Surgical Insertion of Micro-Scenarios that Beautify and Fire Up Your eLearning

Synthesis:

The points of insertion of micro-scenarios in your eLearning program will boost learning effectiveness. The insertion points are important since it is best to use micro-scenarios sparingly and at the appropriate areas. When properly done, you can save on time and improve the quality of your programs.

Micro-scenarios – small, tiny, instant, rapid, quick and engaging learning – can add GLOW to your eLearning courses.

Using these types of scenarios to replace the page-turning type of learning will make you bankrupt. Why? Because scenarios can be costly if not used properly. Micro-scenarios are like diamonds on a ring. The shank of the ring is made of gold or silver, while the diamonds are strategically used to create the highlight or as a sparkling feature. The use of micro-scenarios utilizes the same concept.

Because they are high-packed interactions, micro-scenarios should be injected - yes injected or surgically embedded - in the right places and well-timed to make them work successfully. If micro-scenarios are used extensively – possibly wastefully – they become like wrongly applied Botox injections. Therefore, it is advisable to inject micro-scenarios in the right places and at the right times.



Scenarios are best used in must-learn areas. Please see related blog.

So, let’s be smart and inject micro-scenarios where they create the most impact in your eLearning projects.


These are the ten (10) areas.

1. Apply. When asking learners to apply ideas - instead of doing a memorization test, ask them to respond to a micro-scenario of a real-life event.

2. Response. Ask learners to pause and reflect on an idea - instead of just telling them, create a story interaction and scenario to elicit response.

3. Lesson starters. Start your lesson with a micro-scenario and story interaction - put learners on interaction mood at the very start. Get them hooked and engrossed so they can appreciate the topic.

4. In webinars. Allow learners to respond to a micro-scenario and story interaction as an activity in a webinar. This enhances the learners’ focus and attention in the webinar instead of multi-tasking. (See related blog “No-Lecture Webinar”)

5. Coaching. During coaching sessions, encourage participants to respond to a micro-scenario and story interaction based on their answers, to gauge their questions and learning needs.

6. Software. In software training, instead of just capturing the motions of the screen to show how the software works, use a micro-scenario and ask learners to respond to a real-life case. Then ask them to apply the solution in the software. See related blog.

7. Risky topics. In topics of a "risky nature" where sensitivity is a “must” in the design - like sexual harassment, disciplinary action or ethics - use a micro-scenario and story interaction to put learners in simulated situations that are real and yet less threatening.

8. Reminders. Use micro-scenarios and really small ones like 1-2 minutes as reminders. When you send out an email to remind or promote your courses, add a micro-scenario to provide learners with a teaser or a glimpse of the type of exciting learnings that can be derived from the program.

9. Complex. Use micro-scenarios in complex content to help learners find context or relate the complex ideas with real-life meaning.

10. Harm. When learning requires some physical risks or potential harm, it is good to use micro-scenarios to expose the learners to the content without having to go through the risk of physical harm like in oil rigs, drilling operations, handling hazardous materials and others.


Conclusion

Micro-scenarios work pretty much like diamonds in a ring – it gives the necessary glitter to your eLearning program. However, it should always be “injected” at the right place and at the right time for it to be totally effective, relevant and valuable to your learners.


Related blogs

Engaging Technical eLearning – Tips on Design and Delivery

"How to Ask for a Raise" Scenario Plus 10 Reasons Why Scenarios Work

Creating Micro-Scenarios – X-Men Plays Hockey



Ray Jimenez, PhD
3Minute Worlds - Learning Community Social Learning, Work and Performance3Minute eLearning Games
"Helping Learners Learn Their Way"

Micro-Elements (Things) in Social Learning - From the ASTD International Conference

“We have 100,000 members, and we want to jump on board and use Web 2.0 for Learning.”“Top management directed me to see how we can launch Social Networking and Learning to 45,000 of our employees.”These are comments I received during my presentation at the ASTD ICE. I see a pattern, which is both good and bad. There is a misunderstanding about Web 2.0 and Learning 2.0. Many learning leaders tend to focus on the “big stuff” and “big results” and rolling out big initiatives.

