The document discusses e-learning tools and methods used at the University of Music and Performing Arts Graz in Austria. It provides details on their use of Moodle, video commenting with VICTOR, podcasting with LOUDBLOG, and interactive orchestral scores. It notes advantages and disadvantages of these tools for music education and highlights experiences producing podcasts and collaborative work in courses. The presentation concludes with information on their blogging experiences and invites discussion.
E-co-innovation and Living Labs for educational e-servicesNoël Conruyt
This presentation about e-co-innovation for making e-services was made at the IEEE DEST conference on the 25th of July 2013 in Palo Alto, Silicon Valley: http://www.dest2013.digital-ecology.org
The video of the presentation is here:
http://www.youtube.com/watch?v=iCn15ELCm8w
It presents the concept of Living Lab and the instance that we developped in Reunion Island in the domain of education with ICT. The example of instrumental e-learning in music teaching and learning is given to explain our methodology and use of a creativity platform. In this presentation and associated paper, we stress the importance on dealing with know-how rather than knowledge with another method called Sign management for annotating scores with videos. Lastly, we introduce the Semiotic Web as a new paradigm for making education e-services.
My dog wants to share his Scooby Doo video with his network of dogs. The document provides instructions and examples for how the dog can create a storyboard and digital media project using photo story 3 and audacity to share the Scooby Doo video. It outlines the assessment details including outcomes, nature of the task, and requirements to present a topic, detailed storyboards for photo and audio formats, and demonstrate features of the photo story and audacity programs.
The document describes using technology to explore art elements in choice centers for students. Key elements include:
1) Centers explore art from different cultures and continents, with students completing a passport as they finish each center.
2) Technology used includes iPods, DVDs, Discovery Education videos, SmartBoards, art software programs, and online resources.
3) Specific centers are described that focus on elements like line, shape, color, light and texture; these incorporate videos, games, art from different artists, and student podcasts.
4) Student artwork is created in the style of artists like Van Gogh using complementary colors, and exploring concepts like angels in European art.
The document describes a tool called MusiCards that aims to teach music to children using tangible and bodily interaction. It is a redesign of computational cards (c-cards) that incorporates playing notes and spawning new cards. The cards can be used to represent musical sequences and instructions. Actions like playing notes are written on the cards and triggered when cards are reached. This allows children to learn music concepts through an active and physical gameplay experience involving movement, singing, and tracking a song's structure.
The document discusses e-learning tools and methods used at the University of Music and Performing Arts Graz in Austria. It provides details on their use of Moodle, video commenting with VICTOR, podcasting with LOUDBLOG, and interactive orchestral scores. It notes advantages and disadvantages of these tools for music education and highlights experiences producing podcasts and collaborative work in courses. The presentation concludes with information on their blogging experiences and invites discussion.
E-co-innovation and Living Labs for educational e-servicesNoël Conruyt
This presentation about e-co-innovation for making e-services was made at the IEEE DEST conference on the 25th of July 2013 in Palo Alto, Silicon Valley: http://www.dest2013.digital-ecology.org
The video of the presentation is here:
http://www.youtube.com/watch?v=iCn15ELCm8w
It presents the concept of Living Lab and the instance that we developped in Reunion Island in the domain of education with ICT. The example of instrumental e-learning in music teaching and learning is given to explain our methodology and use of a creativity platform. In this presentation and associated paper, we stress the importance on dealing with know-how rather than knowledge with another method called Sign management for annotating scores with videos. Lastly, we introduce the Semiotic Web as a new paradigm for making education e-services.
My dog wants to share his Scooby Doo video with his network of dogs. The document provides instructions and examples for how the dog can create a storyboard and digital media project using photo story 3 and audacity to share the Scooby Doo video. It outlines the assessment details including outcomes, nature of the task, and requirements to present a topic, detailed storyboards for photo and audio formats, and demonstrate features of the photo story and audacity programs.
The document describes using technology to explore art elements in choice centers for students. Key elements include:
1) Centers explore art from different cultures and continents, with students completing a passport as they finish each center.
2) Technology used includes iPods, DVDs, Discovery Education videos, SmartBoards, art software programs, and online resources.
