Micro-lesson Videos

Micro-lesson videos can be developed in a lecture style where the instructor covers a topic, clarifies misconceptions, and makes connections to previous knowledge. Micro-lessons can also be developed to expand on concepts introduced during assigned readings.

Micro-lesson videos can be recorded in a light board studio where the instructor is fully visible to the students as they write or draw on a lighted board. For example, the instructor writes and draws while lecturing to create a diagram that incorporates the theory being discussed, key terminology, and concrete examples. Research shows that hand-drawn lecture videos are considered more engaging and interesting by students than traditional lecture videos with static visuals (Chen et al., 2020; Mayer et al., 2020). These videos provide cues from instructors’ gestures, drawings, and gaze, and the information is shared incrementally and synchronously to support essential processing, foster generative processing, and reduce extraneous processing (please visit the guiding principles of CTML below to learn more) (Chen et al., 2020; Mayer et al., 2020).

Micro-lessons can also be recorded using a green screen where instructors can use gestures and gaze to signal or cue students about the visuals around them as they discuss a topic. This technique is similar to a meteorologist demonstrating a weather forecast.

Micro-lesson videos should remind students to take notes and include intentional pauses, so students can follow along while taking notes. Note-taking helps students to select, organize, and integrate important information into previous knowledge (Mayer et al., 2020). And, although students can pause micro-lesson videos, research has shown that students rarely use the pause button when available, so intentional pausing by the instructor is needed (Biard et a., 2017).

Please visit the Video Tools & Services information in the HOW section of this guide to learn more about video recording services (e.g., light board and green screen) available to UIC instructors.

Micro-lesson videos can also be developed as micro-tutorials where the instructor demonstrates how to perform an action or task. In micro-tutorial videos, instructor presence can vary based on the style of the demonstration. For example:

• The instructor is fully visible as they write or draw on the light board (e.g., the instructor is writing out a chemistry calculation in a light board studio).
• The instructor isn’t visible as the micro-tutorial takes on a first-person perspective where the student feels as if they are performing the procedure (e.g., the instructor is demonstrating how to help a patient into the Sims semi-prone position). Research has shown that students feel more involved in the action or task when a procedural video is in the first-person perspective (Mayer et al., 2020).

• The instructor isn’t present on the screen and narrates the screen capture of their computer as they demonstrate how to perform a task (e.g., the instructor is creating a how-to video on utilizing MS Excel for data analysis) (Peng, 2019).

These micro-tutorials can be partnered with learning activities to allow students to practice the skills and tasks introduced by the instructor. Please visit the Micro-lesson Videos with Learning Activities section below for more information on connecting learning activities with micro-tutorial videos.

Micro-lesson videos can also apply authentic learning experiences by incorporating scenarios, case studies, and real-world problems, which allows students to demonstrate their application of knowledge when partnered with reflective activities and authentic assessments.

For example, an instructor discusses a scenario for a human resource topic and then poses a series of questions for students to address the scenario in the following assignment. Micro-lesson videos can also pose questions to foster creativity and critical thinking in inquiry-based, problem-based, and scenario-based learning (please visit the Authentic Assessment teaching guide to learn more).

Micro-lesson videos can be developed to summarize or recap a learning experience or a unit of study. For example, an instructor creates a weekly wrap-up of key points, topics, or ideas and discusses how they connect to the upcoming week’s learning. Micro-lesson videos can also be designed to provide feedback from learning activities. For example, the instructor might create a micro-tutorial video on performing an engineering calculation.

Next, students practice the steps in the micro-tutorial to complete a similar calculation. Lastly, the instructor creates a micro-summary video of the activity with general feedback to support students’ ability to perform engineering calculations and problem-solving when errors occur.

Please visit the HOW section for more information on designing and implementing micro-lesson videos.

The following principles will help instructors to minimize extraneous processing (extraneous load) so that students aren’t distracted or overloaded during a learning experience (Mayer, 2021):

• The coherence principle states that extraneous, nonessential elements should be reduced so that the information is coherent. Micro-lesson videos should be designed to remove elements (text, audio, graphics, motion, etc.) that do not contribute to learning (extraneous load).
• The signaling principle states that students should receive cues directing their attention to essential material about to be covered. Micro-lesson videos should be designed with verbal cues by the instructor or by highlighting key material on the screen to signal students to pay attention to important information.

