For those of us growing up in the digital age, there may be times when we feel we’re presented as slaves to technology. Older generations suggest we’re controlled by modern technologies, that we can’t focus on anything other than our game of Angry Birds and that we prioritise time spent in front of a screen than with those around us. We’re viewed as semi-drone like creatures who are controlled by technology and addicted to consumerism and having the next piece of kit.
Personally I myself am not the biggest fan of leading an online ‘social’ life through 47 different applications. I often resist buying the ‘latest thing’ until it’s blown up in someone’s living room and been relaunched onto the market at a cheaper price and prefer speaking with someone face-to-face rather than via text, email, WhatsApp, Snapchat etc. However, we can’t deny how much our lives and society as a whole have changed with wise the rise of digital technologies. We can reach wider audiences, stay in constant communication with people, learn more, retrieve information instantly, share more, spread news, start movements and campaigns… The rise of digital technologies has shaped our values, perceptions and attitudes. Quite frankly, it’s everywhere and plays a huge role in all of our lives whether we have the latest iPhone or not.
Having said all that, we still don’t use digital technology to the fullest. In particular, we don’t maximise its potential when educating ourselves. Sure we read a Buzzfeed article, share an opinion poll or infographic, and read Wikipedia and online journals when researching topics, but we don’t maximise its ability to present content to audiences. We still lecture students, we still stand and talk for an hour or more and we still don’t cater for all types of learner; but we need to because millennials learn in different ways. For example, they can be expected to focus on a task for twenty minutes before moving on to something else. We also want interactivity and content delivered through videos or animations instead of journals and essays.
This is where MicroLearning comes into play. It allows students to learn-as-you-go, whenever and wherever they want to. Hosted online, MicroLearning modules break topics down into video sections and provide short bursts of video content lasting around 5-10 minutes. The modules also incorporate interactive quizzing to engage users and support their learning. This way students can retain information more readily, aren’t bored, can pick up where they left off and can receive information in a manner which stimulates them.
At Work Ready Graduates we’ve built a suite of MicroLearning modules covering ‘soft skills’ such as resilience, confidence, leadership and personal branding. These modules present the ‘soft skills’ employers are looking for in a way students will engage with and retain information.
All of our modules are CPD accredited, meaning you receive certification upon completion of the module; they also contain interviews with senior managers at companies such as Facebook, LinkedIn, Disney, L’Oreal, Bam Nuttall, The Civil Service, Fujitsu, Capgemini and many more. If this wasn’t enough, our accredited MicroLearning modules also feature content devised by our specialist trainers, as well as interview quizzes to reaffirm key concepts.
Written by: Henry Aspinall
Image source: https://www.gray.com/news/blog/2013/12/30/logistics-meets-the-internet-of-things; http://www.telegraph.co.uk/technology/advice/9230909/How-do-I-change-the-iPhones-predictive-text-to-a-different-language.html