, or a podcast... regardless of the format, The objective of a microlearning action is to get the information we need, when we need it. Microlearning is therefore a learning format and reflex that is already part of everyday life, particularly adapted to an on-demand learning mode (on demand learning).

In the wonderful world ofelearning, we could consider that microlearning is one of the most attractive formats, the least time-consuming and generally much cheaper to produce than “traditional” e-learning content. It is a format considered to be particularly effective in a corporate and commercial training framework. It is also particularly suitable in the context ofDigital onboarding new collaborators.

The microlearning does not yet have an official definition, but it is clear that all training courses based on microlearning share the same characteristic: they are based on small learning units or short-term learning activities. They generally last less than 10 minutes, on average between 2 and 5 minutes.

Microlearning offers short sequences of content that learners can consume at their own pace and convenience. This aspect makes it the preferred e-learning format for mobile learning, since it allows access to training content from anywhere, anytime and on any medium, on the ATAWAD model (AnyTime - AnyTime - AnyWhere - Any Device). The relationship between mobile learning and microlearning is therefore complementary, both adapt to the uses of learning today, one serving as a support for the other.

What does microlearning contain?

In fact, approximately all formats can be used in microlearning. There is text, of course, but in the form of short sentences or paragraphs, images, photos or illustrations, video in short format, audio in the form of extracts or mini podcasts, or even tests, quizzes or games.

The microlearning is based on cognitive science. It uses spaced repetition, a proven method of stimulating retention to break down complex learning topics into elements that are easier to manage and repeat them with adequate spacing between lessons. This learning technique allows access to the learner's long-term memory, which makes microlearning interesting in the context of learning technical skills.

What is not microlearning?

But be careful, while microlearning is certainly a short format, it is not an extremely summarized version of a training course or a long training module. Although it can be used in a revision context, it mainly allows for an ultra-sequenced approach to training, to facilitate its assimilation. Microlearning isn't just about breaking down a 10-hour course into small pieces. It is an action-oriented approach, which consists of offering learning in small sequences that allows learners to learn, act, and practice at the same time.

If we had to make a comparison with the world of music, we could say that originally, music formats were rather long, with symphonies that could easily exceed one hour, then this approach evolved and albums appeared, replacing one-hour pieces with titles of about 5 minutes long (microlearning capsules), articulated one after the other in a coherent album (training course).

What is its objective?

According to Deloitte, employees say they can only devote 1% of a typical work week to training and development. Given this information, it seems that microlearning is the best way to capitalize on this availability.

The objective of microlearning is to enable learners to quickly understand, assimilate and apply knowledge on a well-defined subject. Unlike a traditional approach where learning content is divided into long sequences by subject or theme, microlearning seeks to facilitate assimilation by breaking these subjects into small, more digestible parts (these famous nuggets).

As explained above, it is therefore not limited to summarizing the training content. Microlearning is not necessarily the e-learning review sheet. Moreover, in a context of consolidation of achievements and when used in addition to more developed training, microlearning modules make it possible to approach concepts in a different and interactive way and ensure better retention of information for the learner. That's what we call Memory anchoring !

Microlearning therefore makes it possible to present training content in interactive formats that engage the user. To do this, he focuses each short session on applicable information rather than a larger concept. It encourages learners to engage with content and is well suited to a wide variety of learning styles.

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Chapter II

A short history of microlearning

Even if the so-called “by bites” training has greatly increased in popularity in the last few years, it was not born yesterday. The concept would even date back to before computers, that is to say. The arrival of the smartphone in the hands of Madame and Monsieur Tout-le-Monde was nevertheless the main vector of the success of microlearning. Moreover, its close association with mobile has given rise to microlearning platforms that could apparently be similar to a cross between Twitter and Instagram.

The term microlearning itself has only existed since 2002. However, the roots of microlearning would go back much further. The idea of learning through a series of small steps has impacted civilizations over the centuries. Moreover, it is this “step-by-step” form of learning that has made cultural evolution possible.

