Microlearning Method for Building Learning Capsules for Older

Adults

Priscila Cedillo

, Daniel Gómez

, Daniela Prado-Cabrera

, Alexandra Bermeo

and Lourdes Illescas

Department of Computer Science, Universidad de Cuenca, Cuenca, Ecuador

Keywords: Microlearning, Micro-content, Method, Learning Capsules, Older Adults.

Abstract: Education is a universal process that acts on human beings throughout their existence, including their aging

stage. In this sense, older adults can learn, communicate, and exchange information through technological

applications. However, learning platforms often do not address the specific requirements and special needs of

older people. Therefore, it is necessary to have methods and tools that allow the creation of software artifacts,

so this sector of the population can acquire new knowledge according to its learning needs. Given these

considerations, this document proposes a method for creating learning capsules in the field of microlearning,

taking into account accessibility criteria and andragogic techniques that support the learning process of the

older adult; it also considers a diffusion plan for apprentices to know and access structured micro-contents.

Besides, to show this proposal's use, the step-by-step of creating a learning capsule to be used by older adults

is presented.

1 INTRODUCTION

Currently, technological progress has allowed

professionals and researchers in the computer science

area to find, develop, and innovate solutions for

society's different problems. These are oriented to

different domains, including access to learning

content, information exchange, communication, and

relationships with people online (Sanchez & Luján,

2013). However, in the education area, technological

developments do not usually consider the specific

needs of older adults in developing teaching-learning

methods and techniques that allow obtaining artifacts

that consider the needs of this sector of the population

(García & Bermejo, 2004). The Pan American Health

Organization (2019) states that services must be

adapted to older people's needs in today's society.

This population requires much more effective

management, which improves their survival and

maximizes their functional capacity, and reduces the

years of dependence on others.

https://orcid.org/0000-0002-6787-0655

https://orcid.org/0000-0002-8250-5867

https://orcid.org/0000-0003-1241-1782

https://orcid.org/0000-0002-2697-7528

https://orcid.org/0000-0002-0027-439X

In the learning field, it is necessary to emphasize

that education is a process that acts on the human

being throughout their entire existence, counting on

the necessary tools to face its challenges day by day

(Girón, 2014). Education focused on the elderly can

give way to new opportunities for economic security,

health, and social participation, which promote active

aging and the improvement of the quality of life in the

social, cultural, economic, and political spheres

(Ojeda, 2018). In this sense, there is a series of

andragogic techniques, defined by Knowles (1980) as

the art and science of helping adults to learn,

providing the opportunity for older adults to

participate in their educational process actively and to

intervene in the planning, programming, conducting

and evaluating learning activities on an equal footing

with fellow participants and instructors. Those

andragogic techniques can be included in

technological support tools for the teacher, the same

ones that integrate modes of interaction with the

Cedillo, P., Gómez, D., Prado-Cabrera, D., Ber meo, A. and Illescas, L.

Microlearning Method for Building Learning Capsules for Older Adults.

DOI: 10.5220/0010449201870194

In Proceedings of the 7th International Conference on Information and Communication Technologies for Ageing Well and e-Health (ICT4AWE 2021), pages 187-194

ISBN: 978-989-758-506-7

187

elderly and contemplate aspects and themes to

improve their lives.

In this context, the problem is evident when the

elderly use online learning tools because they face

existing barriers in terms of accessibility, intention to

use, and the adoption of information and

communication technologies (ICT) (Luna, Mendoza,

& Álvarez, 2015). Thus, it is necessary to generate

technological learning spaces that allow the

generational digital gap to be reduced, so older people

acquire new knowledge through tools that allow them

to adapt and integrate into the digital society (Moral,

2015; Sunkel & Ullmann, 2019).

Thus, this paper presents the first step towards a

methodological approach in software engineering

with instructional considerations, that allows the

construction of learning capsules focused on older

people. This method allows designers to build

learning capsules under the concept of microlearning.

To show how the methodology works, a learning

capsule has been built, in the topic of measures of

prevention for COVID-19 for older adults.

This paper is structured as follows: Section 2

presents fundamentals and related work; Section 3

addresses the microlearning method and its activities

and tasks; Section 4 illustrates the implementation of

a learning capsule using the proposed method. Lastly,

the conclusions and further work are included in

Section 5.

2 BACKGROUND

Microlearning refers to a didactic approach that uses

digital means to deliver short-topics, coherent, and

autonomous educational content for learning

activities in a short time (Göschlberger & Bruck,

2017). Among the materials most used to implement

these capsules are educational videos, infographics,

educational packages and online courses, which allow

the transmission of knowledge in a reduced time

(Perrusquia, 2006). They consider andragogic

techniques (Knowles, 1980) and accessibility

characteristics focused on the elderly, which

intervene in: i) the brevity of the solution, ii) the

approach of the thematic and additional

characteristics of the learning capsules, and iii) the

availability of these capsules (Jahnke, Lee, Pham, He,

& Austin, 2019).

