Social Learning is Voluntary; Collaboration Platforms are Enablers

I love this description from Jane Harts post: 

FAUXIAL LEARNING is about forcing people to use social media in courses – or even in the workplace –  and then confusing compliance with engagement (and even worse) learning.

This totally hits the nail on the head. As an Instructional Designer and L&D Consultant, I am often asked questions like:

1.What social collaboration platform should we use? 

2.How do we get people to collaborate? 

3.Oh, but they don't want to share. How do we make them share their learning?

My  first reaction is to say: "You can't make people share or get anyone to collaborate." Then, I take a deep breath and start a dialogue.

And in the course of my many conversations with different organizations and their L&D departments, I see an emerging pattern of thoughts and behavior.

Most organizations (there are exceptions like Buffer, Etsy, and Community Sourced Capital) see themselves as isolated players in competition with others in the same field. There are very few generative businesses like the ones mentioned above who see themselves as part of an ecosystem where cooperation and collaboration enables growth for all. This feeling of being in competition leads to an internal organizational culture of knowledge hoarding as a source of power and growth. This is futile of course. 

What this eventually leads to is a culture where sharing and collaboration is internally stifled. Someone up there is constantly monitoring what is being shared and who is it being shared with. Some organizations go to the extent of monitoring and reviewing posts that will be put up on their collaboration platform! Employees at all levels are not entrusted with key organizational information that will empower them to take the right decision at the right time. And the spirit of learning, cooperation and collaboration is in effect killed.

Then comes the dichotomy of having an enterprise collaboration platform where no one is sharing, where there are no conversations happening, no debates and questions. It's a ghost town. At the end of the day, the platform doesn't matter. The culture of the organization does. An organization with an essentially command and control approach, an overly competitive outlook, and a repressive environment is not yet ready for social learning.

Does this mean the employees are not engaging in "social learning"? Not at all. Learning has been social ever since human life was born on this planet and will continue to be so, with or without technology. Individuals will get their work done by talking to peers, reaching out to their network, and bringing their #pln and #pkm to work. What will be missing are: 

• a thriving internal ESN (enterprise social network) where the organization could have benefited from having their experts share their tacit knowledge; 
• an ecosystem where peers mentor and guide each other on an open platform; 
• a culture of working out loud (#wol) such that mistakes made along the learning journey are fearlessly shared;
• an environment of continuous learning 

As we move into (have moved into) the 21st Century, organizations need to take a hard look at themselves and see if their operating style still harks back to the 1970s. Here's an illuminating post on employee disengagement that ties in neatly with why many organizations just don't get social learning. No amount of fancy technology platforms and ubiquitous mobile devices can turn an organization into a truly social and learning one if the org culture is not ready for it. Employees will continue to operate in a shadow organization, do what is required to get the work done and move on to more open organizations when the opportunities present themselves. 

It's time to recognize and accept that the business landscape is rapidly changing. Organizations can no longer exist in silos -- either internally or in relation to the external ecosystem. Cooperation and collaboration will yield greater benefits than competitiveness. Employees will no longer tolerate being treated like replaceable cogs. This HBR article talks about three key features of generative businesses that should be the mantra for all forward looking, truly social orgs, and I have quoted them here:  

1. They design their work processes to power their own growth while sharing what they know, creating opportunities for other businesses to learn, experiment, or challenge themselves.
2. They build an ecosystem of mutually supportive relationships with and between their stakeholders, so the group as a whole can benefit from interactions across the network.
3. They create financial value as well as social value, which includes non-financial positive outcomes such as purpose, meaning, community, expression, and learning.

Week's Learning #2

I am continuing with the summary of what I have learned from Twitter the last. I realize it also helps me to curate and aggregate with greater focus.

@networkingCEO: "Happiness is not an accident. Nor is it something you wish for. Happiness is something you design." http://pinterest.com/pin/57632070206981726/ …

What Great Companies Know About Culture - @HarvardBiz http://blogs.hbr.org/2011/12/what-great-companies-know-abou/ … #culture

Although this post is more than 3 years old and #culture has been discussed ad infinitum, it’s still one of those elusive organizational aspects that everyone talks about in vague terms. The article is a short one and a good read but the most telling section for me was this:

They’re upgrading. Old-fashioned benefits like health insurance, family leave, and flex time ranked only 15 percent when considering most valued HR offerings. Traditional onsite benefits, such as cafeterias, childcare, massages, and volunteer opportunities ranked a mere 5 percent when determining what benefits provide stability during economic uncertainty. Instead programs that offer the most stability, as reported by 75 percent of respondents, are those that communicate brand mission and provide career development opportunities.

