/
Proposal: New Content Type: Learning Sequences

Proposal: New Content Type: Learning Sequences

Github Issue

Overview

We are proposing a new non-course content type called learning sequences. This content type would be authored separately from courses but would echo many of the tools and options available to courses—catalog publishing, enrollment pages for discovery, optional credentials, use of library content, and applications (discussion/live/etc). Additionally, this would enable existing Open edX instances to define stackable learning sequences associated with sections or subsections already within a course, allowing for partial course progress and driving learner motivation and progression through a course structured pathway. We hope this provides flexible options for content packaging and remixing, while also expanding our platform’s ability to increasingly support learning contexts and modalities beyond the traditional course model.

Problem

Recent pedagogical research finds micro-learning delivers successful learning outcomes while boosting engagement, motivation, and satisfaction. The Open edX platform however has not grown to natively support content packaging modes beyond the course structure. Below we explore a number of problem areas / opportunities relating to learning sequences.

Micro-Content Trends: Today, various industry trends point to the need for smaller content packaging to meet learner expectations for content consumption, align with just in time corporate or personal training, support on the go mobile learning engagement modes, or to align with the skill and competency needs of competency based education (CBE) programs. While the average time to complete a course on open edX varies widely, courses often require a few hours of learning to dozens of hours. This level of commitment matches the needs and expectations of many learners, but smaller content packaging allows for learners to engage in lower commitment learning activities they can complete often within a single learning session.

Course Structure Workarounds: Today we see a wide range of how Open edX instances are flexing their courses to deliver smaller content experiences, even as the original design intent and content levels of courses were built in 2012 around 6-14 week university level courses. Some instances hide entire course pages, tools, or use workaround to effectively hide 1-2 layers of course structure (sections, subsections, units, components). Learning sequences provide a native format for smaller set of content while enabling course stacking and partial progress toward larger credentials.

Content Remix and Reuse: By extending out from courses toward sequences, we introduce a valuable, simplified, multi-page learning structure that can be a useful companion to their larger course counterparts. Furthermore, the intentional similarity in authoring tools and content format between course subsections and learning sequences is meant to enable the introduction of completion linking and content reuse from existing Open edX course content toward smaller learner sequence formats.

  • A medium sized open edX instance with 100 courses might be in a position to optionally publish (with some authoring effort) 200-500 learning sequences.

  • A large instance with 500+ courses now has thousands of opportunities to revisit their existing courses, including archived courses, to re-imagine how their content could be packaged into valuable learning sequences with much less authoring effort than it took to originally author these courses.

Authoring Mindset Shift & Unlocking Content: Instances that choose to author and define sequences might reach entirely new learner audiences, provide learners with many more credential outcomes, and their authoring approaches and mindset may shift given the content needs for standalone sequences and stackable content. High quality learning content might be consumed by far fewer learners because it is buried in week 3-8 of an Open edX course when it could be helping many more learners if discoverable, recommendable, and enrollable as a learning sequence.

Encouraging Content Tagging and Skill / Competency Alignment: We hope the introduction of a smaller content format and packaging will motivate expanded use of learning content alignment to skills, learning objectives, and competencies. The possibility of using stacked learning sequences as standalone or stacked content objects could encourage authors to define learning objectives and align course section / subsections for repackaging into sequences.

Experiments at edX in 2017 around the learning highlights feature found quantified engagement gains for learners who opened platform emails introducing a week of content along with the learning objectives of that content. Specifically including learning objective details to learners outperformed simple new content reminder emails by 30% in terms of return engagement.

Often the time it takes to align content is costly, resulting in educators skipping this step. After all, if the content lifecycle expectation for your content is bound to a single course, the value in objective tagging is lower compared to content you expect to be reused. When learning sequences have their own learning objectives, content descriptions, and credential outcomes, educators have motivated improved visibility of learning objectives for course learners in both sequences and courses.

Native Support for Completion Linking & Content Stacking: As an Open edX community we have talked about content stacking for many years, led initially by the course to program stacking introduced by edX’s MicroMasters & MicroBachelors programs. Programs dashboards helped learners understand the value of content progression, but with courses often being 10-100 hour learning commitments, it is not always easy to motivate progress toward a program which might be dozens to hundreds of hours of learning time. By looking at stacking and completion linking within courses, we can formalize the progress linking and rules for credentials and shared progress between learning objects in ways that can lead to much more tangible and rapid learner progress accumulation.