There are applications of technologies that were

created for education and learning fields, such as

Massive Open Online Courses (MOOC) or Learning

Management System (LMS). There are several

solutions proposed to create learning platforms for

older adults (Beltran, Cedillo, Rodriguez-Ch, &

Bermeo, 2018; Sanchez & Luján, 2013; Tutoky,

Babič, & Wagner, 2013). They are oriented to the

analysis of specific accessibility considerations when

using online courses for older adults; also have

created the need to have tools with usability and

accessibility options specific for this age range

(Sanchez & Luján, 2013). However, these solutions

are applied in online courses for older adults, but do

not address micro-content creation through learning

capsules. These capsules refer to media and/or tools

that are used to impart short-term academic content

on a specific topic (Ledo, Vialart, Sánchez2, &

González, 2019). Moreover, most research published

in microlearning has been done for an academic

environment and groups of users, mostly adolescents,

adults under 65, and the general public. Therefore, it

is needed to generate new research and microlearning

contributions focused on older adults (Baldauf,

Brandner, & Wimmer, 2017; Dearman & Truong,

2012; Horst & Dörner, 2019; Jahnke et al., 2019).

The difference of this research with previous

proposals is in the extension and the purpose;

characteristics that will allow the generation of

limited learning capsules, with a short theme and

duration. These capsules are aimed at older adults,

taking into consideration the specific characteristics

needed for reaching this population.

3 THE MICROLEARNIG

METHOD

To construct learning capsules oriented to older

people, it is necessary to present a guide that contains

the required steps to follow. According to Zelkovitz,

Shaw, & Gannon (1979), software engineering is "the

study of principles and methodologies for developing

and maintaining software systems." Also,

Sommerville (2011) defines software engineering as

"an engineering discipline that is interested in all

aspects of software production, from the initial stages

of the system to the maintenance of the system." This

study's purpose is to create software artifacts oriented

to learning techniques for older adults. Therefore, the

method proposed has been designed to consider the

mix of software engineering guidelines with

instructional aspects that can support older people's

learning process. According to Bruner (1969),

instructional design deals with planning, preparing,

and designing materials and environments needed to

carry out a learning process. There are several

instructional models, such as the Successive

ICT4AWE 2021 - 7th International Conference on Information and Communication Technologies for Ageing Well and e-Health

188

Approximation Model (SAM) and the ADDIE model

(Analysis, Design, Development, Implementation,

and Evaluation).

First, the SAM model proposes to perform

different versions of the learning products until it

reaches the desired version (Rimmer, 2016), while the

ADDIE model performs this process through an

iterative flow (Aldoobie, 2015). Due to the

characteristics of the learning capsule, based on

microlearning concepts, the proposed methodology is

aligned to a hybridized version of the ADDIE model,

with specific characteristics of the SAM model,

which allows an iterative workflow between its

phases, with the option to test the design of the

learning capsule through a prototype. Thus, the

proposed method considers the inclusion of

andragogic techniques, accessibility criteria, and

multimedia elements, also called micro-contents, to

elaborate a capsule as a solution for a specific context.

They are included to support older people's learning

process in their aging phase and as a source of

microlearning for the fundamental processes and

activities of today's society. This method presents a

flexible solution adapted for any specific situation.

The activities in this method, its tasks, and each of

its components is presented below. Also, the context

of the learning capsules, objectives, andragogic

strategies, development, and evaluation.

3.1 Activities of the Method

This section presents each activity, input, output, and

guideline that is part of the method. An overview of

the general method is illustrated in Figure 1.

3.1.1 Analysis

This activity (shown in Figure 1, part 1) aims to

describe the problem to be addressed and propose the

solution to be implemented to generate a

requirements specification document. Its sections are

i) the learning capsule context, which includes a

description of the problem to be addressed, the

proposed solution, the apprentice's description as an

older adult, and the environment of use. The Project

Coordinator performs this task, along with the

Instructional Designer and the Subject Matter Expert;

ii) instructional analysis, performed by the

Instructional Designer; the learning requirements of

the older adult, the andragogic definition in terms of

techniques and strategies are defined; and, iii)

technological analysis, the functional and non-

functional requirements needed for the learning

capsule are defined. The Software Engineer is

responsible for performing this task, along with the

Project Coordinator and Subject Matter Expert.

