Tessa 0:03 — All right. So, to go ahead and get started. I see that we have already 120 people joining. So welcome to all of you. I’m just going to kick off this webinar on why you should be creating microlearning and also how to do it. What we will discuss today — three main points. First of all: what is microlearning, and why you should be doing it. Then I will be addressing what the different types of microlearning are. And then I’m going to do an actual demonstration of how to create microlearning. So, I’m going to show you, inside Easygenerator, how you can easily create microlearning.
Once again, if you’ve got any questions, make sure to use the Q&A to ask them and we will answer them either live or through typing.
So, first of all, a quick question to ask you before I jump into the theoretical side of things. I’m curious to hear from all of you if you have ever tried using microlearning before. So, you should soon be able to see a poll question popping up where you can answer whether you’ve used microlearning before or whether you have not yet tried this. Hopefully, at least everyone is at least interested. But I’m curious to find out how many of you have actually used it before.
All right, I see that most people have now answered. And it’s an interesting result to see. I see that 36% of you have answered history have used microlearning before, and 65% of you have not. So that’s an interesting result to see, probably for all of you as well, that most of you have not used it yet. And that means that today’s webinar is especially useful for you to actually learn how to best implement this, and what the different ways are to implement this. And for those of you who have used it before, I think this webinar is also useful for you. But I’m also very happy if you share your experiences in the chat if you would like to with those who have never done it before. So, we can all learn from each other, I think. Perfect. So, let’s jump into it.
Now, what is microlearning? I think most of us know or have an idea of what microlearning is. But, actually, those definitions can differ from one another. And that is because microlearning isn’t always defined in the same way. Sometimes microlearning can refer to small learning units that support other learning activities to actually improve the learning outcomes of those activities. But other times, it can also refer to small learning units that solve an immediate problem and support employees to execute a task or solution without interruption, which is sometimes called workplace for performance support.
So, these are two common definitions of microlearning that are quite different. But I wouldn’t say that one of them is correct, and the other isn’t, because microlearning can actually mean these two things. And what that means is that there are actually different ways to apply microlearning.
These are the three most common ways to apply microlearning, as you can see here. First of all, in the context of a learning event, either before or after a learning event. And you can see a learning event a little bit like, you know, a workshop, a live event or a lengthier e-learning course. So, basically, microlearning to complement a larger learning event. The second way of applying microlearning is on its own as autonomous learning. So just microlearning all by itself or several tied together. Or you can also use or apply microlearning as performance support. So, to support employees immediately on the job. So those are three different ways of applying microlearning, which I will dig a little bit deeper into. But the major thing that these three all have in common is that they’re short. That’s, of course, the defining factor of “micro.” But I want to discuss that a little bit more. What exactly “micro” means and how short is “micro” — how short should a microlearning be?
Microlearning should actually be as short as possible. As short as possible for the concept that you would like to explain. As a rule of thumb, something between seven to 10 minutes is microlearning. It’s short enough if someone can go through it within seven minutes. It’s short enough to be considered microlearning. But just remember that doesn’t mean that everything needs to become microlearning, right? Not all learning needs can be satisfied by microlearning. Some topics are better explained in a workshop, in live training, in the lengthier e-learning. Microlearning only suits a percentage of learning needs. So, do not turn all your training into microlearning, this might not be necessary.
Microlearning really suits a specific need. When you find a need that microlearning can be suited for, there are several different benefits of microlearning — of course, depending on the application that you that you have of it. But overall microlearning, so short seven-to-10-minute courses or resources, they’re going to be more effective than longer ones, because it improves retention. If something is as short as seven to 10 minutes, there’s no time to get distracted. There’s no time to lose attention, to lose motivation. And that means that they’re going to remember more of what they’ve just learned. It’s also much more approachable, the hurdle is much lower. Most people, I hope, can find seven minutes in their day to learn, whereas half an hour or an hour can sometimes be more challenging.
Tessa 6:12 — Also, because it’s so short, it can easily be created and easily be updated. As well as that microlearning typically has higher completion rates. Because it’s so short, right? So, the people who start microlearning often have enough time to finish it as well. So that means they go through the entire thing. And on the side of this, it’s also more compatible with mobile learning, which means, of course, tablet or smartphone devices. But also on the move, right? You can complete a microlearning on your commute to or from work or similar.
