[Enter the Microlearn title]

Add a short strapline for the course here

The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn”.

Alvin Toffler American futurist, author of 'Future Shock'

This is a guided template for the Microlearn LearnBrix template. It shows a potential flow and content blocks for a Microlearn, along with some worked examples to spark ideas.

Use this section to set the context for the Microlearn.

You may also want to include a video that sets the stage and grabs participant’s attention. Possibly you want to promote a learning mindset or to spark interest in the topic with a thought-provoking video. Alternatively, you may choose to include a welcome video from a member of the teaching staff that sets the stage for what’s to follow.

If you have a video you would like to use, simply change the link to the video source below.

Learning outcomes

Use this space to outline the learning or performance outcomes for the Microlearn.Sharing learning or performance outcomes at the start of a LearnBrix helps focus participant's attention and frame what's to come.

For example:
In this module you will learn how to use the LBS LearnBrix Builder to create a Microlearn LearnBrix.

By the end of this module, you will be able to:

1.  Use the LearnBrix Microlearn template to create and share a digital, asynchronous, multimedia Microlearning.

2. Understand a design workflow that can be used to create high quality LBS LearnBrix Microlearns.

3.  Use the LearnBrix template content blocks to present different types of content and organise them into a suitable flow.

4. Edit content blocks to tailor them to your specific programme needs.

You can add additional introductory text here if needed.

What is an LBS LearnBrix Microlearn?

It’s a short, asynchronous digital learning experience based around a specific learning or performance outcome, that participants complete on their own.

By combining your programme development skills with the convenience of curating high quality assets from the digital asset register, it’s easy to create a Microlearning LearnBrix to meet your project or programme needs.

A single LearnBrix Microlearning can:

  • Build knowledge with explanation, frameworks, case studies, stories.
  • Develop understanding with activities and reflection.
  • Encourage transfer through challenge and experimentation.
  • Increase engagement through multi-modal delivery.

In this guided template you’ll see several examples of how to combine different content blocks to create a teaching sequence.

Our aim is to spark your thinking…. but like all building bricks, they can be reconstructed in as many ways as your imagination allows, based on the programme and project needs.

Let’s start with a couple of simple models that could be used to create a simple but effective LearnBrix learning sequence.

A simple LearnBrix Microlearn model:

  • Set expectations
    All LearnBrix should include a learning outcomes block. This is where you set participants' expectations about the learning experience.
  • Invite self-reflection
    Introducing a self-reflection activity at the start of the sequence can be an effective way to prime participants' readiness for learning. You could use it to reflect on current beliefs, activate prior knowledge or challenge existing asuumptions.
  • Present & inform
    This is where you present new information, concepts, models, or even introduce multiple points of view. Choose the most suitable method for your message and aim to include a variety of different media. For example: video, animation, text explanation, photos, diagrams, infographics.
  • Analyse and apply
    For each area of content you present to participants, it’s important to design an activity that will help them make sense of it.

    This might be through a case study where they extrapolate key themes and apply a framework to a real-life situation.  Or perhaps participant’s need to evaluate their stance on the multiple points of view.  Thirdly this could be a moment for self-reflection – how does the new concept affect internal thinking?

    Whichever method you choose, the key is to design activities that make participants think, explore their understanding, and begin sense making.
  • Summarise
    Although LearnBrix are short and cover a single performance outcome, you are still likely to have woven together a few presentation and analyse & apply sections. It’s always helpful to summarise the key learning points towards the end of the Microlearn.
  • Transfer
    Design challenges that help participants transfer their new understanding back into the workplace. This might be through activities designed to encourage goal setting, experiments to try out new skills and behaviours and plans to seek feedback and iterate.

In the next few sections, you'll see examples of how you can use the LearnBrix Builder content blocks to design each of these types of content.

Memory is the residue of thought.”

Daniel T. Willingham

In this example, we’ve used a sequence of content blocks to present new information on the 4th industrial revolution and an introduction to Growth Mindset.

4th industrial revolution  -The content blocks used are:

  • Section title limited height
  • Quotation block
  • Standard content block
  • Embedded mp4 video - used to show an animation
  • Image text block – removing the content except the single image with text above
  • Static image block
  • Block spacer white large

Growth Mindset - The content blocks used are:

  • Section title limited height
  • Quotation block
  • Standard content block
  • Static image block
  • Standard content block
  • YouTube video block – full width
  • Quotation block

Tip: Notice the use of graphics to explain the concepts, rather than just as ‘eye candy’.