3.1.2 Design

For this activity, the following aspects are considered

(Figure 1, part 2): i) the Instructional Designer and the

Subject Matter Expert, with the supervision of the

Project Coordinator, establish the objectives and

learning outcomes, under the instructional analysis

included in the requirements specification document,

ii) definition of the learning capsule, which is

performed by the Instructional Designer and the

Subject Matter Expert, the learning capsule and its

sections is described, also, the self-assessment

process for the apprentice; iii) for the definition, the

Subject Matter Expert, with the help of the Media

Specialist identify the multimedia elements that will

allow representing the contents of each of the sections

of the learning capsule; iv) a prototype of the learning

capsule, which is done through a computer prototype

design software, with the Software Engineer and

Media Specialist's teamwork. Here, the accessibility

criteria, following the requirements, is also identified.

Finally, v) all the personnel analyse the generated

prototype to validate the design. The main difference

of this method against traditional design is the

consideration of accessibility criteria for older adults,

a guide to the most commonly used multimedia

elements in the context of microlearning, and the

generation of a prototype to evaluate the design.

3.1.3 Development

This activity, shown in Figure 1 (part 3), aims to

implement the result of the Analysis and Design

stages to produce microlearning contents. This

activity contains: i) establishing the production plan,

meaning how the learning content will be produced;

ii) selection and preparation of production

technologies (e.g., cameras, microphones, computer

editing programs) depending on the type of

multimedia materials to be defined; and, iii)

production and post-production of multimedia micro

contents. The Media Specialist carries out these tasks

in collaboration with the Project Coordinator and the

Instructional Designer. The Media Specialist may

include additional people to the development team to

produce microlearning content.

3.1.4 Implementation

This activity's objective, shown in Figure 1 (part 4),

is to structure the learning capsule according to the

micro-contents elaborated in the development

Microlearning Method for Building Learning Capsules for Older Adults

189

Figure 1: Main Microlearning Method to Building Learning Capsules for Elderly People. Source: Own elaboration.

activity and install it on the target platform selected

in the Analysis activity. For these purposes, this

activity contains i) preparation of the deployment

environment, where the Software Engineer, with the

Project Coordinator's supervision, prepares the

hardware and software resources to deploy the

learning capsule, according to the type of device and

platform to be used; ii) organization of multimedia

micro-content, where the Media Specialist with the

collaboration of the Software Engineer, structure the

content according to the definition of the learning

capsule; and, iii) deployment of the learning capsule,

where the Software Engineer displays the structured

content on the selected platform. Depending on the

selected technologies for deployment, in some cases,

websites or mobile applications must be developed,

or platforms configured for the deployment of content

to form the learning capsule.

3.1.5 Evaluation

This activity is shown in Figure 1 (part 5); here, the

main task corresponds to the learning capsule's

verification and validation. The beta version of the

learning capsule will be evaluated so that it complies

with the requirements established in the requirements

specification document and validates the learning

capsule with the participation of the elderly. This

activity is supported by the Project Coordinator, the

Instructional Designer, the Subject Matter Expert,

and the Software Engineer.

3.1.6 Diffusion

The last activity for the construction and deployment

of learning capsules focused on older adults

corresponds to diffusion. This phase (Figure 1, part 6)

Analysis

Design

Development

Evaluation

Implementation

Information

collected

Requirements template

Andragogic principles

Requirements

document

Multimedia

microcontent

developed

Subject

Matter Expert

Instructional

Designer

Project

Coordinator

Software

Engineer

Lear ning platforms and

technologies guide

Catalog of multimedia

materials in microlearning

Accessibility criteria

Objectives and

results

Definition of

the capsule

Capsule

prototype

Prototype

report

out

out out

out

Media

Specialist

Project

Coordinato r

Instructional

Designer

Beta version of the

learning capsule

outout

Gold version of the

capsule

in in in

Project

Coordinator

Software

Engineer

Media

Specialist

Instructional

Designer

V&V

Report

Diffusion

Diffused

capsule

out

Published

capsule

Software

Engineer

Subject

Matter Expert

12 3

ICT4AWE 2021 - 7th International Conference on Information and Communication Technologies for Ageing Well and e-Health

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includes: i) publishing the constructed learning

capsule, so it is available to the selected population;

and, ii) disseminate the learning capsule by applying

a diffusion plan, or external marketing plan, thus that

the learners can learn about the existence of the

learning capsule and access it.

3.2 Method Artifacts

In addition to its activities, the method is composed

of artifacts or work products, which correspond to

inputs used to perform a task or activity, and outputs

produced.

