Interactive learning material · M5-T2-MLC1

Sharing Microlearning Units and Best Practices

Find, adapt, create and share within your teaching community

Module 5 · AI in Teachers’ Continuous Professional Development (CPD)

Author: Annamaria KacsuriTStudy
Reviewer: Maria HartyányiiTStudy

An OER opening image showing people rowing together, with calls to create in several languages. — An OER opening page · Source: the author, using Canva Magic Write

Learning goals

Teachers will learn how to share microlearning units and best practices among other teachers. Participants will learn to use AI to adapt, document, translate, improve, and package small learning resources, assuring that the content promotes quality criteria such as clarity, relevance, accessibility, licensing, and alignment with learning outcomes. They will be able to build a culture of collaborative professional knowledge creation.

By the end of this learning material, you will be able to

Find a suitable resource and check its conditions for reuse.
Use AI to adapt, document and translate a small learning resource.
Review content against learning outcomes, clarity and accessibility.
Share your own or adapted work with author and licence information.

Learning from each other

Why share microlearning units?

You do not need to create every learning resource from scratch if another teacher has already developed one. Material used in another country or with a different age group can be a valuable starting point: adapt its language, difficulty and examples to your learners, where the conditions of use permit this.

Open Educational Resources and professional communities connect teachers’ experience. Reuse frees up time, while adaptation and feedback support the continuous development of learning units.

What is an OER?

UNESCO defines Open Educational Resources as learning, teaching or research materials that are in the public domain or available under an open licence permitting no-cost access, reuse, adaptation and redistribution.

UNESCO · Open Educational Resources

Professional development

You can learn from other teachers’ ideas and approaches.

Reuse

You can build on existing content and adapt it to your group.

Saving time

More time remains for pedagogical planning and supporting learners.

Continuous development

Trying out resources and collecting colleagues’ feedback improves the shared repository.

Find your starting point

How to find resources and tools

Start with the learning outcome: what knowledge, activity or illustration do you need, for which age group and in what vocational context? The following platforms are useful places to explore.

Khan Academy

Short instructional videos, practice exercises and learning pathways in subjects including mathematics, science, computing, history and economics.

Open Khan Academy

YouTube

Educational channels and teachers’ videos, including TED-Ed, Crash Course and Khan Academy. Licences and conditions of use may differ between videos.

Open YouTube

Pixabay

Images, videos and other visual elements. Their use is governed by Pixabay’s own Content License.

Open Pixabay

Pexels

Photos and videos to illustrate learning content. Check the Pexels licence and the conditions for your intended use.

Open Pexels

OpenLearn

Freely accessible courses, activities, quizzes and videos. Before reusing material, find the licence that applies to it.

Open OpenLearn

Digital Menu Card (DMC)

A repository for the international community of vocational teachers, with content relating to a variety of trades.

Open Digital Menu Card (DMC)

Record these four details as you search

The title and author · the original resource link · the licence and its version · the planned adaptation.

Collections may contain resources with different conditions of use. Pixabay licence · Pexels licence.

A new version of existing content

How AI helps you modify materials

First decide what to preserve and what you want to change. Give the AI the learning outcome, target audience, desired length and format.

Simplifying complex explanations

Long texts can become short, easy-to-understand summaries. If more explanation is needed, a short paragraph can be expanded with examples and detail.

Language and readability

Ask for rephrasing or translation and specify the tone, such as formal or direct. Examples in the source include Grammarly and QuillBot.

Editing visual content

Use text instructions to request image edits or remove elements that distract from learning. The source gives Canva’s AI features as an example.

Differentiated versions

Create simpler text, a task broken into smaller steps or a different format for the same learning outcome. Examples in the source include Diffit, Brisk, MagicSchool, Khanmigo and Newsela.

Summaries and questions

Notes, quizzes and reflection questions can be generated from the learning material you provide. Mindgrasp, for example, creates practice questions from uploaded material.

Accessible versions

Ask for plain language, alt text for an image, subtitles for a video or a clearer structure. Check usability in the finished resource.