Edit the text, images, and multimedia sources in the sections below to match your presentation content flow. You can also add and remove content blocks as required.

Organisations are facing the highest levels of change and competition ever and the pace of change is increasing each year. Now, more than ever, organisations need employees to innovate.”

Dan Cable, Professor of Organisational Behaviour at LBS

Technological innovation is occurring with a speed and on a scale that is historically unprecedented. We are facing just the beginning of what Klaus Schwab, founder, and executive chairman of the World Economic Forum (WEF), has called ‘The Fourth Industrial Revolution’ (World Economic Forum, 2015).

The increasing use of machine learning and artificial intelligence to perform easily automated tasks is not only replacing the need for human workers, but fundamentally altering the nature of work as we know it.

For people in the workplace to keep up with the rate of change today, harnessing the power of curiosity, experimentation and learning has never been more crucial.

According to the WEF’s 2018 Future of Jobs Report, the top ten skills required in organisations of the near future will include the following:

To harness the power of learning, we need to become curious about what we don’t know. It is only in the confrontation with the unknown that we open ourselves up to the possibility of change.

Shifting to a growth mindset enables a love of learning and greater achievement”.

Carol Dweck, Professor of Psychology at Stanford University

In her 2006 book, Mindset: The new psychology of success, Stanford psychologist Carol Dweck compares the difference between ‘growth’ and ‘fixed’ mindsets.

Simply put, a growth mindset is the belief that we can develop and change our level of skill, ability, or intelligence with effort over time, while a fixed mindset believes that, to a large extent, these capacities are predetermined – more a result of genetics or “deep-seated traits”, than hard work (Dweck, 2006).

In her decades-spanning research on the topic, Dweck found that this difference in mindset led to radically different behaviours. As you can see in the image above, belief in the fixed mindset inspires ‘safe’ behaviour and stifles the desire to learn, while belief in the growth mindset inspires curiosity, allowing individuals to take more risks and so leads to “ever-higher levels of achievement”.

Herminia Ibarra, Professor of Organisational Behaviour at LBS, has used the concept of a growth mindset in her research on career transitions, where she has challenged more conventional theories about the way we learn. As opposed to learning theories that privilege thinking and introspection, she argues for a more experiential model of learning, where we act our ways into new ways of thinking.

Watch the following video to learn more.

The only way we grow as leaders is by stretching the limits of who we are—doing new things that make us uncomfortable but that teach us through direct experience who we want to become.”

Herminia Ibarra, Professor of Organisational Behaviour at LBS

In the previous sequence you saw some ways to present participants with new concepts and information. It’s time to use activities that encourage participants to actively engage with the content and begin the process of sense making.

There are many ways you can achieve this, depending on the learning outcomes for the module. You might include activities that:

  • Practice active recall of concepts presented in videos.
  • Exemplify ideas through case studies or personal stories.
  • Ask participants to analyse scenarios and apply concepts.
  • Invite self-reflection.
  • Present multiple points of view or courses of action and have participants evaluate the options.

In asynchronous, individual learning, it’s important to think about how you will offer formative feedback on activities.

Model answers are one easy way to do this. Another option is video feedback. Once you have designed the activity, film an expert explaining how they would have approached this task. This is a great opportunity for experts to share insights into their decision-making process and helps participants extend their mental model.


Reinventing yourself as a leader

Here we're using an activity block to create a simple active retrieval exercise that helps participants remember the information from the video. The last question asks them to apply this thinking to their own situation.

[Example] As you will have seen in the video, Ibarra notes that as a leader you will probably be required to reinvent yourselves a few times in your career. She highlights three levers or tools that you can use to take a growth mindset approach and evolve your professional identity.

In the boxes below, identify the 3 levers and reflect on how you could apply them to your current situation.

What’s the first lever discussed?

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What’s the second lever discussed?

You could expand on the question here....Temporibus autem quibusdam et aut officiis debitis aut rerum necessitatibus saepe eveniet ut et voluptates repudiandae sint et molestiae non recusandae. Itaque earum rerum hic

What’s the third lever discussed?

