Microlearning to encourage maximum productivity!

By Sarah on October 28, 2018

Microlearing is not a new concept; however, the term microlearning is rather new. Current educational, professional, and social trends often encourage maximum productivity, yet provide less than optimal time frames for this achievement. Click here to learn more about how you can encourage maximum productivity through microlearning in K-12, Professional Training, and Higher Education contexts.
In addition, complete the following activities throughout the week:
  
Activity 1:
After familiarizing yourself with the basics of microlearning, consider how microlearning can be used in your classroom or professional setting. Use the Padlet platform on the next page (K-12 Education) to record and share your response. 
Due: Tuesday, October 30
 
Activity 2:
Once you have completed the K-12 exercise, visit the Professional Training page. View the video and familiarize yourself with the content. Use the padlet platform to participate in the group scenario. 
Due: Thursday, November 1
 
Activity 3:
After visiting the Professional Training page, read the articles suggested in the Higher Education page and answer the questions that follow on the Padlet platform.
Due: Saturday, November 4
 
Important Note: Be sure to navigate through each page in the site as there are additional activities embedded within each! 
We look forward to engaging with you throughout the week! Please feel free to reach out with any questions.
All the best,
Victoria, Lillian and Sarah
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5 Nov Posted on Microlearning to encourage maximum productivity!

Hi Ryan, Thanks so much for your detailed feedback and constructive criticism. You make great points about the asynchronous communication and something we will definitely consider when making our revisions throughout the week! I can absolutely appreciate your comment about adult learning as my professional context falls into that space as well, and that will also be something we will consider. Appreciate your resource as well! All the best, Sarah

5 Nov
1 Thumbs Up!
Sarah @shuckson

Hi Ryan, Thanks so much for your detailed feedback and constructive criticism. You make great points about the asynchronous communication and something we will definitely consider when making our revisions throughout the week! I can absolutely appreciate your comment about adult learning as my professional context falls into that space as well, and that will also be something we will consider. Appreciate your resource as well! All the best, Sarah

3 Nov Posted on Microlearning to encourage maximum productivity!

I really enjoyed this modules and the polish that went into the presentation. I wanted to provide some constructive feedback for your OER that I think could benefit the remaining modules. As someone that works exclusively with adult learners I feel like a bit of an outlier in the MET program despite it being advertised as a program for instructional designers in education. The majority of people in the class are K-12 teachers but some of us are not. I found the module made the assumption that all of us are school teachers. Consequently some of the activities I did not have much value to add to. To be fair this criticism is fair across quite a few of the courses I am currently taking so I think this is a greater problem of the program. My other constructive critique is the scheduling of the module. We’ve had a bit of a debate within my project group about this issue as well. Adult learners (which all of us are) are self-directed learners and the reality is that most of us work full time while taking an online program. I do my school work on the weekends and so when I logged on today I had already missed the first two activities that were scheduled during the weekdays. Of course schedules and deadlines matter, but an important aspect when designing online for adults is flexibility in delivery. This might mean avoiding synchronous activities when a comparable asynchronous alternative is available. It also means recognizing that there are some days of the week where adult learners will be offline. I wanted to emphasize that you had many strengths to your module. You helped link the content to the professional context of the learners and recognized prior experience. I found an excellent guide if people wanted to have something to quickly refer to when designing for adult learners: http://hlwiki.slais.ubc.ca/index.php/Adult_learning_theory_(andragogy)

3 Nov
1 Thumbs Up!
Ryan Day @rjday

I really enjoyed this modules and the polish that went into the presentation. I wanted to provide some constructive feedback for your OER that I think could benefit the remaining modules. As someone that works exclusively with adult learners I feel like a bit of an outlier in the MET program despite it being advertised as a program for instructional designers in education. The majority of people in the class are K-12 teachers but some of us are not. I found the module made the assumption that all of us are school teachers. Consequently some of the activities I did not have much value to add to. To be fair this criticism is fair across quite a few of the courses I am currently taking so I think this is a greater problem of the program. My other constructive critique is the scheduling of the module. We’ve had a bit of a debate within my project group about this issue as well. Adult learners (which all of us are) are self-directed learners and the reality is that most of us work full time while taking an online program. I do my school work on the weekends and so when I logged on today I had already missed the first two activities that were scheduled during the weekdays. Of course schedules and deadlines matter, but an important aspect when designing online for adults is flexibility in delivery. This might mean avoiding synchronous activities when a comparable asynchronous alternative is available. It also means recognizing that there are some days of the week where adult learners will be offline. I wanted to emphasize that you had many strengths to your module. You helped link the content to the professional context of the learners and recognized prior experience. I found an excellent guide if people wanted to have something to quickly refer to when designing for adult learners: http://hlwiki.slais.ubc.ca/index.php/Adult_learning_theory_(andragogy)

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