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The material supporting virtual classrooms should no longer be categorized as “slides and guides.” Instead, microlearning encapsulates the takeaway content the same microlearning delivers the coursework.īy taking this approach, the formal learning experience is connected with all five moments of learning need listed by Conrad Gottfredson and Bob Mosher: learning something new, when things go wrong, applying what’s been learned, learning more, and when things change.

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In essence, the goal of the virtual classroom program should be to teach learners how to use the tools they will rely on while doing their jobs. How does this experience sound? Adapting the microlearning approach to virtual classroom design Slides might contain activity instructions and other logistical information, but the microlearning provides the content. Notice: The flow doesn’t include lectures more than five minutes long.

Learners engage in a wrap-up activity that encourages them to create a best practices checklist on the whiteboard, which the facilitator distributes to everyone as a takeaway.The instructor provides a debrief that wraps up with an infographic highlighting the six steps to completing the task.Learners complete a breakout activity where they use application sharing to launch the worksheet small groups collaborate to complete it, using another case study.The instructor distributes a worksheet that’s intended to assist with a particular task (for example, preparing for a sales presentation, creating a meeting agenda, or debugging a piece of computer code) and provides a case study that offers insight on how to use the worksheet.A scenario-based game, managed by the facilitator using application sharing, provides examples of how the content could be applied.A one-minute video provides the reason that this content is critical to a person’s job.Imagine a 90-minute virtual class with this activity flow: Teaching in the virtual classroom using microlearning assets can make virtual classroom learning more effective and maximize the utilization of the microlearning assets. While slides are rarely a valuable takeaway, microlearning would be. Rethinking the learning experienceĭespite attendees’ requests for the slides after a virtual classroom session, few learners ever go back to try to find a point that may have been on slide 42. As with microlearning, organizations often find themselves disappointed with the results of lessons delivered via the virtual classroom-where learners are often bombarded with slide after slide supported by lecture, with minimal interaction and collaboration.īut what if we can maximize the investment made in these short learning bursts while also increasing the effectiveness of formal virtual training solutions? The key: focus on supporting all moments of learning need with microlearning, instead of reserving it for on-demand, informal situations. Organizations invest in this delivery method when they are looking for a low-cost alternative to maintaining physical classrooms and paying the other costs associated with providing face-to-face training. Training delivered via virtual classrooms is also ubiquitous. No matter how well designed, unused microlearning is not worth the investment. Unfortunately, many learners fail to adopt this microlearning, opting instead to figure out a solution with no guidance.

Most organizations create microlearning assets to support learners in applying what they have learned or for learners to use as quick reminders on mobile devices. Microlearning assets offer a dynamic way to bring a modern learning approach into the virtual classroom.īlogs, infographics, videos, podcasts, worksheets-these are just a few of the microlearning options available.

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