Microlessons in Chinese Universities: Concepts, Technology, and Case Analyses
The objective of this paper is analyze 1,500 microlessons in regard to design, technical features, types, and development problems. The microlessons had all been entered in China’s National Multimedia Courseware. Relevant suggestions and strategies are al
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Abstract. The objective of this paper is analyze 1,500 microlessons in regard to design, technical features, types, and development problems. The microlessons had all been entered in China’s National Multimedia Courseware. Relevant suggestions and strategies are also offered on the use of microlessons in higher education. The relationships among the five key concepts, namely, microlesson, Flipped Classroom, SPOC, MOOCs and Rapid E-learning, are described. This paper then proposed a Five-in-one Relation Model and Four Stage Model of Microlesson Evolution. Microlessons are categorized, based on their technical complexity, captioning, language fluency, video clarity, teaching skill, overall video effects and comprehensiveness. Instructional design, technical realization, and presentation effect are considered. In this paper, two microlesson cases are analyzed. The problems related to microlesson development are summarized, and proposals are made for improvement measures. Keywords: Microlesson SPOC
Flipped classroom
Rapid e-learning
Moocs
1 Introduction There are many new concepts, terms, and ideas in the field of educational technology. These seem to come up suddenly and they can be bewildering; however, they share many common characteristics. E-learning, blended learning and Rapid e-learning were popular a few years ago, whereas Flipped classroom, Microlesson, Generally, authors are asked to define abbreviations the first time they are used. Something like “small private online courses (SPOCs) and massive open online courses (MOOCs) are more common now. Regardless of when they were popular, all of these models have similar theoretical foundations, origins, development paths and even common technical characteristics. Rome is not built in a day. Their origin and development of these models is necessary for understanding their mutual relations [3]. More and more teachers are investing significant amounts of time designing many kinds of microlessons for their teaching. Most of these teachers do not realize the mutual relationships among Microlesson, Flipped classroom and MOOCs. Furthermore, many teachers also do not know much about either the technology of microlessons or the methods of microlesson development. For example, some teachers still cannot distinguish Micro-video, Micro-lecture, and Micro-course from Microlesson. According to their thinking, all courseware with playing time of 8–10 min is © Springer International Publishing Switzerland 2016 S.K.S. Cheung et al. (Eds.): ICBL 2016, LNCS 9757, pp. 73–84, 2016. DOI: 10.1007/978-3-319-41165-1_7
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Microlesson. Undoubtedly, such misunderstandings lead to many serious problems in the use of information and communication technology in college classrooms. Because of this situation, this paper will focus on three questions: (i) What are the relationships among the above-mentioned terms (i.e., Microlesson, Flipped classroom and MOOCs? (ii) What is a good microlesson?; and (iii) How can a good microlesson be designed? Quantitative study and c
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