Advertisement

Developing, Sharing, and Using of Micro-lectures in Region: Implications Derived from a Government-Oriented Micro-lecture Project in Shanghai

  • Yongbin Hu
  • Jinbao Zhang
  • Ronghuai Huang
Chapter
Part of the Lecture Notes in Educational Technology book series (LNET)

Abstract

Micro-lectures are an effective educational resource, which not only benefit students’ learning but also benefit teachers’ professional development. There is a growing interest in developing, sharing, and using of micro-lectures for teachers, schools, local governments, researchers, and other stakeholders. This chapter introduces a typical government-oriented project, “J class” micro-lecture project, which is an ICT in education project with the vision that provides quality learning resources, supports individualized learning, and balances inter-region education in Putuo district, Shanghai. Three implications with regard to teaching innovation are further made in order to provide a point of references for other district to implement micro-lectures inter-region application.

Keywords

Micro-lectures J class Educational resources Balanced education 

Notes

Acknowledgments

The funding of this chapter is supported by the project of international ICT in education, which was entrusted by “MOE-Intel.”

References

  1. D’Antoni, S. (2009). Open educational resources: Reviewing initiatives and issues. Open Learning: The Journal of Open and Distance Learning, 24(1), 3–10. http://doi.org/10.1080/02680510802625443.
  2. Giannakos, M. N. (2013). Exploring the video-based learning research: A review of the literature. British Journal of Educational Technology, 44(6), E191–E195. http://doi.org/10.1111/bjet.12070.
  3. Giannakos, M. N., Jaccheri, L., & Krogstie, J. (2015). Exploring the relationship between video lecture usage patterns and students’ attitudes. British Journal of Educational Technology, n/a–n/a. http://doi.org/10.1111/bjet.12313.
  4. Gosper, M., Green, D., McNeill, M., Phillips, R., Preston, G., & Woo, K. (2008). The impact of web–based lecture technologies on current and future practices in learning and teaching: Australian Learning and Teaching Council.Google Scholar
  5. Huang, R., Hu, Y., & Liu, X. (2015). Openness maturity framework of open educational resources project. E-Education Research, 4, 68–73.Google Scholar
  6. Kundart, J. (2012). Khan academy and “flipping the classroom”. Optometric Education, 37(3), 104–106.Google Scholar
  7. Lipowski, J. (2009). Microlectures turn lessons into interactive snippets. The State News. Retrieved from http://statenews.com/index.php/article/2009/03/microlectures_turn_lessons_into_interactive_snippets.
  8. Loginquitas, E. (2009). One-minute lectures?! Instructional Design Open Studio. Retrieved from http://id.ome.ksu.edu/blog/2009/mar/7/one-minute-lectures/.
  9. Partnership for 21st Century Learning Skills. (2011). Framework for 21st century learning. Partnership for 21st century skills. Retrieved from http://www.p21.org/overview/skills-framework.
  10. Robledo, L. (2009). Small school expands use of “one-minute lectures.” Brown Daily Herald. Retrieved from http://media.collegepublisher.com/media/paper472/documents/4758x8h8.pdf.
  11. Tucker, B. (2012). The flipped classroom. Education Next, 12, 82–83. Retrieved from http://educationnext.org/files/ednext_20121_BTucker.pdf.
  12. Wenzheng, Y. (2014). Study on optimal allocation model and mechanism of basic education information resources (Doctor). Centre China Normal University.Google Scholar
  13. Wikipedia. (2015). Microlecture. Retrieved from https://en.wikipedia.org/wiki/Microlecture.

Copyright information

© Springer Science+Business Media Singapore 2016

Authors and Affiliations

  1. 1.Jiangsu Normal UniversityTongshan District, XuzhouPeople’s Republic of China
  2. 2.Beijing Normal UniversityHaidian District, BeijingPeople’s Republic of China

Personalised recommendations