Comment créer un contenu de microlearning attrayant qui stimule le développement professionnel ?
Le microlearning est un moyen populaire et efficace de fournir un contenu d’apprentissage de petite taille qui peut améliorer votre développement professionnel. Que vous souhaitiez acquérir une nouvelle compétence, rafraîchir vos connaissances ou résoudre un problème, le microlearning peut vous aider à atteindre vos objectifs en peu de temps. Mais comment créer un contenu de microlearning engageant qui booste votre développement professionnel ? Voici quelques conseils pour vous aider à concevoir et à diffuser un contenu de microlearning qui fonctionne.
Avant de commencer à créer du contenu de microlearning, vous devez avoir une idée claire de ce que vous voulez réaliser et de la façon dont vous allez mesurer vos progrès. Quelles sont les compétences, les connaissances ou les comportements spécifiques que vous souhaitez améliorer ou acquérir ? Comment allez-vous les appliquer dans votre contexte de travail ? Comment saurez-vous si vous les maîtrisez ? Ces questions vous aideront à définir vos objectifs d’apprentissage et à les aligner sur vos besoins de développement professionnel.
Le contenu de microlearning peut être fourni sous différents formats, tels que des vidéos, des podcasts, des infographies, des quiz, des jeux ou des simulations. En fonction de vos objectifs d’apprentissage, de vos préférences et de vos ressources, vous pouvez choisir le format qui convient le mieux à vos besoins et qui engage vos apprenants. Vous devez également tenir compte de l’outil que vous utiliserez pour créer et distribuer votre contenu de microlearning. Il existe de nombreuses plateformes et logiciels en ligne qui offrent des solutions simples et abordables pour la création et la diffusion de contenu de micro-apprentissage. Choisissez celui qui répond à vos exigences et à votre budget.
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Reena Raj
Trainer & Researcher
Online courses offer a higher amount of flexibility for the learners. They can reach out to a variety of contents beyond the constraints of time and geographic boundaries. They turn out to be more economical too in many cases. However, the lack of opportunity of direct, face to face interaction between the instructor and trainer could be a setback of this method, especially with the people who are more comfortable with the traditional method of learning. The courses which need hands-on training or practical problem solving may benefit much more from the classroom learning. I think a carefully designed phygital approach can be much more appropriate in ensuring the achievement of the learning outcomes.
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Sergio Blanco
Professor at Universidad Industrial de Santander
In my experience, teaching engineering, the combination of practical and theoretical components is needed. The theory could be taught by a combination of short videos, and text. Practical experiences by simulation, and evaluations using interactive tools
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Titilayomi Babaranti
💫Award Winner||Nutritionist|| MNSN||LinkedIn,Top Teaching & Event Planning Voice||Faculty Member @PSSDC||TRCN Licensed ||L&D Expert|| Consultant for NGOs|| Author||Tedx Speaker|| Copywriter||SDG 2,3&4 Advocate
In my over ten years of experience, a mixture of the delivery methods described above, prevents the learning experience from been monotonous. What this means is that, as an educator, let there be a mix, once there’s a mix, the learners will always be expectant and would not want to miss your lessons.
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LEE Jing Xiang Eric
Subject Head (Chemistry) at Ministry of Education | Curriculum Planning and Development | STEM | Sustainability | e-Pedagogy | Instructional Leadership | Project Management | Chemistry | BSc(Hons), MRes(Dist), PGDE
Due to our busy schedule, I suggest that we can use videos as the preferred format for microlearning content - for example, showing the audience on how to use specific EdTech tools (instead of reading through step-by-step guide) as well as their affordances. The video resources can also be easily shared within the team and across teams to have greater impact.
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Irishia Reed Williams M.A.T w/emphasis in ABA
Educational Advocate/Transformative SEL for Adults Professional Development Facilitator
Choosing the right format and tool are so important. The online and in person format are so different that you’d want to plan for either scenario. Also, choosing the right tool to deliver content is equally as important. Tools such as Zoom and Meets are vastly different in delivery and utilization therefore planning ahead will save you time and effort.
L’un des principaux avantages du microlearning est qu’il peut fournir des informations pertinentes et pratiques qui peuvent être appliquées immédiatement dans votre situation de travail. Pour que votre contenu de microlearning soit pertinent et pratique, vous devez vous concentrer sur les informations les plus essentielles et les plus exploitables qui peuvent vous aider à résoudre un problème, à effectuer une tâche ou à améliorer une compétence. Évitez les détails, le jargon ou la théorie inutiles qui peuvent distraire ou confondre vos apprenants. Au lieu de cela, utilisez des exemples, des scénarios ou des cas réels qui illustrent comment l’information peut être utilisée dans la pratique.
