Microlearning: SCORM compliant eLearning content

In a previous article we have talked about SCORM and its usefulness in eLearning to characterize and manage training objects: in this article we will see how to design and organize content using microlearning, building training projects compliant with this standard. 

FROM SCORM TO MICROLEARNING

At the foundation of SCORM standard there are Sharable Content Objects (SCO), namely all the single sections of content that interact with the LMS platform and are shown to learners as training resources. 

These objects are defined in the instructional design phase, when it is necessary to break up the entire training content to deliver into smaller units. Therefore microlearning comes into play, the instructional strategy related to the fourth of Gagné’s events, presenting the stimulus. Training is delivered not in one shot, which can be quite “heavy” in terms of information to learn and required time: it is indeed broken down into short modules and organized in a network, exactly like SCORM objects. 

WHAT IS MICROLEARNING

We have talked about digital natives and low levels of attention, which makes it very important to organize eLearning in a way that promotes engagement and motivation for learners. In particular when talking about self-paced content, namely asynchronous eLearning, it becomes fundamental for training to choose modalities and strategies that suit learners’ habits. 

In this sense, microlearning provides a framework based on small moments of learning, usually focused on one single topic that is dealt with within the module itself and can be repeated later as a prerequisite for following modules. 

MICROLEARNING: ADVANTAGES FOR LEARNERS 

In addition to being compliant with the structure of SCORM packages, microlearning has different advantages for training, both for teachers and learners.  

Talking about digital natives, breaking down content into training pills allows to focus the attention on a few concepts, giving time to learners for absorbing information before going on. Modularity also allows instant and learner-oriented fruition: short learning moments seem to be particularly suitable for learners’ chaotic lives and for “self-managed” training in relation to space and time. 

From this perspective of control, if contents allow it, microlearning goes often along with the possibility of non-linear fruition: the learner can choose autonomously the sequence for the fruition of modules. This possibility for the user seems to comply with one of Andragogy’s principles: for adults it is fundamental to be in charge of their own training. 

Last but not least, microlearning represents the perfect structure to allow progress tracking: breaking down content into one-topic training pills, in fact, allows to measure the learning level of each piece of information, giving specific feedback and unlocking additional resources in an adaptive way according to arisen needs.  

In the organization of contents, then, microlearning seems to be a winning strategy to make training more effective and suitable for learners, supporting them in reaching their goals and obtaining positive feedback. 

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