This blog is now located at http://knowledgedirect.blogspot.com/.
You will be automatically redirected in 30 seconds, or you may click here.

For feed subscribers, please update your feed subscriptions to
http://knowledgedirect.blogspot.com/feeds/posts/default.

In its July issue, CLO Magazine will be featuring a story on the eLearning trend towards microlearning. As part of that issue, I was interviewed on my perspective on microlearning and what the buzz is all about. Here are a few Q&As for a preview on the topic and my philosophy on microlearning.

What is microlearning?

Microlearning is an instructional design methodology that promotes just-in-time or on-demand learning. Influenced by the Google generation, it is designed to be very short, providing quick bursts of learning on a very focused topic.

How did microlearning come to be?

Microlearning has evolved from a more traditional "expert-based" model, where a subject-matter-expert (SME) dictates the content, as well as the context, and scope & sequence. In contrast, microlearning is more like "self-serve" education. It was definitely influenced by the internet and search engine approaches, where users can search, retrieve and use the content.

What broad trends facilitated the increasing adoption of microlearning?

Three things: smarter search engines, the rise of "user-generated" content, and mobile technology. It used to be that learning resided in mysterious repositories, whose secrets were only unlocked by highly trained academics or subject matter experts. As the internet and smarter search engines have opened and "deregulated" these repositories, it has made content more accessible to everyone. Also, digital media and tools have made it easier for anyone to post and disseminate content. The "democratization" of content, through user-generated repositories, like blogs, wikis, file sharing sites, etc has made information more accessible to everyone, with instant access. And with the 3G revolution, now many people use their cell phones and portable appliances more readily than a computer, and microlearning provides shorter and more accessible delivery to these devices.
Once these walls starting falling down, many progressive organizations are saying "why not embrace it".

What purpose does microlearning serve?

When it comes right down to it, the goal of education is problem solving. If a learner can react to a situation, respond by searching and retrieving a piece of content, just-in-time, and then apply that learning to solve the problem. Isn't that the goal of education?

How can microlearning be used in organizations?

For the learner, ad-hoc microlearning can be very effective. When it's designed right, it's short, sweet, tailored to just what the learner wants, when they want it. But for the organization, it's important to create learning that adapts to this style while also tracking access and consumption, for planning, resource management, compliance, a hundred reasons.

So microlearning needs to be embraced by the organization. We need to relinquish some control over the content, and start creating learning that meets this need and encourages its use.

It would also be helpful to take a page from Web 2.0 technologies, employing search strategies like those used by Amazon, recommending other relevant resources, based on the search criteria. To do this, we need reporting to track access and patterns, so we can predict and suggest other related modules to serve the learner more completely. This way, learners can "create their own learning" but do it within pre-determined but adaptable parameters or profiles.

Is there value in microlearning?

Right now, when I talk to trainers, who continue to teach in a traditional corporate learning environment or in a classroom, the passive, one-way delivery of content is becoming more and more ineffective. The next generation is now, and learners are demanding more relevance and application.

Learning needs to happen when a subject comes into contact with just the right content at just the right time. Microlearning can do this extremely well. While not always the right answer to a training need, microlearning can be extremely valuable for teaching specific, stand-alone topics - a "Frequently Asked Questions" approach to learning.

What are some of the challenges or things learning leaders should watch out for when implementing enterprise microlearning?

It's important to insist of quality, accuracy and good instructional design. Micro-learning development needs to be looked at in context to larger organizational needs. Developers need to avoid arbitrarily create resources. The same discipline and planning needs to be conducted in choosing and creating the resources, but instead of developing larger courses, we need to assess specific needs, based on usage and organizational needs, then design shorter, more focuses topics, that can stand alone, apart from a broader context.

Also, it's still important to create the resources within a learning repository to more easily track and maintain them. Also, it's important to focus on the "skill". Include the enabling objectives within the content delivery, but keep microlearning task-focused, so that learners are still hands-on in learning.

Many organizations adopted microlearning tools during the recession because it's relatively cost-effective. Do you think enterprise micro-learning is just a fad or does it have staying power?

Microlearning needs to have staying power. Now that the "genie is out of the bottle," learners will continue to demand learning that's relevant, focused and just-in-time. Since the goal of education is problem solving, we as educators need to adapt to this learning styles, providing the best possible tools to serve the learner.


What's your take on microlearning? I'd be interested in your comments and viewpoints.

Last week, Digitec moderated a lively session at the Learning Solutions 10 Conference in Orlando, sponsored by the eLearning Guild.

The session was an open forum to discuss the features that a "Learning Management System of the Future" might have. As the scribe for this session, I organized the session feedback and brainstorming into these main areas.

1. Talent Management - the group recognized the fact that there is a large group of "Baby Boomers" about to hit retirement age. How will the next generation workforce be developed, when mentors and coaches are dwindling? Talent Management was seen as a way for workers to be assigned to profiles, which document their learning needs, then track their progress and development, tailoring new learning as they progress in the organization and in their role assignments. These features should enable administrators to use the LMS for succession planning and resource management, as well.