So those are some of the benefits of microlearning. Of course, as I said, it depends on your application of it. So, what I’ll do now is I’ll go through all three applications of microlearning and, first, I want to focus on using microlearning in the context of a learning event. First of all, what is a learning event? A learning event can be quite broad. It can be, for example, a face-to-face session, it can be training, it can be a workshop, or an e-learning course, that has more context to it. Well, microlearning can be used to complement a learning event. So, it can be used either before the learning event takes place or also after the learning event takes place.
If you use microlearning for preparation before an event, the idea is that you can create that micro-course just to highlight the key points. Then of course, you have them take that micro-course before the event. And that means that you can then use the event to put the knowledge into practice. So, you get more out of that learning event, if you provide microlearning prior to it happening. This is similar to the flipped classroom concept that some of you, at least, may be familiar with, with flipping the classroom in school settings. What this means is that you have them do the learning at home, and the homework at school. So, the idea is that you prepare them with the knowledge first, on their own, when they can actually do it on their own. And the homework that’s more applied and perhaps more challenging, and where they, perhaps, need more help, they are then in the learning event or in the classroom to get help. So microlearning can be used in a similar way, if you use it for the preparation of an event.
If you use microlearning as a follow up for an event, it’s more for the purpose of repetition, because microlearning can be used to reinforce the concepts of the learning event through repetition. That’s the graph that you can see on the right in simple words, “the more times you repeat, the more you will remember it.” So, imagine you’ve got the microlearning in preparation for the event, then you have the learning event. And then you’ve got a follow up. Those are three different moments that they’re being reminded of the concept or the topic, so they’re going to remember it much better. Now what this can look like in practice, it can look something like this.
So, a micro-course in preparation, or maybe two micro-courses in preparation, followed by that main learning event, which can be something that’s live, for example. And then micro-courses as follow-up one, two or three of them. For example. This embeds repetition. Typically, it’s also a bit more of a blended approach. And the main goal when you implement microlearning in this way, is that it complements the main learning event to get the most possible learning outcomes from it. So, it’s going to be a successful or more successful learning event. So that’s the first way of implementing microlearning.
Another way is to implement microlearning entirely on its own. When a learning event isn’t necessary. You don’t always have learning offense, right? So, if you just want to teach a topic that does not require a learning event, it can look more like this. Maybe it can be one microlearning, it can otherwise be two, three, or four, connected to one another.
This is more effective than one e-learning with all of this content inside it. And the reason why it’s more effective is, because it’s so short, they remain attentive for the entire microlearning. They remember much more from it. They’re more focused, they’re more motivated. And only after some time, after one or two weeks, maybe even one month, they have a second microlearning, which, once again, they can go through without losing attention, without losing motivation. They can continue to learn from it in just seven minutes or 10 minutes. And then, maybe two weeks later, go through to microlearning three.
In the end, they will learn more, but they will also remember more especially because you have that time in between the microlearning. That’s a very important factor here, you have to make sure that there is time between the microlearning. Otherwise, it’s possible that they will just do all five or six microlearnings all in one go, which defeats the purpose of microlearning. So, when you administer microlearning in this way, it’s important that you do have time in between. So, it remains microlearning. And it doesn’t just become a 20- or 30-minute course.
Tessa 11:54 — Using microlearning in this way, by the way, is also very much in line with the use of LXPs — Learning Experience Platforms — for those of you who are familiar with this, because in Learning Experience Platforms, you can easily create learning paths that complement the use of microlearning in this way perfectly. So, for those of you who are either interested or who already make use of a Learning Experience Platform, then this is also a great tip for you.
And that brings us to the last application of microlearning. And that is as performance or workplace support. Now what is performance support? Performance support allows you to share just-in-time information to solve problems and apply them while on the job. So, you can see that there is a graph on the right-hand side. It looks maybe a little bit scary for now, but I will explain it.
Essentially, when you are training someone or several people, during the initial training phase, there’s typically quite a lot to learn. So, the learning curve is steep. They need context, they need information, they need repetition, to learn something new or to learn more about something. For this, live sessions can be good, workshops can be good, learning events, e-learning courses — you need to help them learn a lot in a very short amount of time. That’s the training phase. This is where microlearning may not be ideal, unless it’s a very small, short concept that they need to learn.
But if it’s quite complex, which, typically, during a training phase it can be, then probably a learning event is the way to go. Then once they’ve practiced their skills, practiced all the information that they’ve just acquired, and they reach on-the-job competence — so they know how to do their job — there are still going to be moments where they need to apply something new, solve a problem, or change the way in which they do things, innovate their ways, make their ways more efficient, even though they already know how to do their job very well.
