Microlecture

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DEPARTMENT OF ART EDUCATION
COURSE: ICT IN EDUCATION
LECTURER: DR HARRY BARTON ESSEL
NAME: EPILOGUE ANNKU
YEAR: MHIL 1
EXAM NUMBER: PG7230212

How can micro-lecture be used interminably to influence teaching and learning higher-level education?

Digital media has become a part of students’ daily life due to the dissemination of digital technology. Due to the continuous emergence of new technology, more and more students want to use hi-tech electronic devices for learning. Digital media can be used to support learning activities in and out of school in both formal and informal situations (Ficheman and Lopes, 2008). Typically students are interested in using new technology like mobile phones, tablet computers, game computers, iTunes, video recordings, iPhones, iPods, iPads and social media programs like Facebook, Twitter, YouTube and Flicker. Therefore there is a demand for the creation of tools that enable students to learn according to their current habits, at their own pace and time. (Bagarukayo et al. 2011). This is where the term micro-lecture comes into play. The micro - lecture is not used here to refer to micro-content for micro-learning, but to actual instructional content that is formatted for online and mobile learning using a constructivist approach. A micro-lecture is a short recorded audio or video presentation on a single, tightly defined topic. Used as a component of online, blended, or face-to-face teaching, these brief lectures can be interspersed with learning activities that reinforce lecture topics. In addition, micro-lectures provide a self-help resource for students, either at the time of the lesson or later for review, explaining key concepts or demonstrating techniques that might be difficult to master. The abbreviated format of these lectures can be highly effective by focusing students’ attention on a single topic for a short time, limiting the opportunities for distraction. Because students control the playback, they can refer to the instructor’s presentation as often as needed. Micro-lecture’s influence in teaching and learning in higher-level education There are lots of reasons why micro-lectures are a great addition to the classroom and have influence on teaching and learning in higher education. It is useful because, most students in higher education are workers and as such majority of them cannot make to lectures. The reason being that, their schools and jobs are not in the same town so with micro-lecture in our institutions, it will help make knowledge accessible to all. Also, according to Ficheman and Lopes, (2008) it is believed that using new technology for learning may enhance the students’ learning interest and motivation since it is easy to use and enables students learning outside the classroom. Today’s students engage in learning activities in different spaces, time and situations. When used interminably some of its influence on teaching and learning in higher-level education are as follows: Micro-lectures are easy to integrate into the curriculum because they can be used in a variety of ways and are short enough to fit almost anywhere. They can be posted as a trailer on a course site to be viewed by students before the course begins. Prior to class, they might introduce a topic, raise awareness, or pique curiosity. Afterward, they might cover points only touched on in the session lecture, going beyond the facts to explore the implications. Activities or written follow-up assignments can easily be embedded in a micro-lecture to ensure that students understand the material presented. The brevity of the form gives instructors the ability to make quick fixes, tweaking or updating course content as needed. In some instances, particularly where they cover basic concepts, these brief lectures can be a reusable resource, available in more than one course or to more than one instructor. They can be used to explain or reinforce a difficult concept; students can view these lectures...
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