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Video - Raymond’s Small Plane - Cranking Is Like Microlearning Microlearning Videos by Ray Jimenez PhD (NEW)

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    Raymond’s Small Plane - Cranking Is Like Microlearning
   
 

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Key Ideas:
1. Microlearning is a one-motion action.
2. Most of the time, our content or our learning design goes through a very long process. It has always been dependent on the lessons, programs, etc.
3. Learners must be able to jump to any of the steps without fear of stumbling blocks and get the result that they want.
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  • Rej 150x200
    Ray Jimenez, PhD
     Apr 20, 2023 01:13pm
    Chet,

    Thanks. We will cover this on Day 1.

    These are food for thought.

    True, there are new people to your product. However, is it safe to assume that when employees are hired, they have some background in related software or approximate exposure to the domain and topic areas? It may not be exactly your software, but they have some base knowledge and experience.

    The usual instructional design assumption compels the learner to learn everything because they are new to your software. We tend to ignore that they have some minimal experience.

    Some approaches we will discuss in the workshop revolved around the following:

    1. Assume that they have some experience, no matter how small; maybe right maybe wrong experience.

    2. Start with the context and problem your microlesson lesson is trying to solve.

    3. Start making microlearning lessons - even - if there is a huge body of knowledge to be constructed as courses.

    Imagine a pearl necklace. Each pearl is a microlesson. But you can string several or many pearls and make
    a strand of pearls. Each pearl is a microlesson. The string of pearls assembled together is an LMS course or website
    link.

    By making a string of pearls, you can now cover as many of the pearls to provide a connected long overview course.

    The opposite approach where we build ALL lessons in a course tends to be always oversized, and hard to construct. Essentially becomes more of the content rather than the context and problems of the workers/learners.

    Ray

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