Microlecture

The term microlecture is used not to refer to microcontent for microlearning, but to actual instructional content that is formatted for online and mobile learning using a constructivist approach. More specifically, as described in the Chronicle of Higher Education,^[1] these are approximately 60 second presentations with a specific structure. They are not just brief (one minute) presentations: although Dr. McGrew had success with "one minute lectures"^[2] at the University of Northern Iowa as did Dr. Kee ^[3] at the University of Leeds.

David M. Penrose (aka the One Minute Professor), the Director of Academic Technology at Antioch University, of SunGard Higher Education has articulated the process for creating these microlectures. As stated (Shieh, 2009), these specific lectures are combined with specific activities designed to promote the epistemic engagement^[4] of the learner. The response of the Higher Education community was mixed, with some positive^{[5][6][7][8][9][10][11][12][13]} and some negative.^[14]

The interest surrounding the use of microlectures has continued to grow, even outside of the United States, to places like Hong Kong University.^[15] In the United States, the use of microlectures are even considered a vital part of the Pandemic Response Plans.^[16] Additionally, even scholars at schools like Princeton University (Humanities Resource Center)^[17] and UNC's School of Government,^[18] support the importance of an innovative teaching-learning approach for learners in the 21st century.

How to create a One Minute Lecture

Professors spend a lot of time crafting hourlong lectures. The prospect of boiling them down to 60 seconds — or even five minutes — may seem daunting. David Penrose, a course designer for SunGard Higher Education who developed San Juan College's microlectures, suggests that it can be done in five steps:

• List the key concepts you are trying to convey in the 60-minute lecture.
  That series of phrases will form the core of your microlecture.
  
  
• Write a 15 to 30-second introduction and conclusion.
  They will provide context for your key concepts.
  
  
• Record these three elements using a microphone and Web camera.
  (Your information-technology department can provide advice and facilities.)
  If you want to produce an audio-only lecture, no Webcam is necessary.
  The finished product should be 60 seconds to three minutes long.
  
  
• Design an assignment to follow the lecture that will direct students to readings or activities that allow them to explore the key concepts.
  Combined with a written assignment, that should allow students to learn the material.
  
  
• Upload the video and assignment to your course-management software.

References

1. ^ Shieh, David. (2009). These lectures are gone in 60 seconds. Chronicle of Higher Education, 55(26), A1,A13.
2. ^ McGrew, L. A. (1993). "A 60-second course in Organic Chemistry". Journal of Chemistry Education 70 (7): 543–544. doi:10.1021/ed070p543. 
3. ^ Kee, T.P. (1995). "The one minute lecture". Education in Chemistry 32: 100–101. 
4. ^ Shea, P.; Bidjerano, T. (2009). "Community of inquiry as a theoretical framework to foster "epistemic engagement" and "cognitive presence" in online education". Computers and Education 52 (3): 543–553. doi:10.1016/j.compedu.2008.10.007. 
5. ^ Loginquitas, E. (2009, March 7). One-Minute Lectures?! Instructional Design Open Studio. Retrieved March 8, 2009, from http://id.ome.ksu.edu/blog/2009/mar/7/one-minute-lectures/
6. ^ Lipowski, J. (2009, March 17). Microlectures turn lessons into interactive snippets. The State News, Retrieved on March 26, 2009 from http://statenews.com/index.php/article/2009/03/microlectures_turn_lessons_into_interactive_snippets
7. ^ Robledo, L. (2009, March 18). Small school expands use of 'one-minute lectures'. Brown Daily Herald, 144(38), 5-6. Retrieved on March 26, 2009 from http://media.collegepublisher.com/media/paper472/documents/4758x8h8.pdf
8. ^ Baltzer, J. (2009). "Online degrees evolve to meet new demands". Trustee Quarterly 32 (4): 34–35. 
9. ^ Demski, J. (2009). Micro & Macro Video. Campus Technology, 23(3), 14,16
10. ^ Crosslin, M. (2009, March 4). Microlectures: A constructivist's dream come true. EduGeek Journal. Retrieved on January 21, 2010 from http://www.edugeekjournal.com/2009/03/04/microlectures-a-constructivists-dream-come-true/
11. ^ Humboldt State University. (2009, October 8). Micro-lectures: Just-in-time teaching for critical topics and skills. Retrieved on January 21, 2010 from http://www3.humboldt.edu/celt/tips/micro-lectures_just-in-time_teaching_for_critical_topics_and_skills/
12. ^ Henninger, P. (2009). The Journal Editorial Report, March 7, 2009. Fox News. Retrieved on January 21, 2010 from http://www.foxnews.com/story/0,2933,507165,00.html
13. ^ Morris, L.V. (2009). "Little Lectures?". Innovative Higher Education 34 (2): 67–68. doi:10.1007/s10755-009-9108-1. 
14. ^ Krajewski, B. (2009, March 3). Lilliputians of Higher Education Invent Microlectures. The Fourth Policeman. Retrieved March 4, from http://brucekrajewski.wordpress.com/2009/03/03/lilliputians-of-higher-education/
15. ^ University of Hong Kong. (2009). Knowledge Team Meeting Minutes, April 24, 2009. Retrieved on January 21, 2010 from http://lib.hku.hk/kt/kt-meeting-minutes-24_April_2009.doc
16. ^ University of St. Thomas. (2009). Faculty Guide for Pandemic Planning. Retrieved on January 21, 2010 from http://www.stthomas.edu/irt/forfaculty/pandemicplan/default.html
17. ^ Brady, A. (2009, March 9). Microlectures in distance and online learning. Retrieved on January 21, 2010 from https://blogs.princeton.edu/hrc/2009/03/microlectures_in_distance_and_online_learning.html
18. ^ Cunningham, C. (2009, March 8). Micro-lectures: A cure for content bloat. Teaching and Learning Support. Retrieved on January 21, 2010 from http://sogweb.sog.unc.edu/blogs/tls/?p=483

See also

Microcontent
Microlearning
Online Learning
Instructional Design