M ICRO LEARNI NG
EFFE CTIVE PRACTICE SCORIN G TOOL | M A Y 2 0 1 7
points
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Lacking
#
01
02
03
04
05
06
07
08
09
10
Emerging
Established
Exemplary
DESCRIPTION
POINTS
A single concept or practice is effectively conveyed.
Microlearning content is aligned with learning objectives.
Learners can access microlearning treatments on multiple devices.
The unit reinforces scaffolded learning tasks.
The content fits within the overall structure and flow of the long-form course.
The selected learning content is appropriate for the microlearning treatment.
The selected format properly corresponds with at least one of the three learning
lifecycle stages: readiness, discovery, reinforcement.
The task is appropriately timed to address the selected learning concept.
The microlearning element is timely and current.
There are ways to assess microlearning outcomes.
TOTAL
0-10 Po i nt s
11-20 P o i n t s
21-30 P oi nts
There’s room for improvement!
If you find that many of these
practices are not observed or
implemented in a microlearning
solution, take some time to review
the design approach and
intentionally include these
effective practices.
You’re on the right track!
Explore the areas that
scored low, and explore our
recommendations to better
integrate those effective practices
into the design process.
Bravo! Your team is well on the
way to designing, developing,
and delivering microlearning
treatments of excellence. Take
some time to share your success
with our community!
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with permission of copyright holder.
MICROLEARNING
EFFECTIVE PRACTIC E SC ORING M A TRIX | M A Y 20 1 7
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Effective Practice
01
Emerging (1 Point)
Established (2 Points)
Exemplary (3 pOints)
The microlearning asset addresses
more than one concept or practice.
The microlearning asset addresses
only one concept or practice that
the learner can review and reinforce.
The content has not been distilled
effectively enough to center on only
the most relevant and critical
concepts. It presents more than
learners need and can absorb and
retain.
The microlearning asset addresses only one
concept or practice that the learner can
review and reinforce. The content has been
distilled so that it centers on the most critical
core elements related to the topic. It is
focused on precisely on what learners need
to learn within a specific context.
Microlearning content is
aligned with learning
objectives.
Learners see the relevance of the
microlearning treatment, but it is
not directly aligned with a
specific learning objective from
the full blended learning campaign.
The microlearning content is
completely aligned with a
specific learning objective from the
full blended learning campaign.
The microlearning content is clearly aligned
with a learning objective from the full
blended learning campaign. Learners
recognize the connection between the
microlearning asset and the learning objective.
Learners can access
microlearning treatments
on multiple devices.
Learners can only access the
microlearning treatment on a
limited number of devices.
Learners can access the
microlearning treatment on a wide
range of devices, however the range
of devices that learners prefer is not
fully addressed or supported.
Learners can access the microlearning
treatment on devices they typically use,
including computers, smart phones and
tablets. Instructors are aware of learner
preferences with regard to devices, and
select or develop microlearning content
accordingly. Operations are functional,
quick, and smooth.
The overall learning content is
effectively scaffolded to reinforce
skills or knowledge on a continuum.
The overall learning content is
effectively scaffolded to reinforce
skills or knowledge on a continuum,
but the microlearning asset is not
sufficiently incorporated in ways to
support the content. Microlearning
assets can also be available in
increasing levels of complexity
within a larger scaffolded program.
Microlearning units are built into a broader
scaffolded learning strategy that reinforces
skills or knowledge on a continuum. Learners
with assessed prior knowledge can choose
microlearning treatments that best address
their experience level. Microlearning assets
can also be available in increasing levels
of complexity within a larger scaffolded
program.
A single concept or practice is
effectively conveyed.
02
03
04
The unit reinforces scaffolded
learning tasks.
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MICROLEARNING
EFFECTIVE PRACTIC E SC ORING M A TRIX | M A Y 20 1 7
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Effective Practice
05
The content fits within the
overall structure and flow
of the long-form course.
