Read All About It

Newspaper articles and editorials are a perfect example of microlearning (the form of instructional design I’ve been using for over 15 years).

They (hopefully) inform us of the who, what, where, when, why and how of something in a format we can consume very quickly, often in less than 4 minutes. Regardless of the bias of the newspaper, legitimate articles and editorials can lead us to challenge our thinking, which is never a misuse of time.

Just this morning, a particular lead story in my local broadsheet newspaper was, to me, both informative and insightful. And I know it is excellent microlearning because, even though I put the paper down a long time ago, I’m still mulling over what I read, considering it’s points and even curious to potentially look in to a few different aspects of this point of view.

Action – Today, engage with something as simple as a newspaper article with an open-mind that says “this could be a really good learning opportunity for me”.

We create wonderful (and often overlooked) opportunities of enrichment and growth with something as simple as a newspaper article.

Do Something …. Something!

I woke up on the wrong side of the bed today. Tired, frustrated and plain ol’ hormonal, it has been a struggle for me to get things done.

Hey, it happens.

And then I reminded myself of this great Mark Twain quote:

“Twenty years from now you will be more disappointed by the things you did not do rather than the ones you did do. So throw off your bow lines, Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover.”

There are a few keys to success in this quote, but there is one absolutely fundamental key. Something that absolutely must happen for you to achieve success at any endeavor.

Look at it again. What do you think it is?

“Twenty years from now you will be more disappointed by the things you did not do rather than the ones you did do. So throw off your bow lines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover.”

The key to success in this quote is … action.

Being in action.

“Well of course Nancy” I can hear you say.

Sure. And my reply to you is – how many times have you said “Oh, I’ll start that tomorrow”?

Success isn’t about tomorrow, or next week or next month. It is about being in action right now. This very second. Yes, sometimes we are a little afraid, or perhaps a little unsure about what the whole thing will look like. But that comes with the territory.

So, earlier today, I took a little time to be cranky. Now, I’m making the time to do something!

Action – Join me. Get into action today on your goals. And explore, dream, discover.

Self-Efficacy and Microlearning

What is self-efficacy?

Albert Bandura is credited with advancing the concept of self-efficacy.  According to Bandura, self-efficacy is a person’s belief in his or her ability to successfully perform tasks and to reach goals.  Bandura described these beliefs as determinants of how people think, behave, and feel.

Self-efficacy begins to form in early childhood and continues to evolve throughout life.  According to Bandura, there are four major sources that if acknowledged will strengthen our sense of self-efficacy.

1.   Mastery:  Performing a task successfully.
2.    Modeling:  Witnessing other people successfully completing a task.
3.    Persuasion:  Receiving praise or encouragement.
4.    Responses:  Monitoring favourably our emotional reactions.

Essentially, as self-efficacy improves so does an individual’s ability to perform in such areas as collecting relevant information, engaging in complex thought processes, taking decisions, implementing a plan, and working under pressure.

What is microlearning?

Microlearning is a method of learning, whereby concepts and ideas are presented informally, in small chunks of information, over short periods of time, often at the point of need, and at the point of maximum receptiveness.

What does microlearning have to do with and self-efficacy?

Microlearning is made up of microcontent, small chunks of information, focusing on single definable ideas or topics.  Learning new information, engaging in self-improvement exercises, or focusing on changing behaviours can be broken into microcontent.  Self-efficacy is strengthened as people complete successfully these micro units of information.  Consecutively, as self-efficacy is strengthened, higher learning aspirations will be set.  Additionally; people will find and use better strategies to attain the desired outcome and respond more positively to negative feedback.  It is a winning combination for all.

“It is widely assumed that beliefs in personal determination of outcomes create a sense of efficacy and power, whereas beliefs that outcomes occur regardless of what one does result in apathy” (Albert Bandura)

Meta This, Meta That – What The Heck Is Metacognition?

“Metacognition” refers to a learner’s automatic ability to understand, control, and manipulate his or her thinking processes. A person with well developed metacognitive skills can identify and overcome blocks to learning and can bring learning from off-the-job to on-the-job situations and vice versa.

Metacognition includes…

  • Metamemory – knowledge of the memory system and the strategies used in a memory task.
  • Metacomprehension – ability to understand information being communicated, to recognize failure to comprehend, and to employ repair strategies when failures are identified.
  • Self-Regulation – ability to make adjustments in the learning processes in response to perceptions of feedback regarding current status of learning.

Employee trainings emphasizing metacognition skill development…

  • Helps employees develop a repertoire of thinking and learning skills.
  • Fosters confidence and independence in employees.
  • Encourages employees to self-regulate their learning.
  • Improves employees’ decision-making and goal-setting skills.
  • Enables employees to self-assess the quality of their thinking.
  • Helps employees to decide which strategies to use in which situations.

Metacognition structured trainings are different from other trainings…

  • The training environment is inclusive, positive, and stimulating.
  • Metacognitive thinking is modeled.
  • Employees learn metacognitive skills while involved in learning something else.
  • Employees are guided toward independently selecting, using, monitoring, and evaluating their use of strategies.
  • Opportunities are created for employees to talk about their thinking as part of the work day and to build a thinking vocabulary.
  • Acquisition of metacognitive skills is assessed through the use of a metacognitive skill measurement scale.

Metacognitively trained employees…

  • Know what is expected of them at work and how to complete tasks.
  • Can self-evaluate and recognize when they are doing well.
  • Are confident, able to handle stress, and know their strengths/weaknesses
  • Are self-motivated, able to manage time and stay focused.
  • Can set goals, problem solve and make information meaningful.

“Trainers who help employees develop and internalize metacognitive skills
through direct instruction, modeling, and practice cultivates engaged
workers; the effective use of metacognitive skills is one of the primary
differences between productive and less productive employees.” ~ Nancy Morris

The Adult Learner & Microlearning Training

Many businesses believe that some form of on-going training is an essential requirement to keep employees happy, loyal, and current.  However, many trainings are offered in a group setting where employees are invited to pass through a “101” training course.  Does this type of training ensure professional improvement? Does this type of training meet the needs of the adult learner?

Malcolm Knowles (1980), the pioneer of adult learning offers the following considerations when looking at the needs of the adult learner and corporate trainings:

1.    Adults need to be free to direct their own learning. Leaders of training sessions have to act as facilitators, guiding participants to their own knowledge rather than supplying them with facts.

2.    Adults bring to a training an accumulation of life experiences and knowledge.  For training to be meaningful, the sessions need to connect learning to this knowledge/experience base.

3.    When adults agree to take part in a training, they usually have some idea of what they want to get from the training. Therefore, adults appreciate a learning experience that is organized and has defined elements.

4.    Adults must see a reason for learning something. For a training to be of value, the learning has to be applicable to their work or to their other responsibilities.

5.    Adults will focus on the aspects of a training that are most useful to them. They may not be interested in knowledge for its own sake.

6.    Adults have many responsibilities that they must balance against the demands of learning.  Because of these responsibilities, adults may have barriers against participating in group learning experiences. Some of these barriers may include:  a perceived lack of time; low level of self-confidence; ‘red tape’ hassles; etcetera.

Corporate trainings need to focus on material that reflects the way employees live, work and learn. Microlearning trainings offer a flexible and dynamic alternative to tradition trainings.  Microlearning trainings are a type of training that deals with small learning chunks accompanied by short-term learning activities.  The format for the trainings makes it possible to engage in the training anywhere at any time.  Microlearning trainings support self-discovery, allowing the employee to focus on useful information not already possessed.

All men who have turned out worth anything
have had the chief hand in their own education. – Sir Walter Scott

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