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

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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

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