Mary’s Thoughts …

Reflection on Preparation for Practice: An Evaluation Statement for Bernadette Meechan

At the start of our co-mentoring dialogue, which began at the end of August 2010, I referred to the issue discussed by Perkins:  “education always has to ask what can be done to make challenging knowledge and practices accessible…” (Perkins, D. [2009] Making Learning Whole, p.3) I also offered my own reflective question “how can I work with students to enhance their capacity as co-creators of knowledge through shared reflective practice and collaborative documentation of work, enabling them to illuminate the power of music to enrich community groups through their creative practice?” as a question to underpin and to guide the ongoing initiative to reform the community music curriculum and to develop the Music Matters wiki as a shared learning resource.

Bernadette, in response to your request for an evaluation of your contribution as a stakeholder in the CM1 Unit, Preparation for Practice, I am writing with these statements in mind to guide my reflections. I have also tried to identify issues emerging from your reflective journal entries and from our dialogue to highlight the challenges of your learning journey in PGCHE4. 

Role as a stakeholder: In inviting you to become a stakeholder in Preparation for Practice, I thought you had particular knowledge, skills and strengths to offer within the redesign process to make the music technology (Sibelius, use of mobile recording devices, Audacity) that is essential both for preparation of materials and for the documentation of practice more accessible to the CM1 students.

 In becoming a stakeholder as a temporary member of the Community Music staff team, you faced particular issues which you identified in our dialogue and in your journal:

• §  feeling unsure of your role in relation to the students and accepting your role as a tutor in a Higher Education setting, while still feeling like a student yourself;
• §  feeling overwhelmed by the task in hand and so possible not allowing yourself to enter fully into the joy, inspiration and stimulation arising from the teaching experience;
• struggling with the timing concepts of materials completion and deadlines… and the sheer fact that everything is packed into such small time frames.
• when coming to reflection, only seeing the negative points that went wrong

 

You demonstrated courage and tenacity in accepting the team-teaching opportunity within the CM1 Preparation for Practice Unit to deliver a piece of work within a very constricted timeframe. You had to familiarise yourself with the RSAMD Community Music curriculum and define your work with students in Higher Education, taking you beyond your comfort zone as a teacher whilst coping with the pressures and demands imposed by PGCHE4. While you may have been unsure of your role and overwhelmed – particularly at the beginning of your project, you did not let this prevent you from persisting in tackling the tasks in hand and supporting the CM1 students to gain a greater proficiency in their use of music technology. This is greatly to your credit.

Time Management Issues and Students’ Achievement: As you noted in your journal, teaching in Community Music at RSAMD is inevitably packed into small time frames. This is always both a frustration and a challenge. As teachers, we have to strive to make materials available to students timeously, and to empower them to use these materials to direct their own learning. You needed at times to be more organised in your preparation of explanatory materials and handouts to assist the students in tasks set.

However, this did not prevent the students from achieving success in learning how to use the technologies in question. Although there may have been varying degrees of resistance and frustration, the students have shown resourcefulness in working to support one another and in the sharing of the workload to prepare their materials and to document their practice. This demonstrates that you were able to motivate them to learn effectively and to pinpoint areas where their learning experience could be improved.

 Research questions:

• To what extent has the project enabled students to develop the technological and e-learning skills needed to use selected software programmes and mobile applications to prepare for their community practice and documentation of their work? 

 

• What is the overall effect of the project on the way participants apply their technological and e-learning skills both in their reflective analysis and collaborative documentation of learning and work experience within the RSAMD Community Music Community of Practice? 

With reference to your research questions, and taking account of the students’ assessment and evaluation of their learning combined with evidence on the Music Matters wiki (which is still work in progress), you have achieved very positive results. I hope you will be able to summarise these results effectively in your evaluation report and in any final reflections in your journal.

Satisfaction in Learning and Teaching: In your journal entry, Placement Commencement Friday 22^nd October 2010 – Woodside Nursery Class, posted on 26^th October 2010, you highlight the importance of enjoying learning for what it is. I hope once the pressure of fulfilling the requirements of PGCHE4 has passed, that you will derive joy and satisfaction from your learning journey and from witnessing the students’ growth as learners and practitioners.

Reflection and Co-Mentoring Dialogue: I had hoped for more consistent reflection on your work, both in your journal and in our co-mentoring dialogue. And I hoped as well that you might have contributed some materials to the Music Matters wiki. As I indicated in my entry to our dialogue on 24^th October 2010, your slideshow prepared for the initial placement session at Woodside Nursery School was particularly effective and I asked if this could be posted on the wiki with a soundtrack. So far you have not followed up on this. While this is disappointing, I hope you may still make the time to do this once your portfolio of materials has been submitted.

In your final contribution to the Co-Mentoring Dialogue, you have raised many interesting issues. I have tried, but so far failed, to post a response to this on Mahara. So I include it as a postscript to this evaluative statement, to encourage you to explore these ideas further. If you take up the challenge, on completion of your PG Cert, to explore and research issues which interest you in this way, you will be able to continue your learning journey along whichever path you choose.

Thank you for the time and effort you have given to Community Music at RSAMD, and for your contribution to the redesign of CM1.

I wish you very well in the future

 Mary Troup

RSAMD Community Music Co-ordinator

 

16^th January 2011

 

I am in awe of Mary … I did not think that I contributed so much to so many people during my time at RSAMD. I was wrong. I feel that I have contributed in a way which has been beneficial for both the CM1 cohort and myself in a way that has not touched my life in some time. A pesonal reflection I know, but Cowan stated that reflection for, in and ofaction is necessary and I feel that I must reflect on this apraisal by a major stakeholder in my PGCert life.

Mary is my friend and will slways be an inspiration to keep me moving through life now in a positive flow structure, She has ignited in me a passion again for teaching that left in an abrupt manner. I feel inspired by her writing, her thoughts, her support and most iportantly her guidance in my life during and most likely through my continued teaching practice for many years now to come.

Mary wrote a little song for the Diwali Festival of Lights for WoodsideNursery class for Friday 1st November 2010 which can be accessed through the Mahara Pgc4 Woodisde File site. In this song she says:

Light a Little Candle

Let it Shine

Light up your life and light up mine

Light a little candle 

Shining bright

Fill the world with shining lights 

 Mary has certainly lit a little candle in me and I will carry it always with great pride, focus, energy and most of all love from a community of practice which I feel I belong to with open arms within this world.

What’s to Say … Lots …

Why Traditional Teaching Methods Need to Change …

…because of the connectivity in society in general and, therefore, on the skills, attitudes and understandings needed by tomorrow’s students’ ….

However, the changes need are not so much revolutionary but evolutionary. The reasoning for this, I believe, is in the knowledge and understanding that knowledge is socially constructed rather than discovered.

Brufee (1993) states that:

we construct and maintain knowledge, not by examining the world but by negotiating with one another in communities of  knowledgeable peers. Knowledge is, therefore, not universal and absolute. It is local and historically changing. We construct and reconstruct it, time after time, and build it up in layers

This is true in terms of RSAMD teaching where the style and guidance practices have changed in relation of the introduction to online journals, e-learning and the advancement of technology is necessary. However, it can be argued that in learning of assessment RSAMD is lacking in the need for e-assessment which has been offered widely in universities such as University fo Queensland, Australia, York University, York and MIT.

E-learning has been reviewed over the years and a review of over 100 research papers highlighted within higher education that there are four major principles and features that enhance good practice. Coomey & Stephenson (2001) state that:

• Dialogue – email, bulletin boards, real time chat, asynchronous chat, group discussions and debate, tutor or moderator structure interactive opportunities into the content of the course are beneficial
• Involvement – includes responses in structured tasks, active engagement with material, collaboration and small group activities
• Support – includes periodic face-to-face contact, online tutorial supervision, peer support, advice from experts, feedback on performance, support services and software tools. Support being the most important feature and successful online resource
• Control – refers to the extent to which learners have control of key learning activities and are encouraged to exercise that control