3) Specific centers are described that focus on elements like line, shape, color, light and texture; these incorporate videos, games, art from different artists, and student podcasts.
4) Student artwork is created in the style of artists like Van Gogh using complementary colors, and exploring concepts like angels in European art.
The document describes a tool called MusiCards that aims to teach music to children using tangible and bodily interaction. It is a redesign of computational cards (c-cards) that incorporates playing notes and spawning new cards. The cards can be used to represent musical sequences and instructions. Actions like playing notes are written on the cards and triggered when cards are reached. This allows children to learn music concepts through an active and physical gameplay experience involving movement, singing, and tracking a song's structure.
This document appears to be a list of student names enrolled in a Grade 7 class for the second semester of the 2011-2012 school year. The class roster includes 12 students: Radha, Souzan, Hamza, Roshni, Tanvi, Shivaram, Tasneem, Ayesha, Fajri, Dieter, Al Reem, and Shwetha.
This document provides instructions for creating and customizing a PB wiki site. It outlines the steps to set up an account, create and manage pages, add links and plugins, and edit wiki settings. Key steps include going to the PBworks site to select a wiki name and purpose, verifying your email account, creating and linking pages, inserting embed codes for plugins, and accessing settings to modify the wiki's look and tools.
Dr No Goofs Continuity Errors Bungalow Scenesfilmsyncs
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses e-learning tools and methods used at the University of Music and Performing Arts Graz in Austria. It describes their use of Moodle, video commenting with VICTOR, podcasting with LOUDBLOG, and interactive orchestral scores. It provides details on student and faculty numbers, fields of study, and the growth in number of courses using Moodle from 2006 to 2009. Both advantages and disadvantages of the different tools are mentioned.
The document discusses e-learning tools and methods used at the University of Music and Performing Arts Graz in Austria. It describes their use of Moodle, video commenting with VICTOR, podcasting with LOUDBLOG, and interactive orchestral scores. It provides details on student and faculty numbers, fields of study, and the growth in the number of courses using Moodle from 2006 to 2009. Both advantages and disadvantages of the different tools are mentioned.
This document discusses the benefits and curricular applications of using technology in music education. It outlines how technology can provide assessment tools, promote creativity, support different learning styles, and facilitate project-based and cross-curricular learning. Specific technologies mentioned include recording tools, digital audio workstations for composition and production, notation software, instructional programs, and multimedia applications. Examples of how these technologies can be used include student compositions, practice tracks, electronic musical instruments, and creating media for presentations.
Social learning summit 2012 podcast in piano lessonskakoto
Maja Dakic-Brkovic, a piano teacher, presented on using podcasts in piano lessons. She discussed the benefits of recording students, such as improving their focus, perfectionism, and practice. She explained how to create podcasts by recording students' playing and announcements, editing the audio, and publishing regularly. Podcasts can then be used to promote students and their school by tracking progress and sharing recordings. Maja suggested equipment for recording and free tools like Audacity and Podbean for audio editing and publishing podcasts. She shared her own podcasting blog with student recordings as an example.
Michael sweet education_summit_gameaudioeducation.keyccbmp
This document discusses Berklee College of Music's Game Audio Education program. It began in 2007 in response to student demand. The program aims to teach students the specific skills required to work in the game industry. It takes a collaborative approach across different departments and leverages resources outside of dedicated classes. The program includes a video game scoring minor and is supported by facilities, guest speakers, and student organizations like the Video Game Music Club. The goal is to continue improving access to tools and resources to better prepare students for careers in game audio.
Maja teach meet - podcast in piano lessons for tmmuskakoto
This document discusses using podcasts in piano lessons to develop students' listening skills, concentration, attention, and motivation. It recommends recording students' playing and posting audio files online to track progress, advertise the school, and facilitate home practice and inter-school exchange programs. Free, easy-to-use software like Audacity and blogging platforms like Blogger and Podbean are suggested for creating podcasts using devices like phones, tablets, and computers.
The document discusses various ways that technology can be used to support music education. It describes software for music composition, production and notation like GarageBand and Sibelius that allow students to compose and arrange music visually or aurally. It also outlines technologies for performance like MIDI and notation software that facilitate parts and scores. Other sections cover self-paced learning tools for music theory and ear training, using the internet for teaching music history, and strategies for interdisciplinary work.
