In a 2017 report, 79 percent of talent development professionals surveyed by ATD reported they either used microlearning already (38 percent) or wanted to (41 percent). Of 92% considered their use would rise later on. The last few decades have seen a frenzy for microlearning development, with some companies are turning their entire L&D plan towards three to seven minutes. But to estimate a dear chaos theory mathematician, were we so preoccupied with whether we can, we did not cease to ask if we should?There are legitimate, well-thought-out reasons to add microlearning to your L&D arsenal. There is also a Great Deal of unfounded (or even out-and-out wrong) asserts you’ll hear about its performance and utility. Before diving headfirst into the microlearning revolution, it’s important to understand which reasons are that. Below, we’ve assembled”reasons” you shouldn’t use on in your choice and three that you should.DON’T Usage Microlearning since You’ve Seen StatisticsIf you do a little internet sleuthing, you’ll easily find numbers that”prove” the effectiveness of microlearning. Many lack any evidence. The science they’re citing as Other folks misinterpret a proof. Take the often-quoted claim that retention is increased by microlearning by 22 percent. It is according to a study that analyzed quiz performance. The study did not involve classes that are microlearning. Its study material was reprinted chapters of text on patent law. The analysis did not compare micro-and macro-teaching strategies. The identical material was used in every group but examining frequency diverse (two, eight, or sixteen quizzes). This is more akin in microlearning than a micro/macro runoff, to experimenting. The study did not test retention. It compared functionality on multiple-choice inquiries answered instantly following exposure to the material, without follow-up in the days, weeks, or even months afterward. And that this is one of those “substantiated” claims. Other statistics are based on much less. DO Use Microlearning the urge to paint microlearning to all things, and there’s the urge. This is a mistake. Microlearning is one tool in a box with many others. You don’t use a hammer to turn pliers or a screw to strike on a nail. Your use of learning programs that are different should be as tactical. Microlearning is a superb tool for strengthening concepts. The benefits of retrieval practice and learning are well-documented. Microlearning all might not be a magic bullet for retention all by itself. But spaced microlearning exercises, lessons, or evaluations to reinforce an intro? That is a clever approach. DON’T Use Microlearning to fix a Generation Gap There’s a superb reason not to leap on microlearning to solve generational differences. There is no evidence that technology has altered how people learn or process information. Any modifications you make to your learning approach can and should be to make it even more effective for everyone. New technology can be a part of that, but it needs to be applied. DO Apply the Essentials of Learning to Micro CoursesA video is not microlearning. At least, not effective microlearning. Small classes can tempt you to evade the essentials of good design. Don’t. The same features that create a course effective are also for microlearning essential. Assembling in opportunities for feedback training, and reflection is crucial. That is one of the reasons we partner with Vado. Their classes that are microlearning emphasize practice and application. Students are given exercises to apply their new skills at work. They’re helped along by job assists with step-by-step directions. It is a great strategy for learning that is easy — one of the areas where microlearning can shine. DON’T Use Microlearning to Fill a Blank SlateMicrolearning may suppress awareness transfer in case you’re tackling a new field. When you’re studying a new (and complicated) topic from scratch, you need a structured and systematic debut. Microlearning, if novices skip around between lessons, although promoting a la carte learning, they miss important thoughts and vocabulary. Worse, they disconnect themselves in the scaffolding that holds all of the lessons together. Construction knowledge requires a specific degree of immersion. Five minutes at a time — even if the bundle is seen frequently — is not long enough to create progress in realizing a new subject. You’re setting students up for frustration and forgetfulness. DO Use Microlearning to Let Intermediate/Advanced Learners Self-DirectIn comparison to the problem it gifts for novices. Microlearning is ideal for the self-directed study that builds on present knowledge. Once you have conquered the basics of a subject, you’re far better equipped to pick your own learning experience. You generally know what you know (and what you do not), which lets you reach for what you need. That makes self-study an educated decision that isn’t possible for newbies. You know the big picture and at which individual bits should match. This allows you to place new information into context, to build it into your psychological map, so it’s possible to retrieve in the future. And if you encounter something unfamiliar, you most likely have the resources to fill the knowledge gap with nominal interruption. That makes microlearning a much handier tool for intermediate and advanced students. Has its place in a well-rounded L&D environment. It is great for just-in-time learning, bite-sized lessons, reinforcement of new expertise, self-directed study, and more. But it should coexist alongside macro-learning, knowledge bases, and other learning resources. It should also rely on the tried and true principles of instructional design to make sure it’s effective. Otherwise, you’re dooming some of your L&D efforts to failure. Building several numerous kinds of resources can seem exhausting, ripe for redundancies. Perhaps that’s why we have an urge to “change” to the brand-new thing entirely.