Faculty Development & Learning Assessment

Micro-lectures, by Joan Van Duzer: Just-in-time teaching for critical topics and skills

--10/13/2011

Attaining competence with some concepts and skills requires repetition and practice. Instructors can use class time more efficiently if they create short digitized learning objects that describe a particular concept or demonstrate a skill that students struggle to learn. Create an out-of-class assignment in which students view the micro-lecture and then complete an activity, small project, or written assignment that entails applying the concept or using the skill. Micro-lectures can be as short as 60 seconds to 5 minutes or as long as 15-20 minutes.

Micro-lectures should focus on a specific concept or skill. The micro-lecture technique works best with content that can be explained in small chunks. An advantage is that narrowly-focused micro-lectures allow students to access instruction on a specific concept or skill they need to practice. They do not have to wade through a longer presentation to review one specific topic. Students can return to a micro-lecture any number of times to get the practice they need.

Use micro-lectures to:

Production tips:



Adapted from: University of West Florida, Center for University Teaching, Learning & Assessment

Tip References

Shieh, D. (2009). These lectures are gone in 60 seconds. The Chronicle of Higher Education, 55 (26), A13.