This reminds me of the days when companies would say, we will require 30,000 employees to finish this e-learning course using the LMS. Consequently, the rush to do something in a big way necessarily skips asking the important questions: “Is the LMS the right tool?” or “what do we have to do differently to make this work in our business?’

In my experience helping businesses, I struggled with these issues. These are summarized at the ASTD ICE presentation. Please download the PDF version of the PowerPoint.

My learnings led me to focus on:

Micro-Things in Social Learning

• Micro-Networks
• Micro-Relationships
• Micro-Sharing
• Micro-Coaching and Help
• Microlearning
• Micro-Interactions
• Micro-Feedback
• Micro-Content
• Micro-Exercises
• Micro-Writing
• Micro-Conversations
• Microlearning Systems and
• Micro-Tools (like Widgets)

This is the essence of my presentation.

Seven-Step Dynamic Process – Web 2.0 to Learning and Performance

1. Inventory and map your environment – on page 27 of the PDF, there are four dimensions of Social and Collaborative Learning; we need to understand where we are and design a strategy. On page 28 and 29, knowing the nature of your participants, your culture, business demands and available facilitators are important.

2. Narrow scope – in businesses, you will be asked for results. So the more specific your Learning 2.0 project the better off you are. I found out that projects with some timeframes and specific application are more sustainable. I love the idea of a “community of practice” – but that’s not always the place to start. It’s hard to sustain. Start with specific applications; Wiki on product ABC to be launched on XX/XX/XXX with this people in them. (Micro-Needs)

3. Find the fit – Find the Intersections between structured learning and business operations and opportunities to use Learning 2.0 and Social Networking tools. Focus on business contributions, rather than the learning and training itself. The more your initiatives relate to aiding a business outcome, the more they become winners. (Micro-Projects)

4. Manage content – Seed content with Micro-Content (please no e-learning lessons) ; be succinct; keep Micro-Conversations going

5. Match implementation - On page 34 and 36, decide how to design and what tools to use. For example, if participants are receivers (Audience type) design Learning 2.0 like the CommonCraft multimedia and maybe do a Wiki for “Creators”. We can not use one solution that fits all. Use Micro-Tools like Widgets

6. Set & track benchmarks – On page 38, try to establish some benchmarks to measure and gauge network value. This helps you decide what to tweak and when to intervene. Manage Micro-Networks and Micro-Results.

7. Facilitation – be a network Weaver. See the checklist at the end of the PDF. Assess your own skills. Micro-Relationships. This is what Social Learning is all about.

References:
PDF Power Point presentation
http://vftstation.vftdev.com/~vftlps/astd/ASTD_Part_1_basic_social_networking.pdf


Ray Jimenez, PhD www.vignettestraining.com
"Helping Learners Learn Their Way"

How to Add Depth to Micro-Ideas - Tip #67

What pushes the popularity of micro, small bites learning or learning by snippets and drips? 

There Is Strong Evidence of a Convergence of Forces

Velocity of business is rapid - Organizations need to train people quickly to push products, support customers, comply with laws and others. In the words of Dr. Minimol Anil Job and Dr. Habil Slade Ogalo in the article "Microlearning As Innovative Process of Knowledge Strategy," published in the International Journal of Scientific & Technology Research, "Current technological, economic and social changes trigger the need for new concepts and strategies to support lifelong learning. Education, including work-based learning, is in need of transformation, requiring renewal and  innovative ways of relating appropriately to the way we live, work and learn today." Knowledge needs to be created on the fly and skills relevant to the task need to be acquired.

Away with data dump - Backlash from too much overload in the information type of training rather than quick application learning. In an article I wrote, I shared that big data, huge knowledge sources and voluminous information should not be forced upon the eLearners. Instead of pontificating on large data, eLearning methodology selects only a micro-lesson which can be plucked from the whole knowledge source. The result is that learners are only made to digest the meat of the whole knowledge source, dramatically reducing study time.