Multi-Course Completion Linked Sequences: In some cases learning sequences might actually be linked to partial progress in multiple courses, helping learners see the compound progression and outcome benefits of investing their learning time on open edX learning sequence content.

Extending Course Tools & Capabilities: Many of the other course tools already available on the platform would be available to learning sequences to ensure they can provide value as standalone learning contexts - publishing, discovery, commerce, enrollment, credentials, supplemental learning apps, etc.

Platform Support & Maintenance: By leveraging existing authoring patterns, shared component and interfaces, extending course tools and capabilities, learning sequences could quickly become full-featured and rich experiences for learners. This authoring experience overlap means the benefits of improvements would be largely shared instead between courses and sequences, and the cost of maintenance and support would also be largely shared.

Platform Positioning & Landscape: Intentionally becoming a platform that natively supports formats beyond courses, incorporating learning sequences and possibly others (diagnostics, flexible groupings) helps us meet the needs of other industries and learning spaces: corporate learning, micro-learning, CBE, and more. Some instances might choose to publish primarily in this sequence format if it fits their needs over courses, or use a hybrid approach with courses and other higher order groupings, programs, etc.

In the future we could have well documented and understood learning content packaging options that push us past the original focus of traditional (university) system semester packaged massively open online courses. This paired with our investment in content libraries would then need to be amplified by a review of our marketing and messaging to support a platform that supports content reuse, remix, and reference for many learning contexts.

Use Cases

The learning sequences content type would serve multiple stakeholders. Below is a summary of key use cases:

As a learner, I want to engage with smaller, focused learning content that fits into my busy schedule so I can make progress toward my educational goals without committing to full courses.

As a learner, I want to spend my time gaining new knowledge, not repeating material I've already taken, so I can receive credit or a credential of some kind.

As a content creator, I want to develop smaller, focused learning modules that can be completed quickly and provide immediate value to learners so I can meet the growing demand for microlearning experiences.

As an educational institution, I want to offer stackable credentials that allow learners to build toward larger certifications or degrees at their own pace so I can increase enrollment and completion rates.

As a platform administrator, I want to create an adaptable learning framework that allows for both traditional courses and smaller content modules so I can better meet diverse learner needs and stay competitive in the evolving education marketplace.

As a platform in the evolving LMS / CMS learning market, I want to provide innovative content packaging options that address the growing demand for microlearning, stackable credentials, and flexible learning pathways so I can remain competitive and meet diverse educational needs across multiple sectors.

Approach

Authorable & Stackable: Learning sequences would emulate our current subsection content authoring experience, providing a multi-learning (unit) page content structure. Learning sequences could be newly created, built using referenced library content, or developed by leveraging existing courses. This introduces direct content stacking into the platform's core structured learning content types (sequences + courses).

Completion Linking & Partial Progress: Sequences could be optionally completion-linked, allowing course content to be completed by a sequence or vice versa. When completion linking rules are enabled, course completion would automatically issue linked learning sequence credentials. Similarly, completing learning sequences linked to courses would grant learners partial progress in associated courses.

Skill Targeting & Content Remixing: Learning sequences provide a new outlet for existing active or archived course content that might be valuable in this new format, especially for content well positioned to be aligned to specific skills or competencies, or representing a meaningful unit of learning toward a larger course goal.

Motivating Progress & Goal Gradient Effect: Motivating progression through stackable content has been a historic challenge for instances that link courses into larger programs, but these smaller learning sequences provide an opportunity to reward progress, issue credentials, and provide real progress toward larger credentials. Leveraging the ‘goal gradient effect’ which is the the tendency for people to increase their effort and motivation as they approach a goal we hope will encourage longer learning engagements through stacked content pathways.

Supporting Market Data

The Open edX platform supports instances spanning higher education, corporate training, and other sectors. Microlearning is emerging not just as a delivery format, but as a strategic necessity—driven by learner expectations, evolving business needs, and changing models of credentialing.