Microlearning is great for those moments, specifically, so that you can support employees with their performance. So, you’re not really teaching them new concepts, you’re just helping them do their job better. Microlearning is great for this. And when you use microlearning for this, it can take different forms. It can take, for example, a how-to guide with some clear step-by-step instructions. It can otherwise be a checklist with a list of tasks to complete, instructions, guidelines or even frequently asked questions.
Remember that when someone already knows how to do something, they typically don’t have the time to go through a 30- or 40-minute course. Typically, when you’re already doing the job, you get the common “I want to google it” feeling. You want an answer immediately, you want your answer, and so that you can continue to do your job quickly. So, by creating microlearning for this purpose, you can help them with just exactly what they need. These people may not need the whole context behind it, the whole relevance behind it. They just need a quick answer, or they need quick support.
So those are the three ways in which microlearning can be applied either in the context of a learning event, on its own, or as performance support. But what does it actually look like? Well, it can look like many different things. The idea is that it just has to be short. Here’s a quick example. This is an example of how to write a sales pitch. Now, obviously, this is something that someone has probably already been trained on. Or they’re in their training phase, that could also be. But this is microlearning because it’s one page and there are simply five steps. You can see already that the first step, “identifying your pitch targets,” it’s quite a short step.
There are just three bullet points. So, this is something that they could probably go through within five, seven, eight minutes. They can go through each and every step. This could be used in the context of a learning event, right? So, it could actually be used inside a lengthier e-learning course. It could also be used entirely on its own. Let’s say someone knows how to write a sales pitch but they need to refresh their memory. It could also be used for performance support. In the very moment that they’re writing their sales pitch, they can open this up and get support in the process. So actually, sometimes the same microlearning can be used for different purposes.
Tessa 16:46 — Another example, here, how to request vacation days. This is also learning, right? An employee may need to learn how to do this, if there’s a process in place. This is more performance support or autonomous learning. So, they can just go through the list of items, check in with the manager, file the request on the system. And they can have instructions on how to use that system. This is something that doesn’t require much more, probably, than 10 minutes or less. The processes are really complex. So, this is also a great example of microlearning.
But in fact, this could also be in the context of a learning event, because maybe that learning event is a lengthy e-learning course. Everything to do with the company. While joining right, this could be an e-learning course that they receive on their very first day, and it explains everything they need to know, including how to request vacation days. So, actually, microlearning can be embedded inside an e-learning course and also used on its own, right? Because on their very first day of work, that’s probably not the same day that they’re going to request their vacation days. Maybe it will be a month from now, two months from now, or even six months from now. And then six months from now, they don’t need the entire e-learning course anymore, they just need that one microlearning.
So that is what microlearning is, why it can be relevant, and the three different types of applications of it. So now I want to dig a little bit deeper into the practical side of things. How do you get started to create microlearning? First of all, the first question to address is, who should be creating microlearning? If you take a central approach with the Learning & Development team as a center that takes ownership for content creation, it would look something like this, where the employee or the expert would share their knowledge with the Learning & Development instructional designers who would then create the content. Probably there’ll be a bit of feedback and evaluation taking place here between these two stakeholders.
And then it would be distributed through the Learning & Development department back to the business where the learner is. Now, this kind of central approach, as you can imagine, it takes quite long before microlearning is created, evaluated, and distributed, which is a bit of a shame because microlearning can be as short as five or 10 minutes, but it can then take weeks before it’s finally distributed to the end user.
Time is money. So, costs will also be higher with this approach. And maintenance is not only costly, but also time intensive. So, to update the resources, it will have to go through the several different stakeholders involved. So, our advice is really to leave the knowledge where it is. Have the subject matter experts — the employees in the business — share their knowledge directly to the learners.
This means it’s the subject matter experts creating the microlearning because they know best, right? That’s also who Easygenerator was created for: people who may not necessarily be trainers or learning experts. Anyone can use Easygenerator to share knowledge because it’s quite easy and intuitive. So, from this decentralized approach, the employee in the business takes ownership of the creation of the microlearning and the distribution of it — which actually, they’re the best person for because they have the knowledge. Of course, they can always get support and guidance from the L&D or instructional designers. But in essence, the knowledge transfer is way quicker if it’s the subject matter experts and the employees in the business who create the microlearning themselves.
