Abstract:

Micro-lectures (MIL) are sophisticated to design due to limited lecturing time. The typical lecturing time for a MIL ranges from one minute to three minutes, that is why they are also known as 60-second lectures. Due to the increasing trend in online educations, MIL's are becoming popular. Online educators use theories proposed by constructivists for framing micro-lectures. Most educators exploit capabilities of instructional models like ARCS, 4C-ID, ADDIE and others for framing micro-lectures. These MIL's reflect Learning by Doing (LBD) approach and must be followed by an assignment. Pedagogically speaking too many assignments deviates learners from learning. This research aims to minimize the need for attaching assignments with every MIL. Doing so help learners to focus more on learning rather than on completing a large number of assignments.

This research proposes the concept of micro-interrogation for framing good quality, assignment free (or less assignment intensive) micro-lectures. Learning by Thinking (LBT) methodology is used as a critical element for implementing the micro-interrogation concept. The proposed concept embeds a rhythmic set of core micro-questions and their respective micro-answers in the MIL. This micro question/answer (MQA) set trigger learners with self-interrogation hence minimizing or eliminating the need of assignments.

This research presents the MIL classification scheme, which classifies MIL concerning micro-interrogations, dept of knowledge (DOK), knowledge points (KP) present in MIL, content complexity rigor (CCR) and several other pedagogical parameters. It further shows how the elements of classified MIL's, namely micro-introduction, micro-body and micro-conclusion are embedded with the set of MQA's in order to induce self-interrogation in the learners hence eliminating (or reducing) the need of assignments.

This research using sample MIL's designed using the proposed concept explains how such MIL's eliminates (or reduces) the need for assignments and how they are advantageous to learners. We believe that the study of this kind helps online educators and course designers to design pedagogically effective micro-lectures and online education systems.

Keywords:

Micro-Lecture, Micro-Interrogation, Learning By Thinking, Learning By Doing, Depth of Knowledge, Knowledge Point, Content Complexity Rigor, ARCS Model.