An Intelligent Online Environment for Active Music Learning

2018 ◽  
Vol 4 (8) ◽  
pp. 60-66
Author(s):  
Michele Della Ventura
Keyword(s):  
Music Education ◽  
Online Community ◽  
Learning Motivation ◽  
Online Environment ◽  
Positive Perception ◽  
Music Learning ◽  
Online Classroom ◽  
Transnational Community ◽  
Number Of Factors

This article analyses the possibilities to improve the performance of the students of a Music High School, creating an online community thorough the online platform OPEN SoundS: a virtual studio where students and teachers can create collaborative musical projects. This project has focused on improving the effectiveness and quality of the learning process. A number of factors contributed to students’ positive perception: a desire to be involved and engaged in a music project, a view that the traditional educational style is not best and the possibility to be a member of a transnational community. This methodology has been tested on a selected group of students of different ages and academic performance. Keywords: Collaborative learning, learning motivation, music education, online classroom, peer-learning

YouTube, fanvids, forums, vlogs and blogs: Informal music learning in a convergent on- and offline music community

2012 ◽  
Vol 31 (1) ◽  
pp. 91-105 ◽  
Author(s):  
Janice Waldron
Keyword(s):  
Music Education ◽  
Online Community ◽  
Participant Observation ◽  
Computer Mediated Communication ◽  
Music Learning ◽  
Mediated Communication ◽  
Learning And Teaching ◽  
Informal Music Learning ◽  
Music Community ◽  
Online Music

In this paper I examine the music learning and teaching in the Banjo Hangout online music community ( www.banjohangout.org/ ) using cyber ethnographic methods of interview and participant observation conducted entirely through computer-mediated communication, which includes Skype and written narrative texts – forum posts, email, chat room conversations – along with hyperlinks to YouTube and other Internet music-learning resources. The Hangout is an example of an online community based on the pre-existing offline interests of its founding members and it is thus connected to and overlaps with the offline Old Time and Bluegrass music banjo communities. Although I focus on the Banjo Hangout online community, this study also provides peripheral glimpses – embedded in the participants’ narratives – into the offline Old Time and Bluegrass banjo communities of practice. As a cyber ethnographic field study, this research also highlights the epistemological differences between on- and offline community as reflected in music education online narrative qualitative research and research practice.

‘Heidegger and Joe:’ Revisiting the ‘thing’ in the context of a student's experience of an online community

2012 ◽  
Vol 29 (3) ◽  
pp. 331-341 ◽  
Author(s):  
Christopher Naughton
Keyword(s):  
Music Education ◽  
Music Theory ◽  
Online Community ◽  
Online Environment ◽  
Musical Work ◽  
Philosophical Position ◽  
Art Object ◽  
Musical Interests

In many countries it has become commonplace for students at school to undertake their own composing in the classroom. At the same time students often develop their own creative musical interests outside school hours. This paper looks at how teachers might re-evaluate students’ self-initiated compositional activity. By utilising Martin Heidegger's writing, this paper seeks to contextualise a philosophical position in relation to the musical work and to question how we as educators envision the student's music, and ultimately how we come to understand and evaluate a student's work. With reference to the field of music theory and music education the intention of this paper is to open a discussion examining how we might view music as an art object seen within its own context. With reference to a case study of a student working in an online environment parallels are drawn between Heidegger's depiction of an art object as a ‘thing’ located and valued in its own context, as opposed to music seen as an object that is de-contextualised from an audience or its place of making.

Managing the Online Classroom (А Reflexive Observation of the Experience of Primary Teachers in Distance Learning)

2020 ◽  
Vol 8 (3) ◽  
pp. 25-34
Author(s):  
Rumyana Neminska
Keyword(s):  
Distance Learning ◽  
Classroom Management ◽  
Primary Teachers ◽  
Educational Process ◽  
Quality Of Education ◽  
Successful Management ◽  
Online Classroom ◽  
Teacher Survey ◽  
Pedagogical Analysis

Online classroom management is an innovation in the overall educational process. Its main characteristics - pedagogical communication, digital methodology and quality of learning in the online environment are the main semantic pillars on which this article is built. Empirical results from a teacher survey are presented. Their professional reflection outlines three research profiles: personal professional, pedagogical-methodological, competence-reflexive. In the pedagogical analysis of these profiles a number of conclusions are formed for the management of the online classroom in the process of distance learning. They are related to issues such as basic methodological skills, digital skills of teachers; quality of education, continuing qualification and others. The question is to develop a digital methodology for more successful management of the online classroom in the process of distance learning.

