Melbourne Conservatorium of Music - Research Publications
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ItemPreparing for Change: Getting Ready for Offering Online Music Courses(IGI Global, 2018-05-11)Transforming music education for twenty-first century learning involves more than offering online courses within School of Music programs. Teaching and learning music online requires strategic support from both institutions and faculty members. As such, this chapter identifies ways post-secondary music education administrators can address strategic elements of sustainability (i.e., longevity) and innovation. Central aspects of collaboration through network theory, the Community of Inquiry framework, and systems thinking can better position higher education music programs to embrace the complexities of innovative technologies for sustainability. By incorporating strategic determination and the strengths of its past, music education can welcome its innovative compliments such as new pedagogical frameworks and online learning technologies to effectively prepare our students for their futures.
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ItemEnhancing Instructor Capacity Through the Redesign of Online Practicum Course Environments Using Universal Design for Learning(IGI Global, 2019)A current trend in practicum or field experience programs is online and blended learning approaches being implemented alongside traditional classroom experiences. Principles of Universal Design for Learning (UDL) should be integrated in the design of these online environments in order to better support learning needs of all students. Instructors must also have confidence and competence in designing and facilitating learning within technology-enabled environments. This chapter reports on research conducted using design-based research to support instructor capacity development within field experience in a Bachelor of Education program. Three strategies are identified and discussed to enhance instructor's capacity: scaffolded support, modeling UDL practice in the online environment, and coaching to foster developing capacity using UDL. The chapter concludes by reporting on a new study that emerged as a result of this work, along with recommendations for practice.
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ItemGraduate student online orientation program: A design-based research study(Athabasca Press, 2020-10)This book provides a comprehensive overview of current practices and opportunities for blended learning success.
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ItemNo Preview AvailableDesigning an Online Graduate Orientation Program: Informed by UDL and Studied by Design-Based Research(Routledge, 2019)As online learning programs experience growth in higher education, institutions must ask how students are being oriented to online learning. Orientation or preparation programs can provide students with opportunities to become fmiliar with the technologies being used in online classrooms. In this chapter, the authors report on an online graduate orientation program grounded in the principles of Universal Design for Learning (UDL). Using a design-based research (DBR) methodology, they developed an online orientation program and studied the iterations of its implementation. Drawing on this research, they discuss the various strategies and activities that align to each of the UDL principles. The chapter advocates for a greater understanding of UDL and its application in online learning environments for both students and instructors.
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ItemDeveloping Teaching Presence in Online Learning Through Shared Stakeholder Responsibility(IGI Global, 2021)Transitioning from a face-to-face teaching environment to online teaching requires a shift in paradigm by stakeholders involved (i.e., instructors and students). This chapter provides an extensive literature review to help novice online instructors understand the nature of online teaching presence to help position their students towards more active participation. Premised on the Community of Inquiry framework (Garrison, Anderson & Archer, 2000) and constructivism, we highlight a conceptual framework of four iterative processes for developing online teaching presence: preparations for facilitation, designing the facilitation, implementing the facilitation, and assessing the facilitation. Based on this framework, strategies are articulated for overcoming the challenges of online learning through shared stakeholder responsibility. This is a reprint of a chapter first published in the Handbook of Research on Innovative Pedagogies and Technologies for Online Learning in Higher Education (2016)
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ItemExpanding online education frontiers - needs, opportunities and examples(Nova Science, 2022)The Future of Online Education provides a vision of a fully successful online education future and practical ways to best turn this vision into a reality, and benefit from it, for online education decision makers, designers, educators and students. The book provides emerging online education knowledge, perspectives, issues and opportunities, and integrates these with practical ways for online education providers and recipients to fully benefit from their great new opportunities. The book is a valuable guide to achieving the best possible online education future and will comprehensively support online education development and implementation across courses and institutions. The Future of Online Education also provides a unique coming together of online education expert perspectives, ideas, examples and resources that will inform, inspire and support a whole-hearted entering into and advancing of our emerging online education world.
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ItemSynchronous Online Learning, Teaching, and Performing(Oxford University Press, 2022)Synchronous online learning, teaching, and performing in music is a fast-emerging innovation within the global higher education (HE) system. Advantages for including videoconferencing as a means for communication via high-performance networking technologies are: the expansion of international collaborations through live performances and masterclasses; possibilities for remote rehearsals in advance of events; development of new forms of teaching, learning, and performing; and lowered costs and reduction of carbon emissions due to decreased air travel. These benefits are recognized not only for music, but within the wider context of arts and humanities. Entry-level platforms, such as Skype, Zoom, and FaceTime, enable musicians to work from home. None come without challenges. Issues of latency, audio and video quality, acclimation to the technology, presence, communication, and adapting alternative teaching approaches are important issues that need to be addressed. This chapter provides a brief timeline on the emergence of the technology; outlines the substantial influence on teaching, learning, and performance from teacher, student, and professional performers’ perspectives; and highlights the necessary setup considerations for use in HE with practical examples from around the world. The chapter closes with the exploration of technology innovations that will soon be within reach for use in HE music.
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ItemPlaying Together: Designing Online Music Courses Using a Social Constructivist Framework(IGI Global, 2022-02-11)Music education, like many disciplines, is transitioning to the online environment, which impacts the learning landscape. This transition, along with a mindshift by instructors, requires careful consideration of the theoretical underpinnings needed to inform the design, facilitation and assessment to create conditions where students are actively engaged in learning and meaning making. The affordance of digital technologies (e.g., synchronous and asynchronous, multimedia) provides a means for creating and articulating knowledge. This chapter discusses online learning and explores the nature of constructivist and social-constructivist theories and how they can be applied in the design, facilitation, and assessment of online music education. Examples of constructivist learning in online music courses are shared for the purpose of examining how technology can be used to support the learning outcomes grounded on social constructivism. The chapter concludes with directions for future research and implications for practice.
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ItemSharing our narratives on developing our practice in online music pedagogy(IGI Global, 2022-02-11)This chapter begins with an introduction focused on the importance of instructor's reflection on his/her teaching practices and pedagogy through the theoretical lens of Schön's work on reflection-in-action and reflection-on-action. Five case narratives are presented that highlight instructors at different entry points into their experiences of teaching music online. The narratives outline significant learning processes that took place as instructors continued on their journey in teaching music online. The implications raised from the narratives identify the need for effective online learning systems for music, institutional support for instructors teaching music online, and a need for online music instructors to have resilience and adaptability when teaching music online. Additionally, the various contexts of teaching music online signals a need for future research in the areas of: active learning for online music courses, appropriate technology tools available with a LMS, and collaborative online music tasks for effective student learning outcomes.
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ItemEnhancing Instructor Capacity Through the Redesign of Online Practicum Course Environments Using Universal Design for Learning(IGI Global, 2022-09-02)A current trend in practicum or field experience programs is online and blended learning approaches being implemented alongside traditional classroom experiences. Principles of Universal Design for Learning (UDL) should be integrated in the design of these online environments in order to better support learning needs of all students. Instructors must also have confidence and competence in designing and facilitating learning within technology-enabled environments. This chapter reports on research conducted using design-based research to support instructor capacity development within field experience in a Bachelor of Education program. Three strategies are identified and discussed to enhance instructor's capacity: scaffolded support, modeling UDL practice in the online environment, and coaching to foster developing capacity using UDL. The chapter concludes by reporting on a new study that emerged as a result of this work, along with recommendations for practice.