This document discusses how music teachers can incorporate technology into their teaching to engage students and promote their business. It provides examples of free online tools and resources teachers can use, such as Audacity for recording and editing audio, and websites for finding sheet music and collaborating online. It encourages teachers to record and share student performances to showcase progress and accomplishments, and enter students into a technology challenge for a chance to win prizes. Overall, the document promotes using technology to enhance music education and help teachers thrive in the 21st century.
Social learning summit 2012 using youtube for teaching piano accompanimentgbrkovic
The document discusses using YouTube to teach piano accompaniment. It outlines problems with traditional teaching methods and proposes playing soloist recordings from YouTube during lessons to give students real-world experience adapting to different performers. The teacher would select pieces and YouTube videos, and students would take turns accompanying the recordings. This allows students to focus on listening skills, tempo flexibility, and adapting to other musicians. The document provides an example lesson plan and discusses the benefits of this new approach.
This document outlines a lesson plan to have students create a short beatbox song using video editing software. The goals are to incorporate technology, explore editing techniques, and discover connections between art and music. Students will record sound effects, edit clips together in a pattern in iMovie to arrange their beatbox song. They will upload their videos online for critique. The lesson integrates technology, promotes creative thinking and editing skills, and addresses various learning standards.
The first University of Divinity Teaching for Learning Day, held 6 November 2013 in Melbourne focussed on Good Practice in Higher/Theological Education.
This second session addressed principles of Good Practice, derived from Chickering, Gamson and Ehrmann, and asked how these applied to the University's Colleges, especially as more Colleges embrace online support or delivery for their units and courses. Forums, Skype and Copyright were also addressed.
This document outlines a lesson plan to have students create a beat box song using video editing software. The goals are to incorporate technology, explore editing techniques, and discover connections between art and music. Students will capture sound effects, edit clips together in a pattern to form a song, and include an intro and outro. They will upload their videos online for critique. The lesson integrates technology, promotes learning of editing skills, and is differentiated for various skill levels. It addresses multiple state and national education standards.
The document outlines an English language learning project that uses podcasts and digital tools. Students work in groups to research topics, write scripts, and produce audio or video podcasts. They then share their podcasts online and provide feedback on each other's work to improve their language skills through an authentic task-based learning experience.
This document appears to be a list of student names enrolled in a Grade 7 class for the second semester of the 2011-2012 school year. The class roster includes 12 students: Radha, Souzan, Hamza, Roshni, Tanvi, Shivaram, Tasneem, Ayesha, Fajri, Dieter, Al Reem, and Shwetha.
This document provides instructions for creating and customizing a PB wiki site. It outlines the steps to set up an account, create and manage pages, add links and plugins, and edit wiki settings. Key steps include going to the PBworks site to select a wiki name and purpose, verifying your email account, creating and linking pages, inserting embed codes for plugins, and accessing settings to modify the wiki's look and tools.
Dr No Goofs Continuity Errors Bungalow Scenesfilmsyncs
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses e-learning tools and methods used at the University of Music and Performing Arts Graz in Austria. It describes their use of Moodle, video commenting with VICTOR, podcasting with LOUDBLOG, and interactive orchestral scores. It provides details on student and faculty numbers, fields of study, and the growth in number of courses using Moodle from 2006 to 2009. Both advantages and disadvantages of the different tools are mentioned.
The document discusses e-learning tools and methods used at the University of Music and Performing Arts Graz in Austria. It describes their use of Moodle, video commenting with VICTOR, podcasting with LOUDBLOG, and interactive orchestral scores. It provides details on student and faculty numbers, fields of study, and the growth in the number of courses using Moodle from 2006 to 2009. Both advantages and disadvantages of the different tools are mentioned.
This document discusses the benefits and curricular applications of using technology in music education. It outlines how technology can provide assessment tools, promote creativity, support different learning styles, and facilitate project-based and cross-curricular learning. Specific technologies mentioned include recording tools, digital audio workstations for composition and production, notation software, instructional programs, and multimedia applications. Examples of how these technologies can be used include student compositions, practice tracks, electronic musical instruments, and creating media for presentations.