You could expand on the question here....Temporibus autem quibusdam et aut officiis debitis aut rerum necessitatibus saepe eveniet ut et voluptates repudiandae sint et molestiae non recusandae. Itaque earum rerum hic.

What actions could you take in your current role?

You could expand on the question here....Temporibus autem quibusdam et aut officiis debitis aut rerum necessitatibus saepe eveniet ut et voluptates repudiandae sint et molestiae non recusandae. Itaque earum rerum hic.

You can add further information or hints and tips here

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If appropriate to the exercise link to a model answer download held on the LMS/LXP. Click to download the model answers to these questions.

What is the importance of mindsets in the workplace?

Now that we have examined the potential of an individual growth mindset, let’s take a look at a practical example of how it was harnessed on an organisational level.

What is the importance of mindsets in the workplace? In the following video, Aneeta Rattan, Professor of Organisational Behaviour at LBS, talks about why mindsets matter at work.

Watch the following video to learn more.

As Rattan mentions, “to be more creative, more agile and more able to address the fast-paced, challenging world that we live in now”, organisations cannot afford to operate with the fixed mindset.

“Back in February 2014, [Microsoft] was in danger of becoming irrelevant. The tech world had shifted from desktops to smartphones and the cloud. And while Apple and Google were reporting record market valuations, Microsoft’s stock price had flatlined”.

“In less than five years as CEO, Satya Nadella [took] Microsoft from a company perceived as a Windows-centric lumbering giant to a $700 billion (£540 billion) tech player” (Ibarra and Rattan, 2019).

Satya Nadella at Microsoft: Instilling a Growth Mindset

By Herminia Ibarra, Aneeta Rattan 2016

Read the case study and then complete the activity that follows.

When Satya Nadella took over as CEO of Microsoft in 2014, he inherited a firm fading toward irrelevance, plagued by internal fights and inertia. Earlier that year his wife, Anu, had given him a best-selling book by Stanford psychologist Carol Dweck entitled Mindset: The New Psychology of Success, suspecting it might give Nadella some ideas for Microsoft. He adapted the idea to encourage employees to shift from Microsoft’s historical “know-it-all” culture to embrace a “learn-it-all” curiosity. The case study provides background on Nadella’s challenges and context, as well as how he and his leadership team executed their culture change effort.


How did Nadella shift Microsoft’s mindset?

Having introduced the case study, use an activity section like this, to set some focus questions. This encourages participants to actively engage with the text and explore their ideas and understanding.

[Example] Having read the case study on the mindset shift at Microsoft, think about the following questions and capture your thoughts in the spaces below.

What problems did Microsoft face when Nadella first took over as CEO in 2014?

Think about how the mindset at Microsoft impacted the organisation in three different areas?

  • Organisational culture
  • Individual mindset
  • Business performance
How would you describe Nadella as a leader?

How did his life experience influence how he chose to lead the organisation?

What strategies did the leader's at Microsoft use to turn the culture from one of 'know-it-alls' to 'learn-it-alls'?

As you consider this question think about how this was manifested at different levels of the organisation.

How would you describe the mindset in your organisation?

What can you learn from Nadella about instilling a learning culture?

Plenary notes

You may want to offer a brief closing statement here.

For asynchronous learning it’s a good idea to offer a download of a worked example (with model answers). To do this, link this button to the file on Canvas or the client LMS/LXP.

Edit this section to summarise the key learning points covered in the LearnBrix. These should link back to the learning outcomes you shared at the start of the Microlearning.

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  • Sed ut perspiciatis unde omnis
  • Sed ut perspiciatis unde omnis
  • Sed ut perspiciatis unde omnis
  • Sed ut perspiciatis unde omnis
  • Sed ut perspiciatis unde omnis

Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut?

The last stage in our LearnBrix model is transfer. This is where you design activities to help participants take what they have learnt in the module and begin to experiment with it in their work and lives.

Arguably this is the most crucial part of the experience and where the real learning happens, as participants begin to try out new skills or models of behaviour in the real world.

You can support this process by designing activities that guide participants through a process to:

  • Plan their experiment with a new skill or behaviour.
  • Monitor the results, as they try it out in the real world.
  • Reflect on their experience.
  • Decide how they will adapt their approach for the future.

