Blank Canvas

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Ben Toscher
Keyword(s):  
Music Education ◽  
Learning Environments ◽  
New Ventures ◽  
Entrepreneurship Education ◽  
Social Contexts ◽  
Knowledge Generation ◽  
Learning Theories ◽  
Personal Agency ◽  
Personal Factors ◽  
Entrepreneurial Knowledge

The majority of learning in arts entrepreneurship education is experiential (Essig & Guevara, 2016). Experiential and entrepreneurial learning theories indicate that to facilitate entrepreneurial knowledge generation which “enables [entrepreneurs] to recognize and act on entrepreneurial opportunities and to organize and manage new ventures” (Politis, 2005, p. 400), individuals need to exercise personal agency and engage in explorative behavior (Kolb & Kolb, 2009; Politis, 2005). If arts entrepreneurship education is to help students generate such entrepreneurial knowledge, arts entrepreneurship educators should create learning environments in which their students can exercise personal agency and behave exploratively. Despite this, how students exercise personal agency and explore within arts entrepreneurship education has not been empirically studied. This empirical paper attempts to answer the following question: How do students explore and exercise personal agency in arts entrepreneurship education? Using rigor to systematically analyze qualitative data (Gioia et al., 2013) from a five-week course in entrepreneurship in higher music education to produce a data structure and model, I find that within a teacher-created learning environment, students balance personal factors (their values and beliefs, habitual modes of thought, prior experience and personal goals) against social factors (social interdependencies and conditions of approval) while taking actions to reduce uncertainty. The findings imply that teacher-created learning environments and engagement in social contexts influences how students exercise personal agency and explore.  

E-Learning

2011 ◽  
pp. 344-357 ◽  
Author(s):  
Cecilia Hegarty
Keyword(s):  
Information Technology ◽  
Distance Learning ◽  
Learning Environments ◽  
Training Programs ◽  
Opportunity To Learn ◽  
Entrepreneurship Education ◽  
Learning Activity ◽  
Student Needs ◽  
E Learning ◽  
Entrepreneurial Knowledge

Entrepreneurial knowledge and innovation resonates with positive views, hence the need to tell everyone about entrepreneurship and give students the opportunity to learn more about it. By the same token, universities have long experimented with different learning environments to accommodate student needs (Hannay & Newvine, 2006). Internet-based education and distance learning are commonly known as e-learning. E-learning provides a method of reaching high volumes of students within a culturally rich virtual workspace. It is arguable that e-learning has become a cornerstone tool in entrepreneurship delivery. This chapter aims to stimulate debate among practitioners on the use of information technology in the process of entrepreneurial learning. Learning activity, pedagogical shifts within the wider disciplines of entrepreneurship education, and the spin-off effects for entrepreneur training programs are all considered. The application of information technology through entrepreneurship e-learning packages is shown to have magnified the entrepreneurship potential in wider society.

Developing 21st-Century Musicianship: Tablet-based Music Production in the General Music Classroom

2021 ◽  
pp. 104837132110344
Author(s):  
Jason Fick ◽  
Chris Bulgren
Keyword(s):  
Music Education ◽  
Learning Environments ◽  
21St Century ◽  
Contemporary Music ◽  
Music Instruction ◽  
Technology Skills ◽  
General Music ◽  
Music Classroom ◽  
Music Production ◽  
Essential Skills

Increased availability of tablets at home and in classrooms provides educators access to a powerful tool for music instruction. Music production lessons on tablets offer alternate approaches to developing music literacies while teaching valuable technology skills. These activities are ideal for general music education because they align with contemporary music practices and are adaptable to a variety of learning environments (in person, remote, and hybrid). This article will present a model for tablet-based music production instruction in the general music classroom that aligns with the National Core Arts Standards and accompanying process components grounded in five essential skills: sequencing, recording, editing, effects processing, and mixing.

scholarly journals Underpinning the entrepreneurship educator’s toolkit: conceptualising the influence of educational philosophies and theory