Social learning summit 2012 podcast in piano lessonskakoto
Maja Dakic-Brkovic, a piano teacher, presented on using podcasts in piano lessons. She discussed the benefits of recording students, such as improving their focus, perfectionism, and practice. She explained how to create podcasts by recording students' playing and announcements, editing the audio, and publishing regularly. Podcasts can then be used to promote students and their school by tracking progress and sharing recordings. Maja suggested equipment for recording and free tools like Audacity and Podbean for audio editing and publishing podcasts. She shared her own podcasting blog with student recordings as an example.
Michael sweet education_summit_gameaudioeducation.keyccbmp
This document discusses Berklee College of Music's Game Audio Education program. It began in 2007 in response to student demand. The program aims to teach students the specific skills required to work in the game industry. It takes a collaborative approach across different departments and leverages resources outside of dedicated classes. The program includes a video game scoring minor and is supported by facilities, guest speakers, and student organizations like the Video Game Music Club. The goal is to continue improving access to tools and resources to better prepare students for careers in game audio.
Maja teach meet - podcast in piano lessons for tmmuskakoto
This document discusses using podcasts in piano lessons to develop students' listening skills, concentration, attention, and motivation. It recommends recording students' playing and posting audio files online to track progress, advertise the school, and facilitate home practice and inter-school exchange programs. Free, easy-to-use software like Audacity and blogging platforms like Blogger and Podbean are suggested for creating podcasts using devices like phones, tablets, and computers.
The document discusses various ways that technology can be used to support music education. It describes software for music composition, production and notation like GarageBand and Sibelius that allow students to compose and arrange music visually or aurally. It also outlines technologies for performance like MIDI and notation software that facilitate parts and scores. Other sections cover self-paced learning tools for music theory and ear training, using the internet for teaching music history, and strategies for interdisciplinary work.
This document discusses how music teachers can incorporate technology into their teaching to engage students and promote their business. It provides examples of free online tools and resources teachers can use, such as Audacity for recording and editing audio, and websites for finding sheet music and collaborating online. It encourages teachers to record and share student performances to showcase progress and accomplishments, and enter students into a technology challenge for a chance to win prizes. Overall, the document promotes using technology to enhance music education and help teachers thrive in the 21st century.
Social learning summit 2012 using youtube for teaching piano accompanimentgbrkovic
The document discusses using YouTube to teach piano accompaniment. It outlines problems with traditional teaching methods and proposes playing soloist recordings from YouTube during lessons to give students real-world experience adapting to different performers. The teacher would select pieces and YouTube videos, and students would take turns accompanying the recordings. This allows students to focus on listening skills, tempo flexibility, and adapting to other musicians. The document provides an example lesson plan and discusses the benefits of this new approach.
This document outlines a lesson plan to have students create a short beatbox song using video editing software. The goals are to incorporate technology, explore editing techniques, and discover connections between art and music. Students will record sound effects, edit clips together in a pattern in iMovie to arrange their beatbox song. They will upload their videos online for critique. The lesson integrates technology, promotes creative thinking and editing skills, and addresses various learning standards.
The first University of Divinity Teaching for Learning Day, held 6 November 2013 in Melbourne focussed on Good Practice in Higher/Theological Education.
This second session addressed principles of Good Practice, derived from Chickering, Gamson and Ehrmann, and asked how these applied to the University's Colleges, especially as more Colleges embrace online support or delivery for their units and courses. Forums, Skype and Copyright were also addressed.
This document outlines a lesson plan to have students create a beat box song using video editing software. The goals are to incorporate technology, explore editing techniques, and discover connections between art and music. Students will capture sound effects, edit clips together in a pattern to form a song, and include an intro and outro. They will upload their videos online for critique. The lesson integrates technology, promotes learning of editing skills, and is differentiated for various skill levels. It addresses multiple state and national education standards.
The document outlines an English language learning project that uses podcasts and digital tools. Students work in groups to research topics, write scripts, and produce audio or video podcasts. They then share their podcasts online and provide feedback on each other's work to improve their language skills through an authentic task-based learning experience.
