July 27–28, 2016 Minneapolis Community and Technical College Minnesota eLearning Summit

1. Faculty migration from text-based to
media-rich content:
crowdsourcing the meaningful
application of LMS (D2L) quizzes
July 27, 2016, Minneapolis Community and Technical College
Marion Judish, Ph.D., Music
Plamen Miltenoff, Ph.D., Technology
http://www.slideshare.net/aidemoreto/esummit2016
http://tinyurl.com/j4vhzh9#MNsummit2016 #MUSM123
InforMedia Services
SCSU TechInstruction

2. Who are we
Marion
Music professor
Plamen
Faculty, who works with
technology and digital literacy

3. What do we do today (plan)
Present the case of MUSM123
Share our experience with the pedagogical
implications
Share our experience with the technological
complications
Discuss with the audience their experience
Exchange ideas and solutions

4. Help us figure out who you are
 Please use your mobile devices:
 smart phones, tablets, laptops
 Open a browser (e.g. Google Chrome, Mozilla Firefox, Internet Explorer)
 and log into
http://kahoot.it/

5. Music, education, intelligence
 Organized music lessons appear to benefit children's IQ
and academic performance--and the longer the
instruction continues, the larger the effect, according to
a study published in the May issue of the Journal of
Educational Psychology (Vol. 98, No. 2).
Munsey, C. (2006). Music lessons may boost IQ and grades.
American Psychological Association, 37(6), 13.
Schellenberg, E. G. (2011); Kaviani, et al. (2014).
 Music instruction must be delivered in such a way that music is defined and understood as a discrete,
valid, and tangible way of knowing and learning within the literacy mandate. While the established
"core" areas of language, math, social studies and science provide important knowledge bases for any
musician, success in music will not be found through the exclusive study of literacy in those areas.
Neves, V. R. T. (2007). Instrumental Music as Content Literacy Education: An Instructional Framework
Based on the Continuous Improvement Process. Retrieved from http://eric.ed.gov/?id=ED499123
More: http://blog.stcloudstate.edu/ims/2016/03/23/music-education-intelligence/

6. http://blog.stcloudstate.edu/ims/2016/04/13/
students-and-technology/
 2015
 2011
ECAR Student and Faculty Technology Research Studies

7. Technological Pedagogical Content
Knowledge (TPAK) framework
 Technological Pedagogical Content Knowledge
(TPACK) is a framework that identifies the
knowledge teachers need to teach effectively with
technology.
The TPACK framework extends
Shulman’s idea of
Pedagogical Content
Knowledge.
 http://tpack.org/

8. Quizzes to test, and quizzes to train
http://blog.stcloudstate.edu/ims/2016/04/13/testing-effect/
http://blog.stcloudstate.edu/ims/2016/04/14/change-teaching/
This phenomenon — testing yourself on an idea or
concept to help you remember it — is called the
“testing effect” or “retrieval practice.” People have
known about the idea for centuries. Sir Francis
Bacon mentioned it, as did the psychologist William
James. In 350 BCE, Aristotle wrote that “exercise in
repeatedly recalling a thing strengthens the
memory.”
But the testing effect had been mostly overlooked
in recent years.

9. Music, education, multimedia
 Redefining music literacy
The intersection of popular music, technology & music instruction
http://www.slideshare.net/ThomasDouglas1960/technology-in-music-art-
education
Crappell, C., Jacklin, B., & Pratt, C. (2015). Using Multimedia To Enhance Lessons
And Recitals. American Music Teacher, 64(6), 10-13.
 In the world of music education, teachers are adapting
to current trends by using social media, educational
apps and mobile devices to enhance student learning
experiences.

