The FLOOR principle: A blueprint for unforgettable microlearning content

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When it comes to designing microlearning content that encourages long-term retention and a change in learner behaviour, we like to keep the FLOOR principle in mind.

The FLOOR principle was created by Grandmaster Kevin Horsely (check him out - he’s impressive) as a way for someone to improve their ability to memorise, but we like to take these principles and put them in place as we design content to help our learners memorise the content they engage with. And, who are we to argue with a Grandmaster?

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Let’s unpack the FLOOR principle

FLOOR stands for: 

• Firsts and Lasts 
• Outstanding information
• Own links 
• Repeating information
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Firsts and Lasts

They signify the importance of introducing and concluding on a strong note when delivering learning content. The more Firsts and Lasts there are (ie. smaller chunks of learning), the higher the retention rate. Delivering content in small chunks, with memorable beginnings and ends is the way to go. 

For example, if you were given an hour-long educational video, would you still be able to remember what you learned in minute 2 at the end of the hour? Potentially not. But if I divided that video into 2-minute sections and tested you in between, you’d be way more likely to remember the key takeaways of each section in the future, because we’ve created more Firsts and Lasts for your brain to latch onto. 
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Outstanding information

We remember things better when the content we engage with appeals to our senses and emotions and allows us to create our own mental images that link to that content. So, as a microlearning content creator, you need to create content that really stands out to your learners. How?

• Ensure that you make use of valuable visual aids, such as infographics, icons and motion graphics
• Add in some humourous examples or outlandish mnemonic cues that people will be unlikely to forget
• Make sure that the language you use is appealing and memorable
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Own links

Connecting new concepts to things your learners may already know can help them to retain those new concepts long-term. 

Make sure that you use language that your audience can understand, and provide them with examples that they can specifically relate to. When you’re given content that you feel has nothing to do with you, you’re less likely to acknowledge its importance or remember it. 
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Repetition

Practising what you've learned is the key to making it stick. Think back to high school maths. Assuming you haven’t grown up to be a Mathematician, do you think you’d be able to jump right back in and ace a calculus test? Probably not. But, if you had brushed up on your high school calculus at least once a week for the past 5 years, you’d probably smash it. When we give our brains the opportunity to enforce what we’ve learned on a regular basis, we’re much more likely to be able to recall that information at any point in time, should we need it.
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As Kevin says, “Only if you can remember information, can you live it”.

So, if you really want your training to be effective, ensure that your learners are engaging with it in a regular and consistent way, and you’ll see changed behaviour in no time. 

Here’s a secret just for you - Digemy can sort out your repetition needs for you. Our platform has built-in adaptive learning and spaced repetition algorithms that ensure learners are having the right content repeated to them at the right time to ensure they remember it long term. 

With your content designed using the FLOOR principle, plus our platform encouraging long-term retention, it’s a training match made in heaven. Reach out to us if you want to learn more about this perfect match.