Students need to know how theory helps them “ Adults have a greater need to see theory and relevance in what they… learn” ...
Problem based learning “ Teaching in higher education is most effective when it is ‘experience centred’… and directed by l...
Theory needs to be continually reinforced “ Without reinforcement, skills and knowledge will fade quickly” (Rogers 2001: 28)
Teaching Theory <ul><li>Why do students find theory </li></ul><ul><li>problematic? </li></ul><ul><li>Use clear examples </...
Learning Sound Synthesis Techniques <ul><li>Introduce concepts  </li></ul><ul><li>Theories can contradict each other! (the...
Group Project Task: Create a working synthesiser based on SW modules developed in classes. Each member of the group addres...
Group Project Task: Create a working synthesiser based on SW modules developed in classes. Each member of the group addres...
References Auberbach, E.R. (1992)  Making Meaning, Making Change: Participatory Curriculum Development for ESL Literacy . ...
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Brighton

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Transcript of "Brighton"

  1. 1. Students need to know how theory helps them “ Adults have a greater need to see theory and relevance in what they… learn” (Mackie, 1981:6)
  2. 2. Problem based learning “ Teaching in higher education is most effective when it is ‘experience centred’… and directed by learners themselves’ (Auerbach, 1992: 14)
  3. 3. Theory needs to be continually reinforced “ Without reinforcement, skills and knowledge will fade quickly” (Rogers 2001: 28)
  4. 4. Teaching Theory <ul><li>Why do students find theory </li></ul><ul><li>problematic? </li></ul><ul><li>Use clear examples </li></ul>
  5. 5. Learning Sound Synthesis Techniques <ul><li>Introduce concepts </li></ul><ul><li>Theories can contradict each other! (theories inform new theories, and new ones can come along with a new philosophy but similar goals) </li></ul><ul><li>Apply theory to relevant examples </li></ul><ul><ul><li>Moog </li></ul></ul><ul><ul><li>Fire </li></ul></ul><ul><li>Learning through application using relevant tools </li></ul><ul><li>Use tools and techniques for creative practice and to deepen learning - this makes learning evidence based </li></ul><ul><li>Does this take into account all learners’ needs? </li></ul>
  6. 6. Group Project Task: Create a working synthesiser based on SW modules developed in classes. Each member of the group addresses one theme. Learning Outcomes: Understanding of synthesis tech and design, problem solving, working with others, presenting and discussing work with others, DSP knowledge (other theory), prog. skills (transferrable/inter-disciplinary) Assessment: Group presentation/demonstration, Individual blogs (encourages reflective practice) – Dialogue? Feedback?
  7. 7. Group Project Task: Create a working synthesiser based on SW modules developed in classes. Each member of the group addresses one theme Learning Outcomes: Understanding of synthesis techniques and design, problem solving, working with others, presenting and discussing work with others, DSP knowledge (other theory), programming skills. Assessment: Group presentation, Individual blogs – Dialogue? Feedback?
  8. 8. References Auberbach, E.R. (1992) Making Meaning, Making Change: Participatory Curriculum Development for ESL Literacy . Washington, DC: Centre for Applied Linguistics. Mackie, K (1981) The Application of Learning Theory to Adult Learning. University of Nottingham: Dept of Adult Education. Rogers, J. (2001) Adults Learning 4 th edition, Maidenhead: OUP

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