Scenarios and tools for recording microlectures

1. Introduction

This activity expands on the topic presented in the video “Microactivities and Microlectures in Online Teaching”. It will explain in more detail how to plan and create microlectures and which digital tools can be used in this process. The activity provides additional examples and practical guidelines that build on the concepts presented in the video, with an emphasis on application in higher education.

What are microlectures?

Zheng (2022) defines a microlecture as “a short video, usually recorded by a teacher, that explains a key concept or a specific skill.” Unlike traditional video lectures, which are often long and comprehensive, microlectures are extremely short and are realized as focused educational videos that cover only one segment of content. For example, a teacher of education can create a conceptual microlecture on a particular segment of the flipped classroom model, or a microlecture that demonstrates how to design measurable learning outcomes in the curriculum (learning skills).

Also according to Zheng (2022), microlectures have three main features:

• Shortness because they usually last less than 10 minutes.
• Personality because they convey a sense of the teacher's presence.
• Interactivity because the teacher can insert "pause points" when students stop the video and do an activity (reflection, test, written exercise, or note-taking).