Learner Expectations: University students and working professionals now demand shorter, focused, and flexible learning experiences, aligned with the content consumption habits of the modern internet. Research highlights a drop in attention spans with traditional formats, whereas microlearning delivers measurable gains in engagement and retention:

  • Improved Retention: Controlled experiments have found that students taught with micro-learning techniques outperform those in traditional formats by around 18% on post-test scores . In other words, breaking lessons into bite-sized modules led to significantly better knowledge retention than hour-long lectures . (The Effectiveness of Microlearning to Improve Students’ Learning Ability, Mohammed, Wakil, and Nawroly, 2018)

  • Higher Motivation & Efficiency: In one medical training study, over 90% of students preferred micro-learning content formats over standard lectures, and they reported higher self-efficacy in learning tasks. (This self-reported preference is common among other research studies.) Notably, the micro-learning approach allowed them to cover the material in ~25–30% less time than traditional instruction . Higher self-efficacy is correlated with better learning outcomes, suggesting that shorter-form content can boost confidence while saving time. https://pmc.ncbi.nlm.nih.gov/articles/PMC9450813/#:~:text=Studies%20have%20shown%20that%20more,Also%2C%20the%20attitude%20of%20instructors

  • Broad Learning Gains: A recent meta-analysis of 40 research papers on micro-learning found consistent positive impacts on learning outcomes across Bloom’s domains – cognitive (knowledge acquisition and recall), behavioral (skill performance and engagement), and affective (motivation and attitude) . The authors even developed a theoretical framework to explain micro-learning’s effectiveness, drawing on Bloom’s Taxonomy and Sweller’s cognitive load theory (1988) . By keeping lessons short and targeted, micro-learning aligns with cognitive load theory to reduce overload, which in turn improves focus and performance compared to traditional lengthy methods. Microlearning beyond boundaries: A systematic review and a novel framework for improving learning outcomes

Evolving Business Needs:

The enterprise and workforce learning segment dominates the online learning market, and organizations are increasingly turning to micro-learning to meet fast-changing skill requirements. Rather than lengthy courses, businesses need agile training that can be deployed quickly and updated continuously. Recent industry findings illustrate how micro-learning is being adopted and valued in corporate L&D.

  • Widespread Adoption: Micro-learning has rapidly moved from a niche trend to a mainstream practice in corporate training. As far back as 2017, nearly 79% of organizations were either already using micro-learning (38%) or planning to start (41%) to support their employees . This adoption only accelerated during the pandemic – microlearning usage spiked by about 40% in 2020 when remote work forced a rethink of training delivery. . Many companies have since retained these bite-sized formats as a core part of their L&D strategy. (Educause - Microlearning: The “OG” or the Hot New Trend?

  • Essential for L&D Strategy: Learning leaders overwhelmingly recognize the value of micro-learning. In one global survey, 93% of companies said micro-learning is “essential for effective training” in 2025 . This consensus spans industries and regions, reflecting a broad belief that bite-sized learning is crucial to upskill employees without overwhelming them. Furthermore, about 85% of L&D professionals believe that training and skill-building should occur “in the flow of work,” not in isolated workshops . Micro-learning naturally enables this by integrating short learning moments into employees’ daily routines, meeting the demand for continuous, just-in-time development. (Engageli - 20 Microlearning statistics to guide your workplace learning strategy in 2025)

  • Scaling with Speed and Engagement: Micro-learning’s business appeal also comes from its agility and impact on performance. Organizations can develop and update micro lessons far faster than traditional courses, keeping training aligned with emerging needs. It’s estimated that over 60% of all e-learning content is now delivered in micro form , indicating that most online training has shifted to bite-sized modules. (Educause - Microlearning: The “OG” or the Hot New Trend? Companies report that this approach yields higher completion rates and knowledge transfer. For example, one industry report noted that employees are 83% more likely to complete ten-minute modules than hour-long courses, avoiding wasted training dollars on content that goes unfinished. (Engageli - 20 Microlearning statistics to guide your workplace learning strategy in 2025)

Credentialing Models:

Changing models of credentialing are further driving micro-learning adoption. Both educational institutions and employers are embracing micro-credentials (short, focused certifications or digital badges) as a way to validate skills learned through micro content. Key trends and research on micro-credentials include:

Proposed Solution

The following stages represent one of many sequencing approaches to the development of this learning sequences proposal. This is meant to help visualize and categorize the current thinking on the new authorable, publishable, and stackable content type.

Stage 1 - Basic Learning Sequences Creation

The ability to create a new learning sequence from scratch could be done without yet tackling the workflows to handle creating sequences from existing course content. In Studio, you would be able to create a new Learning Sequence, separately from Courses, Libraries, Taxonomies, (and possibly also Diagnostics, Groupings). You could still reference library content to embed in your Learning Sequence while authoring, but this would not be the same as marking specific course content as having completion linking rules, that is added in Stage 3 below.)

  • Studio’s Home view would add a new Sequences tab / area with listing, sorting, and view formats to be determined.

