Participation, Ownership, and Presence

       Learning Music History
       Online with Social Media

                   ...
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, class...
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   learn...
•    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 ...
b. “Introduction of a Song” 

to introduce the student to one chosen
  perspective in popular music study
   to further en...
Lyrics
        Social
       meaning    Performers’
Song             backgrounds

       Musical
        roots
           ...
A Wiki Article
        (Group Task )

To encourage the students to social
    networking  collaborative
   production of p...
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 ...
“I have been accustomed to… that it’s
   enough that you sit down, someone
   gives you info and you come and get
   credi...
Ownership


   Contradicts with lack of initiative

   The online environment did provide
    some possibilities and start...
Participation


   Students visited each others’ pages
    and gave some comments

   Sense of community emerged when
    ...
Presence

   Teacher presence requested

   The course was not present in
    students’ daily lives

   “Recent activities...
Conclusions
•  A change in the culture of learning
   takes time
•  Social media is promising, but
   does not yet suit we...
Participation, Ownership, and Presence  Learning Music History Online with Social Media
Participation, Ownership, and Presence  Learning Music History Online with Social Media
Participation, Ownership, and Presence  Learning Music History Online with Social Media
Participation, Ownership, and Presence  Learning Music History Online with Social Media
Participation, Ownership, and Presence  Learning Music History Online with Social Media
Upcoming SlideShare
Loading in …5
×

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

1,301 views

Published on

1 Comment
0 Likes
Statistics
Notes
  • Be the first to like this

No Downloads
Views
Total views
1,301
On SlideShare
0
From Embeds
0
Number of Embeds
67
Actions
Shares
0
Downloads
0
Comments
1
Likes
0
Embeds 0
No embeds

No notes for slide

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

  1. 1. Participation, Ownership, and Presence Learning Music History Online with Social Media Miikka Salavuo Lauri Väkevä Sibelius Academy
  2. 2. The Case A Pedagogical Online Course on the History of African American Music
  3. 3. Target Groups   Music education students   Students of the Open University  Music students, music educators, classroom teachers…
  4. 4. Previous Emphasizes of LMS’s
  5. 5. Repetition Promote Exam of recall strategies information
  6. 6. Send an assignment to teacher
  7. 7. The Emphasizes of This Course
  8. 8. Discovery and Making Skills for construction connections, lifelong of knowledge understanding learning
  9. 9. •  Dewey.. •  Communities of practice (Wenger) •  Connectivism (Siemens) •  Communal Constructivism (Holmes)
  10. 10. Presence
  11. 11. Student Tasks
  12. 12. Two Blog Articles
  13. 13. a. “My Musical History” to bring out student’s own expertise and to engage her in progressive inquiry to the use of online tools
  14. 14. b. “Introduction of a Song” to introduce the student to one chosen perspective in popular music study to further encourage participation
  15. 15. Lyrics Social meaning Performers’ Song backgrounds Musical roots Musical roots
  16. 16. A Wiki Article (Group Task ) To encourage the students to social networking collaborative production of public learning materials
  17. 17. Research Methods
  18. 18. Questionnaires at the beginning for all, and at the end for those who left the course
  19. 19. 3 group interviews, thematized
  20. 20. Results
  21. 21. Online collaboration not as active as expected
  22. 22. The course played too small role in students’ daily lives
  23. 23. Online environment for everyday use needed!
  24. 24. Most students are not used to social media as learning environment…yet?
  25. 25. Learning with social media requires initiative, motivation and self-directed skills
  26. 26. More interaction and increased presence compared to traditional online courses
  27. 27. Ideas were learned from others
  28. 28. Many students seem to prefer a lecture-based model
  29. 29. Face-to-Face interaction highly valued, even romanticized
  30. 30. Students expected subject content to be pre-defined by the teacher
  31. 31. Learning = Being able to repeat pre-given content?
  32. 32. Student-provided Reasons for Drop Outs
  33. 33.   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
  34. 34. “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..”
  35. 35. Ownership   Contradicts with lack of initiative   The online environment did provide some possibilities and starting points to increase ownership
  36. 36. Participation   Students visited each others’ pages and gave some comments   Sense of community emerged when students were divided into smaller groups
  37. 37. Presence   Teacher presence requested   The course was not present in students’ daily lives   “Recent activities” function increased the presence
  38. 38. Conclusions •  A change in the culture of learning takes time •  Social media is promising, but does not yet suit well to the learning culture

×