Sharing Our Narratives on Developing Our Practice in Online Music Pedagogy

2018 ◽  
pp. 244-262
Author(s):  
Carol Johnson ◽  
Virginia Christy Lamothe ◽  
Flávia Motoyama Narita ◽  
Imogen N. Clark ◽  
Joseph E. Mulholland ◽  
...  
Keyword(s):  
Institutional Support ◽  
Appropriate Technology ◽  
Future Research ◽  
Music Pedagogy ◽  
Entry Points ◽  
Online Music ◽  
Reflection In Action ◽  
Contexts Of Teaching ◽  
Reflection On Action ◽  
Teaching Music

This chapter begins with an introduction focused on the importance of instructor's reflection on his/her teaching practices and pedagogy through the theoretical lens of Schön's work on reflection-in-action and reflection-on-action. Five case narratives are presented that highlight instructors at different entry points into their experiences of teaching music online. The narratives outline significant learning processes that took place as instructors continued on their journey in teaching music online. The implications raised from the narratives identify the need for effective online learning systems for music, institutional support for instructors teaching music online, and a need for online music instructors to have resilience and adaptability when teaching music online. Additionally, the various contexts of teaching music online signals a need for future research in the areas of: active learning for online music courses, appropriate technology tools available with a LMS, and collaborative online music tasks for effective student learning outcomes.

scholarly journals Metacognition: ideas and insights from neuro- and educational sciences

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Damien S. Fleur ◽  
Bert Bredeweg ◽  
Wouter van den Bos
Keyword(s):  
Cognitive Neuroscience ◽  
Large Body ◽  
Brain Regions ◽  
Metacognitive Knowledge ◽  
Future Research ◽  
Metacognitive Control ◽  
Domain Generality ◽  
Entry Points ◽  
Control Research ◽  
Educational Sciences

AbstractMetacognition comprises both the ability to be aware of one’s cognitive processes (metacognitive knowledge) and to regulate them (metacognitive control). Research in educational sciences has amassed a large body of evidence on the importance of metacognition in learning and academic achievement. More recently, metacognition has been studied from experimental and cognitive neuroscience perspectives. This research has started to identify brain regions that encode metacognitive processes. However, the educational and neuroscience disciplines have largely developed separately with little exchange and communication. In this article, we review the literature on metacognition in educational and cognitive neuroscience and identify entry points for synthesis. We argue that to improve our understanding of metacognition, future research needs to (i) investigate the degree to which different protocols relate to the similar or different metacognitive constructs and processes, (ii) implement experiments to identify neural substrates necessary for metacognition based on protocols used in educational sciences, (iii) study the effects of training metacognitive knowledge in the brain, and (iv) perform developmental research in the metacognitive brain and compare it with the existing developmental literature from educational sciences regarding the domain-generality of metacognition.

scholarly journals Reflective Practice for Professional Development Among Nursing Instructors

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Boniface Harerimana
Keyword(s):  
Nursing Students ◽  
Reflective Practice ◽  
Health Professionals ◽  
Action Plan ◽  
Self Awareness ◽  
Work Experiences ◽  
Clinical Experiences ◽  
Clinical Scenarios ◽  
Reflection In Action ◽  
Reflection On Action

Reflective practice among health professionals involves considering and questioning clinical experiences. The process of learning through work involves “reflection-in-action” (the skills of self-awareness, critical analysis, synthesis, and evaluation while executing clinical activities),  and “reflection-on-action” which involves retrospective reviews of the clinical scenarios  experienced by  health professionals (Clouder, 2000; Duffy, 2009). Johns (1995)  suggests that reflective practice is the professional’s ability to understand and learn from work experiences to achieve more effective and satisfying followup work experiences. Nursing instructors play a crucial role in helping nursing students consolidate taught theories and practice through guided and regular reflection on professional experiences (Duffy, 2009). To be effective guides, nursing instructors require the knowledge and skills necessary to implement reflective practice techniques into their teaching. This workshop actively engages participants in examining reflective practice by building on Gibbs’ (1998) six-step reflective cycle (i.e., description, feelings/thoughts, evaluation, analysis, conclusion, and action plan). The goal is to help instructors develop the necessary abilities to guide reflective practice among their students.

scholarly journals From Dichotomy to an Integrated Approach: Cities’ Benefits of Integrating Climate Change Adaptation and Mitigation

2020 ◽  
Vol 12 (18) ◽  
pp. 7591
Author(s):  
Jo-Ting Huang-Lachmann ◽  
Edeltraud Guenther
Keyword(s):  
Climate Change ◽  
Climate Change Mitigation ◽  
Research Question ◽  
Integrated Approach ◽  
Extreme Weather Events ◽  
Future Research ◽  
Endogenous Risk ◽  
Mitigation And Adaptation ◽  
Entry Points ◽  
Change Mitigation

