How to create a One Minute Lecture

[DrNSMani GMC Thrissur]

The term microlecture is used not to refer to microcontent for
microlearning, but to actual instructional content that is formatted
for online and mobile learning using a constructivist approach. More
specifically, as described in the Chronicle of Higher Education [1],
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"[2] at the
University of Northern Iowa as did Dr. Kee [3] at the University of
Leeds.

David M. Penrose (aka the One Minute Professor), the Senior
Instructional Designer and Manager of Online Services at San Juan
College, of SunGard Higher Education has articulated the process for
creating these microlectures. As stated (Shieh, 2009), these specific
lectures are combined with specific activities designed to promote the
epistemic engagement[4] of the learner. The response of the Higher
Education community was mixed, with some positive[5][6][7] and some
negative.[8]


How to create a One Minute Lecture

Professors spend a lot of time crafting hourlong lectures. The
prospect of boiling them down to 60 seconds — or even five minutes —
may seem daunting. David Penrose, a course designer for SunGard Higher
Education who developed San Juan College's microlectures, suggests
that it can be done in five steps:

* List the key concepts you are trying to convey in the 60-
minute lecture.
That series of phrases will form the core of your
microlecture.

* Write a 15 to 30-second introduction and conclusion.
They will provide context for your key concepts.

* Record these three elements using a microphone and Web
camera.
(The college information-technology department can provide
advice and facilities.)
If you want to produce an audio-only lecture, no Webcam is
necessary.
The finished product should be 60 seconds to three minutes
long.

* Design an assignment to follow the lecture that will direct
students to readings or activities that allow them to explore the key
concepts.
Combined with a written assignment, that should allow
students to learn the material.

* Upload the video and assignment to your course-management
software.

References


1. ^ Shieh, David. (2009). These lectures are gone in 60 seconds.
Chronicle of Higher Education, 55(26), A1,A13.
2. ^ McGrew, L. A. (1993). A 60-second course in Organic Chemistry.
Journal of Chemistry Education, 70(7), 543-544.
3. ^ Kee, T.P. (1995). The one minute lecture. Education in
Chemistry, 32, 100-101.
4. ^ Shea, P. and Bidjerano, T. (2009). Community of inquiry as a
theoretical framework to foster "epistemic engagement" and "cognitive
presence" in online education. Computers and Education, 53(3), 543-553
5. ^ 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/
6. ^ 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
7. ^ 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
8. ^ 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/

See also

Microcontent
Microlearning
Online Learning