The following steps should be taken into consideration when planning a NOOC on AMR/AMS:

1. Identify Granular Learning Objective/Competency: Pinpoint a highly specific, single learning objective or “nano-skill” within the AMR/AMS domain that can be effectively taught and assessed in a short timeframe (e.g., “Correctly identify the five moments for hand hygiene in a clinical setting,” “Understand the mechanism of action of one specific class of antimicrobials,” “List three key communication points when counseling a patient about antibiotic non-adherence,” “How to interpret a specific result from an AMR diagnostic test”).
2. Develop Concise and Focused Content: Create highly targeted learning materials that directly address the nano-objective. The content should be extremely concise and engaging. Common formats include short instructional videos (often under 5-10 minutes), brief targeted readings, interactive infographics for attractive and engaging presentation of small information chunks (Rutkauskiene et al., 2019), single interactive exercises, or very focused case snippets. (Alonso-Ramos et al., 2022, mention videos, readings, and quizzes as NOOC components; Álvarez Loyola and Córdova Esparza, 2023, note common use of videos and interactive activities).
3. Platform Selection and Delivery: Deliver the NOOC via existing MOOC platforms (where NOOCs can act as building blocks), dedicated NOOC platforms, Learning Management Systems (LMS), mobile-learning applications, or even directly through websites or professional portals. Ensure easy and quick access, ideally optimized for mobile devices for on-the-go learning.
4. Structure for Brevity and Clarity: Design the NOOC with a simple, intuitive structure. This might include a brief introduction outlining the single learning objective, the core content presentation (e.g., video, interactive element), a practical activity or reflective prompt if applicable, and a short concluding assessment or knowledge check.
5. Emphasize Self-Paced Learning: NOOCs are typically designed for learners to complete at their own pace, fitting into short available time slots in their schedules. (Heller et al., 2017, describing similar short Open Online Courses, highlight their self-paced nature).
6. Optional Minimal Interaction: While extensive interaction is not a primary feature, a very focused, optional mini-forum for specific Q&A or sharing a single reflection might be included. (Alonso-Ramos et al., 2022, and Guzmán González & Vesga Bravo, 2024, mention forums as potential NOOC components).

Facilitator’s role (Content Creator/Curator): The primary role is in the meticulous design and development of highly targeted, concise, and engaging AMR/AMS learning content suitable for the nano format. This includes ensuring the pedagogical soundness of the “knowledge pill” and the functionality of the delivery platform. Direct facilitation during the NOOC itself is often minimal or asynchronous (e.g., occasional monitoring of a Q&A forum) due to its brevity and self-contained nature.

Participant’s role: Access the NOOC for quick, focused learning on a very specific AMR/AMS topic or skill, often for just-in-time knowledge acquisition or to fill a precise learning gap. Engage with the concise content and complete any brief activities or assessments as required. A high degree of self-direction is expected for these short learning bursts.

Methods

• Embedded Knowledge Checks: Short, automated quizzes (e.g., 1-5 questions) or interactive knowledge checks directly linked to the specific learning objective of the NOOC. (Alonso-Ramos et al., 2022, and Ortega-Sanchez and Gomez-Trigueros, 2020, mention evaluation tests).
• Completion of a Single Focused Task: Successful completion of a very specific interactive exercise or a simple practical task that demonstrates mastery of the nano-skill.
• Self-Assessment Tools: Providing learners with a checklist or simple tool to self-assess their understanding of the specific competency covered.
• User Satisfaction and Usability Feedback: Collecting feedback on the clarity of the NOOC, its ease of use, the relevance of the content to the specific learning objective, and overall satisfaction with the nano-learning experience. (Alonso-Ramos et al., 2022, evaluated satisfaction and usability).

Tools

Platform-embedded quiz functionalities (e.g., multiple-choice, drag-and-drop). Simple interactive simulation tools. Systems for issuing digital badges or micro-credentials upon successful completion, signifying mastery of the specific nano-competency. Short satisfaction surveys or rating scales.