Some writings mention the first examples of microlearning as early as the time of the first humans, while they used bones, stone, and wood to carve and draw what could be similar to the first forms of non-biological memory. So the drawings on the walls of Lascaux would have had a learning function? Microlearning in drawing in short.

Microlearning Timeline

For this timeline proposed by instructional designer Lauren Elizabeth Freeman, we go a long way back. On the one hand because the understanding of learning through history is central to understanding the usefulness and functioning of microlearning as a teaching method, on the other hand because remembering some good moments from our history courses is a pleasure.

Prehistory - The first humans

These early humans survived thanks to knowledge such as knowing how to gather food, which food was edible and which was not, and where the danger was, whether it was the elements or animals. For the survival of the species, the transfer of this knowledge was central, it also had to be simple, short, but above all: that it be remembered.

470 - 399 BC - Socrates and learning by small steps

At the time of the creation of disciplines such as grammar, rhetoric, rhetoric, dialectics or even geometry, it was proved that the method used by the teachers was that of “small steps”. One of the first teachers to use this method was Socrates, which taught step-by-step, introducing new ideas and concepts into a process of dialogue, during which students were called upon to dialogue with each other (Socrates, also a precursor to the Social learning?) .

428 - 348 BC - Plato and the structuring of knowledge

After Socrates, Plato helped define the structuring of knowledge and began to be interested in student receptivity. A step that was aimed at improving the transmission of knowledge.

1225-1274 - Saint Thomas Aquinas

Great leap in history. For some academics, The philosopher and religious Thomas Aquinas contributed to the development of microlearning by ensuring that God's teaching was “brief and clear.” He also created an argument list system for a question. Each argument was labeled “confirmed” or “refuted.” In his theories, even in the smallest stages of learning, there must be an argumentation model.

1592-1670 - Comenius

Johann Amos Comenius, nicknamed the Great Didactics of the 17th century, devoted his whole life to perfecting teaching methods. According to him, lifelong learning must be achieved in progressive stages. Everyone's learning should proceed slowly, step by step, and move from simple tasks to more difficult tasks. This methodology makes it possible to link small portions of singular knowledge to a larger context, which would today be described as training plan.

1712- 1778 - Jean-Jacques Rousseau

It took another 200 years for Jean-Jacques Rousseau to introduce a new development in pedagogy, which would have a lasting influence on the 20th century. For him, (learners) should follow their own curiosity and educators should observe how children learn and behave to align their learning environment accordingly. The learner becomes an actor in the learning process.

1920- 1950 - Burrhus Frederic Skinner

The American psychologist and thinker B.F. Skinner is behind scheduled learning. This approach can be considered to be an improvement in the small steps method. In this context, learners have tasks to complete. To acquire a skill, students must go through a sequence of steps. Each step is small enough to be completed quickly and move on to the next step. At the end of this succession of steps, the skill or the expected behavior must be acquired.

Birth of the information society

The information society as we know it today is the result of man's desire to overcome the problems of lack of information that are omnipresent in history. With the increase in the quantity of information available everywhere, optimizing its use and acquisition has become a central challenge.

Today - social transformation

Today, we are an integral part of a social transformation where information has become abundant and communication is global. The Internet is a universally widespread medium for the consumption of information at all socio-cultural levels. The transition from information scarcity to information abundance is one of the main reasons why it has become necessary to make learning an integral part of daily activities. This is the challenge that microlearning as we know it today meets.

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Chapter III

Advantages and disadvantages of microlearning

According to a Campaign for Learning survey, 8 out of 10 trainers would prefer microlearning because it is the preferred format for their learners. The microlearning is proving to be an effective alternative to eLearning courses longer because it allows students to digest things quickly and to complete several modules between two activities. They will remember the subject better because the format is more digestible. Let's see what are the pros and limits of microlearning.

What are the benefits of microlearning?

Microlearning increases knowledge retention

There are four main reasons why microlearning helps learners retain knowledge:

• Spaced learning and repetition : Learning a concept once is not enough. Learners need a regular reminder of their knowledge over time to maintain it. The spaced repetition that microlearning allows you to regularly activate the memory of the information learned. Repetition ensures that the training content will remain in memory even after the end of a training program.
  