A Consumer Behavior-Influenced Multidisciplinary Transcendent Model of Motivation for Music Making

2017 ◽  
Author(s):  
Valerie L. Vaccaro
Keyword(s):  
Consumer Behavior ◽  
Music Education ◽  
Well Being ◽  
Social Needs ◽  
Self Identity ◽  
Music Making ◽  
Self Actualization ◽  
Psychic Energy ◽  
Self Transcendence

This chapter reviews multidisciplinary research from the fields of consumer behavior, humanistic and positive psychology, music education, and other areas to develop a new Transcendent Model of Motivation for Music Making. One’s “extended self” identity can be defined partly by possessions and mastery over objects, and objects can “complete” the self. Music making involves a person’s investment of “psychic energy,” including attention, time, learning, and efforts, and is a creative path which can lead to peak experiences and flow. Music making can help satisfy social needs, achieve self-actualization, experience self-transcendence, enhance well-being, strengthen spirituality, and improve the quality of life.

Creating Multiple Sites of Engagement for Music Learning

2020 ◽  
pp. 87-104
Author(s):  
Jonathan Savage
Keyword(s):  
Social Media ◽  
Music Education ◽  
Careful Consideration ◽  
Music Learning ◽  
The Core ◽  
The United Kingdom ◽  
Teachers And Students ◽  
Meaningful Relationships ◽  
Mindful Teaching ◽  
Specific Technology

Music education exists in multiple spaces. Within formal approaches to music education in academic institutions, there has been an acknowledgment that more informal pedagogical approaches can be useful (as evidenced in the work of movements such as Musical Futures). However, constructive links between formal and informal contexts for music education remain difficult to navigate for many teachers. Within the United Kingdom, the newly defined roles for music education hubs have made some headway in recasting these relationships in a more productive direction. Similarly, social media has an important role to play in developing new relationships between key agencies within music education. Like any specific technology, there are positive affordances and more negative limitations to such approaches. People have a complex relationship with technology, but they are not gadgets! Lanier’s (2010) thesis argues strongly that recent cultural developments can deaden personal interaction, stifle genuine inventiveness, and change people. Within an educational setting, careful consideration needs to be given to the affordances and limitations of social media. For teachers and designers of learning spaces and opportunities, pedagogy should be underpinned by careful, mindful choices—including wise choices about the tools that teachers and students are using. It is about a focus on the core, asking: What is the key learning that this music lesson is facilitating? Is this tool the best one for the job? Does this tool or approach allow one to teach music musically? Done skillfully and conscientiously, social media can help develop collaborative approaches to music education that provide teachers with pedagogical strength and security. They result in mindful teaching and mindful learning that will last a lifetime. They can also help teachers develop meaningful relationships with students that help them make sense of their musical experiences in whatever context they have emerged through: a truly, “joined-up” approach to music education with the student at the core.

New Materiality and Young People’s Connectedness Across Online and Offline Life Spaces

2020 ◽  
pp. 487-502
Author(s):  
Susan O’Neill
Keyword(s):  
Social Media ◽  
Music Education ◽  
Educational Outcome ◽  
Music Learning ◽  
Time Space ◽  
The Social ◽  
New Learning ◽  
Musical Resources ◽  
Meaningful Connections ◽  
Digital Cultures

This chapter examines new materiality perspectives to explore the influence of social media on young people’s music learning lives—their sense of identity, community and connection as they engage in and through music across online and offline life spaces. The aim is to provide an interface between activity, materiality, networks, human agency, and the construction of identities within the social media contexts that render young people’s music learning experiences meaningful. The chapter also emphasizes what nomadic pedagogy looks like at a time of transcultural cosmopolitanism and the positioning of youth-as-musical-resources who “make up” new musical opportunities collaboratively with people/materials/time/space. This involves moving beyond the notion of music learning as an educational outcome to embrace, instead, a nomadic pedagogical framework that values and supports the process of young people deciphering and making meaningful connections with the world around them. It is hoped that implications stemming from this discussion will provide insights for researchers, educators, and policymakers with interests in innovative pedagogical approaches and the creation of new learning and digital cultures in music education.

