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We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
We Don't Need No Education: Using Music-driven Instructional Activities Online
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We Don't Need No Education: Using Music-driven Instructional Activities Online

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  • Whether you knew him as this, or this (advance to next slide)
  • Or this, it’s hard to deny his popularity and impact. In fact, the Web Collapses Under Michael Jackson’s Death.
  • Okay, you could say that Michael Jackson was more than a musician but more of a cultural icon. But lets play a little game.
  • Press F5 or enter presentation mode to view the poll
  • Okay, you could say that Michael Jackson was more than a musician but more of a cultural icon. But lets play a little game.
  • Press F5 or enter presentation mode to view the poll
  • Press F5 or enter presentation mode to view the poll
  • Music, as demonstrated in these vignettes, has the potential to humanize, personalize, and energize a learning environment or experience; elicit positive feelings and associations for learners; and engage learners in conceptual learning and knowledge construction. However, even with music's historical and societal context, and clear benefits for learning and human development, we have removed music as an instructional strategy from the postsecondary-education toolbox. The rise of Web 2.0 and social networking technologies, specifically those focused on digital music, provide new opportunities to integrate music into our courses. In this article, we describe the potential of digital music as an instructional tool in postsecondary learning environments -- specifically, eLearning courses -- and share specific instructional activities that use music as a catalyst for learning and development.
  • Music, as demonstrated in these vignettes, has the potential to humanize, personalize, and energize a learning environment or experience; elicit positive feelings and associations for learners; and engage learners in conceptual learning and knowledge construction. However, even with music's historical and societal context, and clear benefits for learning and human development, we have removed music as an instructional strategy from the postsecondary-education toolbox. The rise of Web 2.0 and social networking technologies, specifically those focused on digital music, provide new opportunities to integrate music into our courses. In this article, we describe the potential of digital music as an instructional tool in postsecondary learning environments -- specifically, eLearning courses -- and share specific instructional activities that use music as a catalyst for learning and development.
  • Music, as demonstrated in these vignettes, has the potential to humanize, personalize, and energize a learning environment or experience; elicit positive feelings and associations for learners; and engage learners in conceptual learning and knowledge construction. However, even with music's historical and societal context, and clear benefits for learning and human development, we have removed music as an instructional strategy from the postsecondary-education toolbox. The rise of Web 2.0 and social networking technologies, specifically those focused on digital music, provide new opportunities to integrate music into our courses. In this article, we describe the potential of digital music as an instructional tool in postsecondary learning environments -- specifically, eLearning courses -- and share specific instructional activities that use music as a catalyst for learning and development.
  • Music, as demonstrated in these vignettes, has the potential to humanize, personalize, and energize a learning environment or experience; elicit positive feelings and associations for learners; and engage learners in conceptual learning and knowledge construction. However, even with music's historical and societal context, and clear benefits for learning and human development, we have removed music as an instructional strategy from the postsecondary-education toolbox. The rise of Web 2.0 and social networking technologies, specifically those focused on digital music, provide new opportunities to integrate music into our courses. In this article, we describe the potential of digital music as an instructional tool in postsecondary learning environments -- specifically, eLearning courses -- and share specific instructional activities that use music as a catalyst for learning and development.
  • Music, as demonstrated in these vignettes, has the potential to humanize, personalize, and energize a learning environment or experience; elicit positive feelings and associations for learners; and engage learners in conceptual learning and knowledge construction. However, even with music's historical and societal context, and clear benefits for learning and human development, we have removed music as an instructional strategy from the postsecondary-education toolbox. The rise of Web 2.0 and social networking technologies, specifically those focused on digital music, provide new opportunities to integrate music into our courses. In this article, we describe the potential of digital music as an instructional tool in postsecondary learning environments -- specifically, eLearning courses -- and share specific instructional activities that use music as a catalyst for learning and development.
  • Music, as demonstrated in these vignettes, has the potential to humanize, personalize, and energize a learning environment or experience; elicit positive feelings and associations for learners; and engage learners in conceptual learning and knowledge construction. However, even with music's historical and societal context, and clear benefits for learning and human development, we have removed music as an instructional strategy from the postsecondary-education toolbox. The rise of Web 2.0 and social networking technologies, specifically those focused on digital music, provide new opportunities to integrate music into our courses. In this article, we describe the potential of digital music as an instructional tool in postsecondary learning environments -- specifically, eLearning courses -- and share specific instructional activities that use music as a catalyst for learning and development.
  • Music, as demonstrated in these vignettes, has the potential to humanize, personalize, and energize a learning environment or experience; elicit positive feelings and associations for learners; and engage learners in conceptual learning and knowledge construction. However, even with music's historical and societal context, and clear benefits for learning and human development, we have removed music as an instructional strategy from the postsecondary-education toolbox. The rise of Web 2.0 and social networking technologies, specifically those focused on digital music, provide new opportunities to integrate music into our courses. In this article, we describe the potential of digital music as an instructional tool in postsecondary learning environments -- specifically, eLearning courses -- and share specific instructional activities that use music as a catalyst for learning and development.