  • Educators can create a new Sequence, with some visibility into the path of creating new / empty sequence versus creating from existing course content (not yet available).

  • The Sequence authoring UI emulates the Unit page Authoring and publishing sidebar.

    • Publishing status of each unit should be made obvious, and the ability to render units vertically in this authoring space should be explored.

  • Content added to this sequence should be able to be new content blocks or added from a library as a linked content item.

Stage 2 - Echoing Course Level Tools & Concepts for Sequences

Stage 2a - Learning Sequence Tools: Enrollment

Learning Sequences should support the same core enrollment features as courses, including the potential use of enrollment tracks.

Details coming soon for further review. Please add questions / comments to this stage for now.

Stage 2b - Learning Sequence Tools: (Catalog) Publishing

Learning Sequences should support similar catalog publishing features as courses, including the authoring of simple enrollment pages, echoing the pages already in edx-platform for courses that we hope to improve in the Enrollment Page authoring Proposal for courses.

Details coming soon for further review. Please add questions / comments to this stage for now.

Stage 2c - Learning Sequence Tools: Credentials

Learning Sequences should support standard credential issuing features, allowing learners to receive recognition for completing these shorter learning experiences. These credentials should ideally extend the platform’s credential service. The credential system would also need to support the stackability aspect, where multiple sequence credentials could contribute toward earning larger course credentials. As for the credential representation format - certificate, badge, or other forms of micro-credentials, this is up for review and should echo the latest thinking in the platform’s credential related efforts.

Details coming soon for further review. Please add questions / comments to this stage for now.

Stage 2d - Learning Apps / Tools for Sequences

Other tools available to courses should be considered for sequences, including the ability to define discussion and live applications, the other configurable tools from the Pages & Resources tool, authoring team settings, and even some of the content licensing and course level options also available in settings.

Stage 3 - Creating Sequences Linked to Existing Course Content

This phase would focus on creating Learning Sequences from existing course content. This would enable educators to repurpose valuable course content into standalone sequences, supporting content reuse and reducing duplication. This workflow would allow instructors to select specific sections or subsections from existing courses to create linked & stacked Learning Sequences that can be separately enrolled, completed, and credentialed.

The completion linking rules would be formalized in this process, enabling bidirectional progress between course and its associated learning sequence.

Stages 4+ → Future Explorations to Consider

  • Retroactively issuing credentials to learners for sequences built from courses they completed or partially completed (as long as they completed the linked sequence content)

  • Suggesting the creation of learning sequences based on existing course content whose learning objectives and outcomes can be discerned and deemed to be of sufficient standalone value to streamline the time required to create sequences from existing courses.

  • Mobile discovery for learning sequences that allow for stream / feed-like content consumption, echoing modern content consumption expectations for mobile and allowing for learners to quickly skip / jump past content they don’t find personally relevant.

  • Consideration for how the platform’s analytics capabilities and content browsing would be impacted by the introduction of a new content type.

Other Approaches Considered

We considered a few alternative approaches before settling on the Learning Sequences proposal:

  1. Enhanced Course Sections: Adding more features to existing course sections without creating a new content type. This was rejected because it wouldn't provide the standalone discoverability and credential options needed.

  2. Micro-courses: Creating an entirely separate "mini-course" structure with its own unique authoring environment. This approach would not have benefitted from the stackable progress and content reuse approach from learning sequences.

  3. Library-based Solution: Expanding the capabilities of content libraries to include sequencing and completion tracking. While this expands the role and use of content libraries, this wouldn't provide the enrollment and credential features needed for a complete learning experience. Authors might continue to create sections or subsections in the content library context, but once ready to be published and made discoverable for learners this content would be referenced / adde to a learning sequence context.

Competitive Research

Our competitive research demonstrates that learning platforms are increasingly offering micro-learning options to address evolving learner needs. Key competitors have implemented similar features:

  • LinkedIn Learning offers bite-sized modules that can be completed independently or as part of larger learning paths

  • Coursera's Guided Projects provide short, hands-on learning experiences that can be completed in under two hours

  • EdX's MicroBachelors and MicroMasters programs stack credentials toward larger qualifications

  • Udemy's Skill Paths offer short learning sequences that build towards specific career skills

  • Canvas provides customizable modules that can be structured as standalone micro-learning experiences

  • Blackboard has introduced "Learning Units" that can be completed independently of full courses

Implementation Plan

We are holding off on additional implementation details for now while the community considers the many details shared above about this platform direction and new offering.