The involved artifacts are described, beginning

with those included in the Analysis activity: i)

Information Collected, which is an input artifact with

a series of data previously collected about the context

and purpose of the capsule to be developed. This data

is the basis for defining requirements in the Analytics

activity; ii) the requirements document contains the

requirements to define, design, and create the learning

micro-content included in the capsule to be

developed. These requirements will also help

implement, deploy, and evaluate the learning capsule

at the software level. The requirements document is

the input for the next activity.

The Design activity produces the following

artifacts: i) Objectives and results of the learning

outcomes. This artifact contains learning objectives

and outcomes, where objectives describe trainees'

expected performance or behavior within the learning

process. In contrast, the outcomes are statements of

what an apprentice is expected to know, understand,

and/or be able to do at the end of a learning process.

ii) The definition of the capsule. This report features

information on the sections and micro-contents to

include in the learning capsule. Also, it provides the

specification of self-assessment and/or feedback for

learners. This artifact will be useful for prototyping

the learning capsule and some tasks in the

Development and Implementation activities; iii) the

prototype report of the capsule, which is a design or

sketch made on a computer, it visually indicates how

the microlearning contents will be organized

according to the definition of the learning capsule; iv)

Prototype report. This report includes a description of

the learning capsule prototype. It presents

information about how learning micro-contents and

accessibility considerations within the capsule will be

structured at the design level, according to the

learning capsule's definition report.

As the output of the Development activity, the

multimedia micro-contents developed artifact is

obtained. It includes the multimedia materials

produced (e.g., images, videos, animations, podcasts,

flashcards), which will be included in the learning

capsule. Also, all the artifacts involved in the

Development activity constitutes the input of the

Implementation activity.

As the output of the Implementation activity,

there is a beta version of the learning capsule. This

version constitutes the selected platform with

structured and deployed micro-contents. With this

artifact, the corresponding tests can be performed in

the Evaluation activity on the learning capsule. The

beta version is also the input for the Evaluation

activity.

The evaluation activity output is (i) the

Verification and Validation Report (V&V Report).

This report contains the results of the tests performed

by all those involved in the Evaluation activity on the

learning capsule's beta version; also, ii) the Gold

version of the learning capsule, which is the final

version of the learning capsule. This version meets all

the requirements set out in the requirements

specification document. With this artifact, the

learning capsule can be published and disclosed in the

Diffusion phase.

Therefore, the Diffusion phase provides, on the

one hand, the published learning capsule, which is the

final version that allows the older adult to use it; and

on the other hand, the diffused learning capsule that

results from applying an external methodology about

content marketing, allowing publicizing the built

learning capsule.

3.3 Method Guides

The method guides encompass all forms of content

intended to provide additional information and

supporting illustrations. Given this contextualization,

the guides that support this method for the

construction of older adult-oriented learning capsules

are presented below:

3.3.1 Requirements Template

This guideline is a base template for performing the

requirements specification document in the Analysis

phase. In the studies reviewed for the elaboration of

this methodology, no such templates have been found

for the context of microlearning that considers

instructional aspects and software engineering

activities. Thus, it is proposed to those involved in the

project that this document included sections: 1)

Context Specification, 2) Instructional Analysis, and

3) Technological Analysis, considering the standard

document for the requirements specification of the

Microlearning Method for Building Learning Capsules for Older Adults

191

Department of Electrical and Electronical Engineers

(IEEE) software requirements and the analysis

section of Piskurich's (2015), Guide to Instructional

Design.

3.3.2 Andragogic Principles

This guide is one of the main advantages of this

method for building learning capsules for older

adults. This guide presents a few techniques used in

different contexts to support the older adult's learning

process effectively. Table 1 shows andragogic

techniques to develop professional development

knowledge, according to Attebury (2015).

3.3.3 Learning Platforms and Technologies

Guide

For a technological analysis task that allows

establishing the requirements specification

document's functional and non-functional

requirements, it is necessary to consider the

platforms, software, and hardware requirements

within the non-functional requirements. In this

regard, this guide provides a list of the learning

platforms and hardware devices commonly used in

microlearning.

3.3.4 Catalogue of Multimedia Materials in

Microlearning

When defining the learning capsule in the Design

phase, which allows structuring the sections and

materials to be used, it is necessary to consider those

materials to represent the learning micro-content.

This guide provides a list of multimedia materials

commonly used in microlearning to use. Thus, those

involved in this activity can analyse the most

appropriate materials to transmit the apprentices'

knowledge.