Emerging (1 Point)
Established (2 Points)
Exemplary (3 pOints)
There is no link between the
microlearning asset and content in
a more formal or long-form blended
learning program. Learners view
the mini-lesson as an optional
stand-alone task that is not
connected to what they are
learning.
The microlearning asset is directly
linked to content presented in the
full blended learning campaign. Some
learners recognize that the mini-lesson
provides an opportunity to reinforce
concepts or skills. Learners are not
aware that microlearning treatments
are readily available at moments of
learning need.
The microlearning asset is directly linked
to content presented in the full blended
learning campaign. Learners recognize that
the mini-lesson provides an opportunity to
reinforce concepts or skills, and understand
that they can frequently and easily access the
treatment at moments of learning need.
The selected content focuses on
concepts or skills that require more
robust learning solutions.
Selected content is focused on
content and skills, some of which
require more robust learning
solutions to address long-term
retention needs. The content is,
therefore, partially appropriate for
practical reinforcement, repetition,
and/or review purposes.
Selected content is focused on concepts or
skills that are condensable and do not need
more robust learning solutions to address
long-term retention needs. The content
is appropriate for practical reinforcement,
repetition, and/or review purposes.
The selected format
properly corresponds with
at least one of the three
learning lifecycle stages:
readiness, discovery,
reinforcement.
The microlearning treatment has
little or no obvious role within the
three-tiered learning lifecycle.
The microlearning treatment has an
obvious role within the three-tiered
learning lifecycle. The format does
not appropriately engage the learner
per the selected lifecycle stage.
The microlearning treatment has an obvious
role within the three-tiered learning lifecycle.
The format is appropriate for the type of
learner engagement anticipated per lifecycle
stage.
The task is appropriately
timed to address the
selected learning concept.
The microlearning asset is too long
for learners to effectively engage
with and learn from it.
The microlearning asset meets
timing guidelines, although timing
is not a consideration in the overall
design of the blended learning
campaign.
The microlearning asset is short in duration
(likely no more than 3-5 minutes, or as
long as 10-15 minutes depending on what
needs to be learned). The timing enables
the learner, who is “on the go,” to absorb
information in their moments of learning
need. The asset helps the learner retain
targeted bits of knowledge or information.
06
The selected learning
content is appropriate
for the microlearning
treatment.
07
08
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MICROLEARNING
EFFECTIVE PRACTIC E SC ORING M A TRIX | M A Y 20 1 7
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Effective Practice
09
The microlearning element is
timely and current.
10
There are ways to assess
microlearning outcomes.
Emerging (1 Point)
Established (2 Points)
Exemplary (3 pOints)
The microlearning element
attempts to address an immediate
learning need. Presented concepts
and tools need updating.
The microlearning element
addresses an immediate learning
need. It presents the relevant (and
recent) concepts, tools, practices,
etc., that help learners meet specific
professional requirements. To
update the mini units requires a
partial or full content change within
the blended learning campaign.
The microlearning element addresses
an immediate learning need. It presents
the relevant (and recent) concepts, tools,
practices, etc., that help learners meet
specific learning requirements. The minilessons can be updated regularly without
disrupting the entire blended learning
campaign.
There is no assessment
mechanism to determine learner
understanding.
The assessment is linked to desired
outcomes but may not appropriately
measure corresponding knowledge
and skills gains.
Assessment of the microlearning treatment
is directly linked to desired outcomes. The
assessment tools are thoughtfully matched
with the skills and knowledge learners
are developing or strengthening. Learner
demonstration of knowledge or skill is
acknowledged. The asset itself might also
be the assessment tool that checks for
understanding of learning content of a
larger unit.
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MI CRO L E A RN IN G
E FFECT I V E PRACTICE SCORE C A RD D E SC RI P T I O N S A N D RE C O M M E N D ATION S
EFFECTIVE
PRACTICE
01
A S I N G L E C O N C EP T O R P RACT IC E IS
EF F E C T I V E L Y C O N VE YE D.
