Running head: MICROLEARNING

Microlearning, a New Trend in Corporate Training:

Adding Neuroscience and Big Data for Effective Outcomes
Brianne Fitzgerald
California State University, Monterey Bay

IST 524 Instructional Technology

Dr. Bude Su
November 22, 2016

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Microlearning, a New Trend in Corporate Training:

Adding Neuroscience and Big Data for Effective Outcomes

Microlearning is a recent trend in corporate training. The concept of breaking learning
into small bite-sized chunks is not a new approach. It is similar to microteaching which has
been around since the 1960s. Microteaching was developed to improve teaching performance.
Microteaching is procedure in which a trainee teacher practices teaching in a less span, paying
emphasis on narrow and specific teaching skills (Choudhary, 2013). A teacher delivers a short
piece of what they plan to do with their students to a small group of colleagues. The group would
then offer feedback which helped support the teacher prior to delivering the lesson.
Microlearning is similar in that it delivers small learning segments, but it is now learner-focused
and aligned with current technology trends. While microlearning is not a new concept, it is
suddenly being talked about as the next significant approach to train workforce (Pandey, 2016).
Microlearning utilizes highly visual content in short bursts, which fits the needs of
learning culture which is changing in response to advances in, and access to technology.
Attention spans have declined over time as technology use has increased; microlearning is a
useful way to deliver training in short bursts. A consequence of the easiness of microlearning
development is the rapid increase in content to share, which can be visually engaging for
employees, but may not lead to improved performance. By incorporating knowledge gained from
the field of neuroscience into microlearning design, businesses can ensure their training lessons
meet learners needs. And by using new technology to capture big data from informal learning
events, companies can now generate better concepts of how employee learning can equate to
improved performance.

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Microlearning Definition

The term microlearning is associated with a variety of definitions and descriptions.

Different people will have different ideas on how short microlearning should be, and different
companies utilize it in different ways. There does exist a common thread throughout the myriad
of perspectives on microlearning lessonsthey are short, rich in visual media and narrow in
focus. There is general agreement that the duration of microlearning lessons does not exceed ten
minutes in length, and they are more often less than six minutes long. They can be designed to
reduce large courses and volumes of information into smaller, singular-focused lessons, or they
can be created as stand-alone instructional lessons. The broadest and most useful definition of
microlearning is learning, and applying what one has learned, in small, focused steps (Kurghin,
2015).
The common criteria for a microlearning lesson is that it teaches to one learning outcome,
is visually engaging, short as possible, and can be used to support employee performance. They
offer the employee more control over what their learning, especially when there is an entire
library of microlearning options for work-related tasks and knowledge acquisition.
Benefits to Corporate Training
Businesses are adding microlearning to their training initiatives in response to a variety of
factors. The rapid influx of technology has advanced into every facet of life from driving, to
money exchange, to operating your home through artificial intelligence. Information is
accessible at any moment through mobile devices and in a world of information overload, people
have become easily distracted. A recent study conducted by Microsoft showed a steady decline in
attention spans from the year 2000 to 2013 from 12 seconds to 8 seconds correlating with an

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increase in digital lifestyles. The Microsoft report further explains that digital lifestyles affect
the ability to remain focused for extended periods of time (Microsoft, 2015). With declining
attention spans, training must be designed to grab attention and get to the point rapidly.
Microlearning addresses this need because it provides narrow learning content that can be
consumed in a short time during the employees time of need.
The majority of employee learning no longer happens through directed, formal company
training. It is now recognized that work-related experiences, self-directed internet exploration,
and social networks comprise the biggest area of learning. Informal learning is a significant
aspect of our learning experience. Formal education no longer comprises the majority of our
learning. Learning now occurs in a variety of ways through communities of practice, personal
networks, and through completion of work-related tasks (Siemens, 2014). When faced with
uncertainty of how to perform a task, employees will ask co-workers, seek other resources
through the internet, or attempt the task and learn on the job.
These factors (declining attention spans, informal learning, and easy access to
information) contribute to a learning landscape that needs to be highly flexible, easy, quick, and
social. With the enormous degree of information available through self-directed, informal
learning, companies want to ensure the information their employees are engaging with is tied to
organizational goals and improved performance. Microlearning is a way to accomplish this by
creating compelling lessons that grab attention and that are available just in time for employees
performance needs. Successful companies are responding to these changes in learning culture by
viewing learning at work in new ways and adding microlearning to their training repertoire.
Microlearning positions employees to be in control of their learning. They can access it
from their mobile devices, within their schedule, selecting topics relevant to their learning needs

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or assigned to them for professional development. For designers, microlearning is easier to

develop and deliver because of its format and narrow focus; there is no need to design elements
which produce higher-order conceptual thinking. This can also bring down costs both in training
development and employee costs of training participation. Microlearning is agile. Lessons can be
designed as standalone modules, part of a performance support series, or elements of a larger
course. They can be used for quick recall of prior learning or for learning new tasks and simple
concepts. In a recent learning technologies blog from the Association for Talent Development
(ATD) blogger Alex Khurgin writes its a way of thinking that focuses on what people really
need to do their jobs, and helps build learning around those application points in a way thats easily
personalized.

