E-learning, microlearning and blended learning
E-learning can be synchronous, with live participation, or asynchronous, with activities available at different times. Microlearning focuses on a small unit of learning: recognising a sign, deciding what action to take or remembering a critical step. There is no universal legally prescribed duration.
Blended learning combines digital activities with face-to-face sessions, demonstrations or supervised practice. The choice should start with what the person needs to understand and perform, rather than the format available. Short content can provide reinforcement; that does not make it a complete course.
Choose delivery methods according to the competence required
A digital activity may be suitable for recognising concepts or analysing cases. Performing manoeuvres, using certain equipment or checking a skill may require observable practice. Specific requirements in the applicable legislation or collective agreement must also be reviewed.
In Spain, Article 19 of the Occupational Risk Prevention Act (LPRL) requires sufficient and appropriate theoretical and practical training focused on the job. It does not provide general authorisation to replace all training with videos. Distinguish information about risks, training that develops competence and an instruction available for consultation during work.
How to design a useful digital activity
First define an observable outcome: what the person should be able to identify, explain or do on completion. Then select the essential content and an activity that allows this to be checked.
- Describe a recognisable workplace situation.
- Present the decision or behaviour to be learned.
- Allow practice through a case and explain the outcome.
- Explain how to apply the learning and resolve questions.
- Check what needs reinforcement before concluding the activity.
Avoid turning a long presentation into a sequence of compulsory screens. Moving through slides demonstrates interaction with the platform, but not necessarily understanding or the ability to act.
Accessibility and learning conditions
Check language, reading comprehension, accessibility needs, devices and connectivity. Captions, readable text, clear controls and alternatives to a single interaction method help make content usable. Training that is technically available may remain inaccessible to part of the workforce.
Provide time and suitable conditions for learning, enable questions, and consider shifts and field work. OSHA guidance highlights the importance of language and comprehension level, as well as peer learning and workplace demonstrations. The delivery method should adapt to users rather than leave them to overcome barriers alone.
How to evaluate and maintain content
Combine comprehension questions with activities or practice resembling actual work. Positive survey responses do not establish learning; a good test result does not always demonstrate transfer to the job either. The Kirkpatrick framework distinguishes reaction, learning, behaviour and results.
Record the content and its version, the objectives and the results needed to substantiate the process. Review materials when risks, equipment or instructions change. There is no single renewal interval for every microlearning resource. If a short aid is used as an instruction, it must remain consistent with the approved procedure and be easy to identify.
Hypothetical example: reinforcement on spills
A warehouse identifies uncertainty about whom to notify and how initially to cordon off an area affected by a spill. Following the relevant training, it prepares a short activity using photographs of the site and decisions about communication and isolating the area, within each person’s responsibilities.
The microlearning resource does not teach intervention for every substance or authorise specialist work. It is complemented by the planned practice and a channel for questions. The responsible person subsequently checks whether workers recognise the procedure and can find the information they need. Errors identified are used to improve both the material and the organisation of the response.
