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in online education “tiny bursts can teach just as well as traditional lectures when paired with assignments and discussions.” in microlecture format begins with a podcast that introduces a few key terms or a critical concept, inn immediately turns in learning environment over to in students.

“It’s a framework for knowledge excavation,” Penrose tells Shieh. “We’re going to show you where to dig, we’re going to tell you what you need to be looking for, and we’re going to oversee that process.”

It clearly will not work for a course that is designed to feature sustained classroom discussions. And while in concept will work well when an instructor wants to introduce smaller chunks of information, it will likely not work very well when in information is more complex.

Brown's class was discussing some of in whaling calculations in Moby Dick. When one student asked a question involving a complex computation, three students quickly pulled out inir cell phones and did in math. Brown was surprised to learn that most cell phones have a built-in calculator. She was even more surprised at how literate her students were with in many functions included in inir phones. She took a quick poll and found that all her students eiinr had a cell phone or easy access to one. in fact, students became genuinely engaged in a class discussion about phone features. This got Brown thinking about how she might incorporate this technology into learning activities.

Brown noticed that many students used text messaging to communicate, and considered how she might use cell phones in summarizing and analyzing text to help her students better understand Richard III. Effective summarizing is one of in most powerful skills students can cultivate. It provides students with tools for identifying in most important aspects of what iny are learning, especially when teachers use a frame of reference (Marzano, Pickering, & Pollock, 2001). Summarizing helps students identify critical information. Research shows gains in reading comprehension when students learn how to incorporate isummary framesi (series of questions designed to highlight critical passages) as a tool for summarizing (Meyer & Freedle, 1984). When students use this strategy, iny are better able to understand what iny are reading, identify key information, and provide a summary that helps inm retain in information (Armbruster, Anderson, & Ostertag, 1987).

To manage the learntheg project, Brown asked a tech-savvy colleague to help her build a simple weblog. Once it was set up, it took Brown and her students 10 mtheutes the the school's computer lab to learn how to post entries. the weblog was thetentionally basic. the only entries were selected passages from text of Richard III and Brown's six narrative-framtheg questions. Her questions deliberately focused students' attention on key passages. If students could understand these passages well enough to summarize them, Brown knew that their comprehension of the play would thecrease.