Microlecture

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The term microlecture is not used here 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), an independent instructional designer and eLearning consultant, has articulated the process for creating these microlectures. As stated (Shea, 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] [14] [15] [16] and some negative. [17]

The interest surrounding the use of microlectures has continued to grow, even outside of the United States, to places like Hong Kong University, [18] Yantai Nanshai University, [19] [20] Liaoning Police Academy, and East China Normal University. [21] In the United States, the use of microlectures are even considered a vital part of the Pandemic Response Plans. [22] Additionally, even scholars at schools like Princeton University (Humanities Resource Center), [23] UNC's School of Government, [24] Humboldt State University, [25] University of West Florida, [26] and University of Illinois Urbana-Champaign [27] support the importance of an innovative teaching-learning approach for learners in the 21st century.

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Related Research Articles

Instructional design (ID), also known as instructional systems design and originally known as instructional systems development (ISD), is the practice of systematically designing, developing and delivering instructional materials and experiences, both digital and physical, in a consistent and reliable fashion toward an efficient, effective, appealing, engaging and inspiring acquisition of knowledge. The process consists broadly of determining the state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed. There are many instructional design models, but many are based on the ADDIE model with the five phases: analysis, design, development, implementation, and evaluation.

A teaching method is a set of principles and methods used by teachers to enable student learning. These strategies are determined partly by the subject matter to be taught, partly by the relative expertise of the learners, and partly by constraints caused by the learning environment. For a particular teaching method to be appropriate and efficient it has to take into account the learner, the nature of the subject matter, and the type of learning it is supposed to bring about.

Computer-assisted language learning (CALL), British, or computer-aided instruction (CAI)/computer-aided language instruction (CALI), American, is briefly defined in a seminal work by Levy as "the search for and study of applications of the computer in language teaching and learning". CALL embraces a wide range of information and communications technology applications and approaches to teaching and learning foreign languages, from the "traditional" drill-and-practice programs that characterised CALL in the 1960s and 1970s to more recent manifestations of CALL, e.g. as used in a virtual learning environment and Web-based distance learning. It also extends to the use of corpora and concordancers, interactive whiteboards, computer-mediated communication (CMC), language learning in virtual worlds, and mobile-assisted language learning (MALL).

<span class="mw-page-title-main">Problem-based learning</span> Learner centric pedagogy

Problem-based learning (PBL) is a teaching method in which students learn about a subject through the experience of solving an open-ended problem found in trigger material. The PBL process does not focus on problem solving with a defined solution, but it allows for the development of other desirable skills and attributes. This includes knowledge acquisition, enhanced group collaboration and communication.

Student-centered learning, also known as learner-centered education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student. In original usage, student-centered learning aims to develop learner autonomy and independence by putting responsibility for the learning path in the hands of students by imparting to them skills, and the basis on how to learn a specific subject and schemata required to measure up to the specific performance requirement. Student-centered instruction focuses on skills and practices that enable lifelong learning and independent problem-solving. Student-centered learning theory and practice are based on the constructivist learning theory that emphasizes the learner's critical role in constructing meaning from new information and prior experience.

<span class="mw-page-title-main">Active learning</span> Educational technique

Active learning is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement." Bonwell & Eison (1991) states that "students participate [in active learning] when they are doing something besides passively listening." According to Hanson and Moser (2003) using active teaching techniques in the classroom can create better academic outcomes for students. Scheyvens, Griffin, Jocoy, Liu, & Bradford (2008) further noted that "by utilizing learning strategies that can include small-group work, role-play and simulations, data collection and analysis, active learning is purported to increase student interest and motivation and to build students ‘critical thinking, problem-solving and social skills". In a report from the Association for the Study of Higher Education, authors discuss a variety of methodologies for promoting active learning. They cite literature that indicates students must do more than just listen in order to learn. They must read, write, discuss, and be engaged in solving problems. This process relates to the three learning domains referred to as knowledge, skills and attitudes (KSA). This taxonomy of learning behaviors can be thought of as "the goals of the learning process." In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation.

<span class="mw-page-title-main">Lecture</span> Oral presentation intended to present information or teach people about a particular subject

A lecture is an oral presentation intended to present information or teach people about a particular subject, for example by a university or college teacher. Lectures are used to convey critical information, history, background, theories, and equations. A politician's speech, a minister's sermon, or even a business person's sales presentation may be similar in form to a lecture. Usually the lecturer will stand at the front of the room and recite information relevant to the lecture's content.

