The radical developments in the ICT sector have made mobile devices an integral part of our lives. These incredible gadgets have revolutionized every facet of human life and learning is no exception.
It is possible to effectively deliver micro lessons over mobiles. These lessons are very helpful in improving productivity because they help to:
How could you ensure efficient application of learning to work? Delivery of micro-lessons over mobile devices is the perfect solution because it helps the learner to access learning at the point of need.
Most of us carry mobiles to our workplace. Don’t we? Small chunks of information could be efficiently transmitted over these gadgets. Employees could use these micro-lessons as ready reckoners to obtain the much-needed JIT support.
Do you wish to provide convenient, yet effective training to your personnel? This learning need could be efficiently satisfied by imparting micro learning on mobile gadgets.
It is common knowledge that participants in corporate training programs often feel overwhelmed when presented with large amounts of information. Effective training could be delivered by systematically breaking the content into several micro lessons. Learners could easily “digest” concepts and retain them better.
Mobiles make learning highly flexible because it could be accessed everywhere at all times. These devices truly break the shackles of place and time. Thus, delivery of micro-lessons on these devices facilitates highly effective, anytime, anywhere learning.
Are you looking for ways to cement the learning of your employees? Concepts learnt in workshops could be efficiently reinforced through micro learning sessions because the gist of the learning could be effectively captured in small chunks of information.
These lessons of a short duration, when delivered through mobile gadgets, help the learner to revise the concepts conveniently – whenever and wherever he wishes, even in “dead time”, while travelling or waiting.
Conveniently use voluminous data
How could you effectively present voluminous data to workers when they need it the most? The answer to this question is presentation of the data in the form of micro content over mobiles.
Users can efficiently work with large amounts of information when it is divided into smaller meaningful chunks. These could be readily accessed through mobile devices enabling the personnel to use voluminous data when needed.
Make better decisions
How could information needed to take appropriate decisions be delivered quickly and efficiently? Mobile devices could be used to provide the right information to make the right decision at the right time.
Information delivered in small chunks could be readily and easily accessed through mobile devices. This helps make better decisions and better decisions make better organizations.
Thus, we see that mobile devices are ideal means of imparting micro learning. How do you provide effective training through micro lessons using mobiles? We would love to learn from your experiences.
Subscribe to Our eLearning Design Blogs
Get CommLab's latest eLearning articles straight to your inbox. Enter your email address below:
How can you develop a wonderful eLearning course that imparts instruction of a very high quality and “glues” your people to the screen? What does it take to create a top-notch online course that delights your learners? Well, you need to focus on 4 critical aspects to make a first rate eLearning course that delivers excellent learning experiences to your staff members. Let us see what they are and why they are very important.
In my previous blog, Content Chunking in E-Learning: 10 Practical Tips – Part 1, I have shared five tips on content chunking. In this blog, I would like to share the other five.
The most important principle for designing lively eLearning is to see eLearning design not as information design but as designing an experience. – Cathy Moore
An increasing number of companies are using gamified eLearning courses to impart top-notch training to their staff members. According to a report by Gartner, by 2015, 50% of organizations managing innovation processes will gamify aspects of their business. But, how can you create an effective gamified e-learning course? What are the aspects you need to consider? Let us see.
Scenario-based online learning courses help learners involve in learning as they can relate themselves with the situation. Scenarios can be used to present real life situations that the learners are likely to face in their job role and improve their problem-solving skills.
People expect to be bored by eLearning. Let’s show them it doesn’t have to be like that! – Cammy Bean
It is well-known that learner engagement plays a critical role in the success of a self-paced eLearning course. So, how can you ensure that your online course captivates your people? What are the aspects you need to focus on to leave your learners spellbound? How can you design the perfect eLearning course that creates learner delight? Well, here is an info-graphic that lists 5 tips to hook your learners to your eLearning course.
E-learning has now become a global phenomenon. Designing an eLearning course that engages the adult learner is a challenge. Here, I would like to share a recipe for designing eLearning courses that helps you overcome the challenge.
Checklists play a crucial role in our everyday lives. We have checklists for groceries, laundry and even at work. We make checklists to make sure that we don’t miss out anything. As instructional designers, we do have the occasional checklist we refer to while we review the final course. However, at times, it may be too late to have a checklist at this stage.
One of the challenging tasks of instructional designers is to keep learners engaged throughout an eLearning course. Scenarios can be one of the many ways to keep learners connected with an eLearning course.
I believe that (the) educational process has two sides – one psychological and one sociological. . . Profound differences in theory are never gratuitous or invented. They grow out of conflicting elements in a genuine problem. – John Dewey, In Dworkin, M. (1959) Dewey on Education