The tools are examples from the source document; their features and access conditions may change. Mindgrasp · Quiz maker · Canva · AI guides for teachers.

Plan for usability too

Clear, accessible and inclusive learning material

Learners bring different prior knowledge, language backgrounds and accessibility needs. AI can help create alternative versions, but the teacher and users still need to check actual usability.

Plain language

Use short sentences, consistent concepts and explained technical terms. Essential vocational content must also remain in the simpler version.

Images and videos

Give meaningful images alt text; provide checked subtitles or a transcript for video.

Clear presentation

Use logical headings, readable fonts and sufficient contrast. Do not convey meaning through colour alone; try the resource with a keyboard too.

Translation and differentiation

Check translations of technical terms and task instructions. Versions at different difficulty levels should support the same learning outcome.

Try this prompt

“Adapt the following text, which I am permitted to modify, for beginner vocational learners. The learning outcome is: [outcome]. Preserve the technical meaning, explain specialist terms, use short sentences, and suggest alt text for the accompanying image. Identify separately what I need to check as the teacher.”

Further help: AccessAIbility · Tool finder · W3C · Writing for accessibility · Alice Bennett: AI and accessibility.

Create and share your own

How AI helps you create

Your microlearning unit should support a specific learning outcome. AI can help generate ideas, structure content and create activities; the teacher remains responsible for technical and pedagogical review throughout.

Brainstorming

Provide the topic, target audience, learning outcomes and available time. Ask for key concepts, lesson sequences, active learning strategies, project ideas and differentiated activities.

Creating content

Notes, lesson outlines or source documents can become learner handouts, worksheets, case studies or workbooks. Check accuracy and alignment with the learning outcome.

Interactive activities

Create flashcards, learning games, escape-room tasks, discussion and reflection questions, and quizzes. Check the solution and feedback for every activity.

Tools for brainstorming and text

Examples in the source include ChatGPT, Microsoft Copilot, Google Gemini, Claude, MagicSchool, Grammarly and QuillBot. Include learners’ needs as well as the topic in your task description.

Tools for interactive content

Examples in the source include MagicSchool, QuestionWell, Quizizz AI features, Kahoot!, Brisk Teaching, Curipod and Canva. Interactivity should support understanding and practice.

Choose a format for your content

Documentation, translation, presentations and multimedia

Documentation and translation

Ask for a concise description, learning outcomes, estimated learning time, required resources and assessment suggestions. For translation, specify the target language and technical terminology.

Presentation

Create a slide deck and presenter notes from written content. Check the accuracy of the slides, reading order and visual clarity.

Multimedia

Illustrations, diagrams, infographics, icons, narration or short videos can support learning. Check visual details, pronunciation, subtitles and rights to the source material.

For translation and descriptions

Examples in the source include ChatGPT, DeepL, Microsoft Translator, Google Translate and Google Gemini. Always review specialist translations.

For presentations

Examples from the source include Gamma, Canva, Microsoft PowerPoint Copilot and Google Slides with Gemini.

Gamma · Presentations

For images and graphics

Examples in the source include DALL·E, Microsoft Designer, Adobe Firefly and Canva AI features. An illustration should explain the learning content, rather than simply decorate it.

For audio and video

Examples in the source include ElevenLabs, Speechify, Whisper, Synthesia, HeyGen and Pictory. Request short, focused material and check the finished output.

Check again after changing the format

A well-written text does not automatically become a good video or slide deck. Check that the essentials remain, the pace is appropriate, and the content is available in alternative forms where needed.

Before sharing

Quality assurance aligned with learning outcomes

Whether you create your own resource or adopt an existing one, check the facts, supporting data and pedagogical quality. The resource is useful when it genuinely supports the intended learning outcome.

Understandable?

Is the language clear, is the structure easy to follow, and does the learner know what to do?

Accessible?

Is the content readable, do the links work, and are the necessary alternative formats available?

Inclusive?

Do the examples and activities take account of different backgrounds, prior knowledge and accessibility needs?

Reusable?

Is an editable version available, together with the target audience, learning outcome and documentation to support reuse?

Legally shareable?

Are the source licences, permissions for images and other elements, and the licence for your version clear?