Affordable tools - Employees, trainers and team members have grown accustomed to small, quick, enabling tools to improve productivity, for example Evernote, YouTube, DropBox, Basecamp, PDFs, Blogs, etc. - quick tools to enable open ended transfer of knowledge and assisting quick learning. "Technological innovation has made our  society  knowledge intensive, where successful performance of individuals or groups heavily relies on the acquisition and use of relevant information content and suitable means of communication to achieve task objectives," added Job and Ogalo.

Liberated learners - Learners discover they can grab information quickly by using Google, acompany website or other sources. These tools change their behaviors or more appropriately, these tools  magnify what they could not see they have and do without them. In the words of Bryant Nielson, "Access to anywhere, anytime learning has liberated instructors and students from the four-hour seminar and the three-day workshop: they can now make the most of even five spare minutes, which has led to a new interest in Microlearning."

The big elephants are trying to change - As a matter of fact, large organizations are closely following the growth and applications of xAPI - a tracking mechanism that encourages sharing and reporting small bites learning.  As a consequence, vendors for learning systems and authoring tools are singing a different tune - "now it is OK to use informal learning" as a long as we can track them through xAPI - this was unheard of 5 years ago.

Does Content Production Equal Microlearning?

However, the word "Microlearning" is bad news just like the phrase "rapid eLearning."

Why?

The ideas of most Microlearning today is stuck with just creating content, the same way rapid eLearning has been practiced. There is an emphasis in the PRODUCTION OF CONTENT - and NOT useful applications of content.

Production-oriented Microlearning means we need to chop down content into smaller bits and so it can be consumed in fast and small chew. The problem is, this approach misses out on the point that propels the rising power and importance of Microlearning. 

Proximity to Work Versus Small Content

Focusing on the proximity of work reshapes the role of content. It means that it is the worker who decides what to use and when. Again, as Drs. Job and Ogalo would put it, "Microlearning  is a pioneering research aimed at exploring new ways of responding to the growing need of lifelong learning or learning on demand of members of the society, such as knowledge workers." The learning context of the user or learner is taken into consideration when designing contents. This has a huge impact on the way we design, deliver and make content available to workers. This suggests that workers use the goals of the tasks and have the ability to find the micro-idea to help them do the work. 

Adding Depth to Micro-Ideas

My first proposal is to consider using micro-ideas rather than learning. Micro-ideas is less hypocritical since making the idea micro does not suggest learning. What we do have are micro-ideas.

Consider these possible approaches:

Question-driven micro-ideas - collect workers', users' and learners' questions. These are questions on the job where they are asked to define "what they want to do." This is a goal statement or outcome of a task. For example:

• How do I turn the knob to avoid an explosion?
• What happens if I raise the temperature?
• What is low risk testing?

These questions resonate with learners because they are life-application questions.
Learners learn best and find the lessons more engaging when they are about real-life applications. We can then build real-life application exercises, not memorization tests.

Solutions driven micro-ideas - questions driven micro-ideas necessitate that the worker looks for a solution, not just content. So content must be quick, instant solutions to issues on the job. Why is this important? Micro-ideas must present swift and timely solutions as priority, rather than theory or principles. If you only have a minute to read a solution since you are trying to get the job done, your instant need is how this can solve my problem and why it will work or not. If you want to know more, then you can study the theory or principles which may be presented in other content format. A useful micro-idea instantly matches to a task.

Experience driven micro-ideas - Content that's useful for workers to get the job done, must present an experience, not just theory and principle. The more relevant the experience, the more useful the micro-idea.

Instead of saying "This is the step that saves time", you may say "This tip saves 10 hours from turnaround time because it helps you skip the unnecessary step 3." Referring to the real-life value of a solution or workaround offers immediate reason for the value of the micro-idea. 

Build micro-application opportunities - When you look for opportunities to help workers
apply ideas as needed on the job, you refocus your attention on useful micro-ideas, rather than re-purposing content to which we are emotionally committed. For example, designers would say, "let's develop Microlearning leadership listening skills," without asking how learners aregoing to benefit by actually applying the ideas to solve a problem. Maybe the need on the job is to ask, "what blocks my mind when Joe is presenting an idea?" The sentence suggests an application opportunity.

