We Don't Need No Education: Using Music-driven Instructional Activities Online
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This document discusses using music to enhance online instruction. It outlines several benefits of incorporating music, such as improving social presence and student engagement. Specific music-driven activities are proposed, like having students create a soundtrack for a topic or developing a concept-specific playlist. The document suggests that music appeals to students and can help promote interaction with course content by involving them in creative activities that apply the material to musical products.
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We Don't Need No Education: Using Music-driven Instructional Activities Online
- 1. We Don’t Need No Education Using music-driven instructional activities for online courses Patrick Lowenthal | patrick.lowenthal@ucdenver.edu Joni Dunlap | joni.dunlap@ucdenver.edu
- 4. The Power of Music
- 7. Get Your Cell Phones
- 8. Another Example What’s the name of this band? (don’t say it out loud) ?
- 10. Another Example
- 12. A Different Direction Kevin took a test that had 150 questions and he got 92 percent of them correct. How many questions did he answer correctly? (multiple choice)
- 14. Instructional Potential of Music
- 15. “ Music offers great opportunities for communication and expression, for creativity and … it’s good for the brain and can enhance learning and intellectual development" (Weinberger, 1998, p. 39).
- 16. “ Music offers great opportunities for communication and expression , for creativity and … it’s good for the brain and can enhance learning and intellectual development" (Weinberger, 1998, p. 39).
- 17. It has been linked to memory, speech and language acquisition, intelligence, emotion, and identity.
- 18. It has been linked to memory , speech and language acquisition, intelligence , emotion , and identity .
- 19. In one study, college students demonstrated improved studying ability after listening to Mozart (Rauscher, Shaw, & Ky, 1993)
- 20. Music’s potential to enhance students' learning and experience has been documented in a variety of P-12 settings, including foreign language, humanities and social sciences, English as a second language (ESL), and history.
- 21. Music’s potential to enhance students' learning and experience has been documented in a variety of P-12 settings , including foreign language, humanities and social sciences, English as a second language (ESL), and history.
- 22. Potential of Music in Online Courses
- 23. Music and Social Presence
- 44. Resources Draft of the Paper: http://tinyurl.com/ozouvu PowerPoint Presentation: http://www.slideshare.net/plowenthal Patrick R. Lowenthal | [email_address] Joni Dunlap | [email_address]
Editor's Notes
- Whether you knew him as this, or this (advance to next slide)
- Or this, it’s hard to deny his popularity and impact. In fact, the Web Collapses Under Michael Jackson’s Death.
- Okay, you could say that Michael Jackson was more than a musician but more of a cultural icon. But lets play a little game.
- Press F5 or enter presentation mode to view the poll
- Okay, you could say that Michael Jackson was more than a musician but more of a cultural icon. But lets play a little game.
- Press F5 or enter presentation mode to view the poll
- Press F5 or enter presentation mode to view the poll
- Music, as demonstrated in these vignettes, has the potential to humanize, personalize, and energize a learning environment or experience; elicit positive feelings and associations for learners; and engage learners in conceptual learning and knowledge construction. However, even with music's historical and societal context, and clear benefits for learning and human development, we have removed music as an instructional strategy from the postsecondary-education toolbox. The rise of Web 2.0 and social networking technologies, specifically those focused on digital music, provide new opportunities to integrate music into our courses. In this article, we describe the potential of digital music as an instructional tool in postsecondary learning environments -- specifically, eLearning courses -- and share specific instructional activities that use music as a catalyst for learning and development.
- Music, as demonstrated in these vignettes, has the potential to humanize, personalize, and energize a learning environment or experience; elicit positive feelings and associations for learners; and engage learners in conceptual learning and knowledge construction. However, even with music's historical and societal context, and clear benefits for learning and human development, we have removed music as an instructional strategy from the postsecondary-education toolbox. The rise of Web 2.0 and social networking technologies, specifically those focused on digital music, provide new opportunities to integrate music into our courses. In this article, we describe the potential of digital music as an instructional tool in postsecondary learning environments -- specifically, eLearning courses -- and share specific instructional activities that use music as a catalyst for learning and development.
