Why micro-learning works for me

Over the past twelve months, micro-learning has quietly worked itself into my daily routine. Absolutely every day (I�m on a 360-day streak), I practise my French using the Duolingo app. Not quite so often (because it takes a lot of concentration), but still regularly, I do brain training using Peak. And the latest addition is KnowFast, which sends me a daily learning video covering anything from history to science to cookery.

The sum total time commitment for these three apps is probably around 10 minutes a day, which is not inconsiderable but, because I can access them on mobile devices, means there is nearly always the opportunity. And if the task slips my memory, I get nagging notifications on my Apple Watch.
So yes, I�m sort of hooked. But what effect is micro-learning having in terms of longer-term learning? Well, Duolingo is definitely improving my French vocabulary and grammar, although I�m short on conversation practice � something I will be remedying with numerous trips to France for a current project. Peak may not be making me cleverer but is definitely improving my ability to do brain training exercises. KnowFast is entertaining and informative but, because none of the knowledge is rehearsed, almost all evaporates immediately.

What this modest amount of experience tells me is that micro-learning does not in itself guarantee effectiveness (which is true of just about all media). Success depends on how well you apply long-standing learning and teaching principles, and make sure that important knowledge and skills are reinforced on many occasions over a period of time.

What my experience is also showing me is the power of gamification and constant reminders. With Duolingo and Peak I�m looking to move up the levels and maintain my streaks. With KnowFast, I want to dismiss the reminders having obtained my daily fix.

There are many definitions of micro-learning but they all seem problematic to me, limiting the idea unnecessarily. For me, the essential point is that a micro-learning experience is short, whether or not it is regular and regardless of who is in control of what the learner learns and how.

Long before the micro-learning term was coined, the practice was widespread, almost ubiquitous. Who does not watch videos on YouTube to see a demonstration of how to do something or an explanation of how something works? Who does not read web articles, blogs, forum posts and wiki pages to obtain factual information? We have been sold on micro-learning for some time.

What we have now are more commercial micro-learning services, in many cases bundling up mini-lessons into short courses. For some time we have had the Khan Academy covering maths and Lynda.com providing tech skills. Now we have more general portals allowing teachers to connect with learners across all sorts of subjects. So there is curious.com, with 13,000 lessons from 1500 teachers; coursmos, with 50,000 videos organised into 11,000 courses; and Highbrow, which will email you 5-minute lessons displayed as text and graphics.

I don�t personally see micro-learning as evidence of shorter attention spans as is sometimes claimed. We have never liked being bombarded with lots of new information and for good reason � it doesn�t work, at least when you�re a novice. Small chunks of information, delivered as and when needed, are clearly more useful. But we are perfectly capable of concentrating for hours on end when faced with compelling stories and problem-solving challenges. Learning can be highly successful in chunks of hours and days, but not when it is an information dump.

So we know micro-learning is likely to be a popular personal choice outside work, but where does it fit in the workplace? Well, it is unlikely that, on its own, it is going to provide someone with the skills, insights and confidence needed to perform to a high level in their work. But it certainly can satisfy needs for additional personal development and fill in all the gaps left after basic training. It can also fit into blended solutions, either as preparation for practical application or as on-going follow-up.

What does micro-learning mean to the e-learning industry? It is certainly disruptive, because it obviously requires much tighter editing and really good writing. It is also heavily video focused, and video has not been the medium of choice for most e-learning designers. What�s more, it benefits from gamification and a degree of artificial intelligence, which places a strain on software engineering. But it is what learners want and it will make a valuable contribution to an organisation�s learning strategy, so ignore it at your peril.

Skills: The last frontier for digital learning

I�ll cut straight to the point. To most learners and most learning professionals, digital learning is a way to meet requirements for knowledge. Even in its most contemporary forms � responsive, massive, open, mobile, point-of-need, video-based and gamified � the priority is still knowledge, whether that is of facts, concepts, principles, processes, rules, procedures or spatial positioning.

There is nothing wrong with knowledge per se � we all need a certain amount of it just to get by as human beings. We particularly need it � however temporarily � to pass examinations and thereby gain entry into colleges and our first careers. Beyond that, knowledge is useful in that it provides us with perspectives on the modern world and helps us to understand how it all ticks.

But knowledge is less important than it once was. Beyond the basics � vocabulary, times tables and the like � the knowledge we really need is what helps us to make sensible use of information. And information is what just about everyone with access to technology now gets as and when they need it from computers, particularly those in their pockets.