Six Components of a Great Corporate #Culture - Vision. Values. Practices.  People. Narratives. Places. @HarvardBiz http://blogs.hbr.org/2013/05/six-components-of-culture/ …

Growth Mindset: A Driving Philosophy, Not Just a Tool | Edutopia http://edut.to/1wABmbd 

I believe in the value of strong outcomes that represent high expectations, but I know that if we aren't applauding the processes along the way, we're setting ourselves up to fail -- some people's efforts will be devalued because they aren't achieving the defined goals in the given time.

Talk about open. @davegray has all 60 or so interviews for his new book, "Principles of Agility," up on @YouTube. #Delight2014

"I want you to think about storyLISTENING. It's way more important than storyTELLING. Empty your mind and listen." @davegray #delight2014

Week's Learning #1

Following Harold Jarche's example of Friday's Finds, I thought where better to collate and synthesize my week’s learning from Twitter than on my blog. Here’s the first of the series...

@jhagel: The paradox of organization - @davegray: paradox fuels power to rethink, reframe, and see more than one side of things http://bit.ly/1rEX1vU

“For example, an organization must have a way to attract and retain members, or it will cease to exist. At the same time it must constrain people’s behavior, or it won’t be able to get anything done. This means any organization has the oxymoronic goal of being an attractive prison.”

@charlesjennings: The role and value of learning content is changing. (article in TIQuarterly) @TrainingIndustr #learning #training http://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2014fall/#/10 …

“The role and relative value of learning content is changing fast… A second driver for a new use of content is the jettisoning of the idea that training is primarily about knowledge transfer. It is not. Training is primarily about “enabling to do.”

@Forbes: What it takes to create a strong corporate culture: http://onforb.es/1shII2f

@edutopia: Growth Mindset, Jedi edition: http://edut.to/1sWB33V . #Pinterest #YodaWisdom

@socialmediaweek: "@iZoliswa: #QuoteOfTheDay 'Technology is the campfire around which we tell our stories. #SMWJHB #SMW14"

@kaushikcbasu: When at last you meet a man with solutions to all your problems, the chances are you've met a man who doesn't know the meaning of solution.

@kaushikcbasu: "Same law for all" is no guarantee of fairness. A law that prohibits all from sleeping on park benches is clearly not targeted at the rich.

@kaushikcbasu: Those who say that a more equal world would be boring don't realize that the bottom 90% of the world would give anything for that boredom.

@AbhijitBhaduri: When CEOs tells HR to learn the "language of the business" why does it includes everything except people issues. #SHRMI14

@Josh_Bersin: How Diversity Makes Us Smarter. Very important read. http://www.scientificamerican.com/article/how-diversity-makes-us-smarter/ … #diversity #HR @sciam

“Members of a homogeneous group rest somewhat assured that they will agree with one another; that they will understand one another's perspectives and beliefs; that they will be able to easily come to a consensus. But when members of a group notice that they are socially different from one another, they change their expectations. They anticipate differences of opinion and perspective. They assume they will need to work harder to come to a consensus. This logic helps to explain both the upside and the downside of social diversity: people work harder in diverse environments both cognitively and socially. They might not like it, but the hard work can lead to better outcomes.”

@Forbes: When you're really learning, you're going to be a novice: http://onforb.es/XoPBRl

“And becoming comfortable in that situation – staying curious and open and continuing to explore and improve – that’s the essence of real learning.” 

#SHRMI14 - Post 1: Ashok Alexander – Leadership Lessons from the Field

SHRMI14 was all that I thought it would be. The two-day conference had well-chosen and thoughtfully sequenced sessions. I am planning to capture my learning and the insights in a series of posts. 

I will begin with the session that resonated with me and touched me the most. It was Ashok Alexander's session on Leadership from the Field. Former Director of McKenzie, Ashok narrated his life changing decision when he chose to work with Gates Foundation on the Avahan project, a public health initiative to prevent HIV/AIDS from gaining epidemic stature in India. After heading he operation for 10 years, he stepped down in 2013 and currently engaged with CARE India. 

