Micro Lesson
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The document is a detailed account of the professional journey of Jin Zhu, a staff teacher at the Open University of China, focusing on the development and significance of 'micro lessons' in education since their introduction in 2011. It explores the role of OUC staff teachers in creating these micro lessons, the challenges they face, and the impact of institutional support on their implementation. The findings indicate a need for clearer guidance and a better understanding of open educational resources among staff teachers.
Micro Lesson
- 1. 2016-04-11 1 Micro Lesson , OUC Staff Teacher Jin Zhu 朱 瑾
- 2. Self Introduction Work Experience: 2008.7-Present: Staff Teacher (Course Lecturer) School of Arts&Law The Open University of China(OUC),Beijing,China Educaiton: 2014.9-Now :part time PHD candidate in Higher Education Management, Graduate School of Education, Peking University 2001.9-2008.7: Master& Bacherlor in Journalism and Communication, Renmin University of China&Northwest University(China) Second time to GOGN seminar!
- 3. Research Topic Key Concepts Methodology 1.OER IN CHINA OER Literature Interview 2.OUC staff teachers’ role and quality in OER Role & quality; Questionnaire Interview 3. Micro lesson: “5-minutes” micro lesson, 5-minutes Qualitative Research (observation, interview) ; Participatory action research ( self- ethnography ) Questionnaire 2015’s Framework （ research topic ） :
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- 5. Research Background 1.Since the concept of "micro lesson" in China was firstly raised in 2011, it has developed rapidly. Government’s promotion. e.g: • In 2013, four national micro lesson competitions were held, which were reported largely by local media. The related research and papers came out accordingly. We call 2013 “the first year of the Chinese micro lesson”. • “National universities micro-teaching competition” by Ministry of Education of China 2013: more than 12,000 competitors who are all teachers in universities, more than 10,000 micro lessons 2015: more than 18,000 competitors 5
- 6. 2. At the end of 2012, OUC started the project of “5 minutes website”. OUC staff teachers were encouraged to create the 5 minutes micro lessons. In 2015, OUC and its each college raised the requirement. Now, 5 minutes’ establishment seems to be OUC’s one of the core task . Whether to establish 5 minutes has been a big issue for almost all of our OUC staff teachers .So, I want to find out, what is micro lesson? Do we need micro lesson ? How to establish micro lesson? Base on the social phenomenon ,and the practical purpose of myself and OUC, I want to study on this research object: The relationship between micro lesson and OUC staff teacher 6
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- 8. Pilot Study and Literature Interview 1.On the concept of micro lesson lots of debate based on resource carrier 、 resource capacity and content. David Penrose , 2008 , “micro-lecture”, as knowledge burst mini lecture, micro lesson, micro course Different concepts based on different purpose and environments in China 8
- 9. 2.On the designing and promotion of micro lesson 3.On the application of micro lesson 4.The introduction of the “5 minutes website” 9
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- 11. Research Questions Research object: The relationship between micro lesson and OUC staff teacher 11
- 12. From research object to research questions: 12
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- 14. Key Concept 1.Micro Lesson, 5 minutes •Base on the concept from Congkai ShanI think: Micro lesson is open and should be free to all the public(OER). It has clear teaching objectives and only teach one knowledge point or solve one problem each time. The length of the lesson is from 5 to 15 minutes. In this study, micro lesson = 5 minutes course ( the course established and used for the 5 minutes website platform) 2. OUC Staff Teacher 14
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- 16. Context 1. Main visual studying resources in OUC: 16
- 17. Video Course: • 50 mins per lesson. 9 to 18 lessons in each curriculum. • Complicated production and long production time. • Staff teachers(course leader) invite well-known experts (course lecturer) to create the course. 17
- 18. IP Course ： • Around 30 mins per module. • Produced easier compared to video course. • Staff teachers to provide supplementary by themselves. 04/25/16 18
- 19. On Line Course: • One of the most important study resources in OUC. • Complicated production and long production period. • Systematic knowledge and tests. 19
- 20. 2. Main Job of OUC Staff Teacher(course leader) • Invite and work with experts(course lecture) to create studying resources. • A bridge between experts and post production technicians. • Find the appropriate expressions of the studying resources. 20
- 21. 3. Two Ways to Establish 5 min. • pick up from the ready made visual studing resourses. • establish the new 5min. • Pick up: 21
- 22. • establish the new 5min: 22
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- 24. Research Process 1. Sampling • the OUC staff teachers who have established 5 min. Variety of major, gender, serving years in OUC, roles and jobs during establishing 24
- 25. sample NO. major servin g in OUC gen der role and job achievement A34 literature 34 years F course leader and lecturer at the same 5mins 1done and upload to the webstie; 17 under establishing B11 English 11 years F course lecturer in 1 course; course leader and lecturer in another 20 5mins; 1 done and upload(course lecturer) to the website; 20 under establishing C05 Social Work 5 years M course leader and lecturer at the same 5mins 2 done, not upload; D03 law 3 years F review the picking up 3 done. 25
- 26. • sample A34: 1 done, course leader and lecturer 26
- 27. • sample B11: 1 done, course lecturer 27
- 28. 2.Data Collection and Analysis • *Interview :I wrote observation notes,recorded and transfered them into character transcription every time; classified the datas and coded them. • Observation • Document and material collection 28
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- 30. Reserch Finding 1. *Logical Diagram 30
- 31. 31 ? What is micro lesson in OUC staff teacher’s view ? How does the OUC staff teacher establish the micro lesson? 6.Difficulty6.Difficulty 1.Motivation1.Motivation 2.Team2.Team 3.Process3.Process 4.Teacher’s ability 4.Teacher’s ability 5.Achievement5.Achievement
- 32. 2. Research Conclusions: （ 1 ） The key of the 5 min. establishing is to pick up the appropriate knowledge point. （ 2 ） the forever stab in OUC staff teachers’ heart :being misunderstood and low valued. （ 3 ） establish 5 min. not for money. （ 4 ） Policy guidance from OUC leads decisive direction. 32
- 33. （ 5 ） Every OUC staff teacher has an open mind ！ （ 6 ） Course leader and course lecturer, same person or different persons? （ 7 ） Pity: I don’t know the feedback （ 8 ） Not all of them know “OER”, although they are just establishing it! 33
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- 35. Reflection 1. Research Validity • The status quo is compared with teachers on science and engineering ,much more OUC staff teachers on literature and history are more willing to involve in 5 min. That’s why I couldn’t find a sample from the area of science and engineering. It’s a danger to the representativeness of my research. • Also,as an OUC staff teacher, when I was doing research among all of my colleagues, it is not easy to remain neutral. What’s more, because of my identity, my colleagues didn’t express their deep thoughts more or less. So, how to control the distance between a researcher and his samples: too far, hard to touch the core issue; too close, hard to keep objective. Maybe, it’s always a dilemma for qualitative researchers ,especially for novice, like me. 35
- 36. 2. Delimitation One of the advantages of the qualitative research is to restore the samples, to use their language ， paralanguage and their body language to the readers. Because of the different cultures and the translation between two languages, It’s difficult to let you feel their splendid expressions. 36
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- 38. Follow-up • More samples from the majors of science and engineering • Questionnaire and Quantitative research • Self- ethnography • Clearify the research question: What or How • Publish the paper • Better English 38