Sharing at Institute for Adult Learning, Adult Education Network, Special Interest Group (Instructional Design) in Nov 2015

1. Design Micro‐learning
for the Workplace
Institute for Adult Learning
Adult Education Network
Special Interest Group (Instructional Design)
Tang Buay Choo
bchootang@outlook.sg
Ho Mee Yin

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?

5. Structure of Micro‐learning
Pull ApproachPull ApproachPush ApproachPush Approach

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

9. Design structure of “Pull” micro‐learning (1)
Practice
Workplace Task (Experience)Workplace Task (Experience)
Social/Community
learning or collaborative
performance
Stories
Access to experts (one‐on‐one Mentoring)
Conversations –
discussions &/or peer
critique/ feedback
Learning Resources /
Information Support
Conversations Trigger
Learn
Stories (as learning /
performance strategy
support)
Support for Learning & Performances

10. Design structure of “Pull” Micro‐learning (2)
Practice
Workplace Task (Experience)Workplace Task (Experience)
Social/Community
learning or collaborative
performance
Stories
Access to experts (one‐on‐one Mentoring)
Conversations –
discussions &/or peer
critique /feedback
Learning Resources /
Information Support
Conversations Trigger
Learn
Stories (as learning /
performance strategy
support)
Support for Learning & Performance
PracticeLearn
Micro‐learning (1) Micro‐learning (n)
Support for Learning &
Performance

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

15. Design “Pull” Micro‐learning
• Participants work in groups to design a micro‐learning
Activity: