Faculty migration from text-based to media-rich content: crowdsourcing the meaningful application of LMS (D2L) quizzes April 15, 2016, Normandale Community College Marion Judish, Ph.D., Music Plamen Miltenoff, Ph.D., Technology http:// www.slideshare.net/aidemoreto/faculty-migration-from-textbased-to-mediarich-content-crowdsourcing-the-meaningful-application-of-lms-d2 http:// tinyurl.com/zuxzur #D2Lmn #MUSM123 InforMedia Services SCSU TechInstruction
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Faculty migration from text-based to media-rich content: crowdsourcing the meaningful application of LMS (D2L) quizzes
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Faculty migration from text-based to media-rich content: crowdsourcing the meaningful application of LMS (D2L) quizzes
April 15, 2016, Normandale Community College
Marion Judish, Ph.D., MusicPlamen Miltenoff, Ph.D., Technology
Music, education, intelligence Organized music lessons appear to benefit children's
IQ and academic performance--and the longer the instruction continues, the larger the effect, according to a study published in the May issue of the Journal of Educational Psychology (Vol. 98, No. 2).
Munsey, C. (2006). Music lessons may boost IQ and grades. American Psychological Association, 37(6), 13. Schellenberg, E. G. (2011); Kaviani, et al. (2014).
Music instruction must be delivered in such a way that music is defined and understood as a discrete, valid, and tangible way of knowing and learning within the literacy mandate. While the established "core" areas of language, math, social studies and science provide important knowledge bases for any musician, success in music will not be found through the exclusive study of literacy in those areas.
Neves, V. R. T. (2007). Instrumental Music as Content Literacy Education: An Instructional Framework Based on the Continuous Improvement Process. Retrieved from http://eric.ed.gov/?id=ED499123
Knowledge (TPACK) is a framework that identifies the knowledge teachers need to teach effectively with technology. The TPACK framework extends Shulman’s idea of Pedagogical Content Knowledge.
This phenomenon — testing yourself on an idea or concept to help you remember it — is called the “testing effect” or “retrieval practice.” People have known about the idea for centuries. Sir Francis Bacon mentioned it, as did the psychologist William James. In 350 BCE, Aristotle wrote that “exercise in repeatedly recalling a thing strengthens the memory.”
But the testing effect had been mostly overlooked in recent years.
Redefining music literacyThe intersection of popular music, technology & music instructionhttp://www.slideshare.net/ThomasDouglas1960/technology-in-music-art-education
Crappell, C., Jacklin, B., & Pratt, C. (2015). Using Multimedia To Enhance Lessons And Recitals. American Music Teacher, 64(6), 10-13.
In the world of music education, teachers are adapting to current trends by using social media, educational apps and mobile devices to enhance student learning experiences.
Supplies quizzes. Text-based quizzes – 15-20 per chapter
Multiple choice T/F Reference to audio excerpts provided on a CD
D2L quizzes Use Respondus for MS Word files. Only multiple choice could be imported straight from the MS Word file to D2L T/F questions had to be manually handled MediaSpace code copied and pasted in D2L for questions with audio excerpts
MediaSpace Upload files from CD and process them (tag them)
Publisher material, D2L and MediaSpace made questionable if working on more engaging content is worth the time and efforts.
Ho, W.-C. (2007). Music Students’ Perception of the Use of Multi-Media Technology at the Graduate Level in Hong Kong Higher Education. Asia Pacific Education Review, 8(1), 12–26.
Share our experience with the technological complications
Main findings regarding technology:
D2L is not a good platform to administer multimedia education, being that quizzes or training quizzes
Either D2L or the abilities of LAN (Local Area Network), or both, are not up to the task of delivering multimedia content to students.
MediaSpace, AKA Kaltura has a long way to go, before it start rivaling the quality of YouTube.
Good multimedia repertoire must not be confined to the MnSCU-approved tools, such as D2L and MediaSpace. The use of third party, free tools, such as Kahoot, podcasts, Facebook groups and similar social media, offers alternative to backup often failing technology and offer opportunities, which MnSCU tools do not.
Publishing houses have a long way to go, before faculty is satisfy with their output. Respondus still does not crunch T/F question, same goes for multimedia
LMS (D2L) and (versus) third-party tools
instruction with technology from faculty perspective
Facebook groups – a hub of materials found/generated by students. discussions Twitter – mini (140) blog reflections Instagram, Vine, Tumbler, Snapchat, Kik, and similar – exchange ideas, help each
other Spotify – record their music, record their story Pinterest board[s] –
http://blog.stcloudstate.edu/ims/2014/02/10/16-ways-teachers-use-pinterest/ collect a visual story,
Student-centered instruction with technology individually and/or in groups Podcasting Blog, audio blogs, video blogs –
http://blog.stcloudstate.edu/ims/2015/02/11/discussion-boards-blogs-and-wikis/ a reflection of their learning and thinking Podcasting: e.g. Podomatic (https://www.podomatic.com/login)
Infographics – http://blog.stcloudstate.edu/ims?s=infographics a midterm project to reflect their thinking
Storytelling (beyond social media) - http://blog.stcloudstate.edu/ims?s=digital+storytelling create music literacy on their own
Badges, gaming and gamification: http://blog.stcloudstate.edu/ims?s=Badges%2C+gaming+and+gamification