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Titilayomi Babaranti
💫Award Winner||Nutritionist|| MNSN||LinkedIn,Top Teaching & Event Planning Voice||Faculty Member @PSSDC||TRCN Licensed ||L&D Expert|| Consultant for NGOs|| Author||Tedx Speaker|| Copywriter||SDG 2,3&4 Advocate
I agree with the writer of this article, and that’s because, relevant and practical examples are real and they resonate well with the learners. It serves as a connecting point that helps the learners solve problems using domesticated innovations, thereby, improving existing solutions and this eventually makes the impart of knowledge, highly impactful.
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Shivani Seunarine
I believe that practice makes perfect so I teach in order to constantly improve my skills. Project Management Practitioner| Facility Manager Practitioner| Agile Practitioner | Trainer |Business Owner
I have used this in practical environments where team members learn doing the task. It is way to develop persons from novice to expert.
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Kelly Kajewski
General Manager, Strategic Learning Initiatives at Chartered Accountants Australia and New Zealand
Focus on the "so what". Learners need to clearly see the direct relevance to their roles, with an emphasis on immediate and practical application of the skill.
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Zoha Khan
Spanish teacher, Foreign Language Teacher Trainer, Linguist, Thinker, Life-long Learner
This tip/ criterion is extremely crucial in meeting the desired outcome. The microlearning content will prove engaging for the targeted audience provided: a. They associate value and growth to it both professionally and personally b. The presentation of the content succeeds in establishing the "why" it is relevant by speaking to the professional needs of the audience. c. The content and the proposed learning is perceived by the audience as "attainable" with reasonable effort.
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Nadine Lemmons
Leadership Giving Manager @ Valley of the Sun United Way Leadership Development | Change Management | Project Management | Prosci Change Practitioner | HBR Advisory Council | Acacia University CX Advisory Board
Make sure information is short, concise, and digestible. Dont go overboard and provide too much background informations, learners will lose interest. They can learn the details when applying their learning.
Une autre façon de rendre votre contenu de microlearning attrayant et efficace est d’intégrer l’interactivité et le feedback. L’interactivité peut consister à poser des questions, à proposer des choix ou à proposer des défis qui exigent de vos apprenants qu’ils participent activement et réfléchissent de manière critique. Le feedback peut fournir un renforcement, des conseils ou des corrections qui peuvent aider vos apprenants à évaluer leurs performances et leurs progrès. L’interactivité et la rétroaction peuvent également augmenter la motivation, la rétention et le transfert de l’apprentissage.
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William Triska
Director of Educational Technology @ St. Jude School 🥸
One tip I learned from an IDEO course mentioned rituals as being a powerful tool for social interaction and exchange of ideas. I think the same can be said for feedback. Make it a point of meeting with people and checking in. Remember that you might teach someone about the moon, but all they can talk about is the stars. And that can be great. Give people the space to respond genuinely and celebrate their engagement. This is where positive reinforcement can generate culture, and culture generates strong performers as much as leadership does.
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Titilayomi Babaranti
💫Award Winner||Nutritionist|| MNSN||LinkedIn,Top Teaching & Event Planning Voice||Faculty Member @PSSDC||TRCN Licensed ||L&D Expert|| Consultant for NGOs|| Author||Tedx Speaker|| Copywriter||SDG 2,3&4 Advocate
Infusing interactivity and feedback into microlearning content makes learning fun as the contributions, views and opinions of the learners helps to know the extent to which learning has taken place. Evaluation and re-engineering can be easily facilitated, through interactivity of learners and feedback mechanism.
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Miryam Morron
Director of Education at Esports Academics
Interactivity is key to engaging microlearning. Include interactive elements like clickable buttons, drag-and-drop exercises, or decision-making scenarios. Interactive content keeps learners actively involved and promotes better retention of information. Additionally, provide immediate feedback after each microlearning module or activity. Constructive feedback reinforces correct answers and clarifies misconceptions, creating a dynamic learning experience. Learners appreciate the opportunity to self-assess and receive instant guidance.
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Duman Bakayev
Chemistry teacher
Feedback is the central topic of education, I believe in the past 10-20 years. We understand that it is a powerful instrument, and implementing it is a matter of many aspects. Curriculum, timetable, admin, personal experience of a teacher - all these affect how feedback is delivered and used. I prefer instant feedback like goformative app or slightly delayed if it is a case of a big assessment (I still try to provide it as soon as possible).
