Melbourne Conservatorium of Music - Research Publications
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ItemThe MT-VR Solution: A Novel Telehealth Approach to Delivering Online Group Singing Therapy for People with Quadriplegia(World Federation of Music Therapy, 2020)People living with quadriplegia are disproportionately rurally and regionally located, at high risk for social isolation, and face numerous barriers to accessing music therapy (MT). They also face significant risk of illness due to paralysis of the primary breathing muscles. Face-to-face group singing therapy can improve breathing, voice, mood, and social connectedness for people with quadriplegia (Tamplin et al 2013). Online delivery of group singing interventions may be a viable solution to improve access, however latency is a significant barrier to synchronous music performance over the Internet. Our research group has been working to find an acceptable solution to this issue, with implications for MT practise more widely due to the current high demand for telehealth MT solutions due to COVID-19.
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ItemFields of resonance from group therapeutic songwriting for people living with dementia and their family caregivers(European Music Therapy Confederation, 2019)People living with dementia (PwD) and their family caregivers (FCG) often experience relationship stressors, social isolation and stigma. Therapeutic group songwriting (TGS) has been used to address these issues for groups involving either FCG or PwD, but not with groups of PwD/FCG dyads participating together. TGS for PwD/FCG dyads may encourage united expression with others in similar situations, leading to mental stimulation and achievement for individuals, meaningful shared experiences for dyads, and positive social opportunities. A randomised controlled trial is being conducted to compare social connectedness, relationship quality, quality of life, depression, and caregiver burden for 60 PwD/FCG dyads randomised to either 6 x 1-hour weekly TGS sessions (experimental) or waitlist control (University Ethics Approval: 1851252.2). Outcome measures will be collected at weeks 0, 7 and 13 following recruitment and the experimental group will also contribute video, interview, and song lyric data. The project is currently in the data collection phase. However, we anticipate several potential fields of resonance from this research, including feelings of personal success and confidence for both PwD and FCG, relationship satisfaction and togetherness for dyads, and empathic friendships. In addition, we anticipate songs portraying the lived experience of dementia may increase public awareness and understanding. This presentation will describe how theories and songwriting approaches were adapted to meet the unique needs of PwD and FCGs attending sessions together. We will also explore tensions arising from the outcome-based research design and expectations of research funding bodies with the values of community music therapy underpinning the research.
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ItemNo Preview AvailableExperience of Virtual Writing Groups: Going Beyond Geographic Boundaries(Association for the Advancement of Computing in Education (AACE), 2018)There are greater expectations on academics, including career professors, to publish. How and where within their graduate programs did they develop the knowledge and capacity to be competent scholarly writers? Using a self-study research approach, we investigated strategies as part of a pilot designed to assess the impact of virtual writing groups on early career researchers’ publication output and the transition process from doctoral student to full-time academic. This pilot study informed the launch of a larger virtual writing group. The virtual writing group, includes early career academic, along with former doctoral supervisor supporting their transition as academics around their scholarly writing. The study explores the following research questions: 1) To what extent does a virtual writing group assist publication output through the transition of PhD student to early career researcher; and 2) What factors are integral for the effectiveness of a virtual writing group for early career researchers? Directions for future research are shared.
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ItemMaking Multimedia Meaningful: Outcomes of Student Assessment in Online Learning(Association for the Advancement of Computing in Education (AACE), 2018)With the advancement of multimedia in learning management systems, online learning environments are no longer bound by text-based learning. Students and instructors need to work in an environment where there is intentional integration of multimedia that supports learning, teaching, and assessment. This case study investigated the intentional instructor use of multimedia and the impact on student learning tasks and assessment practice. From the findings, three themes were identified: the perception of multimedia as novel for students; student awareness of multimedia feedback as assistive in learning; and the integration of scaffolded learning through reflective activities. The following implications for practice address areas for creating effective online learning experiences when using multimedia: 1) students need support in using multimedia; 2) instructors need to unpack assumptions about student use of technology for learning; and 3) multimedia tools and supports need to be available in fostering robust learning experiences.
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ItemDesigning online orientations for higher education music students: A proposed framework(ASCILITE, 2018)Online orientations can provide university students with helpful introductions to relevant knowledge and skills they will need over the course of their studies. While traditional models of university orientation focus on face-to-face lecture delivery and often depend on individual, time-specified events, the online environment can be used for more interactive and discipline-specific orientation. The adoption of an online orientation approach can further provide students with information accessible in manageable time frames and supportive practical applications. Aligned to research literature, this paper proposes a framework for developing an online orientation program for higher education undergraduate and graduate music students. The framework brings together the design benefits of the online environment in conjunction with literature on effective practices of orientation programs. As such, the framework identifies four components of influence when designing an online orientation: Purpose; Audience; Design construction; and Content topic considerations. Areas for future research are also highlighted.
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ItemNo Preview AvailableOnline Curriculum Mapping: Designing for Teaching Presence in Online Music Courses(Association for the Advancement of Computing in Education (AACE), 2018)As online courses develop into larger online programs, curriculum mapping is a necessary tool for ensuring overall alignment. However, in the online environment, the importance of teaching presence should be considered as foundational towards program mapping goals. This paper explores the process of curriculum mapping from the program level down into the course objectives. Further, the alignment of teaching presence to course assessments is identified due to the integral nature of designed interaction when in the online environment. Aspects of Universal Design for Learning and its connections to multiple means of representation and expression are highlighted. Three practical examples are provided for instructors to use as entry points for reflective exploration in teaching design, assessment, course objectives and program goal alignment. Recommendations and directions for future research in online curricular mapping are provided.
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ItemVirtual Writing Groups: Collegial support in developing academic writing capacity(Dublin City University, 2020)It is expected that academic staff at research intensive higher education institutions are capable and competent academic writers. Yet, where and how do early career academics develop this writing capacity outside of their doctoral or postdoctoral writing experiences? Various forms of workshops and mentorships can be implemented. They can involve formal or informal gatherings of people committed to achieving writing goals within a specific period of time (Badenhorst et al., 2016). For academic writing, Olszewska and Lock (2016) identified two models - “Structured and Guided Process” (p. 136) and “Open Forum with Retreat” (p. 137). Further, what role can a virtual writing group play in developing academic writing capacity? The authors developed and implemented three iterations of a virtual writing group series. Initially, the pilot study of the writing group began with a senior and early career academic located in Canada and Australia. In the additional iterations, the senior academic, along with a group of early career academics, engaged in the virtual writing group experience. Personal writing goals were identified prior to commencement of each eight-week series. Members met weekly for 30-minute synchronous meetings wherein they talked about their writing. Meeting topics were generative in nature to support the needs of the participants. During the week, each member was committed to personal writing time (e.g., up to two hours). An integral component of the writing group was peer editing. Together, the virtual writing group initiative was strategic to support prioritizing writing. For each iteration, a research study was conducted to gain insight into the participants’ experiences, and to learn of personal academic writing development. The findings resulted in five major themes: 1) Attributes that impact success; 2) Supportive characteristics; 3) Supportive processes; 4) Challenges; and 5) Benefits. The findings from the study suggest that it is possible for early career researchers to continue their writing development through accessible online means, while having the flexibility to allocate their own personal writing time. From the study focus on the practical application of a virtual writing group. It is recommended that future study explore how different forms of technology supports community development within the group, as well as members’ influence on the replication of virtual writing group models with their own students.
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ItemNo Preview AvailableInternational creativities research in economic, education and trade policy.(Southern Oregon University, 2018)
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ItemFinding a discourse voice in academic research, and all that jazz(ASME, 2017-07-15)