Micro Learning - Disruptive learning (Shackleton Jones) Micro learning: The next big bad idea - part 1

Shackleton-jones, N. (2016a, July 19). Disrupting Learning & Development: Part 1. https://www.youtube.com/watch?v=z5tKzTIaZdk

Shackleton Jones, N. (2016b, November 24). Micro-learning: The next big bad idea [LinkedIn]. https://www.linkedin.com/pulse/micro-learning-next-big-bad-idea-nick-shackleton-jones/

How can I use this? 

• warning (Shackleton) 
• understand how learning takes place 
• chunking yes.. but micro learning should serve as a learning aid and not solely for learning
• micro learning is about understanding the needs of your audience 
• performance outcomes .. rather than learning objectives 
• learn
• support 
• guide 
• monitor student usage
• apply UX principles of design
• design
• usefulness 
• goal 
• produce useful, meaningful content
• something that can be used quickly and purposefully
• build resources ....  NOT (short) courses
• purpose? 
• to improve performance
• to reduce the need to learn again
• to be fit to context 
• experience design 

Why must I use this? 

• avoid any temptation to build an entire course around this strategy
• principles of learning seem sound (cognitive modeling strategy?) 
• design driven by 
• understanding of common issues that the target audience has on specific spots / topics within a larger context (course) 
• course  (learn)
• resource (support)
• guidelines (guide) 
• performance outcomes (rather than learning outcomes)
• makes transparent effectiveness of design
• purposeful, meaningful, practical 

When will I use this? 

• reminder of the underlying function / purpose of (micro) learning when designing instruction
• very simple framework .. = easy to share, easy to apply 
• design (aesthetic)
• usefulness (understood and applied) 
• design of any resource 
• need for design thinking / iterative process 
• need for student input to monitor (measure?) a design's usefulness  

Key point 

• simply breaking the content into smaller bits does not make it more useful
• UX design - focus on performance outcomes .. not learning objectives (no proof that they've been reached AND maintained) 

Shackleton Jones

Disrupting Learning series 

What's a good resource? (duration? 6:55 min)

• understand difference between learning through classroom / elearning vs. resources
• classroom 
• expensive, ineffective  but liked  
• elearning 
• cheap but ineffective and not liked  (compliance based) 
• The learning elimination curve  0:57 min
• problem
• time required to learn / train
• distance from point at which skill learned is needed 
• solution
• lookup / learn things as needed 
• impact on training 
• the closer you can get to providing (same) information (that was delivered earlier) ... at time of need 
• ie. absence of paper manuals to learn how to use an ipad (immediate trial and error; immediate access to information) 
• yet a lot of training still goes on using "paper manuals" approach
• yet with resources .. a lot of that training could be reduced in cost and time 
• Solution? Design learning around UX principles  2:11 min 
• three step approach  cognitive modeling approach
• learn it (via a course - details, theory, practice etc.)
• support it at the moment you need it (resource 
•     .. that connects back to course if required)
• guide it (via learning checklist) 
• get a short guide (guidance - learning aid - simpler reminder .... contextualize the learning .. that connects back to resource if required)  
• 
  
• follow up? The Checklist Manifesto   
• in video
• the WHO's surgical safety checklist (link to report)

• Micro learning (breaking a course into chunks) is a really bad idea.  3:06 min
• break something complex into smaller pieces (chunks) it will be more useful 
• content dumping 
• memorize it 
• try to recall and remember it when required (?) 
• performance objective? navigate the London underground  
• content dumping vs resources
• performance objective? navigate the London underground  
• ie. map of London underground
• memorize it? no
• course on it? no 
• resource? yes (know it's function / purpose = use it when I need it) 
• impact? improves my performance dramatically  
• very useful so.. I will use it again
• over time .. I begin to master how to use it .. when to use it 

• support performance 
• design mission 
• learn the performance objective / design resources to support the learning

• what's a good resource?  3:54 min
• forget Instructional Design (?) ADDIE
• change?
• focus on UX - design / utility   
• The Design of Everyday Things  Norman, Don
• well designed? aesthetically 
• useful? determined by the learner
• how?
• replace concept of classroom learning with experiences
• learning objectives? do they change behaviour? 
• performance outcomes ! monitor / change behaviour (what about cognition?)
• audience focus is No 1
• replace concept of elearning with resources that support performance (?) 
• UX
  
• minimum viable product (MVP)
• agile (design thinking) 
• useful stuff (not just learning content)
• training needs analysis? - no; audience analysis - yes
• usage (frequency? when? how?)
• what does elearning training then look like?
• challenges / assignments .. supported by 
• line manager (70%)
• Youtube
• Apps
• Portal 
• peers (20%)
• social media 
• formal learning (10%)
• elearning modules / classroom events