2021 ◽  
Author(s):  
Robin Bell
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Educational Philosophy ◽  
Entrepreneurship Education ◽  
Theory And Practice ◽  
Learning Theories ◽  
Philosophical Orientation ◽  
Education Literature ◽  
Educational Philosophies ◽  
Literature Theory

AbstractEntrepreneurship educators can maximise the effectiveness of their delivery by having a firm grasp of the different educational philosophies and theories that underpin entrepreneurship education pedagogy and practice. A particular educational philosophical orientation underlies, directs, and drives educator practices and should align with what the teaching seeks to impart and achieve, and the roles the learners and educator play in the learning process. Whilst educators might not always be explicitly aware of their philosophical orientation, it will direct and drive their pedagogic practice and have implications for what they deliver, and how they deliver it. The benefits of bringing together different learning theories, philosophies, and approaches for entrepreneurship education has previously been posited in the literature. However, it has been highlighted that connections between educational theory and practice are limited, and that the field of entrepreneurship education could be advanced through providing links between education literature, theory, and learning. This paper advances the literature by linking educational philosophy and theory to entrepreneurship education and pedagogy in higher education. It discusses and highlights how behaviourism, cognitivism, constructivism, and humanism can be used to underpin and support learning in entrepreneurship education. This meets calls for the conceptualisation of how educational philosophies and theories can be integrated into entrepreneurship education to support learners.

Music enables the holistic development and discovery of self: A phenomenological study of two Christian musicians

2016 ◽  
Vol 45 (3) ◽  
pp. 400-416 ◽  
Author(s):  
Annabella S. K. Fung
Keyword(s):  
Music Education ◽  
Identity Formation ◽  
Interpretative Phenomenological Analysis ◽  
Phenomenological Study ◽  
Social Contexts ◽  
Value Systems ◽  
Structured Interviews ◽  
Holistic Development ◽  
Human Needs ◽  
Self Discovery

Music draws on body, space, time and relationships to offer a sacred experience. Musicking makes personal, social, emotional and spiritual connections with people. Cultural identity is formed through the arts, and the spirituality in music is a medium through which people explore their identities. This study examines how music facilitates the holistic development of two Melbourne-born Chinese-Australian Christian musicians. The Confucian Evolving Self Model, Maslow’s Hierarchy of Human Needs, and music education aims offer conceptualising scaffolds to illuminate their self-discovery. Interpretative Phenomenological Analysis was used to report on multiple semi-structured interviews undertaken over three years. This study considered the interaction of various value systems – the fusion of Confucianism, Christian and psychological cultures in the process of musical development and identity formation. It fills a research gap and complements existing approaches to understanding the social contexts influencing the acquisition of musical skills and musicians’ occupational choices. The permissive parenting that both participants experienced might account for them being able to follow a career in music without familial resistance. The current findings can advocate for music education because the spiritual aspects of musical experiences were perceived as a mirror in fostering the holistic development of both participants.

scholarly journals A Study on the Cultivation of College Students' Entrepreneurial Ability

2019 ◽  
Vol 3 (2) ◽  
pp. 129
Author(s):  
Haibin Tang
Keyword(s):  
College Students ◽  
Entrepreneurship Education ◽  
Skills Training ◽  
Follow Up Study ◽  
Entrepreneurial Skills ◽  
Entrepreneurial Ability ◽  
Entrepreneurial Team ◽  
Interview Survey ◽  
Entrepreneurial Knowledge

<p>This paper studies how to cultivate the entrepreneurial ability of college students. Based on the analysis of entrepreneurial ability, entrepreneurial ability can be classified into three categories: knowledge, skills and comprehensive quality. Through the follow-up study of the entrepreneurial team and the interview survey of college students, it is found that the cultivation of college students' entrepreneurial ability is faced with different situations in the aspects of knowledge, skills and comprehensive quality, and then it is proposed to popularize entrepreneurial knowledge, strengthen entrepreneurial skills training and continue to carry out entrepreneurship education.</p>

scholarly journals Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level

2000 ◽  
Vol 16 (1) ◽  
Author(s):  
Catherine McLoughlin ◽  
Ron Oliver
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Learning Environments ◽  
Goal Orientations ◽  
Design Guidelines ◽  
Learning Theories ◽  
Cultural Dimension ◽  
Learning Needs ◽  
Cultural Issues ◽  
Indigenous Australian