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Gilbert C. FAURE
PU-PH Professeur des Universités Praticien Hospitalier
Interactivity is mandatory but should not imply stressful ways of evaluating learners particularly in andragogic context. Positive feedback and rewards can be helpful.
Le dernier conseil, mais non le moindre, est de faire en sorte que votre contenu de microlearning soit court et simple. Le contenu de microlearning ne doit pas prendre plus de 10 minutes à compléter, et idéalement moins de 5 minutes. Cela vous aidera à maintenir l’attention de vos apprenants et à éviter la surcharge cognitive. Pour que votre contenu de microlearning reste simple, utilisez un langage clair et concis, évitez les phrases ou paragraphes complexes et utilisez des visuels, de l’audio ou des animations pour soutenir votre message. N’oubliez pas que moins c’est plus lorsqu’il s’agit de microlearning.
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LEE Jing Xiang Eric
Subject Head (Chemistry) at Ministry of Education | Curriculum Planning and Development | STEM | Sustainability | e-Pedagogy | Instructional Leadership | Project Management | Chemistry | BSc(Hons), MRes(Dist), PGDE
One thing to keep in mind is that the microlearning content should only have one or two learning objectives so that it is bite-sized and straightforward so that the audience is able to grasp the content more effectively.
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Duman Bakayev
Chemistry teacher
For the modern age students learning should be bite-size, unfortunately, the bite-size is decreasing every year. The AI is probably right guessing 5-10 minutes a piece of learning. Attention span and ability of students to process information is the most important factor to consider when planning your lessons.
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Titilayomi Babaranti
💫Award Winner||Nutritionist|| MNSN||LinkedIn,Top Teaching & Event Planning Voice||Faculty Member @PSSDC||TRCN Licensed ||L&D Expert|| Consultant for NGOs|| Author||Tedx Speaker|| Copywriter||SDG 2,3&4 Advocate
Ambiguity doesn’t foster learning, it makes it difficult and that’s the truth. Breaking down the learning outcomes into chewable chunks, helps learning to have meaningful impart. It has been tried, tested and proven over time that keeping the learning experience short and simple makes a whole lot of positive difference. The attention span of many learners is short, and they won’t pay attention, once the learning time is unnecessarily long.
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Kate Prescott
Teacher and Social Entrepreneur
In my experience, longer courses struggle with lower completion rates and engagement. By breaking up a longer program into shorter microlearning courses, they are more easily digestible and learners remain focused. Each microlearning course should have one key learning objective and "take home" achievement / task.
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Cathyann Martin
Junior Data Analyst
Microlearning is fantastic, especially when the delivery of the lesson was designed with the different types of learners in mind. So that learning is achieved, which is essentially the goal of delivering a lesson.
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Yulianna Paleshnyk
IBEN Workshop Facilitator/ English/ EAL/ IB PYP Homeroom teacher
Engage your audience with feedback-driven updates. Regularly update your microlearning content based on feedback from your existing audience. This not only re-engages them but also attracts new learners seeking the latest insights and knowledge.
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Mollie Brazile
Workforce Upskilling | Instructional Designer | Project Manager
When you design a micro-course, you should try to keep every lesson fresh and engaging. Avoid front-loading 3-4 days of foundational knowledge without any application or practice exercises. This is especially important when you plan to release each lesson one day at a time. You will likely lose learners by day 2 if there no way to apply the information right away.
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Claire Collis
Data Apprentice Educator | Digital Education Specialist
Micro learning is fantastic for professional development, especially when content is based on providing snappy, easily accessible actionable insights. However taking a step back when designing micro learning content and looking how the micro parts fit together as a whole, in conjunction with the aims of the learning, is important as well. Not doing this risks learner disengagement as the micro learning can feel disjointed or more challenging without an overall path to progression depending on the goals of everyone involved.
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Christopher D Cole
Faculty Liaison/Lecturer at California State University, Fresno
After 27 years full-time as a Lecturer, the feedback I have most consistently read in student course evaluations is honesty and case-related detailed storytelling specific to the week's topic. I have been gifted with teaching graduate and undergraduate social work students. They want to make this world a better place for all. I have no intention of ever retiring!
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Gilbert C. FAURE
PU-PH Professeur des Universités Praticien Hospitalier
I would insist on self and active learning methods after top-down classical ways of teaching and learning. Content curation of material available on the internet, with a tool such as scoop.it allows student to involve themselves in discovery of information they never imagined existed. It stimulates their curiosity and critical thinking. They improve their reading and writing competencies.
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