Context At Grafisch Lyceum Utrecht (GLU), a post-secondary design institution in the Netherlands serving students ages 18–25, learners needed to build proficiency in Adobe InDesign while developing their creative confidence. Traditional lecture-based approaches were consuming valuable studio time and left many students overwhelmed by the complexity of the software. Challenge Students struggled with: - Cognitive overload when presented with long, linear demonstrations of InDesign. - Inefficient classroom use, as much of the time was spent passively following tutorials rather than creating and receiving feedback. - Limited flexibility, since they had no way to revisit skills outside of class at their own pace. - Solution To address this, I designed and produced a series of concise, 10-minute InDesign tutorials that supported a flipped classroom model. Each tutorial focused on a single skill, allowing students to: - Open and review videos anytime, ensuring they could come to class better prepared. - Progress step by step, reducing cognitive load and scaffolding skills for mastery. - Engage actively in class, applying what they learned directly to creative projects. The design drew on Cognitive Load Theory and Mayer’s Multimedia Learning Principles (segmentation, dual coding, clarity). To motivate learners, I integrated concepts from the Octalysis Framework, especially Core Drives of Accomplishment, Creativity & Feedback, and Ownership. Impact Students reported feeling more confident and independent, knowing they could revisit tutorials on demand. Class sessions shifted into dynamic design labs, with more time for creativity, collaboration, and instructor feedback. The system fostered engagement, autonomy, and motivation, ensuring students not only gained technical skills but also the confidence to use them in their projects. Result The microlearning video series transformed the way InDesign was taught at GLU—balancing flexibility, clarity, and motivation while maximising the value of classroom time.