<span>Flexible delivery of educational resources must take account of cultural variables and recognise the specific learning needs, preferences and styles of learners. In designing instruction, there may be a tension between the need to ensure access for a diverse student population, while at the same time taking into account the need for localisation to accommodate learners' particular cultures, cognitive styles and preferences. Considering the micro and macro cultural levels of instructional design is therefore essential if appropriate learning environments are to be created. The acceptance, use and impact of WWW sites is affected by the cultural backgrounds, values, needs and preferences of learners.</span><p>One of the limitations in current instructional design models is that they do not fully contextualise the learning experience, and are themselves the product of particular cultures. The design of Web based instruction is not culturally neutral, but instead is based on the particular epistemologies, learning theories and goal orientations of the designers themselves. Recently, theorists have argued for a cultural dimension in the design process and the need to provide culturally sensitive learning environments.</p><p>In this paper, we trace the design processes involved in the development of an online learning environment for indigenous Australian learners preparing to enter university, and account for the cultural issues that impacted on creation of learning tasks and styles of communication. The paper argues for cultural localisation, which means incorporating the local values, styles of learning and cognitive preferences of the target population. It also means going beyond surface level design considerations, to achieve culturally inclusive constructivist learning environments. Examples of tasks, activities and forms of online interaction are provided in the context of a bi-cultural model of learning that recognises diversity and different learning needs. It is recommended that when creating WWW based course support sites for cultural inclusivity, systematic attention must be given to particular design guidelines, which include responsiveness to learner needs, community based learning and cultural contextualisation of learning activities.</p>

Externally Acquired or Internally Generated? Knowledge Development and Perceived Environmental Dynamism in New Venture Innovation

2017 ◽  
Vol 42 (1) ◽  
pp. 24-46 ◽  
Author(s):  
Alexander McKelvie ◽  
Johan Wiklund ◽  
Anna Brattström
Keyword(s):  
Boundary Conditions ◽  
New Ventures ◽  
High Growth ◽  
New Venture ◽  
Knowledge Development ◽  
Knowledge Generation ◽  
Relative Importance ◽  
Growth Sector ◽  
Market Knowledge ◽  
External Market

We investigate the relative importance of external market knowledge acquisition and internal knowledge generation in new venture innovation. We argue that the effectiveness of externally acquired knowledge is less important in environments that are perceived as highly dynamic. To test our model, we examine 316 new ventures in one singular, high-growth sector. We find that managers have different interpretations of dynamism within this single sector and that these perceptual variations have important implications for how new ventures develop knowledge in pursuit of innovation. In so doing, we illustrate important within-sector mechanisms and boundary conditions behind new venture knowledge development and innovation.

The Role of Instructional Design in Transformative Learning

2020 ◽  
pp. 58-74
Author(s):  
Kimberley Gordon ◽  
Luanne Lewis ◽  
Jill Auten
Keyword(s):  
Instructional Design ◽  
Classroom Management ◽  
Transformative Learning ◽  
Learning Environments ◽  
Training Programs ◽  
Learning Theories ◽  
Modular Approach ◽  
Planning Tool ◽  
And Training

As transformative learning is rooted in the belief that humans make meaning of their experiences, the incorporation of instructional design (ID) techniques in classroom management as a planning tool is well suited to learning environments in which the facilitator subscribes to Mezirow's theory. ID refers to a systematic process for developing instruction by following a prescribed model focused on accomplishment of desired learning outcomes. ID provides a clear, direct map to guide educators through the creation of lessons in accordance with curriculum expectations. ID is an appropriate tool for the practitioners of the three primary learning theories: behaviorism, cognitivism, and constructivism. Reiser and Dempsey described ID as a systematic progression of steps undertaken to develop education and training programs in a consistent and reliable fashion; it enables educators to take a modular approach to delivery of learning. This chapter explores the role of instructional design in transformative learning.

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