<span class="mw-page-title-main">Constructivism (philosophy of education)</span> Philosophical viewpoint about the nature of knowledge; theory of knowledge

Constructivism in education is a theory that suggests that learners do not passively acquire knowledge through direct instruction. Instead, they construct their understanding through experiences and social interaction, integrating new information with their existing knowledge. This theory originates from Swiss developmental psychologist Jean Piaget's theory of cognitive development.

<span class="mw-page-title-main">Project-based learning</span> Learner centric pedagogy

Project-based learning is a teaching method that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems. Students learn about a subject by working for an extended period of time to investigate and respond to a complex question, challenge, or problem. It is a style of active learning and inquiry-based learning. Project-based learning contrasts with paper-based, rote memorization, or teacher-led instruction that presents established facts or portrays a smooth path to knowledge by instead posing questions, problems, or scenarios.

A learning management system (LMS) or virtual learning environment (VLE) is a software application for the administration, documentation, tracking, reporting, automation, and delivery of educational courses, training programs, materials or learning and development programs. The learning management system concept emerged directly from e-Learning. Learning management systems make up the largest segment of the learning system market. The first introduction of the LMS was in the late 1990s. LMSs have been adopted by almost all higher education institutions in the English-speaking world. Learning management systems have faced a massive growth in usage due to the emphasis on remote learning during the COVID-19 pandemic.

Educational technology is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. When referred to with its abbreviation, "EdTech," it often refers to the industry of companies that create educational technology. In EdTech Inc.: Selling, Automating and Globalizing Higher Education in the Digital Age, Tanner Mirrlees and Shahid Alvi (2019) argue "EdTech is no exception to industry ownership and market rules" and "define the EdTech industries as all the privately owned companies currently involved in the financing, production and distribution of commercial hardware, software, cultural goods, services and platforms for the educational market with the goal of turning a profit. Many of these companies are US-based and rapidly expanding into educational markets across North America, and increasingly growing all over the world."

Constructivist teaching is based on constructivism. Constructivist teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information.

There are at least two interpretations of the term microcontent. Usability adviser Jakob Nielsen originally referred to microcontent as small groups of words that can be skimmed by a person to get a clear idea of the content of a Web page. He included article headlines, page titles, subject lines and e-mail headings. Such phrases also may be taken out of context and displayed on a directory, search result page, bookmark list, etc. The second use of the term extends it to other small information chunks that can stand alone or be used in a variety of contexts, including instant messages, blog posts, RSS feeds, and abstracts.

Inquiry-based learning is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject. Inquiry-based learning is often assisted by a facilitator rather than a lecturer. Inquirers will identify and research issues and questions to develop knowledge or solutions. Inquiry-based learning includes problem-based learning, and is generally used in small-scale investigations and projects, as well as research. The inquiry-based instruction is principally very closely related to the development and practice of thinking and problem-solving skills.

Virtual worlds are playing an increasingly important role in education, especially in language learning. By March 2007 it was estimated that over 200 universities or academic institutions were involved in Second Life. Joe Miller, Linden Lab Vice President of Platform and Technology Development, claimed in 2009 that "Language learning is the most common education-based activity in Second Life". Many mainstream language institutes and private language schools are now using 3D virtual environments to support language learning.

Lecture recording refers to the process of recording and archiving the content of a lecture, conference, or seminar. It consists of hardware and software components that work in synergy to record the audio and visual components of the lecture. It is widely used in universities and higher education in the UK and Australia to provide support for students. 71% of institutions responding to a UCISA survey in 2016 indicated that this technology was available in their institution. Where lecture recording is done at scale, the recording system may be integrated with the timetabling system and the collection of metadata may be automated.

Supplemental instruction (SI) is an academic support model that uses peer learning to improve university student retention and student success in high-attrition courses. Supplemental Instruction is used worldwide by institutions of higher learning. SI is also called "Peer-Assisted Study Sessions," "PASS" or "SI-PASS" in parts of the Africa, Europe, North America, and Oceania. According to an article in the peer-reviewed journal, Research and Teaching in Developmental Education, "Since its introduction in 1974 at the University of Missouri-Kansas City by Deanna C. Martin, Supplemental Instruction (SI) has been implemented, studied, and evaluated for its effectiveness across a variety of disciplines and institutional levels." The article further noted that for some students,

"SI is a program that works. Since SI is an enrichment program designed to target high risk courses, it takes the emphasis off the individual student's projected performance. A high risk course, as defined repeatedly in the literature, is any course in which unsuccessful enrollment exceeds 30%."

Teaching and learning centers are independent academic units within colleges and universities that exist to provide support services for faculty, to help teaching faculty to improve their teaching and professional development. Teaching centers also routinely provide professional development for graduate students as they prepare for future careers as teaching faculty. Some centers also may provide learning support services for students, and other services, depending on the individual institution. Teaching and learning centers may have different kinds of names, such as faculty development centers, teaching and learning centers, centers for teaching and learning, centers for teaching excellence, academic support centers, and others; a common abbreviation is TLC.

