Check if the subject is of small granule which shares an independent and integrated content rather than a fragment。 Develop microlectures aiming at core concept, specific knowledge and teaching links, which could be in the form of lecturing, problem solving, question answering, experiment and activities, etc。

Precise Orientation The orientation should be confined to undergraduate,graduate or doctor, avoiding being too wide a range。Check if the content of subject fits student needs。

Teaching Content

Being Scientific Microlectures should be precise and enriched。 Checkif the teaching content is correct without somescientific and policy mistakes。

Being Scientific

Check if the teaching content fits relevant teaching aims, if it is of theoretical depth, well-supported by data, and if it integratestheory with practice reflecting social and disciplinary development。 Academic reflection is what college education focuses on。

Extensibility

Openness, connectivity and generativity should be embodied in microlectures。 Check if the organization of teaching content isof consecutiveness, sequentiality and conformability。

Structuring Design

Being Well-organized

Check if the designing style is of unification and coordination and if the relationship between technical elements and intellectual elements is clear。

Being Interactive

Check if microlectures allow students to reframe the information and if it provides students opportunities to construct their knowledge by comparison and contrast。

Teaching Norms

Integrity

Check if micro audio and video are included in microlectures。 (indispensable part in microlectures。) Supplementary and extension materials (optional) in microlectures could be teaching design, teaching courseware, exercise, test and teaching reflections, etc。

Being Technical

Check if such information as subjects, major, course and applicable targets is explained clearly in the teaching scheme。 

The video or audio should be 8-10 minutes long (a word of warning it could not be longer than 20 minutes)。 

Check if the animation and video image perform well and if the voice and images match well。 

Check how well the internet works and if it is easy to upload, download, demand and broadcast。 

Check feedback and the effectiveness of communication tools and help。 Test the likeness of information communication and cooperative learning。

Artistry

Check teaching couseware to see microlecture video style, overall arrangement, and distribution and color scheme。

Teaching Effect

Goal Attainment

Check if the microlectures achieve its teaching aim, solve practical teaching problems, hone student 

thinking ability and invite students to the course and help them study the course in depth and in full。

Evaluation from Internet

Check its popularity through click rates, assessment, share and check if microlectures are hot discussed。

4。 Conclusion 

Being different from elementary education, college microlecture is very special。 This paper introduces the college microlecture’s characteristics and makes someassessment indicators which supplies some practical strategies for its design and production, making microlectures fit for college education。 However, there is some limitation in our study because the microlecture design and its production are still elementary construction。 What is more important is to keep its prosperous development。 Consequently, our subsequent study will focus on microlectures’ application and extention along with the further study of basic concept, systematic design and production。