I believe that in the above four principles it is then necessary to encompass them and embed them into the reasoning for e-learning which involves Dirks (1997) principle of the five major points for assessment:

1. Communicate the achievement status for students
2. Provide self-evaluation information to the learner
3. Student placement for education path or programmes (accreditation)
4. Motivate the learner
5. Evaluate the effectiveness of instructed programmes

Which, in turn, leads to the concept of assessing participation which referred to the Curtin University list of heuristic and the following guidelines which have been observed from student postings as to what they deem important features with reference to the points noted above:

• effectively encourage others to learn? To participate?
• contribute regularly at each important stage of the unit? All if necessary
• create supportive and friendly environment in which to learn?
• take the initiative in responding to other students?
• seek to include other students in their discussions?
• successfully overcome any private barriers to participation?
• demonstrate a reflective approach to using CMC? (Computer Communicated Communications)
• use CMC in novel ways to increase their own and other students’ learning?

However, all sections are intrinsically linked and provide breakdowns of their own. How does this relate to RSAMD policy nad Curriculum Reform …. well this process still has a long way to go with regards to the above, but measures and aspects are being implement little by little for the students at this time. It is in the long-term strategic aims and objectives in which this success or failure can be measured in relation to the latterly employability skills of the CM1 students as a whole.

Although there is a need to be mindful of the assessment activities which need to be a balanced set of learning activities that work both individually and collectively which should include the following:

• Engagement
• Discourse
• Higher order learning

The three points above have been embedded and can be seen within the Module Descriptor and Unit Descriptor for CM1 and I have no doubt that Mary will continue to monitor, assess and evaluate all aspects of this course with relation to tweaking the aspects that the students feel are not working for them overall within the CM1 design and implementation of their own practice.

The above information is interesting to me and I have found an apt quote of E.M. Forster, The Machine Stops:

She could see the image of her son, who lived on the other side of the earth, and he could see her….’What is it, dearestboy?’…I want you to come and see me.’ ‘But I can see you! she exclaimed. ‘What more do you want?’…’I see something like you…but I do not see you. I hear something like you through this phone, but I do not hear you.’ ‘The imponderable bloom, declared by discredited philosophy to be the actual essence of intercourse, was ignored by the machine.

Therefore, what additional tools would be beneficial for CM1 and the Preparation for Practice: Design and Implementation ….

My thoughts, thus so far ….

• Weblogs – WordPress
• Glogs on Wikispaces
• Wikis which are already in use, but could be utilised and developed more with an interactive content
• Real Simple Syndication (RSS) which comes built in with most apps and sites using e-learning technologies
• Aggregators
• Social Bookmarks such as Delicious… to share and enhance all students practice within CM1, 2, 3, & 4 – THink of the host of knowledge that would be there within that library of favourite files and tags
• Online Photo Galleries for the sharing of materials, subject to Data Protection of course – MSN messenger, WIKI content, the list is endless
• Audio / Video
• Pods
• Screencasting
• Twitter
• Picasa

and this is only a few of the selected tools available online for our students to actively use and participate in within and online community of practice …. The thoughts, list or wish lists and possibilities are endless … however, our thirst for knowledge, practice and adaptability, in my belief, is a lust for life, knowledge and unquenchable thirst … but is it really … for me, my learning and teaching practice is a desire and a zest for life which I believe Mary has inspired in me with the CM team completely in my heart …

Co-Mentoring Thoughts –

All of the following points were posted to the Mahara Co-Menotring Dialogue cohort with Mary Troup, Programme Leader, Community Music …. I have responded to Mary’s thoughs and reflections with regards to these points …. 