Quality assurance and copyright

What do the Creative Commons symbols mean?

Copyright protects original works. Being able to download an online image or learning resource does not by itself determine how you may use it: check the permission granted by the rights holder and the applicable conditions.

Creative Commons is an international nonprofit organisation that supports lawful sharing through standard licences. The symbols show the conditions under which a work may be used or adapted.

When sharing your own microlearning unit, include the author, sources and licence. Only incorporate another person’s work under conditions compatible with your intended use.

Six Creative Commons licences: CC BY, CC BY-NC-SA, CC BY-SA, CC BY-ND, CC BY-NC and CC BY-NC-ND. — Creative Commons symbols · Source: Pixabay

BY · Attribution

Credit the creator and provide the required source information.

SA · ShareAlike

Share adaptations under the same licence or a permitted compatible licence.

NC · NonCommercial

The licence permits non-commercial use.

ND · NoDerivatives

The licence does not permit sharing an adapted version.

The comparison table on the next page adds detail to these brief explanations. Creative Commons · Licence overview.

Reuse and adaptation

What does each licence permit?

The table below summarises the main differences between the CC 4.0 licences. Select a licence name to read the English summary and detailed terms.

Comparing Creative Commons licences
Licence	May adaptations be shared?	Commercial use permitted?	Main conditions
CC BY	Yes	Yes	Attribution and compliance with the licence terms.
CC BY-SA	Yes	Yes	Attribution; adaptations under the same or a compatible licence.
CC BY-NC	Yes	No	Attribution; non-commercial use only.
CC BY-NC-SA	Yes	No	Attribution; non-commercial use; ShareAlike.
CC BY-ND	No	Yes	Attribution; only the unadapted work may be shared.
CC BY-NC-ND	No	No	Attribution; non-commercial use; unadapted work.

Would you translate or rewrite it?

An ND licence does not permit you to share an adapted version. Translation may also be an adaptation: sharing it requires separate permission or another applicable legal basis.

How should you credit the source?

Give the title, creator, original link and licence. When adapting a work, indicate the changes and retain the information required by the source.

Turning finished resources into shared knowledge

How to share microlearning units and best practices

Share completed material within a teaching community, on a school platform or in a professional repository. Colleagues also benefit from a brief description of where and how you used it.

Document it

Include the title, target audience, learning outcome, estimated time, required tools and instructions for use. Attach an editable version if one is available and may be shared.

Credit your sources

Identify the creator, original resource links, licences and changes made. Choose a licence for your version that is consistent with the conditions of the incorporated elements.

Ask for feedback

Describe what worked, the learner group you tried it with, and what you would change. Incorporate colleagues’ experience into the next version.

A short description of a best practice

The teaching context and problem to address.
The method used and the role of AI.
Learners’ activities and the observed outcome.
Limitations, necessary adjustments and ideas for improvement.

A prompt to support documentation

“Use my notes below to create a short resource description: title, target audience, learning outcome, timeframe, required tools, steps and assessment. Use only the information provided; flag missing information as questions. List author and licence details separately, without changing them.”

Practical exercise · 45 minutes

One learning resource, four production teams

Under the teacher’s supervision, learners create different formats from the same source text. The goal is to produce reviewed multimedia content that meets the requirements.

Preparation for the teacher

Choose a vocational topic, such as food safety, workplace communication, electrical safety, customer service or machine maintenance.
Prepare an approximately one-page task description and give every group the same source text.
Assign each group one production task and an accessible AI tool permitted by the institution.

Organisation and outcome

Format: Group work.
Duration: 45 minutes.
Equipment: Smart devices, Internet access and generative AI tools.
Output: Microlearning units on a common topic in different formats.

1. Visual designers

Create an infographic, process diagram or illustration. Ensure a clear layout, readable colours and icons.

Example tools: Canva, Microsoft Designer, Adobe Firefly.
Deliverable: A visual learning unit.

2. Multimedia developers

Turn the text into a 1–2 minute instructional video or narrated presentation. Check the voice-over and add subtitles.