In this example we use a video to introduce the transfer activity, followed by a challenge section that asks participants to carry out the steps outlined in the video. We wrap up with another activity section that invites the participants to reflect on their experience and plan their next steps.

[Example} According to Dan Cable as we move into the 4th industrial revolution, organisations are looking for more creativity, engagement, and innovation. The idea of a job being highly defined and controlled by management is opening up to a more fluid state where individuals can influence and craft their own role.

Watch this video where Dan explores this idea further, and then complete the following activity to experiment with job crafting your own role.


Job crafting experiment

Edit this section to set a challenge for the participants to experiment with in their own lives.

[Example] In the video, Dan talks about two areas to focus on to help craft your job: activities and purpose. Work through the exercise below to identify one area where you will experiment in crafting your job.

Where do you spend your time?

What are the main activities that make up your job? What percentage of your time do you spend on each area during an average week?

List the 5 main activities in the box below.

What lights you up?

Look through your list of activities. Which one's light you up and energise you? When do you feel you are working at your best?

List them in the box below.

What would you change?

How could you build in more of the activities that light you up into your weekly schedule? How might this benefit your role?

What’s the purpose?

For each of the activities, think about why you do it. Repeat this question four times for each activity, or until you reach a natural conclusion.

Capture your final answers in the boxes below.

What story does this tell?

Look through the purpose behind each of the activities you spend your time on. How does this make you feel? Does it resonate and align with your values? Is there anything you’d like to craft into something that aligns more closely with your values?

You can make some notes in the box below.

What experiment will you try?

Now it’s time to put your thinking into action. What’s one way you could increase the time you spend on activities that give you energy and have purpose to you?

Start your sentence with: ‘I commit to / I will / I intend to…’

You can add extra information here.

Hints and Tips

You might want to include a downloadable template that participants can use to aid transfer to the workplace or to track their progress. For example, this might be an action planner, reflective journal, or specific job aid. Add an explanation of the file here and then add a download link in the button below.

Add a link to the download file on Canvas or the client LMS/LXP here.
We do not learn from experience... we learn from reflecting on experience.”

John Dewey, philosopher and educator


Reflect on your experience

As participants begin to apply new ideas and experiment with new behaviours in the workplace, you can deepen their learning experience by designing activities that encourage them to reflect on, and adapt their practice.

[Example] Over the last month you have experimented with spending more time on the activities that energise you and give you purpose. But job crafting isn't a one-time deal, it's something you can iterate and adapt as you discover more about what works for you.

Take some time to reflect on your recent experiment and plan your next steps.

Where do you spend your time now?

Over the last month you have experimented with spending more time on the activities that light you up and that have purpose.

What are the top 5 activities you have spent your time on over the last month?

Reflect on the changes you have made

Take a few minutes to reflect on how far you have been able to change where you spend your time and energy and the effect this had on you.

  • What changes were you able to make?
  • How did this make you feel about your role?
  • What barriers did you face?
What next?

Job crafting isn't a one-time deal, it's a process that you can continue to tweak help you find meaning and purpose in your role. Take some time to reflect on what you will do next.

  • What worked well? What do you want to keep doing?
  • If you encountered barriers, what steps can you take to overcome them?
  • What didn't work so well? What will you do less of?
Commit to action

Now you've given some thought to what you want to do more and less of, turn this into a clear commitment to action.

Write your commitment in the box below. Start your sentence with: ‘I commit to / I will / I intend to…’

Hints and Tips

You may want to use this space to offer further hints and tips.

If appropriate to the activity, you can add a download linked to a file held on Canvas or the client's LMS/LXP.

In this template you have seen a number of different ways that you can use the LearnBrix Builder to create pieces of microlearning.

It's worth remembering that although LearnBrix may be a new tool to you, many of the design processes and skills are the same as those you use when designing existing learning experiences.

Let's take a look at an overview of the process for designing a LBS LearnBrix Microlearn.


Design a LearnBrix Microlearn

Now you've seen an overview of the process, it's over to you to start designing a LearnBrix Microlearn.

Here's a checklist to help you on your way.

Define your audience

When you first ask the question ‘Who’s the target audience?’, the initial answer is often ‘everyone’, but a design that tries to be all things to all people rarely hits its mark.