Using microlearning assets to present digestible pieces of content can focus learners
on a specific bit of important information. Zeroing in on a topic invites learners
to strengthen their grasp of a single concept or practice pulled from a more
comprehensive blended learning program.
Capturing the “essence” is key to its value to learners. In fact, microlearning’s brevity is
the appeal. Learners can review, reinforce, and better retain details even while on the
go, helping to make the learning stick.
R E C O M M E N D AT I O N S
.
.
.
Whether developing or choosing from existing microlearning elements, ensure they are distilled
down to their core in order to target a single concept or practice.
Use visuals. A good picture or diagram is worth 10 minutes of words used to convey information.
Real-world examples are often the best way to clearly underscore a critical practice or principle.
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Microlearning Effective Practice Scorecard Descriptions and Recommendations | May 2017
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1
EFFECTIVE
PRACTICE
02
M I C RO L E A RN I N G C O N T E N T IS ALIG N E D WITH
L E A RN I N G O B JE C T IVE S.
Even though microlearning assets can stand alone, they are part of a larger learning
program with clear objectives framing content and outcomes. The blog post, podcast,
infographic, or interactive quiz, for example, is only effective if it is directly linked to a
specific learning objective.
Aligning a microlearning element to an objective not only lets learners know that it is
an important component of their broader learning experience, but also enables them
to recognize what they are expected to achieve as they engage with the task.
R E C O M M E N D AT I O N S
.
.
.
Ensure that overall course objectives point to desired outcomes.
Choose specific content that microlearning can address.
Match a single objective with a microlearning asset, and make sure participants know
what the objective is.
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Microlearning Effective Practice Scorecard Descriptions and Recommendations | May 2017
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2
EFFECTIVE
PRACTICE
03
L E A RN E RS C A N ACCE SS M IC RO LE ARN IN G
T RE A T M E N T S O N M ULT IP LE DE VIC E S.
Microlearning can be implemented in any learning environment, from a traditional
classroom to flipped classrooms, virtual classrooms, and all places in-between.
Basically, it expands the learning landscape.
One of microlearning’s attractive characteristics is its portability. Learners can access
these bite-size tasks on multiple devices—from desktop computers to smartphones
and tablets—which is one of the main reasons these bite-size lessons are perfect for
people on the go.
The other important attribute of microlearning is that it addresses people’s moments
of learning need. If they need to refresh their memory about an on-the-job procedure,
they can pull out their device to immediately tap into a mini-lesson that can guide them.
R E C O M M E N D AT I O N S
.
.
.
.
.
If you are about to develop a blended learning solution—with microlearning assets—for a new
set of learners, find out which devices they prefer.
Discover what learners want to know when they turn on their devices. And how they absorb
the information once available. Then you can develop or locate suitable tasks, which should
be compatible with a variety of operating systems.
Make sure your training platform is fast and easy to use. You don’t want to frustrate learners if
operations are troublesome ... and slow, to boot.
Consider testing microlearning elements on various devices to ensure they are not only
accessible, but also work properly. Once developed and running, check in with learners to see how the units are working for them
to modify or adjust where needed.
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Microlearning Effective Practice Scorecard Descriptions and Recommendations | May 2017
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3
EFFECTIVE
PRACTICE
04
THE UN I T RE I N F ORCE S SCAF F O LDE D
L E A RN I N G T A S K S .
Bringing learners to a level of mastery is what we hope to do. If we succeed, learners
actively put into motion skills and knowledge gained from their learning experience.
Scaffolding is integral to this real-time application of content and practice. It leads
learners to stronger understanding and eventually, to greater learning independence.
Quality blended learning campaigns are structured to do this effectively. Microlearning
is an excellent way to support scaffolded learning content. It can reinforce a principle
or practice. It can move learners to increasing levels of complexity on a progressive
learning path.
