While researching innovation in instructional design I came across a paper titled “Revolutionizing online learning: How micro-learning and SMS technologies are changing the game” which the writer claimed (in the title, no less!) to be ‘changing the game’ (Stafford, 2023, np) when it came to online learning. I found this intriguing as I hadn’t thought of micro learning as recently revolutionary… in fact, I had created a program more than four years ago that used micro-learning. So, what is so revolutionary about a design model that has been around for a handful of years already? I had to dig in to find out more.
For those unfamiliar with micro-learning, the idea is information is provided in “short, stand-alone bursts or modules” (Dolansinski & Reynolds, 2020, p. 553). The idea is that in a world where social media such as YouTube shorts and TikTok provide 15-60 second entertainment to consumers, education should adapt to meet this new expectation of quick hits of information taken where time and efficiency allow instead of more traditional, long, and involved training. Stafford (2023) suggests that with these smaller “bite sized” pieces, knowledge is more easily digested and retained, with less chance of biting off more than one can chew or becoming overwhelmed with the whole.
What makes the micro-learning so radical in Stafford’s paper is the marriage of artificial intelligence (AI) with the micro-learning design, such as with adaptive learning where AI adapts to meet the needs of the user as they progress, as well as with chat-bot technology where there can be interaction with the learner and AI regarding real-time question and answers as they progress through the content, with chat-bot providing support as needed and just-in-time. Lastly, Stafford suggested that virtual reality (VR) is another aspect of AI that can be harnessed along with micro-learning to not only provide a bite sized learning experience but also allow for short real-life scenarios in a safe, risk-free environment.
Both micro-learning and artificial intelligence are reliant on technology; and while AI inherently more so, micro-learning typically incudes web-based modules or courses. An example provided by Dolasinski and Reynolds for micro-learning highlights “a 2-minute informational video, a 5-minute discussion during pre-shift, and a poster” (2020, p. 557) as sufficient training when it’s completed on-the-job. This style allows for learning in real-time, is efficient, inexpensive, and effective according to their study. When combining AI and micro-learning, that inexpensive benefit will likely no longer apply. One paper reviewed noted that “the more extensive the computing support, the more efficient the machine learning applications will become, raising the question of the cost and availability of such advanced computing power” (Shew et al, 2019, p. 3). The cost associated with the increase in tech required to add AI to micro-learning could push this education option outside the average learner’s budget. If cost is not a factor, the benefits claimed by Stafford are many:
Microlearning content is more easily understood, and AI technologies can provide learners targeted support and guidance. Micro-learning and AI technologies can make creating and delivering high-quality learning experiences easier for educators. AI technologies can provide valuable insights into learners’ progress, enabling educators to make data-driven decisions about improving the learning experience. (np).
One option to by-pass the possible hindrance of a large bill from AI is Short Message Service (SMS) usage with micro-learning. Benefits include access to the learning with just-in-time availability with the help of mobile access that supports the short burst of knowledge and interactive quizzes or knowledge checks. SMS is particularly adept at this, able to send out text message reminders and curated information as programmed by the user, on a platform most are fluent in and have already invested in the required technology (smart phones).
I see SMS and micro-learning as the true revolutionary innovation in digital learning. It’s accessible to the every-day user, and while relying on technology it taps into tools most already own so no large investment required. As with any technology there is privacy and security risk involved, but no significant exchange of personal information needs to be exchanged once the user downloads the appropriate app with the microlearning of their choice. I look forward to seeing how this technology evolves over time, and how organizations come to adapt to the wants and needs of a new generation of learners.