At the SHRMI14 session, he narrated his foray into the community of sex-workers and the third India this showed him—an India where stark and despairing poverty drove women to sell their bodies not once but multiple times each day, where young boys suffering from AIDS knew and accepted imminent death, where violence was the norm. This world shattered all his known frames of reference and his prior assumptions. Thus began his transformation. Here is a version of the talk on You Tube. He captures one such story in the blog post Leadership Secrets of the Commercial Sex Worker. 

In the course of the talk, I asked him what had been his most profound moment of truth. And he said that it happened when one of the women asked him to free them from violence. It was a defining moment of truth for him. And, he was encountering challenges way beyond his known world. A project that had been started with the aim to empower public health and tackle the imminent threat of AIDS became a much larger movement. In an engaging but self-effacing style, Ashok narrated his humbling experience where he learnt that he didn't have all the answers, and didn't necessarily know what to do. And this profound insight taught him some of the fundamentals of leadership. To the question, “What is leadership?” he writes: 

“I have learnt that leaders are not born –they emerge from discontinuous circumstances. A leader is someone driven by a sense of noble purpose. A leader serves. She has courage. And she always has hope.”

Ashok's humble narration style further underscored the enormity of the impact. He highlights the folly of presumption and pride of knowledge. He speaks eloquently and evocatively about the plight of a third India that lies conveniently beyond the comfort zone of our daily sanitized life, ignored and hurriedly bypassed if accidentally encountered.  This India taught him and through him us, lessons in life and leadership that we don’t acquire in the most elite of B-Schools. 

He crystallized the leadership lessons in a few key phrases: 

“Take a leap of faith. Have audacious dreams. Have courage. Face problems with all the humility we can summon.” 

Perhaps the most profound learning for me was his reference to the Theory of Discontinuity. In the context of choices, these are opportunities that life offers us to make lateral shifts, the moments when we must choose opportunities which we know will shift our paradigms and destroy our comfort zones forever. It is in these opportunities that lie the possibilities for personal growth.

MOOCs: Forging Diversity and Innovation

The world of education, workplace learning, talent development – in short anyone and everyone connected with learning in some way – are talking, debating, evaluating, exploring, and generally trying to wrap their brains around this phenomenon called MOOCs. It’s now a given that MOOCs are here to stay. It’s becoming evident that despite the high dropout rates, critiques of being elitist and accessible to only a handful, and other similar drawbacks, MOOCs have becoming firmly entrenched in the collective psyche of the academia as well as workplace learning.

IMHO, MOOCs, apart from opening up a much-needed debate around the current structure of education and giving the academic world a good shake, has untapped and unexplored potentials. MOOCs by virtue of being open and online bring together a diverse set of people around a common topic. And as we have been seeing time and again, diversity is the cornerstone of innovation. If society and educators can get the model right, MOOCs have a very high potential to forge connects and facilitate collaboration among widely diverse sets of individuals at a global level.

Here’s an illuminating article by Scott Page called Diversity Powers Innovation. There’s a paragraph that talks about diversity, not of color and language, but of thought: “Diversity usually calls to mind differences in race, gender, ethnicity, physical capabilities, and sexual orientation—social or political differences that at first glance have little to do with innovation. Yet the key to innovation, in economic terms, resides inside the heads of people, the more diverse the better.”

MOOCs with their core course supported by a discussion forum offer a unique opportunity for diverse minds to come together around a common theme. While the current focus is on how many individuals are completing the MOOCs they enroll in, how many are being certified and if organizations are willing to recognize and reward a MOOC certification, what if the focus was to shift. How would a discussion forum in a MOOC evolve if participants were asked to share their individual perspectives on the topic, to think as widely as possible? I agree that for discussions to have both width and depth in any meaningful manner, the facilitators would need to be skilled at conducting debates and discussions online, encourage participation and cull out hidden voices; but that lies in the realm of implementation.

Right now, I am thinking “what if”...

Given that MOOCs have the ability to bring together global participants, can they move to the next level to induce and inspire innovative thoughts and discussions? MOOCs break down – at least to some extent – the economic and regional barriers. Unlike universities where strict entrance criteria filter out aspiring students, MOOCs do not have such filtering mechanism. Moreover, because the filtering mechanism in most universities operate at a cognitive level, they automatically filter out learners with different abilities thus moving a step closer to removing diversity – maybe not of color, race or religion – but of thought. Unless we consider the access to technology or lack thereof as a filter, which it of course is. Would it be too much of a stretch to say that many universities, unless consciously aware, can become an echo chamber and foster homophily instead of diversity?

