This piece is written by Lloyd Tucker of e-Learning Solutions, a consulting company that assists associations in starting and expanding their e-learning programs. Prior to founding e-Learning Solutions, Lloyd worked in the association space for two decades. Most recently Lloyd was deputy executive director and director of education and membership for the Society for Technical Communication (STC). The virtual track described in this piece was added to STC’s May 2014 annual meeting. If you’re interested in more about virtual events, check out the recent Tagoras Association Virtual Events report.
For some time I had been thinking about a low-cost way to deliver a virtual track to my conference and at the same time not break the bank and even make a profit. From the beginning I had a whole list of requirements besides the cost. The virtual track had to be interactive, easy for staff to put together, easy for virtual attendees to come and go, and not technologically challenging for staff or attendees.
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While it should be useful to anyone interested in the topic of microlearning for professional development and continuing education, this post is primarily intended to provide background and supporting materials for a session I will deliver at the ASAE Technology Conference on December 17. The session is titled Massive, Micro, Flipped and More: Key Trends and Technologies Driving the Future of E-Learning, and it is part of the Next Generation Learning track. If (and only if!) you plan to attend the session, I would be truly grateful if you would participate in this very brief survey.
The additional posts in this series are:
Definition of Microlearning
In contrast to traditional educational experiences, which tend to be designed in 50 to 90 minute units, microlearning experiences may last anywhere from a few seconds – the time it might take to answer a quiz question, for example – to roughly 15 to 20 minutes – the time it might take to watch a video, for example. While microlearning does not necessarily imply online learning – pecha kucha, for example, can be considered a form of microlearning – Internet and mobile technologies have certainly made creating and accessing microlearning experiences dramatically easier. The explosion of smart phone and tablet usage – along with, many argue, shrinking attention spans – have set the stage for microlearning to become a major force. (Depending on who is talking, you may also hear microlearning described as “nanolearning.”
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