  • Concept-specific soundtrack Representational soundtrack Knowledge-comprehension recital Music video
  • Concept-specific soundtrack Representational soundtrack Knowledge-comprehension recital Music video
  • Concept-specific soundtrack Representational soundtrack Knowledge-comprehension recital Music video
  • Concept-specific soundtrack Representational soundtrack Knowledge-comprehension recital Music video
  • Concept-specific soundtrack Representational soundtrack Knowledge-comprehension recital Music video
  • Concept-specific soundtrack Representational soundtrack Knowledge-comprehension recital Music video
  • Concept-specific soundtrack Representational soundtrack Knowledge-comprehension recital Music video
  • Concept-specific soundtrack Representational soundtrack Knowledge-comprehension recital Music video
  • Show some bad ones/discuss them Work on the gettysburg address
  • Transcript

    • 1. We Don’t Need No Education Using music-driven instructional activities for online courses Patrick Lowenthal | patrick.lowenthal@ucdenver.edu Joni Dunlap | joni.dunlap@ucdenver.edu
    • 2. Hot for Teacher
    • 3. Agenda <ul><li>The Power of Music </li></ul><ul><li>Instructional Potential of Music </li></ul><ul><li>Music-Driven Instructional Activities </li></ul>
    • 4. The Power of Music
    • 5.  
    • 6.  
    • 7. Get Your Cell Phones
    • 8. Another Example What’s the name of this band? (don’t say it out loud) ?
    • 9.  
    • 10. Another Example
    • 11.  
    • 12. A Different Direction Kevin took a test that had 150 questions and he got 92 percent of them correct. How many questions did he answer correctly? (multiple choice)
    • 13.  
    • 14. Instructional Potential of Music
    • 15. “ Music offers great opportunities for communication and expression, for creativity and … it’s good for the brain and can enhance learning and intellectual development&quot; (Weinberger, 1998, p. 39).
    • 16. “ Music offers great opportunities for communication and expression , for creativity and … it’s good for the brain and can enhance learning and intellectual development&quot; (Weinberger, 1998, p. 39).
    • 17. It has been linked to memory, speech and language acquisition, intelligence, emotion, and identity.
    • 18. It has been linked to memory , speech and language acquisition, intelligence , emotion , and identity .
    • 19. In one study, college students demonstrated improved studying ability after listening to Mozart (Rauscher, Shaw, & Ky, 1993)
    • 20. Music’s potential to enhance students' learning and experience has been documented in a variety of P-12 settings, including foreign language, humanities and social sciences, English as a second language (ESL), and history.  
    • 21. Music’s potential to enhance students' learning and experience has been documented in a variety of P-12 settings , including foreign language, humanities and social sciences, English as a second language (ESL), and history.  
    • 22. Potential of Music in Online Courses
    • 23. Music and Social Presence
    • 24. Music and Social Presence <ul><li>Social presence is the sense of being “there” and being “real” </li></ul><ul><li>Music can inform people about the presence and mood of others and increase people's perceptions about the social richness of a medium. </li></ul><ul><li>Music can help promote social interactions, specifically the types of social interactions needed to connect with others and be perceived as real online. </li></ul>
    • 25. Music and Social Presence <ul><li>Social presence is the sense of being “there” and being “real” </li></ul><ul><li>Music can inform people about the presence and mood of others and increase people's perceptions about the social richness of a medium. </li></ul><ul><li>Music can help promote social interactions, specifically the types of social interactions needed to connect with others and be perceived as real online. </li></ul>
    • 26. Music and Social Presence <ul><li>Social presence is the sense of being “there” and being “real” </li></ul><ul><li>Music can inform people about the presence and mood of others and increase people's perceptions about the social richness of a medium. </li></ul><ul><li>Music can help promote social interactions, specifically the types of social interactions needed to connect with others and be perceived as real online. </li></ul>
    • 27. Music and Interest <ul><li>  </li></ul><ul><li>Students rarely relate fun and interest with formal educational experiences. </li></ul><ul><li>Music is important to adolescents and gets their attention and interest; but music helps people of all ages express their individual identities . </li></ul><ul><li>Use music and allow students a chance to begin their new learning with something they are already interested in. </li></ul><ul><li>Intrinsically motivated students will expend more effort on tasks and activities they find inherently enjoyable and interesting </li></ul>
    • 28. Music and Interest <ul><li>  </li></ul><ul><li>Students rarely relate fun and interest with formal educational experiences. </li></ul><ul><li>Music is important to adolescents and gets their attention and interest; but music helps people of all ages express their individual identities . </li></ul><ul><li>Use music and allow students a chance to begin their new learning with something they are already interested in. </li></ul><ul><li>Intrinsically motivated students will expend more effort on tasks and activities they find inherently enjoyable and interesting </li></ul>
