scholarly journals Talk for collaborative learning in computer-based music production

2019 ◽  
Vol 12 (2) ◽  
pp. 141-164 ◽  
Author(s):  
Elizabeth Dobson
Keyword(s):  
Collaborative Learning ◽  
Interaction Analysis ◽  
Common Knowledge ◽  
Music Technology ◽  
Contemporary Dance ◽  
Music Production ◽  
Computer Based ◽  
Connection Building ◽  
Micro Analysis

This article presents a case study exploring the interrelationship between talk and learning in collaborative computer-based music production. Framed by Neil Mercer and Karen Littleton’s Sociocultural perspective on collaborative learning, research on talk and ‘thinking together’ for learning, this study observed two undergraduate composers as they co-produced a contemporary dance film soundtrack across one academic term. The composers recorded their collaboration, providing data for a systematic moment-by-moment micro-analysis focusing on the audio-visual aspects of this project over twelve weeks. Sociocultural discourse analysis methods were used to explore how social, cultural and concrete situations shaped the students’ developing common knowledge. Interaction analysis has been used to code turn functions and display talk characteristics and patterns. This research found that collaborative computer music production is a ‘cumulative conversation’, comprised of many ‘thinking spaces’ that foster ‘post-dialogic’ activity’ and ‘connection building’. In this case the students developed new ‘tools for progressive discourse’ providing them access to the remote and private ‘thinking spaces’ that are characteristic of longer-term co-creating. This research argues for the development of new pedagogies that focus on understanding how talk shapes collaborative learning within music technology.

Supporting Collaborative Project Teams Using Computer-Based Technologies

2004 ◽  
pp. 1-27 ◽  
Author(s):  
Sue Bennett
Keyword(s):  
Collaborative Learning ◽  
Postgraduate Education ◽  
Project Teams ◽  
Computer Supported Collaborative Learning ◽  
Student Teams ◽  
Online Tools ◽  
Computer Based ◽  
The Subject ◽  
Practical Implications

This chapter considers computer-supported collaborative learning within the context of a technology-supported project-based subject offered to advanced-level students in a postgraduate education program. The subject was the focus of a qualitative case study investigation that revealed how student teams worked together on an authentic project task and the role online tools play in supporting their collaboration. This chapter discusses the research and conceptual literature that informed the design of the learning environment, the nature of the research study and the relevant findings, and some of the practical implications for teachers and designers in selecting online tools to support collaborative learning.

scholarly journals Transient soundscape production

2021 ◽  
Vol 10 (1) ◽  
pp. 142-157
Author(s):  
Daniel Walzer
Keyword(s):  
Narrative Analysis ◽  
Cultural Production ◽  
Music Technology ◽  
Steady Increase ◽  
Artistic Process ◽  
Music Production ◽  
The Past ◽  
Scholarly Output ◽  
A Site

Over the past decade, there has been a steady increase of scholarly output examining the multidisciplinary, creative, and theoretical aspects of sound and music production in the recording studio and beyond (Zagorski-Thomas & Bourbon, 2020; Bennett & Bates, 2019; Hepworth- Sawyer, Hodgson, & Marrington, 2019; Thompson, 2019; Zagorski-Thomas, 2014; Frith & Zagorski-Thomas, 2012). Accordingly, a broad range of literature examines sound as a widespread cultural phenomenon (Papenburg & Schulze, 2016) and an essential source for pedagogical and ethnographic modeling in music technology education (Bell, 2018). Advances in technology make the “studio,” long viewed as a site of artistic and commercial production, available to a broader group of composers, musicians, and artists. Similarly, portable digital recorders afford sound artists and fi eld recordists an expansive range of choices to conduct soundscape research and creative practice. What emerges is a hybrid “composer- producer” identity and a studio’s function in the artistic process. This growth is the rise of an independent and transient practice in soundscape production among multidisciplinary composers and musicians. This article advocates for an updated notion of soundscape composition that integrates fi eld recordings, studio production, and collaboration from musicians representing a broad range of stylistic infl uences. Positioning the studio as a site of cultural production and creativity has implications for how soundscape production is taught to young composers. The author argues for a more inclusive, process-oriented view on both creativity and the places where musicians, composers, and producers work. The article includes a case study from the author’s recent album project, narrative analysis, concluding with a discussion on the pedagogical implications of independent soundscape production in education.

Mixing the Multitrack

2018 ◽  
Author(s):  
Adam Patrick Bell
Keyword(s):  
Informal Learning ◽  
Case Analysis ◽  
Learning Models ◽  
Music Production ◽  
Music Making ◽  
Computer Based ◽  
Production Practices ◽  
Cross Case Analysis

Employing the metaphor of mixing a multitrack recording, chapter 7 presents a cross-case analysis that irradiates the salient facets of each case study, bringing to the forefront both the consonant and dissonant relationships across cases. From these analyses, a number of important findings are presented. First, the DIY studio as a music-making entity can be conceptualized as functioning in at least two different models: the do-it-alone (DIA) studio and the do-it-with-others (DIWO) studio. Second, existing computer-based compositional and learning models are referenced to demonstrate how these frameworks need to evolve to reflect current music production practices. Lastly, Lucy Green’s criteria of informal learning are used to examine the learning explained and exhibited by the participants profiled in part II, most notably self-teaching.