<span class="mw-page-title-main">Flipped classroom</span> Instructional strategy and a type of blended learning

A flipped classroom is an instructional strategy and a type of blended learning. It aims to increase student engagement and learning by having pupils complete readings at home, and work on live problem-solving during class time. This pedagogical style moves activities, including those that may have traditionally been considered homework, into the classroom. With a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home, while actively engaging concepts in the classroom with a mentor's guidance.

One of the most visible approaches to peer learning comes out of cognitive psychology, and is applied within a "mainstream" educational framework: "Peer learning is an educational practice in which students interact with other students to attain educational goals." Other authors including David Boud describe peer learning as a way of moving beyond independent to interdependent or mutual learning among peers. In this context, it can be compared to the practices that go by the name cooperative learning. However, other contemporary views on peer learning relax the constraints, and position "peer-to-peer learning" as a mode of "learning for everyone, by everyone, about almost anything." Whether it takes place in a formal or informal learning context, in small groups or online, peer learning manifests aspects of self-organization that are mostly absent from pedagogical models of teaching and learning.

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 Chemical Education. 70 (7): 543–544. Bibcode:1993JChEd..70..543M. doi:10.1021/ed070p543.
  3. ↑ Kee, Terence (July 1995). "The one minute lecture" . Education in Chemistry . Vol. 32, no. 4. Royal Society of Chemistry. pp. 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 "Instructional Design for Mediated Education | Blog | One-Minute Lectures?!". Archived from the original on 2009-12-14. Retrieved 2009-03-08.
  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 "Archived copy" (PDF). Archived from the original (PDF) on 2011-09-30. Retrieved 2009-03-26.{{cite web}}: CS1 maint: archived copy as title (link)
  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 "Micro-lectures: Just-in-time teaching for critical topics and skills - Learning & Teaching Tips - CELT". Archived from the original on 2010-06-09. Retrieved 2010-01-22.
  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. ↑ DeCastro, S. (2010, April 22). Commentary: Using technology to improve access, success. Community College Times. Retrieved on November 5, 2012 from http://www.communitycollegetimes.com/Pages/Campus-Issues/Using-technology-to-improve-access-success.aspx Archived 2013-01-19 at archive.today
  15. ↑ OIT. (2009, June 8). Microlectures. TechOIT. Retrieved on November 5, 2012 from http://blogs.umass.edu/teachoit/2009/06/09/microlectures/
  16. ↑ McCrea, B. (November 10, 2010). Teaching in One-Minute Snippets. Retrieved on November 23, 2016 from https://campustechnology.com/articles/2010/11/10/teaching-in-one-minute-snippets.aspx
  17. ↑ 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/
  18. ↑ 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 Archived 2011-06-11 at the Wayback Machine
  19. ↑ Song, Y. (2016). The Application of Microlecture in College English Teaching Process in China. Open Access Library Journal, 3, 1-6.
  20. ↑ Zhang, Y.C. (2013) Microlecture Construction Research and Thinking. China Education Network, 10, 1-2
  21. ↑ Liu, M. and Zhu, Z. (2013). Design analysis and model building of micro lectures. China Educational Technology, 12, 127-131
  22. ↑ 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 Archived 2010-05-28 at the Wayback Machine
  23. ↑ 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 Archived 2011-07-20 at the Wayback Machine
  24. ↑ Cunningham, C. (2009, March 8). Micro-lectures: A cure for content bloat. Teaching and Learning Support. Retrieved on January 21, 2010 from "Micro-lectures: A Cure for Content Bloat | Teaching & Learning Support". Archived from the original on 2010-06-13. Retrieved 2010-01-22.
  25. ↑ HSU. (2011, October 13). Microlectures by Joan Van Duzer: Just-in-time teaching for critical topics and skills. Retrieved on November 5, 2012 from "Micro-lectures, by Joan van Duzer: Just-in-time teaching for critical topics and skills - Learning & Teaching Tips - CELT". Archived from the original on 2012-12-14. Retrieved 2012-11-09.
  26. ↑ Center for Academic Technologies. (2009, April 7). Microlectures. Retrieved on November 5, 2012 from http://uwf.edu/cutla/micro-lectures.cfm
  27. ↑ CITES Academic Technology Services. (2012, July 19). A microlectures workshop. Retrieved on November 5, 2012 from http://www.library.uiuc.edu/blog/infolit/2012/07/microlecture_workshop.html
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