  
• Scenario-based challenges : Basing learning on scenarios makes training more active by placing people in real professional situations, challenging them to use new knowledge and to see how they would react and apply it before doing so at work. This learning context is stimulating, allowing greater learners' attention. and therefore better knowledge retention.
  
  
• Instant feedback : Microlearning gives immediate feedback to the learner. They visualize their strengths and weaknesses in terms of knowledge in real time, which allows them to immediately redo a module on which they would have failed, for example. You remember better when you learn from your mistakes.
  
  
• Game mechanisms to stimulate motivation and interest : One reason why microlearning allows better retention of training content is that it often uses game mechanics. Whether it's winning points or competing with other learners on quizzes or challenges, the fun and social nature of microlearning makes it possible to better capture the learner's attention, who therefore better retains what they learn.

Microlearning empowers learners

Microlearning allows learners to take advantage of a informal learning whenever they have free time to do so. In addition, because of its short format, it makes it possible to avoid the interruption of learning sequences before the end. Microlearning can be done at any time and can be integrated naturally into the learner's work, especially when he needs to acquire a new skill or knowledge in the field.

This learning autonomy is also due to the flexibility that allows the Mobile learning to learn on any device, from a smartphone to a computer via a tablet, most often via an application whose ergonomics are similar to those he already uses on a daily basis. It does not necessarily need to connect to a LMS.

Microlearning allows for a more personalized learning experience

These microlearning portions can be integrated into a learning path in a flexible way, allowing learners to choose what they want to learn, when they want it, and on the device of their choice. Some solutions even offer the personalization of training courses, according to the specialization of the learner, his level or the speed with which he integrates the concepts.

New employees will be able to have access to basic integration modules on a beginner module, a business expert will be able to have access to skills development modules at their level... The possibilities are great. Personalization is a central tool in vocational training.

Microlearning allows for a variety of formats

Juggling between websites, games, applications and social media, learners today evolve in a world of rich media. Microlearning makes it possible to use these codes by mixing formats, from text to video to image or quiz, to keep the learner engaged.

Microlearning is the ideal format for mobile learning

The Mobile learning is the most flexible medium for learning, it allows for formal and informal learning. With a population of learners whose attention span is decreasing from generation to generation, microlearning coupled with mobile learning is showing record engagement rates.

Microlearning is particularly suited to real-time learning

Called Just In Time Learning (JIT), real-time learning, as its name suggests, corresponds to a situation in which the learner is required to learn about something at the same time as he must apply it in his work. For example, we are talking about technical gestures.

The fastest format to develop

The short character of microlearning modules In fact naturally one of the easiest and quickest formats to produce. Designing a learning unit can take only a few minutes. This shorter development cycle results in reduced costs and faster turnaround times for organizations. This speed of design makes it possible to adapt and respond quickly to changes or new training needs.

It is an inexpensive format

Microlearning training is also less expensive to produce than face-to-face training, for example. There is no need to mobilize too many resources or to use a trainer to let learners take charge of the training. To create microlearning, no need for specific tools, it can be done on an LMS. However, a platform specialized in this type of format will be able to offer more possibilities.

It's an engaging format

According to a report by Software Advice, (The LMS Features that Drive Employee Engagement), microlearning would create 50% more engagement. According to the learners interviewed, longer courses are not only more difficult to digest and remember, but taking them also hampers their daily work.

Microlearning also has limitations

It is not particularly suitable for learning complex concepts

The modules of Microlearning presents some challenges for training. Indeed, they are designed to deliver simple information, which is why complex concepts can be relatively difficult to translate in a microlearning context. That being said, it is still doable, in this case it is enough to break this concept itself down into several simple parts.

It is not suitable for all types of education or training

For topics that require in-depth study, microlearning may not be the best approach to take. If we take a concrete example, it can be easily used to learn conversational English, on the other hand, it will be difficult to follow academic instruction on English literature in a mobile learning format. This is also why it was specified from the beginning of this guide that it was a format considered to be particularly effective in a corporate training environment and commercial training.