    • 29. Music and Interest <ul><li>  </li></ul><ul><li>Students rarely relate fun and interest with formal educational experiences. </li></ul><ul><li>Music is important to adolescents and gets their attention and interest; but music helps people of all ages express their individual identities . </li></ul><ul><li>Use music and allow students a chance to begin their new learning with something they are already interested in. </li></ul><ul><li>Intrinsically motivated students will expend more effort on tasks and activities they find inherently enjoyable and interesting </li></ul>
    • 30. Music and Interest <ul><li>  </li></ul><ul><li>Students rarely relate fun and interest with formal educational experiences. </li></ul><ul><li>Music is important to adolescents and gets their attention and interest; but music helps people of all ages express their individual identities . </li></ul><ul><li>Use music and allow students a chance to begin their new learning with something they are already interested in. </li></ul><ul><li>Intrinsically motivated students will expend more effort on tasks and activities they find inherently enjoyable and interesting </li></ul>
    • 31. Music and Content Interaction <ul><li>  </li></ul><ul><li>Interaction is the standard for student engagement and a critical component of learning experiences </li></ul><ul><li>Music involves students in student-to-content interaction through generative learning activities </li></ul><ul><li>Which require students to be responsible for creating, elaborating, and representing domain knowledge in an organized manner. </li></ul><ul><li>Through music-driven generative learning activities, students take an active role in forming new understandings through the application of learned content to the creation of musical products. </li></ul>
    • 32. Music and Content Interaction <ul><li>  </li></ul><ul><li>Interaction is the standard for student engagement and a critical component of learning experiences </li></ul><ul><li>Music involves students in student-to-content interaction through generative learning activities </li></ul><ul><li>Which require students to be responsible for creating, elaborating, and representing domain knowledge in an organized manner. </li></ul><ul><li>Through music-driven generative learning activities, students take an active role in forming new understandings through the application of learned content to the creation of musical products. </li></ul>
    • 33. Music and Content Interaction <ul><li>  </li></ul><ul><li>Interaction is the standard for student engagement and a critical component of learning experiences </li></ul><ul><li>Music involves students in student-to-content interaction through generative learning activities </li></ul><ul><li>Which require students to be responsible for creating, elaborating, and representing domain knowledge in an organized manner. </li></ul><ul><li>Through music-driven generative learning activities, students take an active role in forming new understandings through the application of learned content to the creation of musical products. </li></ul>
    • 34. Music-Driven Instructional Activities
    • 35. Internet Jukeboxes
    • 36. <ul><li>Soundtrack of your life </li></ul><ul><li>What makes you rock? </li></ul><ul><li>Setting the stage for learning </li></ul><ul><li>Concept-specific soundtrack </li></ul><ul><li>Knowledge-comprehension recital </li></ul><ul><li>Music video </li></ul><ul><li>Any other ideas? </li></ul>
    • 37. <ul><li>Soundtrack of your life </li></ul><ul><li>What makes you rock? </li></ul><ul><li>Setting the stage for learning </li></ul><ul><li>Concept-specific soundtrack </li></ul><ul><li>Knowledge-comprehension recital </li></ul><ul><li>Music video </li></ul><ul><li>Any other ideas? </li></ul>
    • 38. <ul><li>Soundtrack of your life </li></ul><ul><li>What makes you rock? </li></ul><ul><li>Setting the stage for learning </li></ul><ul><li>Concept-specific soundtrack </li></ul><ul><li>Knowledge-comprehension recital </li></ul><ul><li>Music video </li></ul><ul><li>Any other ideas? </li></ul>
    • 39. <ul><li>Soundtrack of your life </li></ul><ul><li>What makes you rock? </li></ul><ul><li>Setting the stage for learning </li></ul><ul><li>Concept-specific soundtrack </li></ul><ul><li>Knowledge-comprehension recital </li></ul><ul><li>Music video </li></ul><ul><li>Any other ideas? </li></ul>
    • 40. <ul><li>Soundtrack of your life </li></ul><ul><li>What makes you rock? </li></ul><ul><li>Setting the stage for learning </li></ul><ul><li>Concept-specific soundtrack </li></ul><ul><li>Knowledge-comprehension recital </li></ul><ul><li>Music video </li></ul><ul><li>Any other ideas? </li></ul>
    • 41. <ul><li>Soundtrack of your life </li></ul><ul><li>What makes you rock? </li></ul><ul><li>Setting the stage for learning </li></ul><ul><li>Concept-specific soundtrack </li></ul><ul><li>Knowledge-comprehension recital </li></ul><ul><li>Music video </li></ul><ul><li>Any other ideas? </li></ul>
    • 42. <ul><li>Soundtrack of your life </li></ul><ul><li>What makes you rock? </li></ul><ul><li>Setting the stage for learning </li></ul><ul><li>Concept-specific soundtrack </li></ul><ul><li>Knowledge-comprehension recital </li></ul><ul><li>Music video </li></ul><ul><li>Any other ideas? </li></ul>
    • 43. <ul><li>Questions ? </li></ul>
    • 44. Resources Draft of the Paper: http://tinyurl.com/ozouvu PowerPoint Presentation: http://www.slideshare.net/plowenthal Patrick R. Lowenthal | [email_address] Joni Dunlap | [email_address]

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