Example tools: Synthesia, HeyGen, Pictory, ElevenLabs.
Deliverable: A short educational video.

3. Presenters

Create an engaging presentation, select related resources and plan interactive elements. Retain the essential content of the original resource.

Example tools: Gamma, Google Slides with Gemini, Canva.
Deliverable: A presentation.

4. Accessibility and localisation team

Translate the resource and adapt it for beginners. Add alt text, captions and plain language; check compatibility with text-to-speech tools.

Example tools: DeepL, ChatGPT, Google Gemini, Microsoft Translator.
Deliverable: An accessible and translated version.

Shared presentation and assessment

Each group presents its output; the other groups and teacher review it against the quality criteria. If needed, improve the prompt and output together. Share the final versions on the school platform where sharing is permitted.

The detailed task description is available in the practical exercise PDF on the credits page.

Summary

From searching to collaborative development

A microlearning unit shared within a teaching community can be valuable in a new context. AI can help adapt resources, create new content, document and translate it. Check professional quality and sharing conditions for every version.

Start with the learning outcome
Choose the source, tool and format according to your target audience, intended learning and available time.
Build on existing work
Find an OER or material you have permission to use. Keep its source information and adapt it only in permitted ways.
Review the AI’s suggestions
The teacher is responsible for checking accuracy, clarity, relevance, accessibility and inclusion.
Share the experience too
Include the context of use as well as author and licence information. Feedback helps both the resource and the community’s knowledge develop.

Your next step

Choose a short resource useful for your group. Record its licence, create a reviewed adaptation, and share it with a colleague together with a brief guide to its use. Ask: what would you change for your own learners?

Self-check quiz

Check your knowledge

Select one answer for each question, then check your answers. Your result appears only on this page.

1What makes learning material an Open Educational Resource?It can be opened without registering.It is in the public domain or its open licence permits reuse, adaptation and redistribution.It was created with artificial intelligence.

2Which request best supports adapting a resource with AI?Make the material better; no other criteria matter.Just shorten it; meaning and purpose do not matter.Create a version of suitable length for the specified audience and learning outcome that can be reviewed.

3What supports accessible use?Logical headings, meaningful alt text, checked subtitles and readable presentation.Using colour as the only way to convey meaning.As many images as possible without written explanations.

4What is a key condition of CC BY-SA when sharing an adaptation?The original creator’s name must be removed.Credit the creator and share the adaptation under the same licence or a permitted compatible licence.It may only be shared as paid learning material.

5You want to translate and share a CC BY-ND work. What is the correct next step?An AI-generated translation is no longer subject to the licence.A translation may always be shared if it is free.Check for separate permission or another applicable legal basis; the ND licence alone does not permit sharing an adaptation.

6What should accompany a resource shared with colleagues?The target audience, learning outcome, usage guide, author and licence details, and experience from trying it out.Only the file, without sources or an explanation of its purpose.Only the AI’s quality rating.

Sources and further reading

References and useful links

References in the source document

Bennett, Alice (2025): AI and Accessibility: abdicating engagement? UNESCO.
Shaw, Prateek – Devgun, Puja (2025): Artificial Intelligence in Content Creation. International Journal for Multidisciplinary Research, 7(3).
Zeeshan, Muhammad (2026): Top 10 AI Video Generation Tools in 2026. ResearchGate.

Open resources and collaboration

AI tools and accessibility

Licences and use

Image credits

OER opening page: created by the author using Canva Magic Write, as stated in the source document.

Creative Commons symbols: Pixabay, as credited in the source document.

VITA · Credits

Credits and copyright

Author: Annamaria KacsuriTStudy
Reviewer: Maria HartyányiiTStudy
Project identifier: 2025-1-LT01-KA220-VET-000362456
Learning material: M5-T2-MLC1

Attachments

Download the learning materialM5-T2-MLC1-TEXT-EN.pdf Download the practical exerciseM5-T2-MLC1-EXC-EN.pdf

This work may be reused and adapted under the terms of the Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).

Funded by the European Union. Views and opinions expressed are those of the author(s) only and do not necessarily reflect those of the European Union or the National Agency.