Joseph Whitney has over 10 years of experience in audio/visual production and technology. He has worked for various organizations setting up and running audio, video, and lighting for events of all sizes. He holds a Bachelor's degree in music and is a Certified Technical Specialist with expertise in live sound reinforcement, installation of AV equipment, and troubleshooting computer and networking issues.
This document outlines an English learning project that uses arts, digital media, and web 2.0 tools. Students will work collaboratively to create short photostories by matching lyrics and themes from songs to artworks by selected artists. The project aims to develop students' English skills while enhancing their technical abilities. It provides examples of how students analyzed Vincent Van Gogh's life and paintings in relation to the lyrics of "Starry, Starry Night". Guidelines are given for choosing an artist, selecting art and music, and interpreting them to convey meanings beyond the literal lyrics.
Just Add Beats: STEAM Learning Through Audio Recording presented at Texas STE...Andrew Karnavas
How do we prepare kids from a young age for their roles in designing the future? How do we promote media literacy, entrepreneurship, and leveraging new technology to tell our stories, make our voices heard, and make the world a better place?
Audio!
Tools for recording and distributing professional quality audio are more affordable and accessible than ever, which means kids don’t have to wait until they are adults to get hands-on experience. With the right tools and curriculum, schools and other learning centers have the opportunity to foster students’ creative musical thoughts, stories, and inventions in an audio maker space. Welcome to Just Add Beats, creative audio production camps and school programs for kids.
This talk extracts insights from my diploma thesis [Computer Science, Dresden University of Technology, 2011]. I dealt with research and development of an interactive audiovisual environment, named AMVIS, which is a motion-driven natural interface that enables several users to make music together by using simple embodied interaction techniques.
TOPICS:
Visual Music (image-sound relationships, classification proposal)
Generative Design (generative art, generative designing
AMVIS - an audible, motiondriven, visualizing environment)
Music education shared between blind and sighted studentsJosé Antonio Borges
This document summarizes a technological proposal to support inclusive musical education for both blind and sighted students. The proposal involves developing a computer tool that allows for multimodal input (keyboard, MIDI, Braille) and output (conventional score, Braille, sound) of musical compositions. It would also enable real-time collaboration over a local network, allowing students at different computers to see and hear what their partners are playing or writing. An initial prototype has been created and tested with blind and sighted colleagues, and the researchers plan to further develop the tool and test it in schools to expand musical educational opportunities for blind students.
Mr. Jaworski welcomes parents to a back to school night for his music production and technology class. Students will be creative, collaborate, learn computer and technology skills, problem solve, and have fun making music while respecting others and equipment. Students will work on individual compositions, collaborative recordings, sound design projects, and editing "mashups" that will be showcased at a recital on May 9th. Parents can contact Mr. Jaworski by appointment or email for any questions.
This document discusses how podcasting can be used in education. It provides examples such as teachers recording lectures and lessons for students to access online. It also suggests podcasting could be used to share student projects, recordings of musical pieces, instrument lessons, concert videos, and ear training exercises. The document encourages using podcasts and iPods to enhance learning.
Micro Applications In The Classroom Podcastingguest6b77da
This document discusses how podcasting can be used in education. It provides examples such as teachers recording lectures and lessons for students to access online. It also suggests podcasting could be used to share student projects, musical pieces for reference, instrument lessons, concert videos, and ear training exercises. Podcasts may also be used for students to ask questions and leave comments as well as having students summarize educational blog posts.
Die Vorlesung behandelt das Schreiben von „Ohrwürmern“ im Jahr 2059.
In den Hitparaden werden keine berühmten und altbekannten Musik-Stars vertreten sein,
sondern Kinder und Jugendliche, welche mit ihren Handys jederzeit und überall neue Hits
kreieren und über das Internet verteilen können. So werden wir gemeinsam in der Vorlesung
an kleinen Liedchen basteln und vielleicht werden einige TeilnehmerInnen damit sogar
über Nacht berühmt. Und ausnahmsweise dürft ihr eure Handys mitnehmen und eingeschaltet lassen!
