e-Learning Blog

The definition of Human Science's Microlearning teaching materials is as follows:

1) Analysis and Design of Learning Content

First, before entering the design phase, we determine whether the material is suitable for microlearning.

Afterwards, we will design each individual material after understanding the course and curriculum as a whole.
For example, under the theme of "infection control", if multiple microlearning materials are to be distributed, we will design them individually after understanding the entire curriculum. This allows for systematic development. It also helps to eliminate any overlap or gaps in the learning scope of each material.

2) Scenario and Screen Composition that is Not Overloaded

In each individual course creation process, we will pay attention to not deviate from the theme, with a guideline of "maximum 5 minutes" for total learning time.
In each process, we will always check and adjust to ensure that it can be completed within the allotted time and in a manageable amount for learning.

From here, we will explain the unique points of microlearning along with the process of creating teaching materials.

Specification Design (Common Specification for All Course Materials)

Microlearning must be compact throughout the entire process due to the constraints of time.
The following are requirements for "common mistakes in instructional design" and "easy-to-learn" materials based on our experience in material development.

1. ・"We tend to cram information with 'everything and anything'. Make a clean selection."
2. ・Narrow down the theme strictly and do not include unnecessary information. Pay attention to related information and supplementary information.
3. ・Also provide file formats for environments where videos cannot be viewed (e.g. PDF files summarizing video content)
4. ・Consideration for learning environment, smartphone compatibility is required
5. - The section to measure learning effectiveness is required. Create a confirmation test.

Establishment of Learning Themes

Clarifying the theme of the teaching materials means clarifying the learning objectives.
Learning objectives are defined as the desired state after completing the learning, expressed as "being able to do ○○".
If the learning objectives are clear, it will be easier to select and discard information to be included in the teaching materials.

For example, let's consider creating a curriculum with the theme of "Infection Control". Let's assume that several microlearning materials have been created for learning about "Infection Control".

We will create a teaching material called "hand washing" from these teaching materials on "infection prevention measures".

The learning objectives are as follows.

1. - Understand and be able to explain the importance and effectiveness of hand washing as a preventive measure against infectious diseases
2. ・Learn how to properly wash your hands

Design

Design is done carefully as it affects all processes.
To achieve learning goals, we will consider what materials to use and list specific items to explain within the materials.
At this time, we will consider the playback time as the axis. First, we will determine the frame of the playback time, and then decide as specifically as possible what information to include and how much to explain within that frame.
Be sure to confirm and decide on the delivery method as well.

Production

During the production process, we create scenarios and storyboards while paying attention to the amount of information so as not to exceed the expected playback time set during the design phase.

The key to creating a storyboard is to be conscious of the separation between text and illustrations on the screen and the information conveyed through narration.
It is important to note that the total length of the narration is not equal to the playback time of the material. It is also important to allow time for learners to digest and understand the information.
In addition, it is necessary to consider periods without narration. For example, there may be scenes where footage is reused or where learners are reading text on the screen.

Once the storyboard is completed, we will proceed with narration recording, illustration creation, and authoring.
If interactivity※ is not necessary, we recommend using video formats (such as mp4 files). This is because they can be played on any device, including computers and smartphones. (※Interactive materials refer to materials that progress through learner's actions within the material.)
However, for testing purposes, it is necessary to use tools such as iSpring or Articulate Storyline, or to create in html5 format.

In the production process, there is a tendency to want to add information or make it more elaborate. However, it is important to proceed without deviating from the initial design.
Spending more time on production than planned or changing specifications later will directly lead to increased costs.

Once the teaching materials are completed, you can start learning by registering and storing them on the system or server.

Above, we have explained about microlearning and tips for production.

The format of the finished product and the tools used for development can vary depending on the subject matter, desired functions, and expression methods to be achieved with the materials.
When actually creating the product, we hope to discuss with the production staff and consider better strategies.