Microlearning November 2021 Short bursts of learning, known as microlearning, allow learners to study training materials at their own convenience – according to their preferred schedule and location – and apply the knowledge immediately. Typically d esigned in rich media formats, the content is created to meet a particular learning outcome. brookgraham.com Microlearning isn’t a new idea. The theory is based on a concept by German psychologist Herman Ebbinghaus. He pioneered the ‘forgetting curve ’ – an illustration in how much information the brain can retain over time and how fast new knowledge is forgotten. Ebbinghaus found learners forget 80% of what they learn within a month of learning something new – unless they used an aid to help retention. He said the most powerful and simple technique to improve retention is repetition : “ By using bite - sized chunks of content and demonstrating the required information repeatedly in different, creative ways, like blended learning, learners are more lik ely to absorb the information.” Another theory supporting the idea of microlearning is spaced repetition or spaced learning. Originally proposed by psychologist Cecil Alec M ace, it attempts to mitigate the effects of the ‘forgetting curve’ by increasing the intervals of time between previously learned material. Studies show that by using spaced repetition, learners recall 80% of what was learnt after 60 days – and regular breaks help embed learning. The brain needs time to form the synaptic structure and connections surrounding new information before it is consolidated into long - term memory. Neuroscientist Fields explains: “ When an event is important enough or is repeated enough, synapses fire to make the neuron in turn fire neural impulses repeatedly a nd strongly, declaring ‘this is an event that should be recorded.’ The relevant genes turn on, and the synapses that are holding the short - term memory when the synapse - strengthening proteins find them, become, in effect, tattooed.” 60 70 80 90 100 0 1 2 3 4 5 6 7 8 9 10 Retention Days First learned Reviewed An introduction to microlearning theory Microlearning Page 2 Microlearning has been a component of traditional learning for a while, but it’s starting now to influence the corporate world. In today’s information - rich, time - poor environment, speed and convenience is of the essence. A study conducted by the Technical University of Denmark found collective attention spans are decreasing due to the amount of information constantly presented: “Heavy multi - screeners f ind it difficult to filter out irrelevant stimuli – they’re more easily distracted by multiple streams of media.” The average attention span – according to Microsoft – has dropped from 1 2 to 8 seconds since the start of the mobile revolution. In this article by Forbes , Wertz suggests instant gratification has become an expectation since the emergence of the internet and the huge growth in social media. This also affects how people view their time – and how they learn. This change in our digital environment is mak ing microlearning more valuable because it is learner - centric and emphasises short bursts of learning. In a recent review of microlearning , the t rend for on - demand training is growing: more employees are taking control of their own learning, with the expectation they can learn instantly – anytime, anywhere. The pandemic has also accelerated learning and work reinvention with employees and learners forced – worldwide – to adopt a socially distanced learning culture. “Designing learning so that activities can be tackled in short bursts, spaced over time, may not only help learners remember over time but also reduce the need for large blocks of time away from the workplace to learn in the first place. It is likely to be particularly helpful for busy learners on the go, who can use mobile devices to access spaced learning in short bursts of “found time” – suggests Casebourne in an ATD article. Time efficient Microlearning requires less time commitment for learners, tailoring where and when they learn and at their own pace. According to Josh Bersin of Bersin by Deloitte , the average employee only has about 24 minutes per week to devote to formal learning. Flexibility The mobile nature of microlearning enables users to progress through training – where and when it suits them – allowing them to be more productive during working hours and times of rest. In a research project , 76% of participants chose to complete modules away from their regular place of work. Knowledge retention and reduced cognitive overload The basis of microlearning is the breakdown of in formation into small, concise pieces of learning content. Learning in stretches of 3 - 7 minutes matches the working memor y capacity and attention span. It helps prevent cognitive overload (mental fatigue) enabling learners to absorb and assimilate key takeaways. Boost employee engagement Microlearning allows employers to help their employees do their jobs better and gain long - term skills for professional development. A survey by PWC and LinkedIn concluded that with proper training, employees feel valued and are happier in their jobs. Culture - focused onboarding With microlearning, organisations only need to provide the essential and relevant information to new members, without overwhelming them with information. Why consider microle arning? The benefits of microlearning Learning in stretches of 3 - 7 minutes matches the working memory capacity and attention span With proper training, employees feel valued and are happier in their jobs Microlearning Page 3 Organisations with effective onboarding have 33% more employees that feel engaged, compared to those with inefficient onboarding processes. Cost efficient One of the most significant benefits of microlearning is that it needs only a few resources with little need for any additional tools to create content. Microlearning allows learners to access and reuse materials again and again. An American Society for Training and Development survey of 2,500 co mpanies found that those with “comprehensive training programs” have 218% higher revenue per employee and 