Embedding Research into the Cirriculum

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A short presentation detailing how I've implemented Teaching Informed by Research, feeding my research into Ambisonics algorithm research into the undergraduate, Music Production, curriculum.

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Embedding Research into the Cirriculum

  1. 1. Programme Leaders Forum Dr Bruce Wiggins Signal Processing Applications Research Group University of Derby Teaching Informed by Research Embedding Research Into The Curriculum [email_address] http://www.derby.ac.uk/staff-search/dr-bruce-wiggins
  2. 2. Introduction <ul><li>Surround sound is now commonplace, with the standard presentation format being 5.1 </li></ul><ul><li>Most Digital Audio Workstations (DAWs) will mix for and create outputs for this system. </li></ul><ul><li>However, why would we want to be tied to a single speaker array. </li></ul><ul><li>It would be very useful to mix using a system that allowed: </li></ul><ul><ul><li>More speakers to be used for presenting the work to large groups of people </li></ul></ul><ul><ul><li>Less speakers to be used for single listener mixing (including headphones). </li></ul></ul>
  3. 3. Ambisonics <ul><li>Ambisonics has always been a system capable of single mix, multiple reproduction . </li></ul><ul><li>The audio is mixed to an intermediate format. </li></ul><ul><ul><li>This format is hierarchical and extendable, and so could be 2, 3, 4 or more channels depending on desired spatial acuity. </li></ul></ul><ul><li>This mix can then be rendered over any, practical, arrangement of loudspeakers or headphones exhibiting (with some caveats): </li></ul><ul><ul><li>Same relative volume per source </li></ul></ul><ul><ul><li>Same source positions </li></ul></ul><ul><ul><li>Same spatial impression </li></ul></ul>
  4. 4. My Research in Pictures! <ul><li>Applying heuristic search techniques to solve the irregular speaker problem. </li></ul>
  5. 5. My Research in Pictures! <ul><li>Applying heuristic search techniques to solve the irregular speaker problem. </li></ul>Turning this -> Into this ->
  6. 6. Research in the Curriculum <ul><li>3 rd year modules already driven by my research: </li></ul><ul><ul><li>BSc Sound, Light & Live Event Technology </li></ul></ul><ul><ul><li>Music Technology & Audio System Design </li></ul></ul><ul><li>However, Teaching Informed by Research bid enabled me to: </li></ul><ul><ul><li>Bring my research to the students earlier (2 nd year) </li></ul></ul><ul><ul><ul><li>Including access and use of our 40 channel Multi-speaker Lab </li></ul></ul></ul><ul><ul><li>Concentrate on the use of my work, rather than the technical implementation/theory of it… </li></ul></ul><ul><ul><li>… Giving it to the musicians! </li></ul></ul><ul><li>Clearly, I could have done this without the need for a TIR… </li></ul><ul><li>… but taking the time to think when writing the TIR application helped this along! </li></ul>
  7. 7. What did I bid for? <ul><li>Mainly time for : </li></ul><ul><ul><li>Making my software more user friendly. </li></ul></ul><ul><ul><ul><li>Previously, needed expert knowledge </li></ul></ul></ul><ul><ul><ul><li>Un-intuitive graphical user interface </li></ul></ul></ul><ul><ul><li>Creating learning resources to document how they could be used. </li></ul></ul><ul><ul><ul><li>Screencasts </li></ul></ul></ul><ul><ul><ul><li>Social networking supporting resource. </li></ul></ul></ul><ul><ul><li>Initially to be utilised in a Computer Music Production Assignment: </li></ul></ul><ul><ul><ul><li>BSc Music Technology & Audio Systems Design </li></ul></ul></ul><ul><ul><ul><li>BSc Music Technology & Production </li></ul></ul></ul><ul><ul><ul><li>BA Popular Music & Music Technology </li></ul></ul></ul>
  8. 8. The Software <ul><li>WigWare Plugins </li></ul>
  9. 9. The Room – Multi Channel Research Lab
  10. 10. Aside on Screencasts – Use in Engineering <ul><li>2006/7 : screencasts were introduced, although technical difficulties meant: </li></ul><ul><ul><li>Only added after 3 of the 7 scheduled sessions had already been carried out. </li></ul></ul><ul><ul><li>Videos didn’t stream properly, and so long waits occurred before they appeared. </li></ul></ul><ul><li>2007/8 : </li></ul><ul><ul><li>screen casts were available from the start </li></ul></ul><ul><ul><li>Printed hand-outs were converted to web pages using course genie. </li></ul></ul><ul><li>Number of marked assignments per year are between 55 and 75 depending on the year… </li></ul>C+ (14.2) Printed Hand-out 2003/4 Course Genie + screen casts Screencasts introduced Printed Hand-out Printed Hand-out B (15.5) B- (15.2) C+ (14.4) C+ (14.4) 2007/8 2006/7 2005/6 2004/5
  11. 11. Ning Network <ul><li>Hosted Screencasts on a Ning Network </li></ul><ul><ul><li>Mini-site used to support students </li></ul></ul><ul><li> Link to Site  </li></ul>
  12. 12. Feedback - Quantitative <ul><li>Using Google Analytics, I tracked the usage of the site: </li></ul><ul><li>Site started and members invited (over the course of a couple of weeks). </li></ul><ul><li>Members of site invited to a dedicated group (so I could keep them all together and message them all, while allowing 3rd years and others to also join the site at a later date). </li></ul><ul><li>Assignment deadline was here (22nd April)! </li></ul>1 2 3
  13. 13. Feedback from Students <ul><li>“… The online video tutorials were very useful…” </li></ul><ul><li>“ The format for the video was just right, performing tasks in order in small steps made it very easy to follow.” </li></ul><ul><li>“ The picture and sound quality of the video was fine. Everything could be seen and heard fine and the loading time weren’t [sic] too long...” </li></ul><ul><li>The multi-channel sound lab was easy to use and a “really creative space to work in”. </li></ul><ul><li>“ They [the screencasts] were awesomely valuable. The notes I took during the runthrough with Bruce were a bit crap, so going through it again with the screencasts and being able to pause and replay things was super helpful.” </li></ul><ul><li>Several students expressed there interest in the area, which they would follow up. </li></ul>
  14. 14. Conclusions <ul><li>The students seemed to enjoy and appreciate the access to extra material. </li></ul><ul><li>Introducing it in the 2 nd year will allow them to pursue the subject further. </li></ul><ul><li>Using TEL meant that supporting the activity was straight-forward </li></ul><ul><ul><li>However, much up-front preparation was needed. </li></ul></ul><ul><ul><li>Not counting the continual development of the software and multi-channel lab over the last few years! </li></ul></ul>
  15. 15. Questions? <ul><li>? </li></ul>

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