3.3.5 Accessibility Criteria

Nowadays, there is a need to ensure that technological

advances are accessible to all people on the spectrum

of capabilities (Ballantyne, Jha, Jacobsen, Scott

Hawker, & El-Glaly, 2018). One of this method's

aggregate values corresponds to the inclusion of

accessibility criteria that considers the older adult's

possible limitations (e.g., vision loss, hearing loss,

memory and learning difficulties, cognitive

limitations). Therefore, it is essential to consider the

POUR principles (Perceivable, Operate,

Understandable, Robust) established by the World

Wide Web Consortium (W3C) (2008) for both web

and mobile applications, as well as the analyses of

Sanchez-Gordon & Luján-Mora (2016), and

Ballantyne et al. (2018) for this guide.

Table 1: Andragogic techniques. Source: (Attebury, 2015).

Theory Description

Transformational

learning

Learning is performed through the

phases initiated by the "disorienting

dilemma." This dilemma leads to

self-examination.

Communities of

practice

Community-owned apprentices

increase their knowledge and skills

through discussion and reflection.

This discussion can increase

knowledge at the group and

individual level.

Instructional

learning

This approach provides a systematic

approach to professional

development through an

instructional process—for example,

the ADDIE instructional model:

Analysis, Design, Development,

Implementation, and Evaluation.

Experience

learning

The essence of learning is supported

through experiences. This process is

based on adults learning better when

they are direct "experimenting,"

setting aside memorization processes

and book definitions.

Table 2: POUR Accessibility Principles (Perceivable,

Operate, Understandable, Robust). Source: (World Wide

Web Consortium (W3C), 2008).

Principle Description

Perceivable User interface information and

components must be presentable to

users in ways they can perceive. The

main senses in this category

correspond to the senses of vision and

hearing.

Operate User interface and navigation

components must be operable. In this

case, for operable needs, users

normally use the keyboard and mouse

to enter information, navigate, and

interact with the contents.

Understandable The information and operation of the

user interface should be

understandable. Users can easily

understand the content presented or

manage a graphical user interface.

Robust The content must be robust enough to

be reliably interpreted by a wide

variety of user agents, including

assistive technologies. This principle

also indicates that users can access

content with technologies of their

preference.

ICT4AWE 2021 - 7th International Conference on Information and Communication Technologies for Ageing Well and e-Health

192

4 BUILDING A LEARNING

CAPSULE USING THE

PROPOSED METHOD

For this process, the six activities of the proposed

method have been followed to build a mobile-

accessible learning capsule that in a didactic manner

presents to the older adult importance of self-care

biosecurity measures at home during COVID-19.

These activities have been established from a high-

level perspective; however, future research provides

an in-depth analysis of each method's activities. The

steps followed for the construction of this learning

capsule are presented in Annex-Figure 1a-f.

The annex with the steps taken to build the

learning capsule is located in the following link:

shorturl.at/fnprO.

5 CONCLUSIONS

The method proposed in this paper to build learning

capsules has been designed considering the

fundamental principles of microlearning, focused on

the older adult. Instructional characteristics have been

considered with instructional aspects and specific

processes belonging to the field of software

engineering. This method also showed the need to

develop a diffusion plan, according to a learning

capsule's objectives, so that the target audience can

know the learning materials generated and acquire

new knowledge through them.

A learning capsule's anatomy may vary depending

on the context in which it was developed or according

to the multimedia micro-contents used for the

learning process. However, these capsules generally

include three cognitive activities: learning,

practicing, and evaluating; each capsule's size is small

and autonomous.

The method is an adaptable and flexible solution,

as it can be applied to create a learning capsule for

any context aimed at the older adult. The work

products generated from this method can give way to

new opportunities for economic security, health, and

social participation, all these activities aimed at

education in older adults allow to foment active aging

and promote the improvement of the quality of life in

the social, cultural, economic and political spheres of

today's society.

In future work, each of the proposed activities will

be studied to expand and detail each of the associated

activities and artifacts within the microlearning area.

On the other hand, it is proposed to carry out an

evaluation process with a sample of software

engineering professionals to refine the proposed

method for a particular case. It is also proposed to

evaluate the learning capsule developed on COVID-

19 prevention measures in older adults, considering

the constructs of the Technology Acceptance Model

(TAM) methodology: perceived usefulness,

perceived ease of use, and intention of future use.

ACKNOWLEDGEMENTS

This work is part of the following research projects:

“Fog Computing applied to monitor devices used in

assisted living environments; case study: platform for

the elderly people”, “Design of architectures and

interaction models for assisted living environments

aimed at older adults. Case study: playful and social

environments” and “Integration of New Technologies

for the Design of Cognitive Solutions in Ambient

Assisted Living for Elderly People: Evaluation of

Attention and Memory Areas”. Therefore, we thank

DIUC of Universidad de Cuenca and CEDIA for its

support.

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