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Chapter IV

5 good reasons to use microlearning for your teams in the field

Microlearning is extremely successful in almost all areas of learning and training, and in particular with field teams, such as sales forces, employees in direct contact with customers and those on construction sites. There are also very good reasons why microlearning is particularly suitable in a business context. It is in a position to respond to problems both on the employer's side and on the side of the employees.

1. Responding to a problem of limited attention

There is an interesting rule about the length of human attention: the 90/20/8 rule. According to this rule, people are totally alert and attentive during the first 8 minutes of a training course. After 20 minutes have passed, learners begin to show a drop in attention levels. Once they reach the 60-120 minute range, learners' alertness levels drop completely.

It will therefore be understood that in a learning context, a format such as microlearning, with sequences of 3 to 5 minutes, makes it possible to make the most of the little attention that learners can have on a single subject.

2. Combating the oblivion curve

La Oblivion curve is a concept based on the following hypothesis: memory declines over time. If the brain doesn't try to keep information, it will end up being lost as time goes on. If we take a look at the graph of the forgetting curve, we see that the information related to a new acquaintance is halved in the days following a new apprenticeship. Without reinforcement of learning, we forget almost 80% of what we learned in 30 days. A lot of training time lost! Microlearning makes it possible to respond to this phenomenon by regularly recalling concepts in a form that is simple and quick to assimilate.

3 - Facilitate the onboarding of employees

Numerous courses ofOnboarding are long, provide a lot of information, and don't necessarily give learners just the skills and knowledge they need. Today, many employees do not consider that their employer is doing a good job of onboarding. Most of the time, the employee who takes up his position must be quickly operational, whether he works in an office, in sales, on a construction site or in a laboratory, New employees do not necessarily have the time and attention for long onboarding sessions. Microlearning can address this problem by giving them exactly the information they need at the right time.

4- Find the content of a past training course more easily

Looking for information in a 20-page PDF, in a manual or in notes taken in a notebook is time-consuming. Employees don't have time to waste looking for information related to learning. In a business context, vocational training must be able to survive even after it has been provided, especially, as explained above, because a large part of the content taught during training courses is naturally forgotten. Microlearning makes it possible to address this problem by facilitating access to most of the concepts to be remembered in what has been learned.

5 - Many employees, especially in the field, have little time for training

Some companies allocate a budget and time to each employee for training and the acquisition of new skills. But that is not the case everywhere. Generally speaking, employees do not have much time for training, some even going so far as to train on their own time. This is even more true for teams in the field, with particular schedules and working conditions. Without appropriate tools, these employees do not always have the time or material resources, for example for store salespeople, to train on a daily basis.

Have time devoted to career development and Increase in skills is central to questions of work performance, satisfaction and motivation of employees. Microlearning in this context makes it possible to adapt to any pace of work, allowing everyone to adapt their training moments to their own situation.

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Chapter V

How to integrate microlearning into the professional training of your field teams?

There are multiple ways to use microlearning in your business, here are the main examples of its use.

Using microlearning in a blended learning context

As part of a strategy of Blended Learning, microlearning can help learners put what they've learned into practice. Taking hours of training is not enough, especially in a professional context: learners must be able to practice and repeat certain concepts in order to assimilate them sustainably. Microlearning can support this “learning by doing” approach, in particular thanks to its possible function as an assessment tool. Quizzes, simulations or games allow learners to test themselves, as many times as they want and when they want.

Used in blended learning training, microlearning can also be a valuable ally when the training of employees leads them to quickly apply actions or skills in the context of their work. With micro modules easy to access, they can access content on demand, including in situation. Finally, it accelerates the acquisition of skills and ensures better retention in the long term.

Use prior to training

Microlearning can be used to prepare learners for training. The aim may be to arouse their interest or to present concepts that will be put into practice in a face-to-face or group session, for example. Pre-course microlearning modules may include introductory videos or quizzes to assess learners' level before training, for example. In some contexts, microlearning is used to set or review the bases necessary to follow the training in question.

