Melbourne Conservatorium of Music - Research Publications
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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.