Professional Development of Teachers for Computer-Supported Collaborative Learning: A Knowledge-Building Approach

2009 ◽  
Vol 111 (5) ◽  
pp. 1296-1327
Author(s):  
Ching-Sing Chai ◽  
Seng-Chee Tan
Keyword(s):  
Collaborative Learning ◽  
Interaction Analysis ◽  
Knowledge Building ◽  
Deep Understanding ◽  
Learning Theories ◽  
Analysis Model ◽  
Computer Supported Collaborative Learning ◽  
Construction Of Knowledge ◽  
Building Community

Background This study was situated in Singapore, which aims to achieve engaged learning in P–12 schools with the use of educational technology. One of the foci of study among Singaporean educational researchers on a computer-supported collaborative learning (CSCL) environment that emphasizes collaboration among learners for the co-construction of knowledge. Although there is some evidence that CSCL enhances students’ learning, an identified gap in the field of CSCL is documented accounts of how knowledge building happens. Knowledge of how to facilitate sustained and in-depth knowledge-building discourse among teachers has also been identified as a gap in understanding in teacher education. Purpose This case study aims to gain insights into how negotiation and co-construction of knowledge occurs among eachers during their participation in a knowledge-building community. Participants It involves 7 Singaporean teachers who enrolled in an 18-month Advanced Diploma program. Intervention Three consecutive modules were conducted to develop the participants’ competencies in and dispositions toward facilitating student-centered learning in a computer-supported collaborative learning (CSCL) environment. The modules engaged the teachers as coc-onstructors of knowledge in a knowledge-building community. Research Design This is a case study in which the first author, as a participant observer, acted as the facilitator for the modules. Data Analysis The main source of data was the teachers’ notes in Knowledge Forum, a CSCL environment. The teachers’ patterns of online interactions were analyzed through social network analysis and the interaction analysis model (IAM). Findings Our findings indicate that the teachers formed a socially cohesive community and participated rather actively, writing an average of 3.7 notes and 425 words per week. Further analysis of the notes using IAM shows a healthy distribution of notes at various phases of knowledge construction. Conclusion We conclude that the teacher knowledge-building community was successful in engaging the teachers in collaborative knowledge building, leading to a deep understanding among them about learning in a CSCL environment. We suggest the following factors as contributors to this advancement: (1) having a group of committed teachers as participants, (2) engaging the teachers to work on authentic problems faced in schools, (3) empowering the teachers with the agency to solve problems and reflect on their learning, (4) allocating adequate time for teachers to link theories to practice and to reflect on their implementation, and (5) having a facilitator who is experienced in facilitating this form of learning and in using a pedagogical model that is built on appropriate learning theories.

Creating Student Interaction Profiles for Adaptive Collaboration Gamification Design

2016 ◽  
Vol 7 (3) ◽  
pp. 47-62 ◽  
Author(s):  
Antti Knutas ◽  
Jouni Ikonen ◽  
Dario Maggiorini ◽  
Laura Ripamonti ◽  
Jari Porras
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Environments ◽  
Interaction Analysis ◽  
Student Interaction ◽  
Evidence Based ◽  
Educational Settings ◽  
Online Learning Environments ◽  
Game Elements

Benefits of collaborative learning are established and gamification methods have been used to motivate students towards achieving course goals in educational settings. However, different users prefer different game elements and rewarding approaches and static gamification approaches can be inefficient. The authors present an evidence-based method and a case study where interaction analysis and k-means clustering are used to create gamification preference profiles. These profiles can be used to create adaptive gamification approaches for online learning or collaborative learning environments, improving on static gamification designs. Furthermore, the authors discuss possibilities for using our approach in collaborative online learning environments.

Teaching Computer Based Historical Data Analysis

1994 ◽  
Vol 6 (1) ◽  
pp. 52-58 ◽  
Author(s):  
Charles Anderson ◽  
Robert J. Morris
Keyword(s):  
Data Analysis ◽  
Social History ◽  
Historical Data ◽  
Good Practice ◽  
Computer Assisted ◽  
Historical Data Analysis ◽  
University Of Edinburgh ◽  
Computer Based ◽  
The University

A case study ofa third year course in the Department of Economic and Social History in the University of Edinburgh isusedto considerandhighlightaspects of good practice in the teaching of computer-assisted historical data analysis.

A Case Study on the Mechanism of Common Knowledge for Village Community Making

2016 ◽  
Vol 12 (2) ◽  
pp. 49-77
Author(s):  
Byung Jun Yi ◽  
Kyuhong Hwang ◽  
Hyunwoo Han
Keyword(s):  
Common Knowledge ◽  
Village Community

scholarly journals Coping with English for Academic Purposes Provision during COVID-19

2021 ◽  
Vol 13 (15) ◽  
pp. 8642
Author(s):  
Lucas Kohnke ◽  
Andrew Jarvis
Keyword(s):  
Hong Kong ◽  
Collaborative Learning ◽  
Online Teaching ◽  
Qualitative Case Study ◽  
English For Academic Purposes ◽  
Teacher Perspectives ◽  
Case Study Approach ◽  
Study Approach ◽  
University Studies

COVID-19 and the shift to online teaching necessitated a change in approach for English for Academic Purposes (EAP) teachers in preparing their students for university studies. This study explored how EAP instructors coped with and adapted their provision for emergency remote teaching. The study was conducted at an English-medium university in Hong Kong and a qualitative case study approach was adopted. The results revealed two overarching themes of opportunity and challenge. While the sudden shift to online teaching forced innovation and fostered collaborative learning and feedback, teachers experienced difficulties in communicating with students and monitoring their learning. The study voices teacher perspectives in delivering EAP courses online and highlights important implications for the successful delivery of future online EAP provisions.

Sign in / Sign up

Export Citation Format

Share Document