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).

2. Why are microlectures useful?

According to Scagnoli (2012), microlectures offer a number of important benefits for students. They allow for self-paced learning because students can pause, rewind, and replay sections of a video as many times as they need. Microlectures also allow for on-the-go learning because they can be viewed or listened to at any time and in any place, even while traveling. Their brevity further helps students focus on just one key concept at a time.

Microlectures also bring benefits to teachers. They encourage them to explain and present concepts in a clear and concise manner (Scagnoli, 2012). In addition, microlectures are versatile and can be used in different contexts, both online and in the classroom. For example, in online teaching they can serve as a learning support throughout a course, while in the classroom they can be used to introduce a topic or review important concepts.

In a flipped classroom, microlectures allow students to familiarize themselves with concepts before they arrive at class, and they can use their time in the classroom for more complex tasks such as application and analysis. They can also serve as preparation for discussions, where students watch the microlecture and send questions to the teacher in advance, making it easier to organize the lesson. Finally, microlectures allow teachers to create a collection of reusable materials, which reduces the time needed to prepare lessons in the long run.

3. Useful tools for creating microlectures

4. The five-step process of creating a microlecture

The five-step process for creating a microlecture: Plan, Create, Record, Describe and Share

You can create a microlecture through these five steps:

Plan: First, teachers determine what they will cover in their microlecture. For this step, we recommend using Toulopa Noah’s Microlecture Planning Template. The template includes the following sections:

• Preparation: Teachers select a course, determine the topic that the microlecture will cover, develop learning outcomes for students, and determine the method of assessment.
• Beginning, middle, and end of micro-lessons: Teachers define the content to be taught, the activities, and the types of interaction to offer at each stage. The template also includes thought-provoking questions and links to active learning strategies that can be applied.
• Next steps: Teachers decide in what format they will create the microlecture, what tool will be used for recording, and what additional preparations and materials are needed.

Create: Once planning is complete, teachers create or collect the necessary materials (e.g., slides, digital worksheets, etc.).

Record: Teachers record and then edit (edit) the microlecture by choosing the digital tool that suits them best.

Describe: Teachers ensure that the microlecture has accurate subtitles, transcripts and descriptions.

Share: Finally, the microlecture is shared with the students, or audience.

5. Tips for recording microlessons

In accordance with the recommendations of the Association of College and University Educators (ACUE), follow these guidelines when recording videos for microlessons:

Be natural, not perfect. A microlecture should sound like a live conversation, so you don't have to worry about making mistakes or correcting yourself. Small imperfections make the video more authentic and show students that there is a real person behind the screen. It's just important to stick to the basic outline and avoid unnecessary rambling.

Use a bright and energetic tone. When you enjoy the topic yourself, your students will be more engaged. Even with technical explanations, avoid monotony and the sound of reading from a paper. Smiling while speaking carries through to your voice and further increases the energy of the lecture.

Break the content into smaller chunks. Cover concepts gradually and don't overload a short lecture with too much information. Incorporate short pauses and ask questions to encourage students to pause the video and think about the answer.

6. Microlecture distribution

There are multiple channels through which teachers can distribute their microlectures to students. The easiest way for students is the one that is most familiar to them and easiest to use, and where no additional training, new user accounts, etc. are required. The choice, of course, depends on the course objectives, technical capabilities, and student needs, and these are the most common channels:

LMS systems (Moodle LMS, Canvas)

Microlectures can be easily placed within e-courses as a resource or link, giving students centralized access to all materials.

Video platforms (YouTube, Vimeo, Stream, Panopto)

These video sharing platforms allow for quick video uploads and sharing, and often offer additional features like private channels, subtitles, and viewership analytics.

Integrated learning tools

Tools like Edpuzzle allow teachers to embed questions and interactive elements within the video itself, increasing student engagement.

Mobile and communication applications (Teams, Zoom, WhatsApp, Telegram)

Microlectures can also be shared via communication channels, which is especially useful for quick access or reminders.

Institutional libraries and repositories

Colleges and universities often offer their own repositories or media services where microlectures can be stored for long-term availability and reuse.

7. Conclusion

Creating microlectures requires careful planning, but they bring multiple benefits to teaching and learning. When well-designed, microlectures allow students to master a key concept or skill in a short period of time and to learn at their own pace, anytime, anywhere. For teachers, they help them break down complex concepts, make their lectures clearer, and create a library of materials that can be reused.

The key to a successful microlecture lies in clearly defined learning outcomes, concise and engaging presentation, and the inclusion of interactive elements that encourage active student participation. The choice of format and tools should be tailored to the content and objectives, and distribution should be ensured through accessible and familiar channels to students.

Microlectures are not a replacement for live teaching, but rather a supplement that enriches the teaching process and opens up space for deeper discussions, application, and analysis during meetings with students. Precisely because of their flexibility and efficiency, they are becoming a valuable resource in modern education.

8. References

• Noah, T. (2023, 14 February). Microlectures 101: What, why, & how?. Faculty Focus | Higher Ed Teaching & Learning. https://www.facultyfocus.com/articles/online-education/online-course-delivery-and-instruction/microlectures-101-what-why-how/
• Noah, T. (2023b, 6 June). Enhancing flipped learning with microlectures. Edutopia. https://www.edutopia.org/article/flipped-learning-with-microlectures/
• Scagnoli, N. (2012, 1 November). 7 things you should know about microlectures | educause library. EDUCAUSE Review. https://library.educause.edu/resources/2012/11/7-things-you-should-know-about-microlectures
• Zheng, H. (2022, 17 February). Short and sweet: The educational benefits of Microlectures and active learning | educause review. EDUCAUSE Review. https://er.educause.edu/articles/2022/2/short-and-sweet-the-educational-benefits-of-microlectures-and-active-learning
• YouTube. (n.d.). Micro-lecture on Micro-Lectures. YouTube. https://www.youtube.com/watch?v=Om2qoes19PA
• Best Practices Guide: Video Micro-lectures (v 1.2). University of Wayne State. https://mesg.med.wayne.edu/pdfs/video_micro-lecturesv_1_2.pdf