So, it would actually be much quicker because they have, immediately, the knowledge and expertise to share back and forth. The costs are also lower because of this. And whenever maintenance is necessary, which, actually, the employee in the business will know best when that’s necessary. And they can make the changes without having to create a ticket with the L&D departments, etc. When you create microlearning, you can very easily change it, click on “update,” and it’s updated now for everyone, which I will show you how to do in a second. Or right now, actually, because that’s what I’m going to move on to. I’m now going to show you, inside Easygenerator, how you can create microlearning. So, let me just switch my screen over to my Easygenerator screen.
So, you should be able to see my Easygenerator screen. Right now, as most of you probably know, inside Easygenerator, you’ve got those two options at the top. So, you’ve got the option of creating courses. And you’ve got the option of creating resources. Now I want to start with the creation of resources today for microlearning. Because, as I said, microlearning is short. It’s probably something around five, seven, 10 minutes long. With resources, it’s much easier to keep it short. If you create a resource, you’ve got two options. You can create a checklist with different items to check off. Or you can create a how-to guide with different steps involved. I will provide an example of how to create a how-to guide. You can either choose to start from scratch, or you can use a template that is already created for you and make changes to this. I’m going to start from a template just so that I have some content in there to show you.
Tessa 22:41 — Essentially, the reason why it’s easy to create microlearning when you create resources is because by default, it’s always going to fit on one page. You do not add sections or chapters or modules. You do not add pages. You do not add questions. It’s all on one page. And you simply have the choice between all the different media that you can add into that microlearning. So, without even changing anything, I just want to show you what it would basically look like for the end user. This example is a how-to guide on how to create a community in Teams.
So, the idea is that they can just simply reach the relevance of this how-to guide, and then they can go through all of the different steps, which can, of course, include elements of interactivity as is done here. And then they can just go through each and every step to learn more about how to create a community in Teams. This is something that they can probably do within around 10 minutes.
So, when you create microlearning using a resource, which can just to repeat the in the format of a checklist or a how to guide, all you have to do is just drag and drop. Essentially, the initial part here is your introduction, let’s call it and here you can add one or two phrases describing the relevance of this micro-course — or this micro how-to guide, right? So, you can just let them know, hey, this how to guide is relevant when you need A, B, and B. So that they know exactly when they should be using it. Then you simply add all the steps. You can either call them step one, step two, step three, or you can have them a little bit more descriptive. And in each step, you can include, for instance text, bullet points, hyperlinks, images, or images that are interactive, right? So, you can create what we call hotspots if you want to add an image with extra information on top. So, I could also add some extra information.
And essentially you do that for each and every step. And when you’re done, you will click on the preview. It’s very important to check the preview when you’re creating microlearning. Remember that the key indicator of microlearning is that it’s short. So, it’s very useful to check the preview. So, even if it even if it sounds strange, take your phone out to put the timer on and go through it, reading every single element checking, okay, how long do I really expect this to take, by going through it one by one. And that is how you will make sure that it is actually microlearning.
Tessa 25:51 — So, that is essentially how to create microlearning out of a resource. Of course, you can also create microlearning out of courses. And when you do this, while you go through the same steps as you would for a regular e-learning course. You just click on “new course.” This is, by the way, where you’ve got those three options either to start from an empty course, a template, or to import a PowerPoint, and have all of your content taken from there.
Now for microlearning, if you want to create microlearning, probably the option you’ll go for is starting from an empty course. This is the way to go for microlearning, because then you make sure that you’re only adding the essential elements and not all of the context and all of the content around it. Typically, if you start from a PowerPoint import then you’ll probably have quite some slides in that PowerPoint. It would easily become much longer than five or seven or 10 minutes. So, my recommendation, if you’re creating microlearning, is to start completely from scratch with an empty course. At this point, you will add a title, and then you can get started creating your micro-course.
Now this looks exactly the same as for an e-learning course, right? So, you always have the introduction sections and afterwards. In the introduction, very important, let them know it’s a micro-course. That is one of the biggest benefits of microlearning. You want to let them know that it’s very short. So, you could say, of course, welcome to this e-learning course, this is the goal of the e-learning course. This is why it’s relevant for you. And then, very important, let them know how long it will take for them to go through it.
As I said, this is one of the biggest benefits of microlearning. So, you want to sort of boost it in the introduction to make sure that they’ve got all the motivation to actually go through it. They will go through it in one go. And that’s where you reap the benefits of it. So, make sure that you let them know how long it will take in the introduction, which is on the very first page that they will open.
