Participation, Ownership, and Presence Learning Music History Online with Social Media

Participation, Ownership, and Presence Learning Music History Online with Social Media Miikka Salavuo Lauri Väkevä Sibelius Academy

The Case A Pedagogical Online Course on the History of African American Music

Target Groups   Music education students   Students of the Open University  Music students, music educators, classroom teachers…

Previous Emphasizes of LMS’s

Repetition Promote Exam of recall strategies information

Send an assignment to teacher

The Emphasizes of This Course

Discovery and Making Skills for construction connections, lifelong of knowledge understanding learning

•  Dewey.. •  Communities of practice (Wenger) •  Connectivism (Siemens) •  Communal Constructivism (Holmes)

Presence

Student Tasks

Two Blog Articles

a. “My Musical History” to bring out student’s own expertise and to engage her in progressive inquiry & to the use of online tools

b. “Introduction of a Song” to introduce the student to one chosen perspective in popular music study & to further encourage participation

Lyrics Social meaning Performers’ Song backgrounds Musical roots Musical roots

A Wiki Article (Group Task ) To encourage the students to social networking & collaborative production of public learning materials

Research Methods

Questionnaires at the beginning for all, and at the end for those who left the course

3 group interviews, thematized

Results

Online collaboration not as active as expected

The course played too small role in students’ daily lives

Online environment for everyday use needed!

Most students are not used to social media as learning environment…yet?

Learning with social media requires initiative, motivation and self-directed skills

More interaction and increased presence compared to traditional online courses

Ideas were learned from others

Many students seem to prefer a lecture-based model

Face-to-Face interaction highly valued, even romanticized

Students expected subject content to be pre-defined by the teacher

Learning = Being able to repeat pre-given content?

Student-provided Reasons for Drop Outs

  Lack of face-to-face interaction   Lack of teacher presence   Students’ busy schedules   Demand for initiative learning   Small courses in a separate environment left behind

“I have been accustomed to… that it’s enough that you sit down, someone gives you info and you come and get credit..” “I am not so interested to learn, that I would on my own initiative drag my self to a computer and start tapping these assignments..”

Ownership   Contradicts with lack of initiative   The online environment did provide some possibilities and starting points to increase ownership

Participation   Students visited each others’ pages and gave some comments   Sense of community emerged when students were divided into smaller groups

Presence   Teacher presence requested   The course was not present in students’ daily lives   “Recent activities” function increased the presence

Conclusions •  A change in the culture of learning takes time •  Social media is promising, but does not yet suit well to the learning culture

Participation, Ownership, and Presence Learning Music History Online with Social Media

by Miikka Salavuo on Oct 24, 2009

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