Effective Design
Microlearning can be an effective tool, or it can merely be a flashy way to provide
training without generating the desired effect of performance improvement. Because it is easier
to develop and can be done more quickly, there is a risk of losing important design principles
along the way, focusing on the technology instead of the principles. How can companies avoid
mass- producing quick and easy microlearning lessons that are ineffective? Having a basic
understanding of how people learn can help businesses create better lessons.
Microlearning and Neuroscience
Learning and memory are intertwined and begin with the primary step of encoding.
Encoding is the brains process of converting new information into stored data, or concepts for
later recall. Visual information can be converted into stored images, conceptual knowledge can
be encoded with existing knowledge. Every sensory input is encoded in some wayif it is
perceived to be important or of interest. Developing an understanding of how this process works
is a key component for designing effective microlearning lessons. Effective lessons will increase

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the likelihood of knowledge transference to performance. Technological advances in
neuroscience, such as the use of Functional Magnetic Resonance Imagery (fMRI), allow
scientists to directly study how encoding and memory formation occurs inside the brain.

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In his book Brain Rules, molecular biologist and educator, John Medina, combines recent
findings from brain research and earlier studies of memory (such as Hermann Ebbinghauss*
research from the 1800s) to show how processes like encoding and learning occur. He
hypothesizes that the current information we have on how the brain works can translate into
teaching approaches and business learning environments. Four of the twelve brain rules
introduced in his book are listed in Table 1. The first column lists the brain rule followed by
Medinas recommendations for teaching in the next column. The last column represents how
these
Table 1

concepts can
be translated

Overview of 4 Brain Rules

Brain Rule

into
Sensory
Integration

Attention

Memory

Vision

Medinas recommendations for

stronger encoding
Pair the senses
(e.g. vision/hearing)
Leave out extraneous
information (cognitive
overload)
Create meaning early
Connect with intrinsic
alertness
Multi-tasking does not work
Provide brain breaks
Relevance- connect with what
they know
Repetition- key to memory
fixation
Context- create similar
environment
Elaboration

Implications for microlearning design

Supersedes all other senses

Use rich multi-media

Create interactives
Narrow the content of the lesson to just
what is needed to meet the objective.

Provide meaning at the beginning

Connect to primal instincts(food,
mating, preservation, belonging)
Ensure singular learning objective
Provide intervals between lessons
Tap into basic human emotions
Implement timed intervals of review
Provide real examples
Create familiar settings in training that
will be experienced at work
Structure methods of discussing
learning right after the lesson

Video/Animation
Less text, more pictures

Table 1. John Medinas Brain Rules

microlearning design practices. Using criteria such as these, which are based in neuroscience
study results, can increase the efficacy of microlearning design.

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Design Criteria
When microlearning includes the elements of sensory integration, attention, memory and
vision, it will more likely survive through memory formation into working-, and long-term
memory. The more elaborately we encode information at the moment of learning, the stronger
the memory (Medina, 2014). The lesson must connect with the learner in an emotional way, be
made relevant to their experience, and must be stimulating to multiple senses. Additionally, it
needs to be narrow in focus, avoid inessential content, and include real-world examples.
Encoding is further supported by further providing timed reviews of the content and structured
methods for workers to elaborate on what they have learned. By adding these elements to
microlearning lessons, the learning objectives can make their way into working memory and
even long-term memory. Designers need to also ensure that they are following best practices of
learner-centered design principles to stay on the right track with microlearning.
Performance Improvement
Learning how to do something through a compelling microlearning lesson does not
necessarily equate to doing it. Formal training environments include participating in classes,
attending conferences or workshops. Employees who engage in these activities then return to
their daily activities and may never apply what they were exposed to, or receive any further
training. Individuals may refer to materials received from the course if motivated to do so, but
more likely they will carry on without change. If it does not equate change in behaviors, the
training is ineffective. Effective learning will change behavior. Microlearning can be effective
and bridge the gap between declarative knowledge and improved performance. It offers small
modular resources that can be easily accessed when needed for reinforcement which can help
employees perform better because it teaches to what is known about how the brain works. But,