Drilling down into the Who and Why allows you to draw up a learner persona for the project, this helps target the focus the design decisions that follow.

Here are some sample questions to think about:

  • What are the demographics? Age, role, prior knowledge, region etc.
  • Why are they taking this piece of microlearning? How might this affect their motivation?
  • When and where will they complete the microlearning? At home, on a commute, during a lunchbreak? Will they have protected learning time, or are they trying to carve time into a busy schedule?
Identify the goal

What's the goal of the microlearning?

  • Microlearnings are intended to be short, individual, asynchronous and based around a specific learning or performance outcome.
  • Having a clear goal helps weed out the ‘nice to haves’ from the essentials.
  • Every piece of content and activity should align with the goal.
Understand the observable behaviours

Thinking specifically about your target audience, what do they need to be able to do as a result of the microlearning?

What would you be able to see them do differently if they successfully transferred the learning to the workplace?

  • By thinking about 'do', as opposed to 'know', allows you to design activities that will help participants develop the skills they need to perform.
  • Identifying the observable behaviours also allows you to design for impact, aligning with the programme level success metrics.
Plan activities

What actions could participants take that would help them develop the desired skills and behaviours?

Think real world, multi-disciplinary challenges. What knowledge underpins this? How could they practice these skills or applying the knowledge?

Some example individual, asynchronous activities include:

  • Set questions around case studies/articles to prompt thinking and encourage engagement.
  • Use diagnostics or self-reflection activities.
  • Ask participants to apply their learning to new examples.
  • Design challenges to apply new insights to their business context.
  • Set reflective practice activities.
Collect your source content

Once you know what the activities are, the next step is to gather all the assets and content you need. The first place to look is in the Digital Asset Register (DAR) where you’ll find a library of existing LBS content that, with the appropriate licences and permissions, can be repurposed for new programmes.

  • Videos – What videos do you need? Gather links to videos you are repurposing or schedule in the production of new videos.
  • Images – Collect all the images you will use. You can find lots of these in the Brand hub, but you might want to commission new images for models or diagrams you are introducing.
  • Content – Write out the content you will include in the Microlearn. It's a good idea to do this in Word or a similar package. Make sure that you use the spell and grammar checker before copying it into LearnBrix Builder.
  • Assets – Create any additional assets you need to link to. For example: downloadable templates, checklists or instructions for offline activities.
Design the flow

Once you know what you need to include, the next step is to think about how you will present this in LearnBrix.

  • Chunking – Break the content down into manageable chunks and think about what type of content block would be suitable for each chunk.
  • Flow – What order will you present the information in? For example a simple Microlearn flow would be: Introduction, learning outcomes, subsection title, standard content, activity, summary, transfer challenge, additional resources, signposting.
Content population

Next you are ready to start building your LearnBrix Microlearn!

  • Import a new LearnBrix template into your personal instance – You can either use a guided Microlearn template or, once confident, a blank template.
  • Add or edit the content blocks – If you're using this guided template, you can edit the existing blocks and tailor them to your content, or Add and Delete content blocks to match your learning flow.
  • Content population – Populate each block with the content you have collected or written.

    Note: If you are copying text from Word or another source, avoid having formatting on your source content. Simply copy the basic text and let LearnBrix Builder make it beautiful.
  • Upload assets – Upload any assets you will link the LearnBrix to. For example, videos are generally hosted on the LBS Vimeo account, other assets can be uploaded to the LMS (e.g. Canvas) course that will host the LearnBrix.

It’s important to carefully check your Microlearn in the LearnBrix builder before exporting it.

  • Preview – Review your LearnBrix in Preview mode, this way you can check all the links work.
  • Visual checks - Does it look good? Have you got a good flow and included suitable images? Are there any typos that need fixing?
  • Links – Do all the links work? Check linked assets hosted on the LMS, external websites, videos and animations.
  • Stakeholder review – share your LearnBrix Preview with any other stakeholders that need to review and/or approve it before it’s published.

Once you've finalised your content, the next step is to export it.

