Microlectures

A microlecture is a brief video or audio recording, or multimedia presentation covering a single concept or topic. Originating as 60-second lectures, they have since expanded to include clear, concise descriptions of a single topic or idea in under 6 minutes. These lectures can be used in online, blended, or face-to-face contexts (see 7 Things You Should Know About Microlectures: https://library.educause.edu/resources/2012/11/7-things-you-should-know-about-microlectures).

Microlectures have several benefits and can raise the awareness and curiosity of students by:

  • Introducing a learning topic and its objectives with personal touch.

  • Providing learners with a brief overview of key concepts.

  • Demonstrating a single problem-solving procedure.

  • Explaining the step-by-step instructions needed to complete a summative assignment.

Watch this microlecture to learn more about the benefits of microlectures (see what I did there?)


Microlectures align with the cognitive psychology concept of chunking, or the capacity of human’s working memory to process or manipulate information.

A great primer on microlectures, with examples and resources can be found here: https://docs.google.com/presentation/d/1niiDNQFKCpZ9QhzV9CYFEnNfU-YExlPPyW6CoayJLgU/edit?usp=sharing It was developed by the California Virtual Campus Online Education Initiative On slide 9 they discuss how to create a quick whiteboard video with Screencast-o-matic + OneNote + a paper tablet. If you recorded your lectures this Fall or Spring and want to extract clips that can be used as microlectures.

Additional Resources

Pre-Course Survey

One way to improve engagement with your students is to learn more about them. A precourse survey is one way to help develop a connection with your students, and get to know them beyond what is shared in an introduction discussion.

What do you want to know about them?

Diligent student in college with classmates, taking notes of teacher lecture.

A survey can help you conduct a needs assessment about where your students are at in terms of prior knowledge, demographics, mindset, learning preferences, goals, content confidence level, preferred feedback style, and/or access to technology.  Because this takes place “behind the scenes” and is only shared with the instructor, rather than in a public discussion forum, you may be more likely to receive candid responses.

What strategies and skills will students need and/or develop in your course?

These kinds of questions can help students flex metacognitive skills and become more aware of their learning habits. As an instructor, this can help you provide more specific feedback on student work, suggesting similar strategies and stretch goals.

  • Reflection on Strategies: Metacognitive reflection questions ask how students get things done. Do you take marginal notes or highlight as you read? What conditions do you need to do your best work?

  • Planning Ahead: Beyond what has worked for students in the past, you might ask about strategies they will use specifically in this class. What times each week do you have earmarked to work on this course?

  • Setting Goals:You might ask them to review the learning objectives, asking what they will commit to accomplishing. And beyond the learning objectives for the course, are there other skills or competencies they plan to work on in the course? Do they have any suggestions for the instructor about strategies for helping meet those goals?

During the first week of your course

Providing students with an opportunity to quiz themselves not on the course topic but on the course itself–how to get started in the course, how to navigate the course, what the course should help students accomplish, and how the course is structured–can help instructors send fewer emails saying, “It’s in the syllabus!”

Given multiple choice or true/false question types, these kinds of pre-course surveys can be automatically scored. Don’t forget to compose feedback for incorrect responses and allow multiple attempts!

What tools are available?

IU supports the Qualtrics survey tool and Canvas includes a dashboard feature that allows instructors to create a type of quiz called ‘ungraded’ that can be used as a survey. In Canvas, once the survey, or ‘ungraded quiz,’ is published online, students can login to their Canvas course page and participate. IU also has access to Google Forms and Microsoft Teams (Microsoft Forms are Available in the Channel and Chat features) for quick survey and quiz creation.

If you’d like support implementing a pre-course survey or questionnaire in your online class, or in any other aspects of teaching and learning, please contact me at your earliest convenience with your availability.