Valuable Content: This is the ‘what’ of the microlesson – the actual topic. Instructors should ask themselves – what is it I want to teach my learners with a particular microlesson? Content should be relevant and useful, and it should be a part of something that will connect to learners’ existing knowledge. Content is a key starting point in planning to integrate a microlesson in the online course.
Clear Instructional Purpose: This is the ‘why’ of the microlesson – the reason. Instructors should ask themselves – why do I need this microlesson and what do I wish to achieve from it? Instructional purpose is the reason for someone to develop a microlesson on the chosen content. It can be understood in terms of providing summary, augmentation/enrichment or clarification of tricky concepts, or simply as a review.
Appropriate Length and Structure: This is the ‘how’ of the microlesson. While it is important to keep a microlesson short, sticking to a specific timeframe can be limiting and challenging in being able to present all the relevant content. Therefore, it’s better to think in terms of mental complexity. View length and structure through the lens of Sweller’s cognitive load theory (9,10) and design the microlesson using Rosenshine’s principles of instruction (click here for a microlesson on Rosenshine Principles of Instruction; 11). Instructors should be aware of the inherent complexity of the content as well as element interactivity (how complex and interconnected the components are) and how it might cognitively overload learners’ working memory. For example, think of a simple versus complex math problem. Simple math problem like 5+8 has low element interactivity but a problem from calculus would have a higher element interactivity. They should also keep in mind learners’ prior knowledge of the topic because element interactivity is highly dependent on what the learner already knows. Structure of the microlesson should be clear and concise without much irrelevant or unnecessary features, such as extra visuals or distracting animations (9,10). If there is a need for an advance organizer (an overview of the lesson prior to new material), the instructor should consider adding it to the microlesson. In sum, the length and structure of a microlesson should be informed by cognitive load theory and not by time frame.
Appropriate Timing: This is the ‘when’ of the microlesson. Instructors looking to integrate microlessons in their courses should carefully think about when it should be revealed so as to gain maximum benefit from it. Whether the goal is to achieve opportunities for spaced practice or to scaffold by presenting complex information in small steps, it is important to think through the notion of timing (12).
Contextually appropriate Format: Consider how the microlesson should be packaged and delivered. Instructors will be making multimedia related decisions at this point. Do I make a video, an infographic, or a text-based microlesson? The theories that can guide this design theme are dual coding theory (13) and cognitive theory of multimedia learning (14) which also provides us with a useful list of multimedia design principles (15; for example see this blog post). Instructors also need to consider, what platform do I use to develop and eventually host my microlesson? How can my learners access the platform? The chosen platform should be easily accessible (for example, using a link or something similar) and it should reduce as much as possible any logistical obstacles such as creating an account, login requirements, learning a new tech tool etc.
Choice of appropriate Interactivity: If developing a microlesson can be analogous to creating a dish following a recipe, interactivity would be the spices that can enhance the flavors of the finished product, i.e., enhance the learning. Instructors can spice-up a microlesson by providing learners with opportunities to test their understanding of the content. Consider adding retrieval practice (16) opportunities to the microlessons via zero or low stakes quizzes/self-tests. These can be in the form of multiple choice, true-false, drag and drop etc. Don’t forget to provide feedback as well to support learners’ metacognitive skills.
If we truly want to understand the role of MicroLearning within formal learning contexts (e.g., for university-level courses or for formal professional development) and capitalize on its claimed benefits for our learners, we cannot do so without connecting with the science of learning.
This post has been derived and modified from the author’s doctoral dissertation titled ‘Designing Evidence-informed Microlearning for Graduate-level Online Courses’ (17)
References:
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(3) Hug, T. (2005). Micro Learning and Narration Exploring possibilities of utilization of narrations and storytelling for the designing of “micro units” and didactical micro-learning arrangements. In: Online proceedings of the International Conference “Media in Transition 4: The Work of Stories” at the M.I.T. in Cambridge (MA), USA, May 6-8, 2005.
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