Then once you’ve got the introduction set up, you can start adding your sections in here. Now sections do not need to be long. A section itself is simply just a title, and an icon or an image. You can have one page in a section in exactly the same way as you can have 20 pages in a section. So, of course, make sure that your sections are short. But if it’s more convenient for you to split your content up into three or even four sections, then do so. Because the sections themselves are not long. They do not take time for a learner. In fact, they just create structure for them. Structure is convenient for a learner when you learn something new or when you’re going through something, it helps to have a clear structure. So, don’t sacrifice structure for time.
Once you’ve added your sections, you can then include learning objectives. This is also not one I would leave out. A learning objective is just one phrase. So, it’s definitely worth including it to let them know what the goal is. Especially if you add a minimal amount of content. You want to let them know what the end goal is. What should they be able to do once they’ve completed the microlearning? So, make sure that you include a learning objective here. And if you’re not sure how to most of you probably know this, you can always use the learning objective maker, which guides you through the process. So, it will ask you who is the learner, what do they need to learn, and under what conditions? By answering each question you’ll have a learning objective created for you. So, definitely try this out if you haven’t already.
Once you’ve got that learning objective in, you can start to add your content. This is where you need to be careful only to add the most relevant bits of content. Typically, you don’t want to go too much into the context, the introductory information. You really want to focus on what is essential. That’s how you ensure that you keep it short. My advice to make sure that you add only the most essential content is actually to ask to add the questions first.
So, you may be wondering, well, do I have to add questions? It’s not an e-learning course, I want to keep it short.
Questions are still very useful. Even in microlearning, when you create questions, you’re giving them actually the chance to self-assess. So, once they’ve gone through the content, you want to make sure that they can check for themselves, okay, have I understood everything and am I ready to close this micro-course? Or do I maybe need to review it?
So why should you ask questions first? By adding questions first, even if you add it to the end of your micro-course, you can add questions that assess the learning objective or learning objectives that you’ve added. So, if your learning objective is, “you need to know our company mission,” then go straight to adding a question asking them, “what is our company mission?”
Once you’ve added the questions that assess the learning objectives, then add the content and focus only on adding the content that is needed to answer the question. That’s how you can make sure that you’re only adding the most essential content, which means you’re keeping it as short as possible. So, first, add your section. Then add your learning objective, and then add questions that assess the learning objective. And once you’ve done that, then add the content and only the content needed to answer the questions.
So, how does that work? Basically, to add content, you’ve got the choice of many different types of media. Most of you are probably familiar with this. You can include, for instance, text, images, videos, documents, and interactive content. But don’t get too overwhelmed by all the options. Remember, just add the content needed to answer the questions you’ve already added. So, if it’s an image of a graph, add the image of the graph.
Once you’ve added that content and those questions, you can then move on to ensuring that your branding is well applied, and that you have configured it properly. And then you can go ahead and publish it. But the same goes here as for with the resources. It’s convenient to check how long it really takes. So if you’re not comfortable doing that yourself, and if you’re not sure if you’ve created a micro-course, and you’re thinking, I’m not sure how long this really takes, what you can always consider doing before publishing and sending it out, you can actually share a review link with someone and the person you send this review link to does not necessarily need to have access to Easygenerator.
You can send this to anyone. It doesn’t matter if they’re within your organization or external to your organization. So, feel free, once you’ve created a draft of a micro-course, to copy this review link, which I’m now doing to myself, of course. So, copy the review link, it will take a couple of seconds before you’ve got it, and then send it out to someone with the request for them to time themselves.
So, they will basically click on this link, which means they get to see your micro-course. Mine doesn’t look very nice just yet but of course yours will hopefully look a little bit better. And then give them the instruction to time themselves. So, they will click “time.” And then they will go through the entire micro-course and give you an indication of how long it’s taken them so that you have that feedback for yourself. In addition to just time, they can actually go through every single page and provide feedback wherever necessary to the actual content or the actual questions. And once they share this feedback, you will have it available inside your comments section up here. So you can get feedback as well as an indication of how long it’s taken them to go through it.
Tessa 34:27 — So those were my couple of tips when creating micro e-learning courses or micro resources on Easygenerator. Hopefully this advice was helpful for you. Also, the different ways in which it can be implemented. So, that’s being everything I wanted to share. I just want to check with my colleague, Anna, now. Are there any leftover questions that I can address life?
Anna 34:53 — Yeah, I have several questions that need your help. So, will you read it, or do I need to read it?
Tessa 35:00 — Yes, so I see them in.
Anna 35:04 — Like the third, the second, for example. And I’m trying to answer the next question.
