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Microlecture
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<p>The term microlecture is <i>not</i> used here to refer to <a href="/facts/Microcontent/BbMsvek0">microcontent</a> for <a href="/facts/Microlearning/PUvUuE3F">microlearning</a>, but to actual instructional content that is formatted for <a href="/facts/E-learning/5lf2A2Vj">online</a> and <a href="/facts/Mobile_learning/NTThKlWt">mobile learning</a> using a constructivist approach. More specifically, as described in the <a href="/facts/Chronicle_of_Higher_Education/eScUUHnk">Chronicle of Higher Education</a>, these are approximately 60 second presentations with a specific structure. They are not just brief (one minute) presentations: although Dr. McGrew had success with "one minute lectures" at the <a href="/facts/University_of_Northern_Iowa/8AgtmhRb">University of Northern Iowa</a> as did Dr. Kee at the <a href="/facts/University_of_Leeds/XxFJF9Qh">University of Leeds</a>. </p><p>David M. Penrose (aka the One Minute Professor), an independent instructional designer and eLearning consultant, has articulated the process for creating these microlectures. As stated (Shea, 2009), these specific <a href="/facts/Lecture/doDfvaSE">lectures</a> are combined with specific activities designed to promote the epistemic engagement of the learner. The response of the Higher Education community was mixed, with some positive and some negative. </p><p>The interest surrounding the use of microlectures has continued to grow, even outside of the United States, to places like Hong Kong University, Yantai Nanshai University, Liaoning Police Academy, and East China Normal University. In the United States, the use of microlectures are even considered a vital part of the Pandemic Response Plans. Additionally, even scholars at schools like Princeton University (Humanities Resource Center), UNC's School of Government, Humboldt State University, University of West Florida, and University of Illinois Urbana-Champaign support the importance of an innovative teaching-learning approach for learners in the 21st century. </p>