Video - Microactivities and Microlectures in Online Teaching

Watch the video Microactivities and Microlectures in Online Teaching.

IMPORTANT: This activity is mandatory!

Video 1. Microactivities and microlectures in online teaching

Transcript

	In this lesson, you will learn about the advantages of integrating microactivities and microteaching into your educational strategies. Let us begin by defining micro activities. These are brief, focused tasks designed to enhance engagement, assess comprehension or foster brainstorming all within a few minutes. In digital environments, they're invaluable for sustaining attention and structuring online learning sessions in both synchronous and asynchronous formats. Micro activities can be seamlessly woven into weekly classes requiring minimal preparation. What makes microactivities is beneficial and effective. They cater to fundamental learning needs. They help refocus students' attention after lapses in concentration, provide feedback to both students and teachers and introduce a rhythm to digital. Teaching a brief activity every 10 to 15 minutes can sustain attention more effectively than even the most captivating presentation. Additionally, Micro activities enable students to immediately apply what they have learned, read or contemplated. In synchronous teaching, micro activities can be implemented immediately. Begin by asking, how are you feeling today? And have students respond with emojis in the chat. Use Mentimeter to gauge their knowledge before introducing a topic. Activate the whiteboard for a two minute brainstorming session. Set up breakout rooms for a quick one question discussion. Embed a single-question quiz with the video lesson. Encourage students to comment on what they found new, confusing, or interesting below the material. All of these steps can be accomplished in three to five minutes. Students do not need to speak. They can click, write, or highlight. Activities should be light, clear, and engaging, inviting students to be active participants in an asynchronous environment. Microactivities act as touch points for the teacher and the material they can serve as an activation at the start of a lesson or as a comprehension check at the end. Pose questions like in one word, what's the first thing that comes to mind about topic X? Or prompt them to complete the sentence. The most important thing I learned today is. Present a statement and ask students to indicate in the chat whether they believe it is true or false. These activities need not be graded. They can be reflective, humorous, or provocative. Microactivities are like spices, small, yet essential. They can be the difference between passive and engaged teaching styles. We encourage you to try microactivity in your next session with your students. Observe your students' reactions. Did you connect with them more effectively? What might need adjustment? Microlectures are concise, focused educational videos that address specific topics or learning outcomes. They aim to deliver key information clearly in a structured and visually appealing manner. Ideally, a microlecture should last between five and 10 minutes. This format is particularly effective in online and hybrid teaching models because it allows for flexible learning and repetition. In this section, we will guide you through designing, recording, and publishing a quality micro lecture. Micro lectures are used to convey key ideas, whether introducing a topic, explaining a new concept, summarizing lessons or outlining procedures. They are ideal for independent learning, allowing students to pause, repeat, speed up, or slow down presentations. Additionally, they serve as valuable tool in the flipped classroom model, where students cover basic content before class and apply or discuss during class sessions. Good organization and preparation are essential for producing quality. Microlectures start by writing a script that outlines the narration, visual presentation, and duration of individual scenes or slides. Slides should be clear and concise, avoiding information overload. Plan the rhythm of your presentation deciding which parts to emphasize and when to direct students to engage in further activities. Recording a quality micro lecture does not require professional studio. A good microphone, webcam, or screencast, clear lightning and the quiet room are sufficient. If using a platform such as big BigBlueButton, Jitsi Meet or Zoom, include your face on camera as visual contact with the lecturer enhances their engagement. The audio must be clear and noise free. Most importantly, be natural and speak as if explaining the material to students sitting in front of you. After recording, make the video easily accessible to students. If uploading to YouTube. Select the Unlisted option, making it available only to those with access to the link. Add subtitles at least automatically generated for accessibility and easier follow up. Integrate the video into the LMS as part of a module. For example, between quizzes and assignments, include a question or key points above the video. Videos should not stand alone. They should be integrated into the learning process. A micro lecture can introduce teaching content followed by an assignment. Students are more attentive to content when they know it'll be followed by application, transforming passive viewing into active learning.