How microlearning is incorporated into a scaffolded framework ultimately depends on
individual learners and overall organizational needs that frame learning content design
and delivery.
R E C O M M E N D AT I O N S
.
.
.
Map out learning content to ensure that it is appropriately scaffolded and to determine
where microlearning would best support the learning progression.
Consider scaffolding content within the microlearning asset, perhaps a task that draws
learners into more challenging engagement that requires, for example, greater problem
solving at each step.
Use microlearning elements to assess where learners are at in the learning cycle in order
to focus them on content relevant to their development.
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Microlearning Effective Practice Scorecard Descriptions and Recommendations | May 2017
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4
EFFECTIVE
PRACTICE
05
THE C O N T E N T F I TS WIT H IN THE OVE RALL STRUCTURE
A N D F L O W O F T HE LO N G - F O RM CO URSE .
Designing meaningful and empowering blended learning campaigns requires
purposeful planning to ensure that all of the pieces—from objectives to scaffolded
content to application—are aligned. The learning landscape needs to make sense to
anyone progressing along those learning pathways.
Microlearning has to fit accordingly within that construct to benefit the learner. And
even though it can stand alone, it must have an obvious connection to the larger
program. Learners should recognize it as a treatment that will help them, for example,
review complicated material or reinforce a job-related process.
Relevance is of primary importance, especially when learners engage with content
outside of a formal learning environment.
R E C O M M E N D AT I O N S
.
.
.
.
.
As you develop learning materials, think about the skills and knowledge that microlearning
would best address in order to strategically embed them in the broader learning program.
Remember that even though microlearning assets can stand alone, they must relate to
content that learners have already been exposed to.
Learners should know that their interaction with microlearning tasks count—that they are
figured into course completion and assessment.
Vary the microlearning tools to invite learners to delve into content from different
perspectives and to keep them engaged.
Don’t overwhelm learners with too many mini-modules. Space them out so there is
enough time in between modules for learners to digest and apply what they have learned.
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Microlearning Effective Practice Scorecard Descriptions and Recommendations | May 2017
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5
EFFECTIVE
PRACTICE
06
T HE S E L E C T E D LE ARN IN G CO N T E N T IS AP P ROPRI ATE
F O R T HE M I C RO LE ARN IN G T RE AT M E N T .
Not all content is microlearning-friendly. If you want learners to build mastery, depth of
knowledge, and long-term retention, more formal learning treatments are the way to
go. But, using a microlearning approach to solidify targeted areas is ideal.
Also, breaking down a 60-minute module into learning nuggets does not constitute
microlearning. It is still substantial amounts of content not meant for learning nuggets.
But you can pull from this material to create mini-modules to reinforce key points and
messages.
R E C O M M E N D AT I O N S
.
.
.
Select content that requires repetition or the practice of micro-skills.
Focus on a single aspect of the content that works for microlearning.
Select microlearning-suitable tasks that, for example, ask learners to apply best practices,
interact with case studies, or activate a workplace skill (i.e., learning a software application
or moving through the steps of a cash transaction).
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Microlearning Effective Practice Scorecard Descriptions and Recommendations | May 2017
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6
EFFECTIVE
PRACTICE
07
THE SE L E CT E D F O RM A T P RO P E RL Y C O RRES P O N D S
W I T H A T L E A ST O N E O F T HE T H REE LE A RN I N G LI F ECYCLE
STA GE S: RE A DI NE S S , D I S C O V E RY , REI N F O RC EM E N T
You have likely referred to the learning lifecycle to frame blended learning programs.
It can inform how the development and placement of learning tasks—which include
microlearning assets—are located and function along the learning progression.
As you select or design these mini-modules, think about where they fit on the
three-tiered lifecycle:
READINESS Learners recognize why and what they are learning, and how they
will be better for it.
DISCOVERY Learners self-assess; put new skills and knowledge into action; and
give and receive feedback.