Use after training

After a face-to-face or virtual classroom session, microlearning can be used to reinforce what has been learned. Modules that repeat key topics or concepts can be made available to learners so that they can test or revise as often as they need. Accessible formats in microlearning such as audio files, video, video, assessments, and even game-based learning can be used as reinforcement tools and help combat the forgetting curve.

Use microlearning in an onboarding context

The onboarding of newcomers must be fast, effective and above all it is a decisive moment in the career of an employee in a company that can affect their retention. A bad process Onboarding can have the same effect as a bad first date, with a desire not to come back. But if it is done well, the chances are great that the employee will show a better commitment to the company. Onboarding prepares employees to take up their position in the best conditions. Microlearning, in this context, makes it possible to quickly deliver training content that contains most of what the employee needs to know, in an engaging and fun way.

There are several ways to use microlearning in the context of onboarding new employees in the field:

Risk and compliance training

Reducing risk and compliance training to the essentials is equivalent to reducing it to a list of dos and don'ts. Microlearning can make it possible to create modules for each subject, safety, workplace ethics, environmental guidelines in the form of short fact sheets, videos or infographics. The employee can then test himself at the end of the course to validate the acquisition of information.

Product training

Microlearning makes it possible to quickly train on company products or services, It is also a format particularly suited to the retail and retail sector. Whether the employee is a salesperson for a ready-to-wear brand, an advisor in a service company or a product designer, microlearning makes it possible to introduce the employee to what they need to know about the company's offer, but also to come back to it at any time if necessary.

Presentation of the teams

A new employee can easily feel lost in their new environment, surrounded by colleagues they don't yet know. The feeling of loneliness can be even worse in a large company context. Some are more comfortable than others in this type of situation, but going to show up can be a real obstacle, and identifying who is who, especially members of middle and top management, can be complicated. Microlearning can give the opportunity to introduce other collaborators. For example, each employee and manager can present themselves on a form, using a short text or a short video that details their role. A way to make life easier for newcomers and to give a welcoming and friendly image.

Introduce corporate culture

Microlearning can be a great way to introduce new employees to your company's policies and general culture. The modules can cover topics as diverse as the type of behavior and the outfits considered appropriate, the use of office equipment, leave policies, career and mobility policies, or even the structure of the organization.

Microlearning on demand, in daily work

One of the most overlooked benefits of microlearning is thatit may take place during the course of the working day. This advantage allows employees to instantly apply their learning when they need it. In an article by the Association for Talent Development (ATD), we can read “one of the greatest powers of short form learning is to meet targeted business and training needs, all without disrupting business flow. Instead of interrupting employees from work for an hour or two of training, we can give them small pieces of content that they can consume when they need it and when they have time.”

“Just in time”

In a vocational training framework, “just in time learning”, as our English-speaking cousins call it, is a particularly effective use of microlearning. The idea is essentially to Give employees the opportunity to access training content or information when they need it most. That is, usually just before undertaking an important task or one that they are not used to doing. Smartphones and the Internet connection make microlearning the most suitable response to learning in a situation.

Instant implementation

Whether it's looking for modules dedicated to the subject that concerns them in their mobile learning application or even finding a QR code to scan to view a tutorial on a particular machine, the idea is to give learners the opportunity to quickly access the information they are looking for in order to apply it immediately. The other advantage of this method of training is that since the theoretical learning period is followed almost instantaneously by the practical application in real working conditions, there is a great chance that the skill will not be forgotten quickly.

Microlearning in distance education

Beyond being an appropriate response to problems of accessibility to face-to-face training, microlearning allows better time management in distance learning. Today's employees are beset by content. Whether it's work-related content, training content, content on the Internet and social media... In a context of distance training, for remote employees for example, it can quickly be tedious to follow long courses and keep all this content in mind.

Long courses require learners to ingest large amounts of information in order to then sort through themselves and keep what they consider most important to remember. When you know that they have to do the same work all the time while browsing the Internet, between what they need to know and what information they don't need, you can imagine that Keeping a learner engaged remotely over a long format is awfully difficult. And let's not forget, the forgetting curve is still waiting.