References:
Dolasinski, M. J., & Reynolds, J. (2020). Microlearning: a new learning model. Journal of Hospitality & Tourism Research, 44(3), 551-561. https://journals.sagepub.com/doi/full/10.1177/1096348020901579?casa_token=__r-bHeWU8gAAAAA:9IQGiculdjFQIuz-bUUGjw2J3y-EoN8bAUPu5wGX4IinZ-w3bv_vnmjZcmi3I7Q6PKJV6HFC0XhePyQ
Mun, J., Housel, T., Jones, R., Carlton, B., & Skots, V. (2020). Acquiring artificial intelligence systems: Development challenges, implementation risks, and cost/benefits opportunities. Naval Engineers Journal, 132(2), 79-94. https://www.jmir.org/2019/7/e13659/PDF
Stafford, T.M. (2023). Revolutionizing online learning: How micro-learning and SMS technologies are changing the game. Medium. https://medium.com/id-confidential/revolutionizing-online-learning-how-microlearning-and-sms-technologies-are-changing-the-game-1384b1a91f47
January 4, 2024 at 6:58 pm
Hi, Jessica; thank you for sharing your latest blog post.
Stafford (2023) was bold in his declaration; as you postulated, microlearning is not new, so it was refreshing to consider this from a new perspective and observe your reflections.
The incorporation of AI and VR could certainly impact the design and teaching and learning experience – how do you think this would have impacted the micro-learning experience you designed years ago?
Furthermore, how might the variable elements you explored, including technology, cost, and privacy/security impact this fusion of micro-learning and AI/VR being implemented in your setting? How might your industry adapt to optimize micro-learning for future learners?
January 8, 2024 at 8:00 pm
Hi Lisa,
Thank you for the question. I created micro learning to address an organizational issue of lack of knowledge about our internal quality program (QDM), and lack of QSM Experts in Canada. The gist was that instead of following the Expert pathway
which consisted of 26+ hours of web based training, along with a 4 hour mediated test, the learner could instead partake in a ‘badge program’ where QDM was sectioned off into bite-sized badged training modules. The intention was that as employees worked towards the badge reward, and took small increments of training they would then develop a foundational and broader knowledge base of QDM. What I found to be the end result was lots of folks collecting the shiny, pretty badges and very few of them using the knowledge within their day to day work or towards projects within the company. I wonder if I had been able to incorporate VR or AI at that time to allow for use of the knowledge in real-life situations and in the moment simulations, if the learners wouldn’t have done a better job at taking the knowledge ad lessons learned and incorporated into their day to day activities.
I feel as though that may be the key – as we know, adult learners want to know how the information being taught applies now, that ‘what’s in it for me’ and AI or VR could do a great job showing the WIFM with just in time examples.
The question of cost an privacy/security is certainly a concern for most large organizations. Without getting into the larger cost/benefit analysis of more advanced AI and VR< I would say that there could be the possibility of fusing micro-learning and SMS today since we have company provided cell phones. That, coupled with apps created with our organization and security in mind, could be enough to get started sooner than later.
January 8, 2024 at 1:29 pm
Thanks for the interesting post, Jessica.
Your comment about SMS and microlearning being an “evolutionary innovation” caught my attention. I was involved in a pilot project a decade ago with this same digital learning goal in mind. Because the project involved various departments such as the Registrar’s Office, creating a new workflow turned out to be a major undertaking. In particular, completing paperwork and signatures for privacy measures to use the learners’ mobile numbers was cumbersome and time-consuming. I am curious though if the project would be a lot easier now after a decade later. The concept is certainly innovative! ~M
January 8, 2024 at 8:02 pm
Hi Marni, thanks for the reply! I am curious – were the cell phones being used personal phones, or company provided? And based on your experience do you feel that would have made a difference? I run with the rule that I never text or email from my company provided phone anything I wouldn’t want on the front page of a newspaper… that my mom was reading. In other words, I feel everything on the work phone is the property of the company, and discoverable. I wonder if this would alleviate some of the red tape?
January 9, 2024 at 6:34 am
Hi Jessica, I’m enjoying reminiscing and taking a walk down memory lane here. The context was a school for adult learners. Therefore, work cell phones were not an option. I am not entirely sure if work cell phones would have made a difference. I like to think so, but I am now pondering about the potential application in my past corporate training environment where work cell phones were used. At the time, I was finding that my colleagues and customers were not using SMS texting capability as a means to communicate with each other. An app like Microsoft Teams was being used instead on their mobiles. The same holds in my current organization. My texts comprise of a personal list of friends and family members. I am interested to learn if anyone has been successful with this innovative digital learning approach. ~M