Ignoring this reality, far too many of our formal courses � digital, face-to-face or blended � are still weighed down with knowledge objectives when most of these objectives would be better met with reference materials. Reducing the knowledge burden would allow us to concentrate on the real purpose of training in the workplace � developing skills.

Skills define us. They are what make us useful and productive. They are the foundation of our achievements. On our death bed, it is our skills that we will reflect on with pride. These could be psychomotor skills � our ability to knit jumpers, drive vehicles, perform gymnastics, play the violin, cook tasty food, swim or make beautiful furniture. They could be social � our ability to make good conversation, present to an audience, flirt with the opposite sex, negotiate deals or handle customer complaints. Or they could be cognitive � our ability to write poetry, perform mental arithmetic, fix faulty equipment, solve crossword puzzles or program computers. Yes, skills are what make us what we are.

As everyone knows, skills do not come easily. They do require some foundational knowledge, but most of all they depend on deliberate practice over a prolonged period, based on a clear idea of what good looks like and supported by regular, informed feedback. A good face-to-face course will provide many of these features but for nowhere near long enough for the skill to become embedded and for the learner to gain the confidence required to learn independently. With digital courses, we have the potential to prolong the experience, but more often than not we don�t even try.

There are notable exceptions: simulators allow for repetitive skills practice in highly specialised areas such as surgery or flying a plane; apps such as Duolingo allow for daily rehearsal of language skills; sites such as the Khan Academy allow you to practise maths; Code Academy does the same for programming. But these are sophisticated applications requiring a great deal of bespoke development. Perhaps because of this, most corporate digital learning does not even venture in this direction.
Yes, it would be nice to be able to invest millions on skills development software but for many of us that will be out of reach. But that should not put you off because there is so much you can do to support skills practice without the benefit of sophisticated simulators and artificial intelligence-driven coaches.

First off, increase the number of practice activities that you provide as part of your formal courses. Instead of one scenario, offer many, distributed over time and of increasing difficulty.

If you can, use your interactive software to provide helpful feedback to the learner which will enable them to do better next time. If that is not possible, because the skill cannot be practised on a computer or it is not possible for the computer to provide meaningful feedback, provide a means for learners to get feedback from a coach or from peers. This could happen face-to-face but online we can really open up the opportunities. How about live practice on Skype? Or have the learner video their skills practice and upload it for review.

One of the reason I�m so passionate about blends is because they allow us to support the learner along their entire skills journey, formally and informally, digitally and face-to-face. OK, so this is harder than putting together a stand-alone classroom or e-learning course but the results are worth it. What�s more important � a vain attempt at cramming knowledge, or a sustained programme of skills development resulting in a transformed human being? I know what I would go for.

The four responsibilities of the learning professional

I have been lucky in my job to spend time with many hundreds of learning and development practitioners over the past ten years or so, in all sectors of the economy and in all parts of the world.

Almost without exception I find them to be enthusiastic, friendly and determined to do the best possible job.

Just as consistently, it is apparent that they experience a major obstacle to achieving their goals and providing the best possible service to their organisations. In their interactions with key stakeholders they are not afforded the respect upon which their credibility as true professionals depends. They are simply not trusted as they should be to apply their technical expertise in solving problems that in practice are beyond the reach of the lay person.

Let�s take an example �

What would you do?

Your internal client, a long-serving, senior manager, calls you in for a meeting. He is looking for a training programme to ease the upcoming transition from Microsoft Office to Google Apps.

He suggests a suite of e-learning modules to cover each of the apps in the suite, along with an option of classroom training for those who still prefer this approach. He would like you to go off and work up a proposal with a budget and schedule.

This would not be your favoured strategy for addressing the situation. What would you do?

What it means to be a professional

To be a professional means a lot more than simply doing whatever the client wants. You wouldn't hire an interior designer only to inform them that you've already chosen all the colour schemes and furnishings; you wouldn't engage an accountant and then explain to them the way your figures should be processed (unless of course you worked at Enron); you wouldn't employ a fitness trainer and then tell them what to include in your workout; and you wouldn't buy a dog and then insist that you do all the barking.

So why, then, do we continue to encounter situations in which line managers tell the guys from L&D exactly what they want in terms of learning interventions, with the expectation that they'll simply take these instructions and run with them? You'd like a six-hour e-learning package to train customer service staff to sell over the telephone? A two-day workshop to teach every detail of a new company system to all employees, regardless of whether or not they will be using it? A one-hour podcast to teach manual handling skills? No problem. That's what we're here for, to meet your requirements.

Hang on a minute, you�re probably thinking. This isn't an encounter between a professional and a client, it's simply order taking.