Distance learners don't need more content, they need the right content. This requires a transformation in how learning content is created and delivered to distance learners. Microlearning in this context is a particularly relevant response. Designing its content in the form of scenario-based challenges helps to identify and extract the most important concepts, to integrate them into a shorter and easier to consume format. The possibility of spacing between microlearning modules allows learners to receive information one by one, at their own pace, rather than having to manage everything at once. Microlearning with its short modules also makes it possible to combat the problems of disengagement in distance learning.

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Chapter VI

13 steps to create an effective microlearning course for your field teams

1 - Know your learners

Before embarking on the design of microlearning training, some basics are essential. Starting with that of know who you are talking to. Are learners used to digital technology? What do they expect from a training course? Are there elements that they value more than others about the training as they are currently taking it?

Knowing your learners also involves focus on their learning context Are they on site or in an office, in the field or do they work from home or in co-working? Before taking action, it is therefore important to survey future users of the training directly whenever possible, since they are the first to be affected.

2 - Determine a specific learning objective

Before you start, it's better to know where you want to go. What training need do we want to meet? Is it a priority need? In a framework of vocational training in companies, it will be interesting to look at the Employment and Skills Management Strategy (GPEC) to identify skills under stress, for example.

A learning objective is the result you expect once the learner has completed a training course. When looking at the course of microlearning training, the objective must be achieved by the participants at the end of the course. Of course, this objective must be achievable, and most often involves a change in behavior or the acquisition of a new skill, whether it is Soft Skills or hard skills.

3 - Install a frame

Designing 10 long traditional training sequences may probably seem a bit easier to approach for some than a hundred capsules of a microlearning course. However The exercise is not rocket science if each series of capsules is designed according to a training plan which clearly details how the modules fit together and what their purpose is.

Setting up a framework to map how the modules interconnect makes it possible to keep ideas clear when developing microlearning modules and ensure the fluidity and consistency of the courses. In terms of tools, there are several ways to carry out this mapping: some will prefer the traditional paper and pen or even post-its (One post it = one module). For those who prefer digital tools, online mind mapping tools are legion and allow collaborative work, even remotely.

4 - Determine performance indicators

This golden rule of KPIs. It may sound like a catchphrase for some, but if digital technology has revolutionized anything, it is this possibility of tracking, measuring, evaluating anything and everything, even in real time. Performance indicators are the most valuable asset of training, especially in microlearning. How can training be improved if it cannot be measured?

Performance indicators make it possible to quickly assess whether the level of training content is adapted to that of the learners, if modules underperform compared to others. Of course, since numbers are not always enough, it will be necessary to consider supplementing the quantitative evaluation data with qualitative data, in particular from questionnaires given to learners at the end of the training course.

5 - Choose the right formats and vary them

Do some of the formats currently in use already work well? Is the training content to be provided more suitable for one format than another? In addition, it is necessary think about varying the formats to pace the sequence of microlearning modules, between videos, quizzes, infographics, etc. The options are numerous and the creative possibilities unlimited. Integrating multimedia content is an effective way to engage the learner, ensure learning retention, and create a memorable learning experience.

Video, images, and infographics or illustrations have a visual impact that helps create a strong impression on the learner. Text or story, for example in a mini podcast, can help promotememory anchoring. Interactive demos, on the other hand, allow learners to be active in their learning, in addition to quizzes and challenges that allow them to put their knowledge into practice in a fun way.

6 - Apply the concept of “learning by doing”

The “traditional” or SCORM training content used on the majority of LMS platforms cannot be used as is in a microlearning context. Likewise, simply adding a layer of interactivity or video to training divided into short chapters does not do microlearning.

Learning by doing is the essence of microlearning, applicants must be able to apply the concepts and information introduced in the microlearning capsules as the training progresses. To do this, microlearning training must involve learners in their training process. This is why quizzes and challenges are so popular in this learning format: they allow the learner to regularly invite the learner to measure their own progress and validate their achievements in real time.

7 - Differentiate “need to know” content from “nice to know” content

The characteristic of microlearning is to get to the point. With short modules of less than 10 minutes, you don't have to worry about unnecessary details. A “traditional” course or training allows the content to be developed by adding details, anecdotes, contextualization content, etc. On the microlearning side, It's the right to the point that comes first, you have to go to the main thing: what you have to remember.

