Microlearning – why, when and how to use it effectively

We know from our own experience and theories, such as Ebbinghaus's Forgetting Curve, that as much as 50% of what we learn is likely to be forgotten within a day, and 90% within a month. However, information shared in an engaging and memorable way, in small bursts, applied immediately or reinforced regularly (the ‘spacing’ effect) is more likely to be retained. This is the very nature of microlearning.

Time is the main barrier to employees completing training. Microlearning gives learners more control over when and what they learn. Fitting in a 5-minute module while waiting for a meeting is easier to do than finding time for a 45-minute module in a busy day. It enables learning in the flow of work – being able to complete learning when there is the time and need.

A microlearning module is less onerous and costly to create for both designers and subject experts. Modules can be developed and deployed quickly, built up over time and adjusted and enhanced more easily – a real advantage when responding to the ever-increasing pace of workplace and technological changes.

A shorter learning duration and an attention-grabbing, fit for purpose, memorable learning approach improves learner focus. Did you know that a 10-minute microlearning course has an average completion rate of 83%? That’s much higher than a longer course at 20-30%.

The clear focus required when developing microlearning helps to narrow content and design to the most critical elements. The learning immediately zooms in on what the learner needs to know or do, avoiding unnecessary content and ‘nice to haves’ creeping in. This also supports immediate application of what has been learnt.

Regularly accessing, revisiting and using microlearning resources integrates learning with work and makes it an ongoing process, rather than an isolated event only completed once in a while.

When your audience has a particular challenge or focus area, having a short microlearning module that provides clear and practical guidance on that specific issue may be just the right solution. For example, managers may avoid dealing with poor performance because they don’t have the skills or confidence. They already understand the overall performance management process and don’t need, or have the time for, a full course on the subject. A short, practical microlearning resource on the steps to specifically manage poor performance would meet their needs.

Because microlearning is generally accessed at the point of need, it provides a resource for immediate application. It may be a quick ‘how to’ video, a simple infographic showing the process to carry out a task or the main points around a concept, an example or scenario, or even a quiz that leads learners to discover the answers for themselves.

You may have a detailed topic that you need to split into shorter, more digestible chunks of learning. Following microlearning principles and best practice could be an effective way to streamline and focus each piece on specific outcomes, making them meaningful and easy to access, while removing unnecessary content.

Be clear on what your target audience needs to know or be able to do after completing the learning and be realistic about what you can achieve in 5-10 minutes. Only include directly relevant content and don’t be tempted to add other information that may be interesting but unnecessary. The key is to balance the solution being short and engaging, while also sufficiently useful and informative. You can always signpost learners to further resources if they want to go beyond the specific outcome and find out more.

From the structure and navigation to the words and visuals, make it easy for learners to access, navigate, understand, apply and remember.

Capture interest from the start and leave a lasting impression with interactivity, memorable visuals and compelling text.

Learners are increasingly using smartphones to access learning, especially microlearning, so adopt a mobile first approach. It’s important that your design and format works effectively and is accessible on different devices.

While some microlearning may be standalone, others may be part of a programme or category of learning. Where it applies, organise modules or resources on your LMS in a way that makes any prerequisites and progression clear. Some learners may also prefer to combine microlearning resources into bigger blocks of learning, and they should be able to do this without losing continuity. Include the estimated duration of each module at the start to help learners know what to expect and how to best plan their learning.

Consistent styling and links across modules within a programme or cluster helps to connect modules, retain context and avoid the learner experience becoming fragmented.

Different formats such as videos, infographics, quizzes, games and other interactive components all work effectively for microlearning. Also consider a blended approach, including social and collaborative forums for learning. Use a variety of approaches to fit your target audience, content and outcomes and to keep the learning interesting and engaging.