REINFORCEMENT Learners use and reinforce what they learned on-the-job.
R E C O M M E N D AT I O N S
Consider developing learning content around the learning lifecycle to match stages to specific
microlearning assets. For example, tools at the stage of:
.
.
.
READINESS: include motivational videos, diagnostic quizzes, infographics,
and flipped pre-work.
DISCOVERY: include gamification, decision-making scenarios, video interviews, and
how-to demos.
REINFORCEMENT: include job aids, reference tools, and performance dashboards.
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Microlearning Effective Practice Scorecard Descriptions and Recommendations | May 2017
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7
EFFECTIVE
PRACTICE
08
T HE T A S K I S A P PROP RIATE LY T IM E D TO ADDRESS
T HE S E L E C T E D LE ARN IN G C O N CE P T .
Microlearning timing is open to some debate. Currently, 3-5 minutes is the norm. But,
industry specialists say the length depends on the desired outcome. Sometimes, a 5-7
or 10-15 minute run can be appropriate, depending on what needs to be learned.
In the end, you will decide what timing works best for the tools you develop or select.
Remember that microlearning is typically designed to meet learners’ needs on their
schedules (as well as address hectic schedules) and intermittent moments of learning
need.
Ultimately, you want to time these learning nuggets to allow for learners’ retention of
important information outside of formal learning environments.
R E C O M M E N D AT I O N S
.
.
Find or establish a timing formula that works best for your learners, based on what you know
about their learning practices.
Link microlearning to workplace practices where on-the-job learning is encouraged and
anticipated. How much time, for example, do professionals have in the morning to review
a concept or practice a skill?
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Microlearning Effective Practice Scorecard Descriptions and Recommendations | May 2017
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8
EFFECTIVE
PRACTICE
09
T HE M I C RO L E A RN IN G IS TIM E LY AN D C URRE N T .
Change, as we know, is inevitable. What learners need to know and do is always
fluctuating. Microlearning enables people to stay on top of their professional game
even as changes take place.
To ensure this happens, the skills and knowledge that learners build through
microlearning must be relevant to the evolving requirements they have to fulfill in real time.
It is relatively easy to switch out a tool/task that is behind the times, so to speak, and
replace it with a more current asset. Or, sometimes, you can simply update content in
the mini-module itself. In adjusting microlearning content, you may not need to redo
the entire larger learning program – a few tweaks may be all that is needed to refresh
the content.
R E C O M M E N D AT I O N S
.
.
.
Stay on top of industry trends to maintain the timeliness of the microlearning products you
develop or select.
Do not deliver microlearning randomly or on a permanently set schedule; you want to be
able to readily address an immediate problem, need, or change.
Check in with employers, learners, specialists, etc., to identify the emerging skills and
concepts your learners need the most.
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Microlearning Effective Practice Scorecard Descriptions and Recommendations | May 2017
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9
EFFECTIVE
PRACTICE
10
T HE R E A RE W A Y S TO ASSE SS M IC RO LE ARN IN G
O UT C O M E S .
Even though microlearning content is brief and quick, it is assessable. And research
has shown that learners actually do well on microlearning assessments because of their
immediacy, coupled with instant feedback.
You can build an assessment into a microlearning component. For example, include an
interactive quiz to check for understanding of concepts explored. The mini-unit itself
can also be an assessment tool that measures, for example, a learner’s ability to move
through a process.
R E C O M M E N D AT I O N S
.
.
.
.
.
Always link microlearning assessments to desired outcomes.
Think about what you want learners to gain from your microlearning units. Then develop
corresponding assessment tools to effectively measure proficiency.
Include “rewards” for learning progression, correct responses, completed mini projects, etc.
Connect assessments to an LMS to have a record of learners’ achievement levels.
Use assessment data and feedback to improve the design and integration of
microlearning assets.
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Microlearning Effective Practice Scorecard Descriptions and Recommendations | May 2017
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