The big challenge in designing a microlearning module will therefore be to refine the training content to give it the most concise form possible. To find out if a sentence or an element of the module is really necessary, it's simple. Just ask yourself the following question: “If I delete this sentence or element, will the message be the same?” If yes, the item can be removed.

Of course, this does not mean that it is impossible to develop some details. For example, in a microlearning module, it is possible to add links or to bridge to other microlearning modules that allow one or more subjects to be explored in a little more detail, if the learners express the need for them.

8 - Optimize for mobile

As explained above, microlearning is a format that is particularly suitable for consuming training anywhere, at any time, due to its format of short modules. It is therefore quite natural that the mobile fits him like a glove, since we also use it anywhere and anytime.

When developing microlearning training, it is therefore a use on mobile that should first and foremost be kept in mind, even if some learners also use microlearning on a computer. This therefore means a visually refined format, ergonomics adapted to use on a smartphone screen, formats adapted to an internet connection while on the move.

9 - Choosing the right mobile learning platform

Luckily, you don't have to be a training engineer to start microlearning. Microlearning training can be easily developed via a specialized platform, which provides the appropriate tools and above all makes it possible to develop modules specially for microlearning. This is the case of mobile learning platforms which, as their name suggests, offer tools for creating training content specifically designed for mobile.

Mobile learning platforms are generally fast and flexible tools that allow modules to be rapidly developed and improved in real time. Some even allow the creation of microlearning modules by the learners themselves, in a social learning context (we can do it).

10 - Use social learning

There we go. The Social learning has a reputation for promoting the retention of information. It is similar to peer learning - or Peer learning - whose effectiveness no longer needs to be proven. The use of social learning in a corporate training framework is based in particular on the assumption that the business experts themselves are in the best position to transmit knowledge or skills, because they work with it, on a daily basis.

Some microlearning platforms therefore offer to give learners the opportunity to create microlearning modules themselves. For example, these may be explanatory videos on technical gestures.

11 - Use gamification

If social learning is the right hand of microlearning, Gamification is his left arm (or vice versa). Games are no longer just for moments of leisure or relaxation. Gamification has pervaded every aspect of our lives, right down to the world of work. Training is no exception and for good reason, it makes it possible to reach record engagement rates on the user side.

Gamification in microlearning can be similar to a system of points, badges or rankings, which allows the learner to follow his own progress in the training and to obtain instant feedback. 1 point is a success, no point, we start again. Coupled with short learning sequences characteristic of microlearning, gamification makes it possible to pace the training and to give a purpose to the learners.

In a social learning context, gamification can also allow learners to challenge each other, in particular using quizzes.

12 - Measure, test, adjust and renew

Another refrain that does not hurt to listen to again: monitoring performance indicators in real time is essential to quickly identify courses or modules that are obsolete, underperforming or that do not perform their functions correctly. To maintain high engagement rates with microlearning, content must be regularly renewed, tested and put into competition.

With learners globally in demand, both through their work and their personal lives, training competes with a multitude of content in order to succeed in capturing, but above all, maintaining the attention of the person who is learning.

13 - Communicate

Last point that would almost sound like the basics: the best microlearning training may be freshly available on the training platform, if the learner has not heard about it, there is a chance that he will not show up.

With each new module, each new training path available, learners should be notified. Most platforms connect with work tools and allow you to notify in real time of the availability of new training content, a feature that should not be overlooked in order to maintain good engagement rates on training content.

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Chapter VII

How will microlearning influence the future of work?

According to a 2020 study commissioned in particular by IBM, the microlearning market is expected to grow by 14.2% over the forecast period 2021 to 2026. The use of microlearning is becoming more and more common in a work context, in educational institutions and even in the home. According to the “Institute of Applied Behavioral Science” learning pyramid model, traditional learning methods based on listening, reading, and observation are becoming ineffective. Only 20% to 30% of the content would be retained by the learners. Microlearning, on the other hand, owes its growth to much higher results.