  • Export the finished LearnBrix – Exporting the project creates a zip file for you to download.
  • Upload the zip file to Sharepoint and DAR – Upload the zip file to the appropriate folder in SharePoint, and add your asset to the Digital Asset Register (DAR).
  • Share the file link with the developer – Create a file link to the zip file in DAR and share it, along with the project completion criteria, with the developer.
  • SCORM – The developer will package the LearnBrix into a SCORM file and return it to you.

The SCORM file is now ready to publish.

  • Upload the SCORM file – Upload the SCORM file to Canvas or the client LMS/LXP.
  • Final checks - take a final run through the content to check everything is as it needs to be.
  • Distribute – give participants access and distribute following the programme’s communications plan.

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Need some more help?

This section has given you an outline of the process of creating a new LearnBrix Microlearn, but if you are new to LearnBrix Builder you might want some more detailed instructions and guidance. Download the file below for a step-by-step guide.

Download the LearnBrix Builder technical guide.

In this LBS LearnBrix Microlearn guided template you have seen
a worked example of how to use the LearnBrix builder to:

  • Create and share a individual, digital, asynchronous, multimedia Microlearning.
  • Present different types of content and organise them into a suitable flow that supports learning.

You also saw a workflow that can be used to design and create effective pieces of microlearning. The guiding principles for this are:

  • Understand who the audience is and what they need to be able to do
  • Set a clear goal and learning or performance outcomes.
  • Design activities that help participants make sense, analyse & apply, and transfer the learning to the workplace
  • Make sure that all content and actvities directly align with the goal.

“Most people make the mistake of thinking design is what it looks like.People think it’s this veneer – that the designers are handed this box and told, ‘Make it look good!’ That’s not what we think design is.It’s not just what it looks like and feels like. Design is how it works.” Steve Jobs.

You can find some checklists and templates to help you start with the end in mind in the Additional Resources section.

It's recommended that you complete these tasks offline before starting to build your Microlearn in the LearnBrix builder.

Additional resources

Audience needs analysis

Creating an audience persona document early in the process is often a helpful way of drilling down to the crux of what's needed. Here are a couple of templates to help with this process. The Learning Innovation Exchange also offers advice on writing aims, objectives and outcomes.

LBS LearnBrix Microlearn one-pager

The design process often involves several stakeholders.  The LBS LearnBrix Microlearn one-pager is a snapshot of the LearnBrix that can be used with stakeholders to develop a shared view of what's being created. It shows a high-level view of audience, goal, outcomes, content areas and teaching methods.

LBS LearnBrix content outline

Once you have a top-level understanding of the LearnBrix you can begin to design the structure and flow. This template helps you to outline the key learning points, making sure that all content and activities align with the goal and learning outcomes.

You might find it helpful to visualise this with sticky notes on a wall, or in an online tool like Mural, before capturing it in a content outline document.

LBS LearnBrix storyboard

Once you've agreed the content outline, you're ready to get into storyboarding. This is where you write out the scripts verbatim, decide how to split the content into chunks and which LearnBrix content block to use.
  • Cable, D.M. (2018). Alive at work: The neuroscience of helping your people love what they do. Boston, Massachusetts: Harvard Business Review Press.
  • Ibarra, H. and Rattan, A., 2016. Satya Nadella at Microsoft: Instilling a Growth Mindset, case study, viewed 30 June
  • Dweck, C.S. (2016). Mindset: The new psychology of success. New York: Random House.
  • Toffler, A. (1970). Future shock. London: Pan Books.
  • World Economic Forum. (n.d.). Davos 2020: The future of work. [online] Available at: World Economic Forum
  • World Economic Forum. (n.d.).The Fourth Industrial Revolution, by Klaus Schwab. [online] Available at: World Economic Forum
  • World Economic Forum. (n.d.). Davos 2020: The future of work. [online] Available at: World Economic Forum
  • World Economic Forum. (2018). The Future of Jobs Report 2018. [online] Available at: World Economic Forum
  • WBT Systems. (n.d.).Debunking Learning Myths: 12 Facts About Adult Learning. [online] Available at: WBT Systems [Accessed at 1 Sep. 2020]
  • Willingham, D., 2021. Ask the Cognitive Scientist What Will Improve a Student’s Memory?. [online] Aft.org. Available at: <https://www.aft.org/sites/default/files/periodicals/willingham_0.pdf> [Accessed 30 June 2021].
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