24% higher profit margins. Specifically, 42% of companies say that e - l earning has led to an increase in revenue. E - learning can be defined by Wang (et al, 2010) as referring to: “the use of computer netw ork technology, primarily over or through the internet, to deliver information and instructions to individuals.” Microlearning works on an individual level. When used as a diversity and inclusion effort, this provides an opportunity to learn something new – without distraction. Encouraging reflection and engagement on a deeper level, it gives learners an invitation t o acknowledge their behaviours. “Microlearning is a necessary step in the cognitive process of learning from experience or making behavior changes,” says Clare , founder of New Value Str eams Consulting. Guise , author of Mini Habits: Smaller Habits, Bigger Results also advocates the power of small steps to develop transformational habits: “A mini habit is a VERY small positive behavior that you force yourself to do every day. Small steps work every time, and habits are built by consistency, so the two were meant to be together.” Since Sunstein and Thaler introduced the concept of nudging to the world in 2008, over 400 “nudge units” have been established around the world. In their book: Nudge: I mproving Decisions About Health, Wealth, and Happiness, a “ nudge ” is defined as “any aspect of the choice architecture that alters people’s behavior in a predic table way without forbidding any options or significantly changing their economic incentives. To count as a mere nudge, the intervention must be easy and cheap to avoid. Nudges are not mandates. Putting the fruit at eye level counts as a nudge. Banning jun k food does not. ” Guise cites a research study at Duke University that concluded habits make up 45% of human behavior. Formed over time, repeated actions create habits: “when you repeat a behavi or over time, your brain learns to automate the process. It's more energy efficient to automatically do something than to manually weigh your options and decide to act the same way every time. When you make a decision very quickly, it is probably from habi t, even if you think you're actively deciding. In a way, you made the decision a while ago.” Nudge - learning has the potential of solving some key, modern - day workplace issues. Research suggests almost 60% of knowledge is lost within an hour of learning. One of the key reasons for this is lack of reinforcement. Nudging your learners with reinforcement training material regularly is a potential way to improve retention. Microlearning and Inclusivity 42 % of companies say that eLearning has led to an increase in revenue Organisations with effective onboarding have 33 % more employees that feel engaged A lmost 60 % of knowledge is lost within an hour of learning Microlearning Page 4 Whilst microlearning is an innovative way of transferring both skills and knowledge, the approach needs to be carefully considered. “A major challenge in facilitating micro - learning is making sure the smaller chunks accumulate into significant competency and skills over the long run,” Clare , founder of New Value Streams Consulting. “Many educators and trainers do not know how to do that, and so the experience can result in shallow or trivial learning.” Microlearning isn’t always suitable for complex tasks. Learning experiences tend to be ‘micro’ to allow for quick, effective reinforcement of knowledge - not ideal for complicated subject matter that requires creative or heavy l ateral thinking, or more time to master. The ‘short burst’ nature of microlearning could lead to the fragmentation of content - with a risk that learners do not gain the depth of understanding required and therefore experience difficulties in linking ideas together. Technology also poses certain issues around accessibility of microlearning. Whilst Gen X, Y and the upcoming Gen Z are tech - savvy, the Baby Boomer s may be challenged with not only the rapidly evolving technology, but also the perception it doesn’t constitute ‘proper learning.’ The pandemic has tipped the scales towards corporate training and a socially distanced learning culture. Al ready lasting implications are revolutionising the e - learning industry with Google searches for online courses increasing by 100% worldwide, from mid - March - mid - April 2020 alone. 56 % of companies around the globe are retooling or repurposing their programmes 62 % of companies that had to adjust business models due to the COVID - 19 pandemic are actively investing in staff training in 2021 16 % increase in virtual instructor - led training after COVID - 19 In MIT and Deloitte’s most recent study of digital t ransformation (with participation from over 4300 executives) the most successful, fast - growing, digitally enabled companies are differentiated by one thing: they've transformed the way individuals and organisations learn. Amongst these highest performing companies, MIT and Deloitte found that 73% of employees in these companies are updating their skills every six months and 44% are updating them continuously. In other words, today’s successful companies are those who learn fast, learn well, and learn all the time. Glossary: Microlearning : can be any learning content that stands alone or supports other learning activities, such as i nstructor - led classes, e - learning modules, and simulations. ("What Works in Talent Development - Designing Microlearning" Torgerson, C. and Iannone, S. 2020 ) E - learning : can be defined as the use of computer network technology, primarily over or through the internet, to deliver information and instructions to individuals. (“A Performance - Oriented Approach to E - Learning in the Workplace” Wang, et al. 2010) Virtual Learning: is defined as learning that can functionally and effectively occur in the absence of traditional classroom environments. ("Distance education: Definitio n and glossary of terms" Schlosser, A. & Simonson, M. 2006) Contact us How can we help you? Whatever stage you’re at, feel free to contact us for an exploratory chat. BrookGrahamEnquiries@pinsentmasons.com brookgraham.com Barriers to microlearning Conclusion