· Xiaojun Zheng remarks that microlecture is a contextualized, interesting and visual e-learning resource packet aiming at specific knowledge or teaching link which uses the micro streaming media teaching video as the carrier to support new learning styles such as reversal learning, blended learning, mobile learning and fragment learning, etc。
· Chinese Microlecture Contest proposes that microlecture means the short and integrated video of teachers’ teaching activity which centers around specific knowledge and teaching link。
The definitions above basically explain that the main carrier of microlecture is short micro streaming media teaching video directing at specific knowledge or teaching link。 Concerning about the special nature of higher education, along with adaption and manipulation of college microlectures, microlecture is brief, short, refined, powerful, academic, accessible, connective and generative。 Inthis paper, the structure model of microlecture is constructed below with the help of “Feichang 6+1” model by Tiesheng Hu。
College microlectures’ academic, accessible, connective and generative features are mainly reflected in the intellectual components in order to realize the group intellectual sharing。
Academic feature is what the college education pays great attention to develop with either theoretical depth or data support, which is different from the elementary education。
Accessibility means that different viewpoints are allowed to enter the system and mutually interacted。
Connectivism believes that learning is a reconstruction and construction of relation and node in learning network in which learning is a process of inosculation。 (George Siemens, 2005) Microlecture is an independent and integrated microlearning unit and also a node of course resources in which student could construct their inpidual knowledge network based on their remaining cognitive experience。
Microlecture’s generative nature could collect information from the students or participants’ using evidence which changes the traditional learning resources which is long believed to be solid and hard to renew。
3。 The Development of College Microlectures
Curriculum is like a huge honeycomb, in which microlecture is only a micro unit。 Students could make use of this micro contact to build knowledge framework on their own and teachers could develop their major。 Therefore, microlecture is not fragmental course but the essence of course (including key points, important points, funny parts and error-prone part, etc)。 All these could be present in micro video leading students into a knowledge hall and study the course with depth and integrity。
3。1 Microlectures’ Design Philosophy and Principles
Confronted with the application of information technologyin education, what we emphasize is student-centered concept and the dimension of value rationality in technical rationality, embodying human being’s key role and avoiding the spread of technical rationality which results in the technology-centered tendency。 What we admire deeply the design philosophy of microlecture is to helpstudents carry out autonomous, cooperative and inquiry learning focusing on teachers’ role as a guider and students’ role as a partner in their knowledge internalization。
In current China, there are plenty of people who are addicted to computer, cell phone, and micro blog。 This phenomenon is especially true for the youth, who is lost in the electronic products and usually keep them in their hands no matter having meals, or to the bathroom。 Mare Prensky assumes that the digital indigenous people, who
are born with digital technology, tend to screen reading。 Their multi-tasking recognition approach and psychological features of hunting for novelty, along with the thinking mode of image priority, make the youngsters accept and fit for digital reading more easily。 Under this situation, we combine the concept analysis and designing concept, summing up the designing principles of micro lectures as follows: 高校微课程资源系统英文文献和中文翻译(2):http://www.youerw.com/fanyi/lunwen_93747.html