On the microteaching day, we were asked to deliver a 20-minutes session to our cohorts. We were microteaching for one session, and microlearning for seven sessions in a day. Having to be both the teacher and student in these sessions, I think it is an effective alternative way of learning for both stakeholders in a learning experience.

All the timetabled classes are at least one hour long, it is common to see student yearning during the lesson, and you can tell they are trying to concentrate. My workshop was 2.5 hours long in the past. Can the students remember 2.5 hours worth of content after the class? No. There is clearly a saturation of content, and the students usually only remember half of the knowledge afterwards. I shortened it to 1.5 hours this term, and things got better. But, maybe it can be even shorter.

Self-learning is a crucial part of tertiary education. Sometimes, introduction is more important than explanation. Two of my cohorts introduced Zines, one talked about the origin and the community,

and the other talked about how to create our own. That is something I have never heard of and am so intrigued by. Making a zine within this short period of time also gave me a sense of achievement.

The two sessions somehow worked perfectly together. This also shows the potential for the continued development of a series of micro-sessions. Instead of making films, we can make TV series. This will be something I want to explore in the future. Maybe I can have three 30-minute sessions rather than a 1.5-hour workshop.