Conclusion

Adding depth to micro-ideas means stretching our minds beyond just creating content. Rather,it is delving and understanding the work situation of the learner. If we start with this framework, we will most likely come up with micro-ideas useful to the learner - not just another chopping and dicing of content.

References

Gerhard Gassler, Theo Hug and Christian Glahn: "Integrated Micro Learning - An outline of the basic method and first results" 

Dr. Minimol Anil Job, Dr.Habil Slade Ogalo: Micro Learning As Innovative Process of Knowledge Strategy: INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY VOL. 1, ISSUE 11, DECEMBER 2012  

Ray Jimenez: Small Bites Learning - Fast, Cheap, Flexible and Learners Love Them!

Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Are We Stuck in Big Content, Unable to Think Microlearning? - Tip #110

Habits are like chains. According to Warren Buffett: 

I have been discussing the implementation of Microlearning projects with clients and colleagues. It should be obvious to me, but I failed to recognize that many professionals including designers, learning and training specialists, "are chained" to certain habits. 

Almost No Link Between "Now" Habits and New Habits

 

There are overlapping worlds that chain us into habits.  Our current habits  drive us to build our strengths and contributions. On the other hand, the new habits encourage us to continue to learn newer ways. The stress and failure come when there is almost no link between the  current/existing habits and the new ones we are starting to adapt.

Micro-Actions Versus Micro-Content

One of the exercises I ask clients to do in Microlearning implementation is to recognize the difference between Micro-Actions and Micro-Content.

The concept revolves around the situation of a worker carrying out tasks at work. In the process, the worker applies Micro-Actions: Often, the worker wants to fix, change or find a new solution and uses experience and/or seeks out answers from others or documentation. The worker applies the answers and learns something along the way.

"I have this screw that does not seem to fit onto the equipment. I tried several ways and I could not make it work. So, I checked the documentation and confirmed this screw is the correct one. I tried again with another twist and still continued to fail. So, I checked my colleague. He said the same thing. It is particularly difficult to use this screw. Finally, I called the supplier wanting to know if the screw is the correct one and expressed my frustration. The supplier said, screw no. xx2, is the same as xx3. But it has to be heated slightly before it can fit exactly. Based on this I learned that there are temperatures that affect the use of some screws and to factor this in the next time."

The worker in the above situation applied Micro-Actions. This happens in an instant. The focus is on solving problems and fixing things immediately.

When I presented this situation to the designers and trainers, their solutions were not just surprising, they threw me off. I was expecting them to provide a quick solution or an instant direction to the workers. Instead, they provided lengthy details and elaborate content like these answers:

• Complete checklist
• How-to procedures
• More product information
• Quality control steps

I failed to recognize that designers and trainers are "chained" to the correctness and completeness of content. They were not able to focus on the worker's problems and the micro-actions needed.

Unchained from Content to Actions

To help in unchaining "now" habits to new habits required in Microlearning, I summarized the very simple steps of Micro-Actions.

Micro-Actions

• Workers want to fix, change and find new solutions
• They use their experience, ask others and check documentation and resources
• They apply ideas to fix the issue
• They learn how to fix similar future problems

Micro-Actions Requirements

• Low effort
• Fast
• Easy
• Quick to apply

"The ZAP Microlearning Principles is one key idea learned during the Microlearning for Disruptive Results  - An Action-Driven Online Workshop

Focus on Work Conditions of the Worker and Learner

It became clear to the designers and trainers and my clients that in Microlearning, the focus is the worker and learner while in action at work.

Other lessons learned:

• The completeness and thoroughness of the content does not support Micro-Actions.
• Complete and elaborate content slows down or worse, are ignored and not accessed by workers when implementing Micro-Actions. They become nuisances, not productive tools.
• Designers and trainers need to "unchain" themselves from thinking of content instead of solutions for workers on the job.

