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Educause Review shares an interesting case study on the practice of microlearning in contemporary social media. In the 2017 article, “Learning in Bursts: Microlearning with Social Media,” authors Stephanie Trowbridge, Clair Waterbury, and Lindsey Sudbury examine the potential benefits of social microlearning in the classroom:
A significant part of what makes microlearning so effective is the interactive aspect that allows learners to practice their skills and apply new knowledge. Professors may also use microlearning to administer small quizzes, review content, and conduct other short assignments to evaluate their students (Trowbridge et al., 2017).
Educators are confident that microlearning effectively improves information retention; moreover, through helping students take larger, more complex, concepts and breaking them down into smaller chunks of information. These smaller chunks can be reviewed at a student’s discretion and in short bursts to help reinforce what is actually being learned. According to the article, many educators believe that by promoting students to share educational videos on social media or a hashtag per class topic, students have another opportunity to engage in conversations about the course material outside the classroom setting.
One of the few drawbacks to microlearning is the scope of its application. That is to say, some classroom concepts are better suited to be discussed in a longer, more formal, classroom setting. On the whole, however, microlearning can be used as another powerful tool to appeal to today’s learners, and will undoubtedly continue to blur the lines between education and social media.
For more information, read the full article on Educause Review.