As explained by Mery (2022), a microlearning activity should offer a full learning cycle by presenting essential content, guiding learners through this content, allowing time for practice, and including opportunities for feedback or reflection. Microlearning focuses on a specific topic, requires brief effort, and demands minimal time. When considering a topic for a workplace microlearning module, Kagan Cooperative Learning Structures immediately came to mind. These Kagan strategies not only give educators a solid framework for managing classrooms, but also boost learner engagement. A wide range of engagement structures and cooperative learning techniques are available, and they can be adapted to different subjects and student age groups.
The workplace training experience I created completes a full cycle of learning. Participants begin by listening to a brief video presentation sharing essential content related to the Kagan Cooperative Learning Structures. The learners are then guided through this content by learning about three specific Kagan strategies. To end this microlearning experience, learners are given an assignment of composing a brief micro video explaining how they would connect a Kagan strategy to a lesson within their classrooms. This allows participants to share their knowledge and understanding while reflecting on what they learned in this microlearning activity.
Please click on this link to view the training plan and agenda for this microlearning activity.
References
Kagan Publishing (2025). What is Kagan. Kagan. https://www.kaganonline.com/what_is_kagan/
Mery, Y. (2022). Chapter 2: A case for microlearning. Library Technology Reports, 58(5), 10–13.
Zhang, J., & West, R. E. (2020). Designing microlearning instruction for professional development through a compentency based approach. TechTrends: Linking Research & Practice to Improve Learning, 64(2), 310-318. https://doi.org/10.1007/s11528-019-00449-4
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