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Piloting Innovation: Designing Video-based Microlearning for Staff Development

Amanda Losonsky

Learning Innovation Support Unit (LISU)

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Conclusion & Key Takeaways

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Background & Overview

Evaluation & Feedback

Design & Implementation

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What we’ll Cover

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Learning Innovation Support Unit (LISU)

Innovation Officers

    • College key contacts—work with staff to find course and digital opportunities
    • Pedagogy supported course content mapping and learner pathway designing for MOOCs, MCs, and online degrees

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Digital

Skills

    • Tailored upskilling sessions and workshops on digital tools, platforms, and practice
    • Assist staff in assessing digital strengths for development plans
    • Media advice and support tool adoption

Digital Education Delivery

    • Support staff in designing engaging and accessible content using Moodle tools
    • Course design guidance, enhancement, and ongoing evaluation
    • Tailored support and mentorship on content presentation

Micro-credential Innovation

    • Manage and promote of micro-credentials across entire University
    • Guidance from proposal to launch, including design, development, and learner journey support

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Background: Upskilling challenges facing our staff

  • Staff are time-poor with competing priorities

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  • Rigid training structures don't fit busy schedules

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  • Traditional approaches fail to meet staff where they are

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  • Persistent barriers to finding, accessing, and engaging with existing training

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  • Need for flexibility and accessibility in professional development

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  • Current training and upskilling often come too late for staff who need immediate support

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Overview: Our proposed solution

  • Grounded in learning science: Cognitive Load Theory, Andragogy, Heutagogy, and Multimedia Learning Principles guide our design

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  • Flexible, self-paced modules: 3 to 6 minute videos that fit into busy schedules

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  • Addresses critical digital skills gaps identified through staff feedback

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  • Centrally hosted on MediaSpace (Kaltura), embedded in familiar platforms like SharePoint and Teams

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  • Digital care in practice: Fitting learning into staff lives rather than demanding time they don't have

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Microlearning Pilot Design Framework

    • Easy creation by non-experts, and adaptable across subjects & departments
    • Staff voice drives development
    • Routine quality updates to assets
    • Clear, targeted content, delivered quickly for adoption
    • Minimal/Single objective per video
    • Focused knowledge and skill acquisition

Modular Learning Structure

Clarity & Relevance

Accessibility & Scalability

Iterative Feedback Loops

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User-Friendly Templates:

  • 30+ standardised assets in Clipchamp
  • Branded intro/outro animations with music
  • Background images and lower thirds
  • Narration background audio
  • All aligned with UofG brand toolkit

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Centralised Platforms:

  • Single point for analytics and tracking
  • Consistent user experience
  • Easy embedding across distribution channels/networks

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Training & Support:

  • Resources and guidance for content creators
  • Empowering non-experts to contribute

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Collaboration: Cross-department content development

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Making It Work: Implementation in Action

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  • Launch Date: August 13, 2025
  • Videos Published: 16 videos across 5 playlists
  • Total Watch Time: 400+ minutes
  • Total Plays: 350+
  • Player Impressions: 1,570

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Active Playlists:

  • Course Content Mapping (3 videos)
  • Generative AI Series (6 videos)
  • Learning Technology Toolkit (4 videos)
  • Content Presentation in Moodle (1 video, launched 15 Oct)
  • Mastering MyGrades (2 videos, launched 22 Oct)

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2 Months of Level Up

In production: Moodle Spotlight

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  • High Engagement: Strong play rates and watch time for 2-month pilot
  • Consistency Matters: Weekly releases drive return viewership
  • Playlist Effect: New videos boost engagement across related content
  • Strategic Alignment: Supporting UofG's digital transformation goals
  • Proof of Concept: Model demonstrates feasibility and impact

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Evaluation

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Emerging Themes in Digital Upskilling:

  • Building digital confidence: Gen AI series addresses urgent capability gaps identified across committees
  • Scalable support model: Weekly micro-content extends LISU reach beyond traditional support
  • Consistency matters: Weekly releases build trust and staff return because we deliver on schedule
  • Timing is strategic: Engagement spikes when content aligns with events (symposiums) and rollouts (new software)
  • Hot topics reveal priorities: Gen AI and CCM leading engagement shows where staff need support now
  • Organic sharing signals value: Staff forwarding videos to colleagues validates relevance and peer utility

Challenges & Lessons Learned:

  • Quality Consistency: Clear guidelines and review processes needed
  • Technical Issues: Platform compatibility and accessibility (Brand toolkit/fonts, rendering, Clipchamp requires internet access to use)
  • Staff Adoption: Targeted communication and overcoming time constraints
  • Sustainability: Long-term planning and institutional support are essential

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Feedback: Emerging themes & Challenges

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Critical Reflections

Successes

    • Video-based microlearning is feasible and engaging
    • Template system enables sustainable content creation
    • Staff-centred design resonates with users
    • Positive early adoption and usage patterns

Implementation Challenges

    • Balancing quality with ease of creation
    • Ensuring accessibility across all content
    • Managing content review and approval processes

Institutional Support

    • Desire for stronger alignment with professional development frameworks
    • Invest in recognition and reward for content creators
    • Build cross-departmental collaboration infrastructures

Sustainability Questions

    • Long-term resource allocation
    • Continuous evaluation and adaptation
    • Scaling beyond pilot phase (managing several playlists, series, and growing staff involvement, and assets)

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Insights, Key takeaways

& Next steps

  • Plan and develop resources well ahead of launch
  • Use available resources
  • Allow yourself learning time
  • Be open to feedback and change

Next Steps:

  • Expand to additional content series
  • Gather formal feedback from participants
  • Refine based on usage data and staff input
  • Explore broader university adoption

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LISU Team Insights

  • Learning process at start, but comfortable with practice
  • Already planning for future videos and series
  • General feedback from staff on microlearning use and value

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Q and A

ASK AWAY!