When asked to jump, a professional does not ask 'how high?'. They say, 'Let's talk about this a little, because jumping may not be the best solution for you in this situation.' And if this tactic doesn't work and the professional is told in no uncertain terms that jumping is the only acceptable option, then he or she has two choices: either they resign and get another job where their role as a professional is properly valued; or they agree to go ahead, but only after having expressed quite clearly in writing that jumping is against their best advice.

Learning and development isn't common sense; it isn't intuitive. If it was then experts wouldn't lecture at novices for hours on end; they wouldn't insist on passing on everything they know, however irrelevant, however incomprehensible. That's why we have learning professionals, so they can explain, in terms that the lay person can clearly understand, how people acquire knowledge, develop skills and adapt to new ideas, and how best to support this process. If the customer doesn't hear this advice, they will assume that the people in L&D are just the builders, not the architects; and, if no-one seems to be offering their services as architect, they'll take on the task for themselves.

Doing no harm to learners

One of the key differences between professions and other forms of occupation is the fact that professionals are bound by ethical codes. If they contravene these codes they are liable to be disbarred from their profession. Doctors sign a Hippocratic oath which binds them to do no harm to their patients. Their patients� interests take priority over those of any body which employs them or their own opportunities to make financial gains. Now we all know that, in practice, some doctors, lawyers, bankers, accountants and other professionals do break this trust and put themselves first, but generally we are shocked when this happens and expect the transgression to be dealt with firmly.

As those responsible for managing the learning of adults in the workplace, we also like to be regarded as professionals. But you don�t become a professional just by calling yourself one. You have important responsibilities, not only to your clients but also to your learners. Doing no harm to your learners means that you don�t frazzle them with too much content, you don�t bore them, embarrass them or try to sell them quack remedies.

Your colleagues need you to

Every time you act as an order taker rather than a consultant, you are letting down the whole profession. Every time you develop or deliver content without question as to its efficacy you are doing the same. Every time you promote a now discredited theory, you are doing even more damage � you are not only risking the whole profession being seen as quacks and new age romantics, you may well be harming learners.

To put it bluntly, every time you behave unprofessionally, you reinforce undesirable stereotypes and make it much harder for your colleagues to fulfil their roles as professionals.

You are important too

Professional skills take time to master. To be cynical, you might say that if a doctor claimed they were ready to practice having just completed a five-day course you�d be horrified; if your electrician said they were happy to re-wire your house having attended a webinar you�d be equally astounded; but if your instructor said they were fully-equipped having attended a three-day train-the-trainer you wouldn�t be surprised at all.
Take the example of an architect. How could they function without keeping up-to-date with the latest building techniques, legislation, materials, and developments in electrics, plumbing and lighting? Imagine a dentist who wasn�t aware of the latest treatments and equipment? They would soon be unable to provide an adequate service and would rightly ushered out of the profession.
The idea of a technophobic architect or dentist seems ridiculous, and yet with learning professionals it is somehow the norm. And yet it takes as long to become an effective learning consultant, designer or facilitator as it does to become a skilled professional or craftsperson in other fields. Your success depends on a long apprenticeship and the most open of minds.

In summary: our four responsibilities

1

As a learning professional I have a responsibility to my client to help them to achieve their goals for employee performance. Doing the best for my client will often mean suggesting a solution other than the one requested. Sometimes it will mean recommending something other than a learning intervention.

2

As a learning professional I have a responsibility to the learners who participate in any learning intervention that I conceive or facilitate. I want these learners to be inspired and grow in confidence. I want to help them achieve their own goals for personal development. I want to do them no harm, by boring them, overwhelming them, embarrassing them or peddling them untested remedies.

3

As a learning professional I have a responsibility to my fellow professionals to uphold the ethics and standards of my profession, and to do nothing that would damage our collective credibility. In the work that I carry out, I want to enhance the reputation of learning professionals as trusted consultants and skilled practitioners; as people who can be relied on to put the interests of their clients and their learners first.

4

Finally, as a learning professional, I have a responsibility to myself to make sure I am fully up-to-date with current best practice and evidence-based learning theory, that I am constantly reflecting upon and looking to improve my skills, and that I am conversant with the latest technologies that could enhance learning in terms of its effectiveness or efficiency.

How you can help

If you agree with me about the importance of the four responsibilities, I encourage you to go to the four responsibilities website where you can indicate your support. Working together we can do something positive to lift the status of learning professionals around the world and, as a result, exert a much greater influence on the organisations that we represent.

http://four-responsibilities.org