Firstly, microlecture should be short and effective video or audio which should be 8-15 minutes long (5-8 minutes long in elementary education) and it is better not to exceed 20 minutes with the output format which could support online play。 It could be brief but also catch students’ eyes and inspire or motivate students’ further study regarding it worth to be watched again。

Also, micro lecture should be commenced with specific key points which are easy to learn and understand。 Select tiny but independent integrated content as the teaching content which conveys the core concept, specific knowledge or teaching link。 All those which are not so important will not be selected as the microlecture。 Though it is short and brief, the design should include three steps, introduction, explanation and conclusion。 

The last is to lead and promote。 A straw shows which way the wind blows。 The saying also goes with the microlecture design。 Well-designed microlecture could promote students further learning of micro problems and create active learning environment which will guide students’ learning to realize the knowledge network construction and promote their study by man-computer interaction, student-student interaction and student-teacher interaction。

3。2 Microlectures’ Production Strategies and Methods

There are many strategies of microlecture production, including task-driven, problem—oriented, cooperative inquiry, feedback interaction, step-by-step, instruction and enlightenment, knowledge reinforcement, experimental demonstration, operative exploration, explanation and analysis, reasoning and calculation, doubt 

solving, searching weakness, treating inpidual differently, with definite objects in teaching, using something perceptive and true to life, teaching vividly and funny,knowledge explanation and give guidance in problem solving, etc。 Teachers could flexiblychoose appropriate strategies or combine various strategies together according to microlectures’ need。 

Many ways could be adopted to produce microlecture and many equipment could be used to shoot (professional camera, DV, digital camera, computer camera and intelligence mobile phone, etc)。 Some screen recording soft ware (Camtasia Studio, jinda。tv)could be also used and be integrated into microlecures with animation video software(Flash、Premiere and Corel)。

Currently there are two ways to produce microlectures in colleges, one is the professional team which uses the professional equipment and another is teachers who use their inpidual screen recording software。 Although, for many years, with the development of fine course construction, fine video demonstration lesson and sharing of fine resources, most colleges are equipped with professional requirement of microlecture production with professional shooting equipment, post production team and even professional photo studio, what needs to be explicit is the key that microlecture is still content and technology could only serve the content。 As a result we emphasize that teachers should exploit screen recording software to record microlectres’ ways and steps。

3。2。1 Topic Selection and Title Choice

One microlecture could only introduce one knowledge point。 It could capture students’ eyes if the title could break through the traditional profession boundary and aim to novelty and close to people’s life。

3。2。2 Clear Orientation 

A clear orientation of audience is necessary who will bethe undergraduates, graduates and doctors。 Too broad orientation is not preferable。 Microlecture is communication with the one in front of the computer; the learning circumstance is one to one, not one to many。

3。2。3 PPT Production 

To make a successful PPT, the design should be professional, brief, clear and beautiful which decides the teaching effects of microlecture。 Office 2007 is recommended strongly。 高校微课程资源系统英文文献和中文翻译(3):http://www.youerw.com/fanyi/lunwen_93747.html