Living in the age of information explosion, learners today consume information at a rate that probably exceeds their ability to process it. How then do we, as educators, break down learning into manageable chunks for their consumption and retention? And how do we ensure that the skills they learn in our institutions remain relevant after they graduate? The answers lie in teaching them to learn independently.
To address the challenge of reaching a wide number of students in a scalable and cost-effective manner, the Centre for Communication Skills (CCS) at Singapore Institute of Technology has since 2017 been developing micromodules that enhance students’ written and spoken communication skills.
- An introduction to microlearning
- Online microlearning can transform the teaching of sensitive topics
- Engaging students in readings and microlectures
By 2022, the centre had developed seven “bite-sized” micromodules that are mounted on students’ learning management systems (LMS) and delivered via blended learning. These micromodules cover a wide range of topics such as English Quest (a gamified grammar application), managing meetings, interpersonal skills, career and professional development, email writing, academic and technical writing and critical reflection.
These micromodules are self-directed learning resources – a step we see as pivotal for our students to become independent learners in their professions upon graduation. This article shares how we constructed our critical reflection micromodule and how to make the learning an enjoyable process.
Size matters to learners
The importance of delivering bite-sized content cannot be over-emphasised. Media productions are becoming shorter and show hosts in mainstream media are speaking faster. The current trend tells us that the average consumer wants more information within a shorter timeframe. If micromodules are lengthy and lack interaction, students would likely see them as unmotivating. Hence, when developing micromodules, the key prefix to bear in mind is “micro”. It tells us that less is more.
With this in mind, we broke down each micromodule topic into three short, distinct sections: discovery (one to two minutes), development (three to five minutes) and reinforcement (one to two minutes).
Getting into the learners’ heads
In designing our micromodule, we constantly asked the question that’s in the students’ heads: “What’s in it for me?” Are they going to love this learning experience? Are they likely to emerge from the learning successful, feeling more confident than they previously did with the new skills they have learnt?
It is with this mindset that we designed our critical reflection micromodule. The construction of each micromodule topic was guided by a needs analysis. This means speaking with students, faculty and industry partners to identify where learning gaps are and aligning the learning objectives to the specific competency goals identified in designing the curriculum.
Using accessible language for learners
It is often too easy to use jargon or language that is overly academic. But students find such content uninviting and discouraging. Instead of titling our first unit “Developing coherent structure in writing” we named it “Why is this not a critical reflection?” Instead of “Evidencing depth and significance in your reflection” we named the topic “What should I include in my critical reflection essay?” And finally, instead of naming the last topic “Writing with clarity and concision” we named it “Why can’t they understand what I write?”
Naming the topics like this not only makes it easier for students to understand what they are about to learn, it also directly answers the “What’s in it for me?” question.
Making the learning experience fun and fulfilling
Self-directed learning has a challenge of its own – it lacks personal touch. When going through a micromodule learning unit, it is easy for a student to feel “spoken at” rather than “spoken to”. As such, it helps to write scripts in a conversational way. Sentences should be short and easy to understand, and any necessary jargon explained. A skilled voiceover artist could be hired to record the verbal content – the sincerity, playfulness in the voice, the changes in rate, pitch and volume will all help to make the micromodule appear attractive to learners. The purposeful use of the first-person pronoun “I” in the topic titles also adds a personal touch.
Getting learners excited about what they achieve
As our micromodules are meant to be completed by students independently, a variety of interactive activities are strategically placed within sections, requiring students to remain active throughout the learning experience. Short questions and quizzes are littered throughout the units in a gamified manner with immediate feedback given on their responses or choices.
Upon completing each topic, each student is given a badge that would be displayed on their awards page on the LMS; after completing the full micromodule they receive a completion certificate. This incentivises our learners with a sense of achievement.
Educators are producers
As educators, we often worry about shoving in content that needs to be taught, sometimes to the detriment of thinking about how the content is delivered. As blended learning starts steps onto the main stage, educators need to start thinking of themselves as producers. We need to look at what appeals to our learners and supply them with “productions” that they will enjoy. Only then will our students get excited about learning on their own.
Tan Kian Lip Erick is a senior lecturer and Lee Chien Ching is an associate professor in the Centre for Communication Skills at Singapore Institute of Technology.
If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the THE Campus newsletter.
comment