• The redundancy principle states that information should not be duplicated through the auditory and visual channels. Micro-lesson videos should be designed to avoid information redundancy presented through narration and on-screen text. One recommendation is to utilize more visuals and narration and less on-screen text to minimize redundancy.
• The spatial contiguity principle states to keep any text that corresponds with a visual close together so that learners understand the relationship. For example, if labeling a chart or graphic, ensure the text label is close to the visual.
• The temporal contiguity principle states that narration and visuals should be simultaneous. Micro-lesson videos should be created with narration in sync with the visuals displayed. For example, hand-drawn micro-lesson videos provide narration and visuals synchronously.

The following principles will help instructors direct essential processing (intrinsic load) so that student learning is improved (Mayer, 2021):

• The segmenting principle states that information should be divided into small chunks of content and that the format should allow students to self-pace their learning. Micro-lesson videos should be designed as short videos with bite-sized segments that students can pause, rewind, and control playback speed. Instructors should also pause during their recording to ask reflective questions and encourage note taking.

• The pre-training principle states that key concepts, terminology, and definitions should be introduced before the micro-lesson video. Micro-lesson videos should be partnered with readings, resources, or other introductory information so that students can receive this information before starting the micro-lesson video.
• The modality principle states that information is processed better from visuals and narration than from visuals and text. Micro-lesson videos should be designed with limited text and rely more on visuals and narration.
• The multimedia principle states that information is processed better from on-screen text and visuals than just on-screen text alone. Micro-lesson videos should contain visuals that support or clarify the information in the narration.

The following principles will help instructors support generative processing (germane load) so that students can transfer information from working memory to long-term memory (Mayer, 2021):

• The personalization principle states that information should be presented as an informal conversation, not as a formal speech. Instructors should consider using more casual vocabulary when designing micro-lesson videos.
• The image principle states that instructor presence does not necessarily enhance information processing. Micro-lesson videos should be designed mindfully to determine what should be presented visually. For example, the instructor can demonstrate a skill or present visuals with narration to support the understanding of concepts.

• The voice principle states that narration should be done by an appealing human voice, not by an unnatural computer-generated voice. For example, instructors should use a friendly voice and show positive emotions when on screen.
• The embodiment principle states that if an instructor is present, they should gesture and maintain eye contact. For example, instructors can write or draw in a lightboard studio and point or gesture to key information in visuals.
• The generative activity principle states that activities should be planned during the pausing of videos to support long-term memory. For example, instructors can encourage note-taking and ask students to recall information presented (retrieval practice) during the pauses.

Please visit the HOW section to learn more about designing micro-lessons utilizing these principles and to download a checklist for micro-lesson videos.

The following are examples of learning activities that can be partnered with your micro-lesson videos:

• Reflective activities – instructors can pose a question during the micro-lesson video, and students can respond through a discussion board, journal, or essay question. For example, an instructor can ask students to reflect on Erikson’s psychosocial development theory, make a connection to their childhood, and then respond through the journal tool in the LMS.
• Retrieval practice activities – after viewing a micro-lesson video, students can answer questions to support their working and long-term memory. For example, after a micro-lesson video on biochemistry, students submit a set of short answer questions on the regulation of gene expressions covered during the micro-lesson video to practice retrieving information learned.

• Concrete example activities – instructors can design activities where students apply examples of theories or concepts introduced during a micro-lesson video. For example, an instructor can create a summary micro-lesson video about three theories and include a graphic organizer assignment (a visual tool used to display the relationship between concepts) where students are tasked with showing the relationship between the three theories and providing examples.
• Practice activities – after viewing a micro-tutorial video, students might be asked to practice an action or task. For example, an instructor could demonstrate how to utilize specific MS Excel formulas for a finance assignment, and then students could download an Excel template provided by the instructor and practice using those formulas.

Video Tools

There are two UIC funded and centrally managed video tools that you can utilize to record micro-lessons: Panopto and Echo360. Both of these tools offer automatic closed captioning that can help increase the accessibility of your instructional materials and data analytics to support continuous quality improvement.

• Panopto
  • How to Add ASR (Automatic Speech Recognition) Captions into a Video
  • How to Edit or Delete Captions
  • Statistics and Analytics
• Echo360

Video Services

Want support in developing and recording micro-lesson videos? Consider scheduling an instructional design consultation to help design your micro-lesson videos or a media consultation to determine your recording needs (e.g., scheduling recording time to utilize the light board or green screen in the studio).