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Lynda.com is a massive data base of courses that can be consumed via video text and usually exercise files. High school age students can work at their own pace and explore topics that cover virtually every subject. Some of the courses may not be micro learning in length but the way they are chunked allows you to micro learn when ever you have time.

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Henna Patel

I have used micro learning approaches in video, infographics, animations and short form presentations to make complicated policies and political platforms more readily digestible by online audiences. In the future, I'd like to incorporate some more formal time parameters of 5-7 minutes to see if this is effective for this kind of non-lesson, non-class type of information communication and engagement.

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When I taught Year 7-12s in the UK I used to compile a list of topics that students struggled with and, when I could find some time, would make tutorial videos for them to watch on their own time. I'd make them with screencasting software and the examples would often be pulled from their actual materials. I'd use these videos as an opportunity to not only supplement and reinforce what had already been taught in class but also to provide new examples that could help them get a better grasp of the topic. I could have directed students to platforms like Khan Academy and YouTube tutorial videos -- and often I would -- but the students often appreciated the fact that it was their own teacher walking them through problems in a familiar way. Finally, I would sometimes spice up the lesson by running the created video through Edpuzzle, which would allow me to force students to slow down and reflect on the material, or set up knowledge gates that they could only pass if they successfully answered questions. It also allowed me to use these videos in class as a group activity without having to repeat myself a bunch of times!

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Reg Surette
We actually do use micro-learning in our theory-based lessons (adult, technical training
environment) at work. Each lesson is broken down into Stages, which contain individual teaching points, or subsets of the larger practical task that must be completed. It is most likely trained as a process (by steps), or from easy to hard if not a procedure. As each lesson is typically 45-50 minutes, with stages and teaching points broken up as subsections of a lesson. This isn’t microlearning by definition (they may not be 5-7 minutes, however the lesson is chunked based on the topic). At the end of each teaching point, there are confirmation questions as formative
assessment before moving on to the next teaching point. The breakdown of a lesson is as
follows:
- Previous Class Review
- Intro (what)
- Rationale (why, how)
- Test Details (if applicable)
- Stage 1
TP1
TP2
Formative Review
- Stage 2
TP1
TP2
Formative Review
- Final Full Class Review – Ideally scenario-based
Questions/Discussion
- Preview of Upcoming Class

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I think it is a good way to teach certain concepts in English. Students can create an interactive quiz or game to teach other students grammar lessons in class. This way the students are presenting the key information to their peers.
Another way would be to create Youtube videos where students explain poetry terms to the class.
Another teacher I know does a Word of the Day or quick brain games to engage his students before they start working on the activities that he has planned in class.

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Heeweon Joo: When I was teaching a grade 4 class in BC, I remember using the lunch time (when students are eating) to show them a YouTube video to teach students about Track & Field. In the district I was teaching, Gr.4 was the first time students could actively participate. Most of the students had no idea what type of events there were. As I was planning an unit on Track & Field in my PE class, I decided to use the 5 to 10 minutes during the time students were eating to show them videos on a specific event. The video usually had some background information and tips for better performance. With this, students had better idea of what the event was even before entering the gym or the field.

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Hey everyone,
I teach BC First Nations 12 and have naturally moved in the direction of microlearning over the past few years which is a big departure from the traditional stand and deliver approach that I experienced and I employed in my early years of my career. An example of microlearning for me would include a brief multi-modal lesson  (5-7 mins) on a key learning topic that could take many forms. The key is multi-modal and brief and may look like a 1-3 google slide with condensed text, images and short video(s). Once the micro lesson is complete I always have the students apply and synthesize their learning with some form of digital artifact. It could be a snapchat or Instagram story, an informational class tweet, a vlog post, a digital poster created on canva or simply participation in an online discussion forum via google classroom. For me, what I have found, is that students prefer to do many smaller activities on the same topic or similar topics as opposed to sitting through a 60 minute in depth lecture. In the case of the latter, I notice many 'squirrel moments' where students are staring out the window, distracted by their phones, or simply leaving for extended washroom breaks. With micro lessons, students are engaged for the 5-10 minute content portion then eager to create something to demonstrate their learning.

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Harshita Rathore: I did not have the opportunity to teach but I have used Duolingo for my own learning. I used it to learn French but I didn't find it very productive back then (2013). I kept 5 mins of French learning time every day. But somewhere, I felt the need of structured learning and then later, I took a face to face French certificate course. Also at that time I am not sure if it had gamification feature .