- Music, as demonstrated in these vignettes, has the potential to humanize, personalize, and energize a learning environment or experience; elicit positive feelings and associations for learners; and engage learners in conceptual learning and knowledge construction. However, even with music's historical and societal context, and clear benefits for learning and human development, we have removed music as an instructional strategy from the postsecondary-education toolbox. The rise of Web 2.0 and social networking technologies, specifically those focused on digital music, provide new opportunities to integrate music into our courses. In this article, we describe the potential of digital music as an instructional tool in postsecondary learning environments -- specifically, eLearning courses -- and share specific instructional activities that use music as a catalyst for learning and development.
- Music, as demonstrated in these vignettes, has the potential to humanize, personalize, and energize a learning environment or experience; elicit positive feelings and associations for learners; and engage learners in conceptual learning and knowledge construction. However, even with music's historical and societal context, and clear benefits for learning and human development, we have removed music as an instructional strategy from the postsecondary-education toolbox. The rise of Web 2.0 and social networking technologies, specifically those focused on digital music, provide new opportunities to integrate music into our courses. In this article, we describe the potential of digital music as an instructional tool in postsecondary learning environments -- specifically, eLearning courses -- and share specific instructional activities that use music as a catalyst for learning and development.
- Music, as demonstrated in these vignettes, has the potential to humanize, personalize, and energize a learning environment or experience; elicit positive feelings and associations for learners; and engage learners in conceptual learning and knowledge construction. However, even with music's historical and societal context, and clear benefits for learning and human development, we have removed music as an instructional strategy from the postsecondary-education toolbox. The rise of Web 2.0 and social networking technologies, specifically those focused on digital music, provide new opportunities to integrate music into our courses. In this article, we describe the potential of digital music as an instructional tool in postsecondary learning environments -- specifically, eLearning courses -- and share specific instructional activities that use music as a catalyst for learning and development.
- Music, as demonstrated in these vignettes, has the potential to humanize, personalize, and energize a learning environment or experience; elicit positive feelings and associations for learners; and engage learners in conceptual learning and knowledge construction. However, even with music's historical and societal context, and clear benefits for learning and human development, we have removed music as an instructional strategy from the postsecondary-education toolbox. The rise of Web 2.0 and social networking technologies, specifically those focused on digital music, provide new opportunities to integrate music into our courses. In this article, we describe the potential of digital music as an instructional tool in postsecondary learning environments -- specifically, eLearning courses -- and share specific instructional activities that use music as a catalyst for learning and development.
- Music, as demonstrated in these vignettes, has the potential to humanize, personalize, and energize a learning environment or experience; elicit positive feelings and associations for learners; and engage learners in conceptual learning and knowledge construction. However, even with music's historical and societal context, and clear benefits for learning and human development, we have removed music as an instructional strategy from the postsecondary-education toolbox. The rise of Web 2.0 and social networking technologies, specifically those focused on digital music, provide new opportunities to integrate music into our courses. In this article, we describe the potential of digital music as an instructional tool in postsecondary learning environments -- specifically, eLearning courses -- and share specific instructional activities that use music as a catalyst for learning and development.
- Concept-specific soundtrack Representational soundtrack Knowledge-comprehension recital Music video
- Concept-specific soundtrack Representational soundtrack Knowledge-comprehension recital Music video
- Concept-specific soundtrack Representational soundtrack Knowledge-comprehension recital Music video
- Concept-specific soundtrack Representational soundtrack Knowledge-comprehension recital Music video
- Concept-specific soundtrack Representational soundtrack Knowledge-comprehension recital Music video
- Concept-specific soundtrack Representational soundtrack Knowledge-comprehension recital Music video
- Concept-specific soundtrack Representational soundtrack Knowledge-comprehension recital Music video
- Concept-specific soundtrack Representational soundtrack Knowledge-comprehension recital Music video
- Show some bad ones/discuss them Work on the gettysburg address