Conclusion

Although it seemed simple, I realized Microlearning challenges us all to think differently. Focus on Micro-Actions, not Micro-Content.

References

How to Create 5-Slide Microlearning - Tiny, Succinct, Fast 

Capture Financial Impacts of Microlearning - Download the 22-Page Case Study

Breaking 10 Training Rules Using Microlearning

How to Add Depth to Micro-Ideas

Ray Jimenez, PhD

Vignettes Learning

"Helping Learners Learn Their Way"

Why 3MinuteWorlds.com?

Why 3MinuteWorlds.com?

I continue to believe that the road to more productive learning and applying of ideas revolve around our ability to think of small things - micro things.

Here lies the kernel of anything small that we can act on and apply.

The list is long, let me try:

Microlearning
Micro-sharing
Micro-conversations
Micro-coaching
Micro-exercises
Micro-content
Micro-Webinars
Micro-Assist
Micro-Guides
Micro-Software apps
Etc
Etc

Many of our love affair with Web 2.0 tools stems from the truism that the tools allow us to behave the way we always do: incremental, small steps.

The challenge is that many of us have brains wired for "thinking" big things,e.g. big projects, project learning steps, big goals and expectations.

3MinuteWorlds.com helps me to share my discoveries and permit me to learn from others.


Ray Jimenez, PhD
Join us at 3MinuteWorlds Microlearning Community http://3minuteworld.trainingpayback.com
http://www.vignettestraining.com/
http://www.simplifyelearning.com/

"Helping Learners Learn Their Way"

Are We Taking the Concept of “Micro” Too Far? - Tip #147

I was reading an article in The New York Times about how a company in Wisconsin wanted to microchip their employees. My first reaction was absolute horror and all I could think of was that this is what I do to my pets to find them. Then I wondered if we really have gone too far with this whole “micro” concept thing as my thoughts wandered to the movie “1984” with its portrayal of big brother watching. As I continued to read, I saw that fifty out of eighty employees actually volunteered for this procedure. Skeptically searching for any conceivable reason a person would allow themselves to be microchipped by their workplace, I found a surprising answer.

Sometimes you have to see the purpose to understand the value

This microchip would make it quicker and easier for these individuals to do things such as access the building they work in and pay for their lunch with a simple swipe of their hand. The interviewees expressed a common desire of making things quicker and easier (that, and the idea that this was going to be happening in the near future anyway). No more looking for an access card that was misplaced or waiting in line for someone to locate their wallet at lunch. At the swipe of a hand, the result is instant.

Then I read another article about building a portable computer on a USB drive where a mini computer containing all the apps, programs, and files can fit in your hand. Again, the purpose lies in the desire to make things quick and easy.

How does this connect to microlearning?

When I take the concept of micro and apply it to the content development environment, I begin with the idea of purpose, quick and easy, and then add accessible and immediately applicable. This is microlearning and it is the next big thing.

What we typically understand microlearning to be is a technique that provides the learner with bite-sized information that fits in a time span of three to five minutes, and is offered frequently to improve skills. The focus is chunked content presented quickly, over an extended period of time to build knowledge. But is microlearning only about learning that is quick and easy or are we missing the true advantages that microlearning has to offer beyond knowledge, retention, and expertise?

Microlearning is about micro-actions

Microlearning is more than a way to arrive at the corner of Knowledge Lane and Expertise Drive. It goes beyond the limitation of learning a skill. Microlearning is a practice where learning is not an end to itself; but a practice that focuses on what is needed at that moment in time providing a bridge to the necessary steps for completing an action. When we take microlearning and connect it to micro-action, this practice thrives beyond the LMS, typical corporate training, and professional learning, and brings the workflow to life.

How? Because Microlearning that is focused on micro-actions, what needs to be implemented or supported in the workflow, moves workers through known blocks so that they are able to quickly and easily complete the task at hand.

Here is an example of how microlearning can be implemented as a micro-action for completing different Alexa commands. Click image to visit this example.