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Aggie Woodworth: I have used wonderopolis as a whole group activity and discussion as well as individual students when working on "genius hour projects" When I taught grade 3, at least 2-3 times a week when we have 5 minutes left over I would scroll through the site and have someone stop me when they saw something that caught their eye and we would read/ watch the video together. As well, when kids were stuck during genius hour they often scrolled through until they found something they were interested and gave them an idea.

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Mystery Doug, GoNoodle, Brain Pop Jr, BOKS

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Mystery Doug, GoNoodle, Brain Pop Jr, BOKS

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Katie Cowen - Last year when I taught grade one, I now realize I did a fair bit of micro-learning  with my class. Every Monday, we would do a Mystery Doug which is a 5 minute video explaining something really interesting the class voted on the week before. They were always so engaged and eager to learn - and they were able to sit because it was only 5 minutes! (I had a VERY busy class). The videos varied in content for example a few videos they loved were "Are unicorns real?", "How deep is the ocean?", and "How are pencils made?" Near the end of the year when I needed to get in more science and socials, I used Brain Pop Jr a lot. This resource was amazing - the language is so easy to understand and my students loved learning with brain pop. I also used GoNoodle on a daily basis to develop their motor skills and overall physical health on a daily basis. Some students are just not into getting up and moving in PE, but GoNoodle got them moving with the help of our smart board. This year teaching P.E, I am using the Reebok BOKS program and my K's, Grade 1's, 3's and 4's absolutely love it. Each day we do a multifaceted routine consisting of many activities and games all about 5 - 10 minutes each.

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I'm currently teaching a Grade 9 Robotics/ Arduino elective this year.  One of the challenges I had when I first started this course was the degree of differentiation required in the course.  Some students were very adept at programming and circuits whereas other students had no experience whatsoever in programming or circuits.  I found that using the tutorials included with the Arduino kits as well as searching online, I could create class short class modules (30-40 minutes) where students choose specific learning objectives.  I also included youtube tutorials to all students to investigate deeper into each topic.  When completed, students would move on to other tutorials.  I posted several challenges that required students to combine their learning and try building their own circuits with what they learned in the microlessons.

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In my college EAP (English for Academic Purposes) classes my students are encouraged to use the app Quizlet to practice vocabulary words from their textbooks on their own. They can review and practice the material through digital flashcards, listening and typing exercises, practice quizzes, etc. Use of the app is voluntary and many students report finding is very useful for revision.

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Often times at the end of the day I would engage my class in a secession of the 'Lego 6 Bricks' Challenge. These were short lessons, lasting no more than 15 minutes, in which students would be given six of the traditional 8-segment lego bricks. In that time I would provide the students a challenge to complete. This could be individually or with a group of students where they would combine their bricks. The challenge could be something as simple as build the tallest tower you possibly can or build the longest bridge you can with a group of students. The actual challenges would last about 5 minutes. During this time students would inquire into the basics of building structure and team work. At the end of the challenge I would take photos and we would reflect upon the students creations.

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In the EAP program (college, adult students, credit and non-credit courses) where I teach, students have the chance to supplement/cement their learning with online activities created by the textbook publisher. They're able to take multiple choice quizzes to reinforce vocabulary or grammar rules. These quizzes take only a few minutes, offer immediate feedback, and are related to the content presented in the chapter or module. Later in the week (or unit), they take a lab quiz with similar questions to reinforce what they've learned - this relates to the idea in Challenges:

Topics often not revisited; learning concepts requires revisiting a topic, to ensure knowledge is consolidated and stored in long-term memory

Language learning's a great place for microlearning, as long as those topics are revisited and reinforced. Microlearning's especially good for sustaining language skills outside the classroom after students move back to their home country or continue with their professional lives.

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Bryn Hammett: In my math 8/9 accelerated class, I employ microlearning by assigning learning tasks for students to complete on Khan Academy in order to develop their math facts.  Students will typical learn at their own pace and I provide just-in-time instruction when I notice recurring misunderstandings.  I have definitely encountered the first 3 challenges on numerous occasions. Additionally, I struggle to convince students to communicate their understanding on paper. In order to assess complex tasks not suitable for ML, I have students complete projects where they need to employ the specific skills learned in class.

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In my grade 2-3 classroom, we designate one block a week to Challenge or Enrichment. In these lessons, we often show students examples of their task at hand, by showing photos or watching a short clip. This takes no more than 5 minutes usually. Then, they are free to complete the task (i.e. create a tower out of playing cards, create their own maze, design/build a bridge using only 2 materials, the possibilities are endless!). In these lessons, students are presented with a short "chunk" of information, but also provided the time to practice the skill, which will help consolidate their learning. The varied mediums (photos, videos, partner or independent work) also helps with engagement. Sometimes, we work for 10 minutes, other times we become very invested in our projects and they become ongoing.