Nano Micro Learning

​Do you ever have that feeling that you are ‘in the groove’ or ‘in the zone’ when you are learning something new and interesting? The verb ‘to learn’ has its origins in ancient words meaning to be in the furrow (or the groove), to be on track, and to follow in the footsteps of someone.
 
What is nanolearning? How is this different from microlearning? What are the implications for curriculum development?
 
The word learn, from Old English leornian (to get knowledge, to be cultivated; study, read, think about), has its origins in these ancient roots and came to English before the 12th century. The word learning is from Old English leornung (study, action of acquiring knowledge) and Old English leornian. The word learning, meaning the knowledge acquired by systematic study, extensive reading, and scientific work, is from the mid-14th century. The word learner first appears in the early 1700s.
 
Nanolearning: The term ‘nano’ has its origins in Greek nanos (dwarf). The term nano was introduced at a scientific conference in 1947 as a prefix for units which are a one-billionth part if something. Hmmm… what would a one billionth part of a training course look like?! Does this mean that there are a billion things to be learned?!
 
Not to worry… in a non-scientific sense, the term nano simply means ‘very small’.
 
In brief, nanolearning describes the variety of digital and non-digital methods by which a learner can access and learn short bits of required information often in less than two or three minutes (e.g., “Where is Pelican Narrows?” or ”Who was Emilia Bassano?”).
 
Nanolearning has been described as providing learners with “short, snappy sound bites that convey crucial material in a drastically reduced time frame, often via digital media” (Besner). Relevant information is provided on a regular ‘just in time’ basis in relation to a learner’s question or a particular learning or workplace task.
 
If nano means ‘very small’, micro (from Greek micro) simply means ‘small’.
 
Microlearning usually refers to a longer unit or module of learning, based on a single learning objective, often based on, for example, a 15 – 20 minute time frame, and usually part of a longer course. Micro-credentialing is the term used when assessing and evaluating such learning. Microlearning can involve several nanolearning components.
 
The term nanotechnology is from 1974 but was not widely used until the 1990s. The term nanolearning is from 2006. The term microlearning is from around 2009.
 
When designing the small bite-size pieces of a nanolearning curriculum, how does one decide how small is small or very small?
 
I am reminded of the patron saint of curriculum development—St Goldilocks. Not too big, not too small, but just right! One footstep at a time.
 
Reference: Online Etymological Dictionary, https://www.etymonline.com/
Besner, L. (February 2022). Nanolearning. Maclean’s, 135(1), 85.