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
3. Music and Arts E-Learning
• What is the KUG
• How we use Moodle
• Video commenting with VICTOR
• Podcasting with LOUDBLOG
• Interactive orchestral scores
• Discussion
4. Music and Arts E-Learning
KUG: Kunstuniversität Graz
University of Music and Performing Arts Graz, Austria
2132 students
379 full time equivalents, staff (about 100 professors)
Fields of studies: Stage Design, Dramatic Arts / Performing Arts,
Conducting, Voice, Music Education / Voice and Instruments, Instrumental Studies,
Jazz, Catholic and Protestant Church Music, Composition and Music Theory,
Teacher Training Study Programme (Music Education / Music Education
Instruments), Doctoral Study Programme in Philosophy or Natural Sciences,
Electrical Engineering and Audio Engineering (in cooperation with the TU Graz),
Musicology (in cooperation with the University of Graz)
5. Music and Arts E-Learning
Highlighted: registered Moodle Users in 2009 Moodle
2132 students: 380
379 full time equivalents, staff: 21
Fields of studies: Stage Design, Dramatic Arts / Performing Arts,
Conducting, Voice, Music Education / Voice and Instruments, Instrumental
Studies, Jazz, Catholic and Protestant Church Music, Composition and Music
Theory, Teacher Training Study Programme (Music Education / Music Education
Instruments), Doctoral Study Programme in Philosophy or Natural Sciences,
Electrical Engineering and Audio Engineering (in cooperation with the TU Graz),
Musicology (in cooperation with the University of Graz)
6. Music and Arts E-Learning
2006/07: 14 courses Moodle
2007/08: 28 courses
2008/09: 36 courses
7. Music and Arts E-Learning
We are using Moodle basically for
Moodle
collaborative working within forums and wikis
tests
and forms
8. Music and Arts E-Learning
We are using Moodle rarely for
Moodle
audio content
video sequences
scores and
interactive tools
9. Music and Arts E-Learning
Moodle
Special course:
Joseph Haydn
Multimedial
Collaborative
Working
15. Music and Arts E-Learning
PODCASTING
Producing episodes about audio recording
technology in on course:
16.
17. Music and Arts E-Learning
Advantages PODCASTING
• Learning by producing the podcast
• High motivation to make episodes individually and originally
• Learning by listening to other episodes
• Broadcasted and published periodically
• Learning with mobile devices
• Comments are supporting social learning within the group
18. Music and Arts E-Learning
Disadvantages PODCASTING
• Within LOUDBLOG we had to create each account manually (no LDAP
support)
• In the beginning it took too much time to record, mix and arrange
• Some of the students had to arrange and mix at home, recording and
mastering was done in the university audio studio
• Foreign students very often have problems with our language, so it was also
difficult for them to record their voice in our language
20. Music and Arts E-Learning
Advantages interactive scores
• space and time
• individual learning tempo
• motivation
• different and interactive trainings
(key, tempo, loops, recordings, …)
• less to do for the teacher
21. Music and Arts E-Learning
Disadvantages interactive scores
• depends on the hardware
• computers do not work at any time
(power, network, file structure, …)
• rights management
(for installing flash or shockwave player, …)
• time to prepare e-learning scenarios
22. Music and Arts E-Learning
Wordpress blogging
• User accounts via novell e-directory
• Better integration of multimedia content via plugins
• Very common system for building web 2.0 content
26. Music and Arts E-Learning
Summing-up
I talked about
• our Moodle experiences
27. Music and Arts E-Learning
Summing-up
I talked about
• our Moodle experiences
• Video commenting with VICTOR
28. Music and Arts E-Learning
Summing-up
I talked about
• our Moodle experiences
• Video commenting with VICTOR
• Podcasting with LOUDBLOG
29. Music and Arts E-Learning
Summing-up
I talked about
• our Moodle experiences
• Video commenting with VICTOR
• Podcasting with LOUDBLOG
• Interactive orchestral scores
30. Music and Arts E-Learning
Discussion
Thank you for your attention.
http://www.kug.ac.at
http://www.impg.at
http://www.twitter.com/marechberger
http://www.wait.at/blog
2 more pictures from austria?