Devoid of specific filtering out mechanisms, MOOCs have the advantage of being more democratic than most universities. And as such, welcoming to a wider variety of individuals. Can MOOCs then lay the ground for innovation? If the fear is that online communities can’t innovate, and individuals must be in the same space to have truly meaningful discussions and work together, the creation of Linux by denies that claim. It showed how passionate people can come together online and make innovative breakthroughs. In this context, The Art of Community by Jono Bacon is a must read.

I believe MOOCs have the latent possibility to create strong communities, not only individual learners. Rather than only exploring how MOOCs can benefit individuals, if the focus were to shift to how MOOCs can cultivate communities across various disciplines, get people to create together, and bring to bear the power of diversity, we would perhaps see a dramatic shift. MOOCs are an outcome of the post-industrial era and are a representation of a profound shift in outlook. MOOCs, empowered by the principles of Connectivism, came into being to leverage the power of ubiquitous connectivity, the collaborative capacity, and to offer individuals a way to customize their own learning experience through participation, sharing and peer-to-peer learning. All of these laid the foundation for a democratized, pull-based learning model with the learner at the center. 

These same qualities can be used to enable communities to flourish. Such communities will be based on cognitive diversity and passion for learning. Scott Page distinguished between cognitive and identity diversity in his book, The Difference: How the Power of Diversity Creates Better Groups, Firms, Schools, and Societies. Cognitive diversity is a necessity when dealing with complex problems. And in a world beset with complex challenges and a need for innovative and creative output, fostering and enabling cognitive diversity to flourish is critical.

MOOCs offer a great platform for fostering, engendering and enabling cognitive diversity. 

Related articles

• #MOOConMOOCs - Sir John Daniel on MOOCs (learnos.wordpress.com)

Revisiting My Learning Journey on Social Media

On my way to office today, I was pondering about my evolving use of social media. Six years have passed since I joined Twitter in 2008, when twitter was in its infancy, and I was clueless about its use. In hindsight I realize how immensely lucky I was to have stumbled onto the learning network I did. I got to learn from the experts – individuals who were charting the path and devising ways to use the tool as an avenue for learning, sharing and innovating – building a strong global community of learning professionals. Here’s my heartfelt thanks to people like @janebozarth, @janehart, @hjarche, @jaycross, @charlesjennings, @jeanmarrapodi, and many more for generously sharing their learning and experience and for changing the face of learning – for individuals and organizations. As I see colleagues and friends and peers still struggling to comprehend how to use social media for “learning” and often expressing skepticism, I thought I’d share my journey in brief. This is also a journey back in time for me to trace my own learning pathway through the maze called social media. I hope my journey will encourage others like me to embark on this path. 

I stumbled across twitter quite by accident or should I say serendipity. It was perhaps a case of opportunity meeting the prepared mind. Just prior to that, I had finished reading Jay Cross’ Informal Learning: Rediscovering the Natural Pathways That Inspire Innovation and Performance and was primed to explore new ways of learning. Needless to say when I found the same person on Twitter, I was part excited and part overawed. I lurked and waited. I observed the interactions. I followed the links being shared. I read avidly hoping to reach a level where I would be able to contribute or at least understand part of what was going on. Driven by curiosity and a deep desire to learn, I entered a wondrous world. It was equivalent to an online library being personally curated for me by some of the best learning curators and designers. I found out who followed whom and started following some of the people. I didn’t know then that I was building my Personal Learning Network (PLN) and that it would change how I learned and thought forever. It’s no exaggeration to say that Twitter and my growing PLN contributed to what became transformative learning for me. And I guess this was the Seeking time for me (if I were to map my journey onto Harold Jarche’s Seek-Sense-Share Framework).