Tessa 35:12 — Yes, all right. So, I see a question here, “what would the best way be to unpack a heavy topic, leveraging microlearning?” So, if you do need to unpack a heavy topic — and I’m assuming that heavy in this context means that it’s quite a lot of information — probably the best way to go would be to combine it with a learning event, if possible. So, if you do have a learning event, that can be a place to apply the challenging parts of that topic. But microlearning can be a good way to unpack the knowledge-based elements of it. So, to just explain the concepts, explain the keywords or definitions that they will need to better understand that topic. So, if there are any bits and pieces that can be taught without assistance, I would turn those into microlearning, and all of them elements of that heavy topic that do need to be discussed in a group or with other people or digested together, I would add that as a learning event. But all of the other elements, turn into microlearning. That would probably be my advice there in unpacking a heavy topic.
Let’s see, I see a question as well, “is it really best to let SMEs deliver training?” So good question. I think this here refers to the different approaches that I mentioned: the central approach and the decentralized approach. There are, of course, different benefits for each, right? So, typically, if it’s learning that needs to take place within a team. So, maybe it’s not affecting as many people, SMEs are typically best for delivering those training resources because the SME has most of the knowledge. So, it’s easiest for them, if they have access to an easy tool to use — if they’re not instructional designers, which probably they’re not. If they’ve got access to an easy tool to use, it’s best for them to deliver that training because then the knowledge stays exactly where it is. It can be updated much quicker.
On the other hand, if you’ve got training that needs to be created and that training will be sent, let’s say, globally to every single team, and it’s a high-stakes training, then perhaps that can best be created by instructional designers within the Learning & Development department. If it’s a really big project, however, typically Learning & Development teams will not have endless resources to cover every single learning need within a business. So, for those learning needs that can be delivered by SMEs, it’s a very quick and high-quality way to go if they’ve got access to an easy tool to use.
Let’s see, other questions? “Is there an Easygenerator resource on how to create microlearnings?”
Yes, so a guide on creating microlearning specifically. So, we do not have a guide on specifically how to create microlearnings. However, specifically for resources, you can find some information if you just click on this green button on the bottom right. This is, by the way, also where you can get in touch to ask any questions that pop up for you. If you click on the Help Center, and you type out “resource” or “resources” or “checklists,” you can find some information on how to create a checklist or how-to guide and with all of these resources, you will always find tips, best practices and advice that you can use. S.o that’s my recommendation there also for creating for creating microlearnings. Perfect.
Anna 39:23 — Sorry, can you please also show how you can check the comments, for example, when you left it on the page, for example. The content and how people can find it, for example. Yes, there was such a question so I think people want to know.
Tessa 39:49 — Yes. Either co-author — I know I didn’t mention that one. If you do want to work with other colleagues within your organization, you can also add them as a co-author so you can actually work on the micro-course together at the same time. If you want to leave comments for co-authors, you can find these comment opportunities on the right of every single section every single page. So, you can leave a comment here. So, if I am, for example, working with my colleague, Joni, I can add my colleague Joni to this specific course. And I can leave comments for her. So, I could leave a comment here, mentioning Joni and asking her for help for my introduction, for example. You will then find all of the comments in the comment section here. And this is also where you’ll find the comments that external reviewers have given you. So, with that link that I shared earlier, that you can copy and share with anyone, this is where you’ll find those comments. So here you’ll find comments from co-authors that you’re actually actively working with. But also comments from external reviewers.
Anna 40:50 — And you can click on the untitled content, for example, on the comments box and it will redirect you to the place where the comment was.
And also, a question, “can you feel a questioner at the end of training that you have to answer?
Tessa 41:20 — Yeah, good question. So, essentially, whenever you create an e-learning course, which can, of course be a micro-course, under the configuration step, you can set up a learner satisfaction survey under the “extra features.” And the learner satisfaction survey will ask them to give a score for the course. It will also ask them to provide open feedback if they have some.
So those are results that you will find under step five, which leads me to another question that is, “is there an easy way to get analytics on microlearning completions?”
On microlearning completions, if you’ve created a course, you can gather analytics here, in that you can see who has completed it, how many people have completed it, and you can also see the average amount of time spent on it, which I would say is a good indication of analytics for microlearning. You can see, perhaps, they’ve spent an average of six minutes on it. So, that would be, for example, nice to know.
If, however, you are creating resources, which are mostly used for performance support, you cannot gather analytics. The idea is that, of course, you can make it available for them to be supported, but there are no analytics within resources. In courses, there are.