10.  Share our experience with the pedagogical implications

11. Pedagogy: engagement, understanding
 Publisher textbook
 Supplies quizzes.
 Text-based quizzes – 15-20 per chapter
 Multiple choice
 T/F
 Reference to audio excerpts provided on a CD
 D2L quizzes
 Use Respondus for MS Word files.
 Only multiple choice could be imported straight from the MS Word file to D2L
 T/F questions had to be manually handled
 MediaSpace code copied and pasted in D2L for questions with audio excerpts
 MediaSpace
 Upload files from CD and process them (tag them)
Publisher material, D2L and MediaSpace made questionable if working on more engaging content
is worth the time and efforts.

12. Ho, W.-C. (2007). Music Students’ Perception of the Use of Multi-Media Technology at
the Graduate Level in Hong Kong Higher Education. Asia Pacific Education Review, 8(1), 12–26.

13. Share our experience with the
technological complications

14. Main findings regarding technology:
 D2L is not a good platform to administer multimedia education, being that quizzes or
training quizzes
 Either D2L or the abilities of LAN (Local Area Network), or both, are not up to the task of
delivering multimedia content to students.
 MediaSpace, AKA Kaltura has a long way to go, before it start rivaling the quality of
YouTube.
 Good multimedia repertoire must not be confined to the MnSCU-approved tools, such
as D2L and MediaSpace.
The use of third party, free tools, such as Kahoot, podcasts, Facebook groups and similar
social media, offers alternative to backup often failing technology and offer
opportunities, which MnSCU tools do not.
 Publishing houses have a long way to go, before faculty is satisfied with their output.
Respondus still does not crunch T/F question, same goes for multimedia

15. LMS (D2L) and (versus) third-party tools

16. instruction with technology from faculty
perspective

17. Student-centered instruction with technology
 D2L Brighspace, MediaSpace
 Remind.com (D2L News, D2L SMS)
 Kahoot, Zaption –
http://blog.stcloudstate.edu/ims/2016/01/13/formative-assessment-tools/
opt out of quiz or test.
 Social media
 YouTube, TeacherTube, SchoolTube: http://blog.stcloudstate.edu/ims/2014/06/20/7-
free-social-media-tools-for-teachers/
 Facebook groups – a hub of materials found/generated by students. discussions
 Twitter – mini (140) blog reflections
 Instagram, Vine, Tumbler, Snapchat, Kik, and similar – exchange ideas, help each other
 Spotify – record their music, record their story
 Pinterest board[s] – http://blog.stcloudstate.edu/ims/2014/02/10/16-ways-teachers-
use-pinterest/ collect a visual story,

18. Student-centered instruction with technology
 individually and/or in groups
 Podcasting
 Blog, audio blogs, video blogs – http://blog.stcloudstate.edu/ims/2015/02/11/discussion-
boards-blogs-and-wikis/
a reflection of their learning and thinking
 Podcasting: e.g. Podomatic (https://www.podomatic.com/login)
 Infographics – http://blog.stcloudstate.edu/ims?s=infographics a midterm project to
reflect their thinking
 Storytelling (beyond social media) -
http://blog.stcloudstate.edu/ims?s=digital+storytelling create music literacy on their
own
 Badges, gaming and gamification:
http://blog.stcloudstate.edu/ims?s=Badges%2C+gaming+and+gamification

19. http://blog.stcloudstate.edu/ims/2016/04/13/
students-and-technology/
 2015
 2011
ECAR Student and Faculty Technology Research Studies

20. Discussion

21. To continue our discussion:
 Marion Judish
320-308-3289
mjjudish@stcloudstate.edu
 Plamen Miltenoff
320-308-3072
pmiltenoff@stcloudstate.edu
Bibliography:
http://blog.stcloudstate.edu/ims/2016/03/23/music-education-intelligence/
http://www.slideshare.net/khbarker2009/technology-in-the-music-classroom
http://www.slideshare.net/ThomasDouglas1960/technology-in-music-art-education
http://www.slideshare.net/sspengler/technology-supports-for-the-art-and-music-classroom
http://www.slideshare.net/DanMassoth/leveraging-technology-in-a-music-classroom