Microlecture: Difference between revisions

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The term '''microlecture''' is used not to refer to [[microcontent]] for [[microlearning]], but to actual instructional content that is formatted for [[Online learning|online]] and [[mobile learning]] using a constructivist approach. More specifically, as described in the [[Chronicle of Higher Education]] <ref>Shieh, David. (2009). These lectures are gone in 60 seconds. ''Chronicle of Higher Education'', 55(26), A1,A13.</ref>, 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"<ref>{{cite journal | last1 = McGrew | first1 = L. A. | year = 1993 | title = A 60-second course in Organic Chemistry | url = | journal = Journal of Chemistry Education | volume = 70 | issue = 7| pages = 543–544 }}</ref> at the [[University of Northern Iowa]] as did Dr. Kee <ref>{{cite journal | last1 = Kee | first1 = T.P. | year = 1995 | title = The one minute lecture | url = | journal = Education in Chemistry | volume = 32 | issue = | pages = 100–101 }}</ref> at the [[University of Leeds]].

David M. Penrose (aka [http://oneminuteprofessor.com the One Minute Professor]), the Senior Instructional Designer and Manager of Online Services at San Juan College, of [[Sungard|SunGard Higher Education]] has articulated the process for creating these '''microlectures'''. As stated (Shieh, 2009), these specific [[lecture]]s are combined with specific activities designed to promote the epistemic engagement<ref>{{cite journal | last1 = Shea | first1 = P. | last2 = Bidjerano | first2 = T. | year = 2009 | title = Community of inquiry as a theoretical framework to foster "epistemic engagement" and "cognitive presence" in online education | url = | journal = Computers and Education | volume = 5352 | issue = 3| pages = 543–553 }}</ref> of the learner. The response of the Higher Education community was mixed, with some positive<ref>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/</ref><ref>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</ref><ref>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</ref><ref>{{cite journal | last1 = Baltzer | first1 = J. | year = 2009 | title = Online degrees evolve to meet new demands | url = | journal = Trustee Quarterly | volume = 32 | issue = 4| pages = 34–35 }}</ref><ref>Demski, J. (2009). Micro & Macro Video. ''Campus Technology'', 23(3), 14,16</ref><ref>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/</ref><ref>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/</ref><ref>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</ref><ref>{{cite journal | doi = 10.1007/s10755-009-9108-1 | last1 = Morris | first1 = L.V. | year = 2009 | title = Little Lectures? | url = | journal = Innovative Higher Education | volume = 34 | issue = 2| pages = 67–68 }}</ref> and some negative.<ref>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/</ref>

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