2. Social Networking - since an estimated 70% of what we learn occurs "on the job" from our peers, eLearning is the perfect candidate for social networking. The features could include SMS texting to pose questions and get answers, instantly, as well as integration with Twitter to broadcast and receive real-time answers, globally. While there are corporate network security issues to be resolved, social networking was a "must have" on the list for the future.

3. Content Management - with information constantly changing, rapid eLearning "content" creation was high on the list, but this content still needs to be managed. This function really transforms the LMS into a Learning Content Management System (LCMS). The LCMS will need to centralize and track this content, so that as changes occur and eLearning is updated, those changes can be filtered across versioned content delivered through mobile devices, within performance support systems, wikis, etc. In addition, the "LMS" of the Future will need to address change management, so that as content changes, these downstream instances can be found and updated as well. This approach was thought to help address the problem of "silos of content" that become difficult to manage within an enterprise.

4. Workflow Management - there was much discussion on the process of creating eLearning and how a future LMS might be able to facilitate that process. The discussion led to features that would enable reviewers and subject matter experts (SMEs) to be assigned courses, while in development. This role would have the ability to review course content, then insert comments on a screen as well as potentially make the content changes, themselves, following a "wiki" style of editorial control. The LMS could also support more real-time collaboration, where comments are viewed by all reviewers, tracked and approved more quickly and easily.

5. eLearning and Performance Support - the LMS of the future might also reflect a new model for learning that incorporates both eLearning instruction and performance support, so that eLearning modules might allow you to perform a job or create a product during the instruction. This would be the ultimate constructivist learning approach.

6. Mobile Learning - even today, more and more LMSs are supporting smart phones, providing alternative versions of online eLearning that can be taken on a mobile device. Again, this implies a Learning "Content" Management System (LCMS) approach, where eLearning content is available in a variety of portable formats and platforms.

While there were many more features discussed, there appeared to be general consensus within these six categories -- now comes the fun part for us developers - making this future vision a reality.

If you have feedback on any of these or some suggestions for the list, please leave a comment.

Are your learners ready to enter the world of "Avatar"?

A recent article in Learning Solutions magazine - "Learners' Love/Hate Relationship with 3-D Virtual Worlds" suggests maybe not.

The article describes a research study that included 300 students in a college-level Financial Accounting course that used the virtual world - Second Life to teach accounting.

While the participants were considered "Next Gen" students - 18-22 years old, many found the experience disorienting and were frustrated by performance and technical glitches. And Second Life has a steep learning curve, so the reports suggests that it may be better for longer course experiences - like full term college courses.

Ironically, what participants found most useful in the experience was the interactive accounting model and the instructional videos, both of which really have little to do with the 3-D immersive world but simply good instructional design features. These components could be delivered through traditional learning platforms, just as effectively.

Are there successful Second Life style, avatar-based learning experiences?

Digitec is launching our new Knowledge Direct MEDICAL learning management system next week at the Association for Continuing Medical Education conference in New Orleans.

If you're attending the conference, please stop by our booth and say hello!

I am also pleased to share with you an interview with Jeff Cobb of Tagoras. They are the firm that conducts the annual Association Learning Management Systems report. Jeff interviewed me a few weeks ago about Digitec, what is driving the industry today and where the industry is heading.

Have a listen and let me know what you think...

http://www.tagoras.com/2010/01/06/association-lms-digitec-interactive/

Digitec developed and just recently launched an innovative course for Florida Virtual School. The Virtual Globe Theatre features the Bard himself, William Shakespeare as the guide for this English IV online course. The interactive games are used as part of the course for junior and senior level high school students.

In each level of the game, the player tries to secure a position within the Globe's resident company of performers, the Lord Chamberlain's Men (and later, the King's Men). During the game, the player explores the areas of the theatre, attempting to solve riddles posed by the Bard. Players interact with actors, patrons and even Shakespeare during the three levels of the game.

The game is rendered in Flash. The script is a mix of Shakespearean iambic pentameter and Elizabethan-era prose to pull players right back into the era of the Globe. Supporting information for the training is in modern English, providing clues and in-depth information about the society and time, including supplemental details about the Globe. Players immerse themselves in the complete Globe experience.

We had a great time developing this course as many of us are great fans of the Bard. In this instance, it was exciting to combine proven learning theory with technology and history to engage today's youth in learning opportunities.

Let me know what you are doing with learning theory and technology. Are you developing new and exciting courses? How are you incorporating them into your learning management systems? Facing roadblocks?

Just recently ran across an article in one of the latest issues of FastCompany magazine, called: "How web-savvy edupunks are transforming American higher education."

This is definitely a must-read for those of us passionate about reinventing education and the idea of continuing education. There's finally beginning to be a groundswell, and it's very exciting to see this happening. Let your edupunk flag fly!

Check it out and let me know what you think.