Cities are facing impacts of climate change and encountering risks such as extreme weather events, while cities are also aiming to contribute to their mitigation goals by reducing greenhouse gas emissions. However, the differences in characteristics of climate change mitigation and adaptation have shown the possible reasons for a dichotomy in climate policy. This has motivated us to further look into whether cities could integrate their actions in climate change mitigation and adaptation in their planning and how they achieve benefits to overcome the dichotomy. To answer our research question, we have developed an analysis framework built on the endogenous risk theory to analyse how cities overcome the different characteristics to integrate their climate strategies and obtain benefits. The theory of endogenous risk involves seeing both climate change mitigation and adaptation as risk reduction strategies because both of them aim to reduce climate risks and can be carried out by actors who perceive such risks. Therefore, the actors will be more willing to integrate and implement both mitigation and adaptation policy. Our results show that mitigation and adaptation in cities are interlinked and that benefits of an integrated climate change policy exist. A list of entry points how cities overcome the dichotomy are also identified. Our research outcomes also provide a list of benefits identified by the cities in their integrated climate strategies and we call for more public disclosed data for future research and policy assessments.

scholarly journals Reflection-in-Action When Designing Organizational Processes: Prototyping Workshops for Collective Reflection-in-Action

2019 ◽  
Vol 1 (1) ◽  
pp. 1255-1264
Author(s):  
Frithjof Eberhard Wegener ◽  
Milene Guerreiro Gonçalves ◽  
Zoë Dankfort
Keyword(s):  
Design Science ◽  
Future Research ◽  
Organizational Processes ◽  
Organizational Routine ◽  
Reflection In Action ◽  
Organizational Science

AbstractIn this paper on designing organizational processes, we combine insight on reflection-in-action with the role of reflection and experimenting from the organizational routine dynamics literature. Illustrated through a case at a strategy consultancy, we show how a prototyped workshop can elicit reflection-in- action when designing organizational processes. The artifacts used in the prototyped workshop made previous implicit assumptions about the work more explicit. This led to on the spot reflection-in-action of how to improve the prototype. This shows how collective reflection-action can be created by creating a space for reflection, that simultaneously allows for experimentation. Future research between design science and organizational science would thus be fruitful when studying the role of collective reflection- in-action when prototyping organizational processes.

“Reflective Learning” In Psychiatric Education: Does It Have Any Merit?

2016 ◽  
Vol 33 (S1) ◽  
pp. S433-S433
Author(s):  
D. Adamis ◽  
G. McCarthy
Keyword(s):  
Critical Thinking ◽  
Reflective Learning ◽  
Psychiatric Training ◽  
Psychiatric Education ◽  
The Past ◽  
Reflection In Action ◽  
Reflection On Action ◽  
Competing Interest ◽  
Condition C ◽  
Definition Of

IntroductionNowadays “reflection” and “reflective practice” is nearly in every curriculum for psychiatric training. Trainees are asked to keep reflection diaries, journals, and participate in “reflection workshops”.AimsTo prove that reflection on or in action does not lead to learning.MethodsUsing epistemological notation.Results/proofsBecause sciences including psychiatry are approximate, evolving and inexact, the classical definition of propositional knowledge becomes: A knows that p if:– (a’) A believes that p is an approximate true;– (b’) p is approximate truth;– (c’) A has reason to claim that p is a better approximation than its rivals on available evidence.Condition (c’) implies that A is not possible at the same time to have two mutually contradictive approximate truths.In reflective learning we need to add two more conditions:– (d’) A knows the outcome of p;– (e’) A is satisfied in believing that p.In cases of reflection in-action, the (e’) remains even the outcome is not favourable. Similarly, in reflection on-action the condition (e’) remains unchanged since this happened in the past. This leads to controversy. Is p better or worse approximation of truth than its’ rival p’? However, p has passed rigorous and different scientific tests and has proved scientifically superior to its rival p’. Therefore subject A cannot change his knowledge despite the unfavourable outcome, but A can tests further the p. Within the former reflecting learning does not occur, within the latter “critical thinking” occurred.ConclusionsReflection does not lead to learning but critical thinking does.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Teaching Music Online in Higher Education: 2020 conference report

2020 ◽  
Vol 13 (1) ◽  
pp. 95-108
Author(s):  
Brad Merrick ◽  
Carol Johnson
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Conference Report ◽  
Live Streaming ◽  
Communication Structure ◽  
Travel Restrictions ◽  
Online Music ◽  
Face To Face Learning ◽  
Teaching Music ◽  
Online Format

Faced with the state of emergency restrictions due to the global COVID-19 pandemic, the 2020 Teaching Music Online in Higher Education conference was adaptively modified to exist as a synchronous, online event. Embracing the opportunity to model online music pedagogy in its online format, organizers transformed the conference to utilize live-streaming, video recordings and other online active learning strategies. A total of 143 tertiary music instructors and graduate students from 66 institutions located around the world took part in the conference at a time of unprecedented restriction on face-to-face learning and travel restrictions. This report is both important and timely, as it provides insights into components that were found to be both necessary and fundamental to the success of the event for music researchers, teachers and other delegates in attendance. Key areas related to organization, communication, structure, protocols and activities were explored through learning analytics and a conference evaluation. Strategies and recommendations are included to assist others who wish to create and present an online conference that exemplifies online pedagogy principles.

