Microlearning Doesn’t Mean “Just Make It Short”

Microlearning can feel like trying to stuff the contents of a large suitcase into a tiny carry-on. I mean… you can try to roll the clothes tightly or simply leave some stuff behind, but at the end of the day, you’ll end up with wrinkled clothes, missing essentials, and an unnecessary headache.

That theme surfaced in a recent webinar featuring Robyn A. DeFelice, founder of RADLearning—and it’s one worth keeping on your desk the next time someone asks for “a few quick modules.”

 

Here’s the real issue: everyone means something different by “microlearning.”

Most microlearning initiatives don’t fail because the content is too long. They struggle because teams don’t align on what they’re actually building.

In many organizations, “microlearning” is code for anything short, digital, or delivered quickly. One stakeholder could mean “shorter training” while another means “in the flow of work,” and yet another means “videos,” and your team’s interpretation is spaced practice, reinforcement, or performance support.

A practical way to create alignment is to separate microlearning into four distinct ideas:

#1) Concept. This is the why. The purpose and potential. It might be about keeping people sharp, reducing seat time, reinforcing learning over time, or supporting better decisions.

#2) Method. This is the how. Timing, frequency, and distribution. Are you pushing content weekly? Is it on-demand? Is it triggered at the moment of need?

#3) Product. This is the what. A short module, a checklist, an infographic, an email series, a quiz, a short scenario, a job aid, or yes, sometimes a video.

#4) Campaign. This is where microlearning becomes a strategy instead of a one-off. A campaign bundles multiple microlearning products and touchpoints to move learners toward a goal, like building understanding, strengthening a skill, or supporting real work.

When someone asks for “microlearning,” listen carefully for which of these they’re really describing. If you don’t clarify it, you’ll build the wrong thing—even if it’s designed beautifully.

Here’s how to decode stakeholder requests that sound clear but aren’t.

Microlearning requests often arrive dressed up as certainty. For example, “Create three short videos, deliver them weekly, and cover the high-risk topics.” It sounds specific, doesn’t it? But it’s packed with assumptions. “High risk” hasn’t been defined or agreed upon. No one established how the audience will access the content or whether it’ll be available when and where it’s needed. It assumes video is the best format for the context, that three touchpoints are enough to change behavior, and that distribution will be smooth and consistent. There’s also the assumption that tracking beyond completion is possible and that your team can produce this request, iterate on it, and maintain the content sustainably. 

This is where microlearning work becomes less about building assets and more about asking better questions. Before you say yes to the format, confirm the outcome. Before you commit to the timeline, confirm the constraints. Before you agree to “short,” confirm what “successful” actually looks like.

Infrastructure, capability, and capacity are the glue that make microlearning possible. 

If microlearning didn’t work at your organization, you have to ask yourself why. It’s not only a design choice; it’s an operational choice. It requires readiness in three areas:

#1) Infrastructure. What technology do you have today, and what does it realistically support? A basic learning management system (LMS) with completion tracking supports one kind of microlearning. Workflow delivery, targeted nudges, and meaningful analytics require a different ecosystem.

#2) Capability. Do you have the skills and processes to design and deliver microlearning well? Microlearning demands tighter decisions, stronger prioritization, and often faster iteration than long-form eLearning or instructor-led training (ILT). It can also require cross-functional help from IT, HR, operations, or managers, depending on how you plan to distribute and reinforce it.

#3) Capacity. Also known as the silent budget killer. Microlearning can increase planning time (especially for campaigns), increase production volume, and dramatically increase maintenance if you’re expected to keep both long-form and micro versions updated. “Just cut it down” can turn into “maintain everything twice.”

When microlearning feels painful, it’s often because the organization is trying to pack a two-week trip into a carry-on that was designed for one night.

Stop chasing a magic number for duration.

One of the most common concerns is related to duration: “What’s the ideal length? 10 minutes or less?”

There isn’t a universal rule that holds up in real workplaces. The better rule of thumb is this: microlearning should focus on one clear objective (maybe two, max). The time it takes should be driven by the complexity of the objective, the learning context, and the moment of use.

If the learning is meant to support a live task, like handling a return, following a process, or navigating a tricky conversation, the experience likely needs to be short, scannable, and easy to apply immediately. If the objective is conceptual or requires deeper understanding, it may need more time—even if it’s still “micro” in scope because it stays focused.

Duration is a byproduct. Focus is the strategy.

Video is optional. Text is valid. Format follows context.

Video gets treated like the default microlearning solution because it seems fast and modern. But video isn’t always the best choice—especially when learners can’t watch with sound, step away from the workflow, or if they need something they can reference quickly.

But microlearning can be delivered through text-based formats just as effectively: emails, short newsletters, quick guides, infographics, checklists, annotated screenshots, or short scenarios. The right product is the one that fits the environment and the need, not the one that looks most impressive in a project kickoff.

Here’s where to start reasonably

If you want microlearning to stick, start with a baseline and a pilot. Define what microlearning means in your organization today (not the ideal version you wish you had). Identify what your infrastructure supports right now. Be honest about capabilities and capacity. Then choose a pilot that is relatively stable, low-risk, and not fighting for oxygen against mission-critical projects.

A common starting point is compliance—precisely because annual, one-and-done training tends to decay quickly. Reinforcement over time can help sustain awareness and confidence, not just knowledge. The key is to design the campaign intentionally, rather than attempt to chop up an existing course.

Here’s where ELB Learning can help: A Microlearning strategy that fits your reality

If microlearning in your organization feels like an overstuffed carry-on—too many expectations and not enough space—ELB Learning can help you develop an approach that’s just the right size. Our learning strategy team can help you define what microlearning means for your organization, assess your readiness (tools, processes, people, and capacity), and build a practical plan that stakeholders can get behind. From there, we can help you design and pilot microlearning campaigns that are sustainable to produce, easy to maintain, and built for impact, not just speed.

Watch the webinar below to explore misconceptions about microlearning, readiness, and practical ways to get started. Learn more about our learning strategy services to build a microlearning approach that actually works.