Customer Online Feedback with an Identity Versus No Identity: The Influence on Review Comments

2021 ◽  
pp. 109634802098888
Author(s):  
Dan Jin ◽  
Robin B. DiPietro ◽  
Nicholas M. Watanabe
Keyword(s):  
Online Community ◽  
Online Reviews ◽  
Purchasing Behavior ◽  
Mediation Effects ◽  
Driven Systems ◽  
Customer Reviews ◽  
Significant Difference ◽  
Online Feedback ◽  
The Relationship

As customers’ consumption is increasingly dominated by technology-driven systems, online self-verification becomes an important aspect of customers’ online purchasing behavior and plays a significant role in shaping social interactions in the online community. Across two studies, we examine whether online self-verification with an identity versus without an identity will lead to the different quality of online reviews. Study 1 used topic modeling with actual data stripped from Facebook and TripAdvisor customer online review sites and showed no difference between customer reviews underpinned with an identity or without. Likewise, Study 2 used an experimental design and found no significant difference between customer reviews with or without an identity. However, significant mediation effects of social ties and social capital were found when measuring the relationship between online self-verification and customer reviews. The findings build on the literature of user-generated online reviews and have important implications for academics and hospitality practitioners.

John Philip Sousa’s Historic Resistance to Technology in Music Learning

2021 ◽  
pp. 153660062110339
Author(s):  
Matthew D. Thibeault
Keyword(s):  
Music Education ◽  
Music Technology ◽  
Digital Music ◽  
Washington Dc ◽  
Music Learning ◽  
Sound Recordings ◽  
Us Congress ◽  
The Us

In this article, I explore John Philip Sousa’s historic resistance to music technology and his belief that sound recordings would negatively impact music education and musical amateurism. I review Sousa’s primary arguments from two 1906 essays and his testimony to the US Congress from the same year, based on the fundamental premise that machines themselves sing or perform, severing the connection between live listener and performer and thus rendering recordings a poor substitute for real music. Sousa coined the phrase “canned music,” and I track engagement with this phrase among the hundreds of newspapers and magazines focused on Sousa’s resistance. To better understand the construction of Sousa’s beliefs, I then review how his rich musical upbringing around the US Marine Band and the theaters of Washington DC lead to his conception of music as a dramatic ritual. And I examine the curious coda of Sousa’s life, during which he recanted his beliefs and conducted his band for radio, finding that in fact these experiences reinforced Sousa’s worries. The discussion considers how Sousa’s ideas can help us better to examine the contemporary shift to digital music by combining Sousa’s ideas with those of Sherry Turkle.

PAINFUL TEMPOROMANDIBULAR DISORDERS ARE AN URGENT HEALTHCARE PROBLEM

2021 ◽  
Vol 2 (1) ◽  
pp. 18-22
Author(s):  
Kirsanov S.I.
Keyword(s):  
Temporomandibular Disorders ◽  
Scientific Literature ◽  
Pain Syndrome ◽  
Masticatory Muscles ◽  
Close Attention ◽  
Maxillofacial Region ◽  
Social Nature ◽  
Number Of Factors ◽  
High Prevalence

Despite nearly a century of research on diseases affecting the temporomandibular joint (TMJ), masticatory muscles and associated structures, this problem still remains open. Pain syndrome caused by TMJ diseases ranks first in terms of prevalence among non-odontogenic pain syn-dromes in the maxillofacial region and leads to a signifi-cant deterioration in the quality of life of patients. The high prevalence of these diseases in female patients and the presence of a number of factors of a somatic, psycho-logical and social nature, contributing to such a high prevalence, indicate the need for more close attention of researchers to these aspects, which can become a way to develop new effective methods for the diagnosis and treatment of TMJ diseases in this category of patients. A review of scientific literature was carried out in order to identify topical scientific issues related to the study, di-agnosis and treatment of TMJ diseases.

Operation and maintenance of Impressed Current Cathodic Protection systems on concrete civil structures

2018 ◽  
Author(s):  
Jacob Brink Jansson ◽  
Ruth Sørensen ◽  
Kirsten Riis
Keyword(s):  
Service Life ◽  
Cathodic Protection ◽  
Protection System ◽  
Civil Structures ◽  
Correct Operation ◽  
Operation And Maintenance ◽  
Number Of Factors ◽  
Protection Systems ◽  
Cathodic Protection System

Cathodic protection is a very well-known method of preventing or stopping reinforcement corrosion and thereby extending the service life of reinforced concrete civil structures. However, a number of factors, which among others are design, materials and components, installation methods, quality of workmanship, and operation and maintenance of the cathodic protection system, have influence on the functionality and effectivity of the cathodic protection system. The optimum design that fulfils the Client''s requirements to cost, traffic disruption, service life, etc. shall be determined in accordance with the structure layout and the ability of the Client''s organisation to conduct operation and maintenance. It is critical to ensure that all components are installed properly to achieve the expected service life of the system. Regular and correct operation and maintenance is also crucial to ensure the functionality and effectivity system.

Sign in / Sign up

Export Citation Format

Share Document