Think About It

Consider your workflow and identify where within it is there typically a block. Imagine having a tool to refer to at that moment that enables you to quickly and easily get the answer needed to complete the task instantly. That tool is microlearning and its practice has led you to a micro-action and ultimately success. Micro is not just the future, it’s now and we are only getting started.

Tips References

Tip #129 - Why Does Microlearning Mean Better Learning?
Tip #134 - Microlearning Leads to Rapid Skill Acquisition
Tip #110 - Are We Stuck in Big Content, Unable to Think Micro-Learning?

Ray Jimenez, PhD

Vignettes Learning

"Helping Learners Learn Their Way"

Instant Learning Impacts Performance: One Idea, One Action Learning Events - Tip #35

How does the concept of Instant Learning impact performance?

How do we utilize the brain's tendencies to maximize its ability to learn? 

What advantage does a singularly-focused idea have that helps learners comprehend faster and recall better?

Relatability

Before we go further, let's engage in a bit of an experiment.
The image below made global headlines.

Time Square Bomb

Image 1

What if you got caught in a situation like the one depicted above? 

How do you think this would affect you as well as your family? 

What feelings are evoked by this situation? 

Are they positive or negative? 

What rushes through your mind when you first see this?

I'm quite sure that the response is very visceral. It stirs up emotions of danger, worry and fear among others. Thus, this single image triggers a quick emotional response.

Take this next situation. What feelings well up within you when you look at this image?

Interactive Puking

Image 2

How does this image impact you?

What and how does this make you feel?

The response triggered may either be that of sympathy or even empathy. To its extremes, the individual, who looks at the image, may even feel the urge to throw up, too. This is another instance of a reaction without any provocation. Merely viewing the image generates a response.

The common points between the above images are the relatability of the images as a means of evoking emotion from the viewer, as is the singularity of a response generated. However, a challenge posed is that, images do not generate a common reaction from all its viewers. A clear example of this is found below.

Illusion in the image. The image is from Al Seckel, Ph.D.'s research. 

To see more of Seckel's research, view his TED presentation.

Image 3a

What images can be seen?

Do you see two people?

Are there other images that you see?

The most common response would be seeing two people in a loving embrace. Some would see that and the dolphins in the image. Others would see only the dolphins. Still there are those who would see only the bottle.

Illusions and Perceptions  

Note the arrows that show the dolphins in the image.

Image 3b

Why is this so?

Why is there a difference in perception? 

How come there are those who see only the couple embracing while others see only the dolphins?

Why do others not see any image?

According to scientific research, this occurs because perception is dependent on the realm of knowledge and experience of each individual. Hence, people tend to perceive things and images differently. 
 Science, despite its great advances, has not been able to fully map the brain in order to know how it properly works. What has been learned though is that the perceptions of people, which are based on the experiences of the viewer, provides context to the images viewed.

Because of the differences in experience, it is most important to connect to your audience. Thus the maxim in order to be effective is...

Neuroplasticity and Learning

In a study conducted by Dr. Michael Merzenich, a famed neuroscientist, the brain's retentive ability to alter itself well into adulthood is known as neuroplasticity. This would show that the brain is constantly changing and these changes are the learning and lessons it has picked up in each and every day.

Another finding by Roger Schank, who popularized the term "Tell me a story", is that the mind indexes information through stories. Through indexing, the relationships between image, memory and emotion are formed. Thus, stories help the brain create the reactions it exhibits.

By construction, our brain makes individuals, natural learners.

Image 4

Above is the image of the human brain showing the different functions.

One of the ways that neuroscientists reached their conclusions was through the observation of brain activity. It was found that the SPEED of CONNECTIONS in the brain determines the actions it takes.

Image 5

The DEPTH of connections between the ideas, images, actions, behaviors, attitudes is fathomless. The number of possible connections is infinite, allowing for a multitude of interpretations, thoughts and perceptions across so many people. Thus, the speed of the connections and the depth of these connections would determine the individual's learning ability, providing the multitude of interpretations by a single individual over a single image or instance.