Exploring hip hop music education through online instructional beat production videos

2019 ◽  
Vol 12 (3) ◽  
pp. 247-260 ◽  
Author(s):  
Adam J. Kruse ◽  
Stuart Chapman Hill
Keyword(s):  
Music Education ◽  
Hip Hop ◽  
Future Research ◽  
Important Distinction ◽  
Production Practice ◽  
Vernacular Music ◽  
Instructional Characteristics ◽  
Online Music ◽  
Musical Practices ◽  
Music Research

This study explores online instructional beat production videos as a way to inform hip hop and popular music education and diversify scholarship in online music learning. The authors conducted a content analysis of YouTube videos, considering the instructional characteristics and content of these videos and the musical technologies employed within them. Findings highlight the importance of YouTube as a repository of hip hop beat production instructional material. Videos focused on composition of new beats, rather than re-creation of existing material, underlining an important distinction between hip hop musical practices and the ‘listen and copy’ approach identified in other vernacular music research ‐ and a distinction between these videos and others studied in extant music education scholarship that focuses on YouTube. The videos showcased varied technologies, some of which (e.g., FL Studio) seem especially well aligned with beat production practice. The article concludes with considerations for music educators and for future research.

scholarly journals Nursing Students’ Experiences with High-Fidelity Simulation

2015 ◽  
Vol 12 (1) ◽  
Author(s):  
Rana Halabi Najjar ◽  
Bret Lyman ◽  
Nick Miehl
Keyword(s):  
Nursing Students ◽  
Student Development ◽  
Clinical Judgment ◽  
Emotional Processing ◽  
Nursing Program ◽  
Future Research ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Baccalaureate Nursing Program ◽  
Reflection On Action

AbstractResearch has revealed the effectiveness of simulation for facilitating student development of self-efficacy, knowledge, clinical judgment, and proficiency in technical skills. This grounded theory study was conducted to describe the experience of nursing students in high-fidelity simulation and develop a model which explicates the experience of nursing students in simulation. Focus group interviews were conducted with three cohorts of students enrolled in a baccalaureate nursing program who experienced simulation four to twelve times per academic year. Five prominent themes emerged during analysis Emotional Processing; Anxiety; Making Connections; Fidelity; and Learning. The Simulation Learning Model – Student Experience (SLM-SE) was developed to illustrate the student’s multi-dimensional experience of learning through high-fidelity simulation. Findings from this study suggest that students are better equipped to learn through increasing confidence and experience, continued reflection-on action and enhanced peer-to-peer interaction. Recommendations for future research include developing strategies to optimize students’ experiences for learning in simulation.

scholarly journals Unpacking Reflective Practice in the Praxis of English Language Teaching in Indonesia

2021 ◽  
Author(s):  
Muhamad Ahsanu ◽  
Tuti Purwati ◽  
Erna Wardani
Keyword(s):  
Reflective Practice ◽  
Classroom Practice ◽  
English Language ◽  
Language Teaching ◽  
Research Question ◽  
English Language Teaching ◽  
Reflection In Action ◽  
New Ideas ◽  
Reflection On Action

This paper portrays the ways Indonesian English Language Teaching (ELT) practitioners review and reflect on their practice, seek to expand new ideas and techniques they can apply in their classrooms. This study aims to enhance our understanding of what it is actually that Indonesian ELT practitioners are doing, understanding, and what they are trying to achieve in their classroom activities. This study investigates explanative answers to a single research question: In what ways are Indonesian ELT practitioners reflective in their classroom practice? This study conducted at secondary schools and universities uses a qualitative approach, utilizing observation, interviews, and documents as data collection methods, and content analysis as a means of data analysis. This research involved four participants selected purposively and voluntarily. Its findings, analysis, and interpretation are presented descriptively. The major finding of this study suggests that Indonesian ELT practitioners are reflective in three ways: being reflective within the process of their teaching, known as “reflection-in-action, being reflective in their post-teaching referred to as “reflection-on-action, ” and being reflective in their future improvement planning known as “reflection-for-action.” The practitioners’ reflexivity aims to improve the quality of their teaching, which can potentially affect the quality of their students’ learning. Thus, arguably Indonesian ELT practitioners have performed the praxis in their language teaching through reflective practice.

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