1. Participation, Ownership, and Presence
Learning Music History
Online with Social Media
Miikka Salavuo
Lauri Väkevä
Sibelius Academy

2. The Case
A Pedagogical Online Course
on the History of African American Music

3. Target Groups
Music education students
Students of the Open University
 Music students, music educators, classroom teachers…

4. Previous Emphasizes of LMS’s

5. Repetition
Promote Exam
of
recall strategies
information

6. Send an assignment to
teacher

7. The Emphasizes of This Course

8. Discovery and Making Skills for
construction connections, lifelong
of knowledge understanding learning

9. • Dewey..
• Communities of practice (Wenger)
• Connectivism (Siemens)
• Communal Constructivism
(Holmes)

12. Presence

13. Student Tasks

14. Two Blog Articles

15. a. “My Musical History”
to bring out student’s own expertise
and to engage her in progressive
inquiry to the use of online tools

17. b. “Introduction of a Song”
to introduce the student to one chosen
perspective in popular music study
to further encourage participation

18. Lyrics
Social
meaning Performers’
Song backgrounds
Musical
roots
Musical
roots

19. A Wiki Article
(Group Task )
To encourage the students to social
networking collaborative
production of public learning
materials

21. Research Methods

22. Questionnaires
at the beginning
for all, and at the
end
for those who left
the course

23. 3 group
interviews,
thematized

24. Results

25. Online collaboration not as active as
expected

26. The course played too small role in
students’ daily lives

27. Online environment for everyday use needed!

28. Most students are not used to social
media as learning environment…yet?

29. Learning with social media requires initiative,
motivation and self-directed skills

30. More interaction and increased presence
compared to traditional online courses

31. Ideas were learned from others

32. Many students seem to prefer a
lecture-based model

33. Face-to-Face interaction highly valued,
even romanticized

34. Students expected subject content to be
pre-defined by the teacher

35. Learning = Being able to repeat
pre-given content?

37. Student-provided Reasons
for Drop Outs

38. 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

39. “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..”

40. Ownership
Contradicts with lack of initiative
The online environment did provide
some possibilities and starting points to
increase ownership

41. Participation
Students visited each others’ pages
and gave some comments
Sense of community emerged when
students were divided into smaller
groups

42. Presence
Teacher presence requested
The course was not present in
students’ daily lives
“Recent activities” function increased
the presence

43. Conclusions
• A change in the culture of learning
takes time
• Social media is promising, but
does not yet suit well to the
learning culture