Here is an illustration of the way that the brain learns:


What is the difference between A and B above?

Image 6

In reality, the brain is not linear in its activity as shown in A. The brain learns and as such, it returns to itself to adjust the retained memory on the matter learned as illustrated in B. This is a constantly moving and evolving process, as the brain immediately applies the learning. The process is done instantaneously, as shown in the image below:



Image 7

Micro-Events and Microlearning 

The learning process happens in a micro-event. By definition, a micro-event is a short instance where the full learning process is realized. The longer the process to do some thinking, the more it defeats the learning. In reality, a decision has already been formed based on the previous learning made by the individual.

Since the brain operates in this manner, a whole set of tools, called micro-tools are now available to fully maximize the brain's tendencies and utilize this method to help others learn. This is shown below:



Image 8

Micro-Events and Micro-Lessons in your Courses

The important questions to ask of the mode of learning are as follows:

a) How does it work for you?
b) How does it benefit you?
Image 9

The key element here is the program outline. Then developing the concepts established above, the following are included, namely the Must-Learn, the Story and the Interaction.

Image 10

Thus the process involves the formulation of the program outline, with the key idea and the application of the instant learning. This is achieved through the creation of the question, how the question is delivered through the story and how the interaction is performed.

ASK THE QUESTION THAT LEADS TO THE ANSWER.

The KEY is QUESTIONS ACCELERATE CONNECTIONS!!

In a nutshell, this is how the process is further developed:

Image 11

Impacts of Micro-Applications, Micro-Performance

Image 12

Image 13 - Click to enlarge image

In this case study, we determine the Microlearning Impacts, through a process and tool which focuses on micro applications. This is a seven-step process involving the following:

1. Learn a few key Microlearning ideas;
2. Apply immediately to the job at hand;
3. Set measurable micro-results;
4. Open networks with leaders, peers and friends;
5. Measure the results based on the standards set in No.3;
6. Make the process transparent;
7. Perform rapid, easy and quick tracking

Conclusion

The critical factor is the instant learning and the instant impact of the message leading to performance. Instant learning must be short, precise and concise. The results are faster through the use of micro-lessons and micro-applications.
     

More on Micro-Lessons (Additional References)

   

Tip #23 - How to Chunk Content into 3 Minutes - Part 1

Tip #24 - How to Chunk Content into 3 Minutes - Part 2

Tip #25 - How to Chunk Content into 3 Minutes - Part 3

Ray Jimenez, PhD

Vignettes Learning

"Helping Learners Learn Their Way"http://storytakes.com/output/4585/1327/index.html

Micro-Worlds, Micro-life Learning: The Big Phenomenon, (But Small) Social Networking

I keep on going back to the same thesis which I started studying a few years back: "all learnings are micro."(See"3-Minutes-Learning"2006)

I am beginning to see correlations and movements of events that lead me to conclude and see even clearer what Chris Anderson talks about in "The Long Tail" and applied in the learning world.

These are related phenomena coming from different disciplines or parts of our societies:

• Nanoseconds - the speed of our thoughts
• Nanotechnologies - it's all over us- fabrics, cars, medical devices
• Microchips - even far smaller
• Super micro-microscopes - Caltech - thumbnail size
• Terabytes , Pet bytes - cheaper, faster memory storage (that's why it's free at Google)
• Nuclear-fusion -- Backyard/Garage - Raymond's project (my son)
• Social Networking - millions of MySpace small-interest groups
• Micro-robotic surgeons - injected into your body to laser blood clots
• The Long Tail - there are more buyers of smaller items combined, than the one hit product
• Freakonomics - economics on ordinary daily events or things

As we look at the big picture but pause to see the details -- all the above are really studies of our micro-worlds. What is intriguing to me is that we see them as big phenomena, but in essence they are only huge phenomena because they consist of micro-worlds that work well together.

From a learning perspective, we can call this "Micro-life Learning."

Ray Jimenez, PhD www.vignettestraining.com
"Helping Learners Learn Their Way"