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are there any direct relationships between microlearning and improved performancewhat does
the research indicate?
Big Data
Current research is difficult to locate that empirically studies the effects of microlearning
on performance in corporate settings. Capturing analytics on learner engagement with
microlearning lessons could show the impact this method of training has on individual
performance. When businesses deploy these lessons through a Learning Management System
(LMS) they have access to learner engagement with the lessonshere enters, Big Data. With
microlearning, every learning moment generates countless data points: how the learner
performed, how long it took them, what they chose to learn voluntarily, etc. (Grovo, 2015). Big
data is the term used to describe the multitude of information assets generated from all aspects of
learner engagement, both formal and informal.
Companies historically, have not had access to data points produced through informal
learning events. Understanding what employees learn through internet searches, social networks
and direct work experiences is difficult to ascertain. Informal learning is a significant aspect of
our learning experience. Formal education no longer comprises the majority of our learning.
Learning now occurs in a variety of ways through communities of practice, personal networks,
and through completion of work-related tasks (Siemens 2014). Big data is generated from these
events and now there is technology that can capture it.
The new technology is in the form of application program interfaces (APIs). These APIs
(such as TinCanAPI**) can capture big data and assist companies with effective analysis of
learner engagement. The API creates a shared language that can connect every learning activity
conducted by an employee. The list is exhaustive. It can track whenever an employee reads a

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blog, visits a website or library database, participates in an LMS lesson, watches a YouTube
video, attends a conference, reads a Facebook post, takes an online quiz, and so on. Data-driven
corporations can create a thorough learner story that correlates improved performance to
formal and informal learning. It is likely that one of the most significant roles learning-related
big data will play lies in helping leaders demonstrate the true business value of organizational
learning (ATD Research, 2014). It will be more impactful when these analytics are coupled with
managerial professional development plans for their employees.
Performance evaluation requires an integrated management process coupled with learner
analytics. Managers with a planned development track for their employees that includes
microlearning within their LMS, can gauge performance based on employee accomplishment.
They can add information collected from their LMS reporting feature to track formal learning
lesson interaction. Correlations can be drawn based on employee feedback and learner analytics
from the LMS.
Conclusion
Microlearning can benefit a company and its employees in multiple ways including:
decreased costs, ease of development, increased retention and application of knowledge, and
ease of access when employees need it. Designers can create compelling, attention-grabbing,
effective lessons by including design criteria based in neuroscience research. Capturing
employee learner analytics across formal and informal learning events can add to the
microlearning story of improved employee performance. When employee performance improves,
organizational performance can improvea win for the microlearning trend!
References

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ATD Research Whitepaper. (2014, May). Big data, better learning? How big data is affecting
organizational learning, p. 11. Retrieved from https://www.td.org/Publications/ResearchReports/2014/Big-Data
Choudhary, F.R., Choudhary, M.R., & Malik, S. K. (February, 2013). Application of
microteaching in teacher education programs: a meta-analysis. Language in India, 13(2),
69+. Retrieved from http://go.galegroup.com.library2.csumb.edu:2048/ps/i.do?
p=AONE&sw=w&u=csumb_main&v=2.1&it=r&id=GALE
%7CA320423697&asid=141c9911af7d8c0c59c19e2354238802
*Hermann Ebbinghauss studies of memory can be found in
Ebbinghaus (1885), H. (2013). Memory: A Contribution to Experimental
Psychology. Annals of Neurosciences, 20(4), 155156.
http://doi.org/10.5214/ans.0972.7531.200408Grovo Industry Whitepaper (2015). Small
steps to big wins: How microlearning transforms organizations. Retrieved from
http://resources.grovo.com/small-steps-big-wins/
Kurghin, Alex. (2015, August 25). Re: Will the real microlearning please stand up: Microlearning
as a perspective, not a prescription (Learning Technology blog post). Retrieved from
https://www.td.org/Publications/Blogs/Learning-Technologies-Blog/2015/08/Will-theReal-Microlearning-Please-Stand-Up
Medina, John (2014). Brain Rules (up. exp. ed.), p. 135. Seattle, WA. Pear Press
Microsoft Report (2015). Attention spans. Consumer Insights, Microsoft Canada, p. 24.
Retrieved from https://advertising.microsoft.com/en/.../microsoft-attention-spansresearch-report.pdf

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Pandey, Asha. (2016, March 28). Re: 10 Benefits of microlearning-based training (eLearning
Web log post). Retrieved from https://elearningindustry.com/10-benefits-microlearningbased-training
Siemens, G. (2014). Connectivism: A learning theory for the digital age, p. 1. Retrieved from
http://er.dut.ac.za/handle/123456789/69
** Information on TinCan API located at https://tincanapi.com

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Grovo Industry Whitepaper (2015). Small steps to big wins: How microlearning transforms
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Medina, John (2014). Brain Rules (up. exp. ed.) Seattle, WA. Pear Press
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