I discovered the blogs of several of the people mentioned above and was amazed by the power of the platform – a free tool to share thoughts, ideas and get feedback and inputs. I started blogging—albeit very tentatively. It took me a while to realize that blogging is not about other people – unless you are blogging to market something. Blogging is one of the most critical and powerful personal learning and reflection tool. Just like I am blogging now to delve into how I’ve learned from social media and my PLN. Here’s a link to my first ever blog post called Games in Corporate Training written at a time when most organizations thought that gamification in corporate training was a sacrilege. While the post leaves much to be desired from the point of view of analysis, knowledge and maturity, it’s still a critical part of my learning journey. No one tweeted it. And I didn’t have a Share option on my blog then. It looked very different then from what it does now. It was the March of 2009, and I have completed 5 years of blogging this year. Blogging took me to the next stage of the framework – Sensing. I started to analyze, assimilate and connect the disparate dots – things were beginning to make sense.  

Sometime later, I stumbled on to my first ever online learning community, #lrnchat. Little did I know then the influence that it’d have over me. I think it was one of those days when I was just lurking on twitter (as had become my habit), and I saw a series of tweets with the hashtag #lrnchat stream past. I didn’t know what was happening but found that clicking the hashtag showed me all the tweets related to it. I sat through the entire one hour and found out that this “phenomenon” took place at a fixed time and day every week. Intrigued, I was back the next week and the week after and the following week... Again unknown to me, I was following the classic behavior of a community member going from lurking to participating to contributing to lurking again. All that l learned here, I took back to my work. I started to view elearning and instructional design through different lenses. I felt empowered. Such is the power of a learning network and community. Here’s an old post from one of my early #lrnchat days: An Impromptu #lrnchat. It was an exciting time. I saw everyone contributing in the community, and understood the importance of Sharing.

When I trace the path back, I can very clearly plot my Personal Knowledge Management (PKM) approach. But that’s only in retrospection. Here’s an old post on the various learning tools I used way back in 2010. Some of the tools are no longer in existence. But they facilitated my learning journey when they did exist.

Since then, I have learned to curate, filter, aggregate, save and share. I consciously follow people who I trust and who become my curators. I use different curating and aggregation tools like paper.li to share content. Today, my list of social media tools—apart from Twitter and my blog—includes Pinterest, LinkedIn, Facebook, and occasionally, Tumblr. I'm still trying to streamline my sources. I want to avoid the trap of homophily, and try to keep my sources as diverse as possible. However, that seems to be becoming increasingly difficult as we keep receiving “more of the same” kind of content with the web acting as a giant curator. I am not sure if I want everything “irrelevant” filtered out automatically…but that is a topic for another post. 

Micro-Learning: Its Role in Formal, Informal and Incidental Learning

What is micro-learning? When and where does it work well? What characteristics define micro-learning?

In this post, I have looked at micro-learning from the point of view of efficacy as well as applicability. 

Microlearning deals with relatively small learning units and short-term learning activities. Generally, the term 'microlearning' refers to micro-perspectives in the context of learning, education and training. More frequently, the term is used in the domain of elearning and related fields in the sense of a new paradigmatic perspective on learning processes in mediated environments on micro levels.” ~Wikipedia

With the rise of social and informal learning, and ubiquitous mobile devices (tablets, phablets, smartphones and everything in between), micro-learning as a concept and practice has taken off. Clients who earlier asked for elearning are now further specifying the type of elearning. A typical requirement statement could sound like this: “We want short capsules of learning or learning nuggets that will run on all devices.  Our employees are busy and want to learn on the go.” In short, micro-learning is the need. And this is just one of the needs that short capsules of learning can fulfil.

Typically, micro-learning or learning bytes or learning capsules work well as a component of informal learning where the learner pulls what they need to solve an immediate problem. Recently, I have downloaded a couple of apps from the Amazon Appstore – one of these being on the British Museum. Whenever I want to know about a specific section or artifact or era, I can go to the app and to that precise section and read up. It’s quite well designed with the sections appropriately segmented and can be a good companion during a walk around the museum. These bytes could be classified as micro-learning satisfying the criteria of short, accessible nuggets available at the point-of-need.

Micro-learning is effective when the nature of the learning required has some or all of the characteristics: 

1. When the learning required are bytes of facts, episodes, etc., as illustrated in the museum app example above 
2. When it covers parts of a process or steps to be followed 
3. When the learning required is simple or complicated but not too complex (complex learning is interconnected, and often, experience-based and non-transferable) 
4. When the learning happens in a collaborative environment like an enterprise discussion forum or a social media platform 
5. Where there is scope for anytime, anywhere access facilitated by technology

Micro-learning makes up an important component of one’s PLE (Personal Learning Environment). Whether it’s tweets from the Twitter feed, blog posts and articles, or the latest You Tube video and TED Talk, these essentially comprise nuggets and bytes of content in various forms that we pull from the environment and then string together to make sense and build a cohesive picture. Learning bytes can be created by literally anyone today. Learning designers, SMEs, laypeople – in short, anyone who wishes to share their knowledge and skills. Anyone with a smartphone today can capture, create and share a capsule of their knowledge, skill or experience. 