The microlearning market is growing for several reasons

The adoption and opportunities offered by the cloud have been an important driver for the market, as It provides microlearning platforms with the infrastructure they need to face the limits of evolving and optimizing experiences microlearning, which can be found on “traditional” learning sites.

More and more platforms and LMSs have included and continue to include microlearning in their offerings.

Younger generations, especially millennials, are in increased demand for greater flexibility in learning, but also in their work. Added to this are the variations in the labor market, which have caused a significant increase in a workforce made up of freelancers, who combine projects with different companies. Therefore, these freelancers have become a target audience for providers of microlearning solutions, as their need for training is almost permanent.

The Covid-19 pandemic has forced schools, universities, and workplaces to close temporarily and then implement online learning solutions to ensure continuity in education and training.

The next challenge for businesses: identifying the sources of motivation for learning

Motivate, motivate, motivate. If there is one challenge that does not change for companies, it is that of keeping employees motivated! In their work, but also for training, which sometimes requires constant motivation, especially when it is continuous. With jobs that are evolving more and more rapidly, positions that are gaining more and more added value due to the automation of basic tasks, the need for training is not about to decrease.

Behavioral psychologist BJ Fogg is behind the Motivational wave theory (motivational waves). According to him, human motivation is subject to waves. When the tide is high, motivation is at its peak and you can do the most difficult tasks. At the bottom of the wave, motivation is at its lowest and complicated tasks are avoided. On top of that, it turns out that what motivates us is constantly changing, for everyone.

However, the motivation is not entirely unpredictable. There are triggers, especially in a learning context, that open up phases of motivation, in which employees are ready, even enthusiastic, to learn and change their behaviors. These phases can last several months, for example when taking on a new position or responsibility, several weeks, when working on a new project, or even a few minutes, for example when faced with an unexpected or unknown task.

With microlearning, companies will be able to more easily address immediate training needs, contextualize and push training content according to these waves of motivation, in order to optimize interactions with training content and information retention.

The line between work and training is increasingly blurred.

Continuing on, The use of APIs allows companies to integrate the training experience into the daily work of employees, in a completely natural way. Next-gen learning platforms now integrate a large amount of organizational data, HRIS systems, CRMs, communication tools, and productivity applications, to identify when and where training needs are. Therefore, companies will now be able to be more and more precise in the way they offer training content to their employees.

Continuing on, microlearning platforms are offering more and more experiences ofinformal learning integrated into daily work, to enable skills to be acquired when the learner needs them, without requiring them to request them.

Microlearning as an integral part of superlearning

Here is a new concept recently introduced by Deloitte, which we are likely to hear a lot about in the coming years: superlearning.

According to a Deloitte report from June 2020, a learning transformation is needed. She will have to focus on the permanent link between reskilling, upskilling and outskilling on the one hand and “real” work on the other. For Deloitte they are two sides of the same coin. The challenge for training and development teams will be to prepare for the future of learning, superlearning, which focuses on skills and abilities at the individual, team, and organizational levels. It will be powered by data and integrate learning into the workflow for all business functions. This transformation involves a number of steps detailed in the report, which will ultimately allow shape a “super” workforce: resilient and adaptable to any disruptive elements of today and tomorrow.

In the report, microlearning is undergoing the third stage of transformation. This third area of transformation targets user expectations in terms of learning opportunities. It needs to be available anytime, anywhere, on any device. An idea that can be summed up in the concept of “Personal Learning Cloud”, introduced for the first time by Mihnea Moldoveanu, professor at the Rotman School of Management at the University of Toronto, and Das Narayandas, professor at the Harvard Business School. They give the following definition: Personal Learning Clouds are “customizable learning environments, through platforms and applications that personalize content based on learners' roles and the needs of their organization.”

With superlearning, the Personal Learning Cloud concept would be extended to integrate learning into digitized work processes and environments. The market for training solutions providers today includes platforms that offer interactive online content and skills building journeys that are personalized, socialized, monitored, and sometimes also contextualized. For learners, these customized microlearning solutions are based on information from a broad set of skills, learning, and performance data.

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