WhatsApp, usually seen as a social app used by groups of friends, can be a powerful micro-learning platform where members of a group can and already do share interesting links, photos, write-ups, posts and so on. The approach currently may not have taken learning into consideration but incidental learning is happening anyways though perhaps going unrecognized. You Tube abounds with short videos on everything from how to use an iPhone app to how to tie your shoelace. Sites like Common Craft specialize in short “how-to” learning videos using a very unique design style of cutout figures in conjunction with hand gestures. Facebook groups on Wildlife or Travel or Art (choose any topic) are replete with short capsules of knowledge – anything and everything from the features and habitat of a bird to sites to see when traveling to a specific place. Pinterest with its rich repository of images and infographic is another example of how micro-learning exists in various forms without being recognized as such.

This same web phenomenon translated to the corporate environment can be an immensely powerful mode of capturing the organizational hive mind – the explicit and the tacit knowledge residing within an organization. Thus, micro-learning can play a crucial role in both formally designed performance support as well as in informal learning, with the latter focusing on user-generated content. The creation of instructionally designed learning bytes, checklists and job aids, infographics, process diagrams, and even email and short messages represent different kinds of micro-learning. Add to these the informal forms of micro-learning – short bursts of content created or curated by users like, podcasts, videos, blog posts, tweets, etc. and one can appreciate the varied usage of the form.

Does micro-learning have to exist in a tangible form like a module, document or video?

I don’t think so. One of the most powerful forms of micro-learning could be feedback on the job. We often forget the power of a quick 5 minute input as a form of learning. Or a 10 minute conversation at the water-cooler.

The other way to look at such micro-learning artifacts could be to see them as social objects (a concept popularized by Hugh Macleod) that give people a reason to create, converse and collaborate. If I know that someone will benefit from my 2 minute video on how I restarted my Note 3 after it crashed, I am more likely to create it. Human beings are intrinsically helpful when given the autonomy and respect.

There is more to micro-learning than meets the eye so to speak. And we’ll be restricting ourselves if we define micro-learning as bytes of learning created only for the online world. Human beings have always engaged in bursts of learning to acquire skills, solve challenges and lead life on a day-to-day basis. Technology is an enabler that enhances this form of learning by amplifying what we share, facilitating connection and allowing access to experts who may be in another time zone altogether. Micro-learning enabled by technology can be a powerful workplace learning strategy.

Micro-learning thus lends itself to formal, informal and incidental learning. We are learning something new every moment and most are some form of micro-learning right down to the list of ingredients on a bottle of ketchup. Some of the information and knowledge bytes we encounter are designed for us with specific objectives in mind – formal learning; some of it we pull based on our need at the moment – informal learning; and some of the learning occurs as a by-product of some other activity – incidental learning. And micro-learning prominently features in all these areas.

Thus, different forms of micro-learning can be used to create a ubiquitous learning environment characterized by the following:

• Permanency: Learners never lose their work unless it is purposefully deleted. In addition, all the learning processes are recorded continuously everyday.

• Accessibility: Learners have access to their documents, data, or videos from anywhere. That information is provided based on their requests. Therefore, the learning involved is self-directed.

• Immediacy: Wherever learners are, they can get any information immediately. Thus, learners can solve problems quickly. Otherwise, the learner can record the questions and look for the answer later.

• Interactivity: Learners can interact with experts, teachers, or peers in the form of synchronies or asynchronous communication. Hence, the experts are more reachable and the knowledge becomes more available.

• Situating of instructional activities: The learning could be embedded in our daily life. The problems encountered as well as the knowledge required are all presented in their natural and authentic forms. This helps learners notice the features of problem situations that make particular actions relevant.

• Adaptability: Learners can get the right information at the right place with the right way. ~Wikipedia

Related articles

• Enterprise Microlearning (learnativity.com)
• Microlearning
• 4 Steps to Micro-Learning Mastery