Can we explore with the students how to put the slideshow onto the wiki, and if possible how to add the soundtrack of the rhyme (this could be linked to learning how to edit using Audacity). In fact, going a step further, perhaps it could be prepared as a glog? I’ve set up a Glogster account at http://edu.glogster.com (I can invite the students to join in the same way as they join Music Matters to keep everything private and ad free when we link between Glogster and Music Matters) Can we explore and reflect on how using glogs will enhance our documentation on Music Matters? Already my own awareness of the various technologies and e-learning options which we can use is expanding. I hope we can make the most of the time remaining to us while you are in Glasgow to explore how best to make these options accessible to all our learners. MT

I will construct a Briefing Note Mary for this purpose of the Glog and will get on it as soon as possible and froward it to you and, hopefully, have a fully functional working site by the end of the week …Friday/ Saturday 12/22 January 2011.

I would also like to take up the point of Etienne Wenger in Stewarding Digital Habitats (2010):

Selection and installation are only one half of the equation. Tech stewards also need to shepherd their community through the process of adopting (or rejecting) the new technology. When a community changes technology in a big way, planning and facilitating the non-technological aspects of the transition process is a substantial task. Tech stewards can play a critical role in raking their communities through the learning curve usually associated with technology adoption and transition.

I also like the concept of Archer, Garrison & Anderson (1999) in the concept of…

Attention to new, disruptive technologies should not preclude sufficient attention being paid to the sustaining technologies to maintain its favourable positions in the marketplace

Is this true of the learning of, for and about the students desire to want to engage or be made to engage in new technologies and how successful these could be in relation to time constraints, influences and musical educational technologies?

The question remains that:

Academic leadership has a very challenging balancing task that must begin with development of sound policy and ownership of the innovation

How true is this concept in relation to the design and implementation of the CM1 Preparation for Practice?

Murray (1997) also suggests that 

if we want to see beyond the current horizon of scrapbook multimedia it is important first to identify the essential properties of digital environments

How true is this concept in relation to the governance of RSAMD policy and procedure and how can this impact on CM1 and the Music Matters WIKI? 

Points for the Assessment of Participation e-learning in the 21st Century, A Framework for Research and Practice, Garrison & Anderson (2003)

• effectively encourage others to learn? To PARTICIPATE? 
• contribute regularly, at each important stage of the unit? 
• create a supportive and friendly environment in which to learn? 
• take the initiative in responding to other students?
• seek to include other students in their discussions? 
• successfully overcome and private barriers to participation?
• demonstrate a reflective approach to using CMC? (Computer Communicated Communications)
• use CMC in novel ways to increase their own and other students’ learning?

Can the above concepts be incorporated into the learning and teaching framework of CM1 and followed through in other ways into the continual study and integration of technological aspects throughout the complete programme of Community Music? 

Garrison & Anderson (2003) also argue within the concept of Student Participation:

One of the inherent advantages of collaborative-based learning models is the capacity to discuss the critical role of assessment with students. In most cases of higher learning, e-Learning can and should not be reduced to machine marked assessment of teacher-defined assessment criteria. Rather, the inherent communications capacity of the Net can be used to allow students to comment upon, focus and negotiate the assessment system so that it adequately reflects and guides their preferred learning objectives. Student control of the learning programme is central to effective learning objectives. Student control of the learning programme is central to effective adult learning. 

Garrison & Anderson also argue that the idea of control:

is concerned with the opportunity and ability to influence, direct and determine decisions related to the educational process (Garrison & Baynton (1987)) and that, if students are to have an expectation of control, they must have some choice over their educational goals. This control must extend beyond choice of goals to choice of how these goals are assessed

What are your thoughts Mary on the above concepts in relation to CM1?  

Friday 5th November 2010 – Woodside Nursery Placement – Guy Fawkes & Diwali (Festival of Lights)

I now had Holy’s cold … not good …

However, last placement..I walked to Woodside Nursery…

It was the festival of Diwali and Guy Fawkes..so everythign was about light … the songs had been selected with Fiona at the helm, I had the computer and my mobile phone and today I elected to use mobile technology Music DJ to record all the relevant audio files for today’s session. Audio files will be available to access via my Mahara Portfolio site …

The nursery were burning incense, the ethnic origin children were dressed in traditional outfits of their countries and traditional and authentic food had been made by the parents. Home made onion bahji’s … I was in heaven with no taste … pointless exercise, but at least Mary eating made me feel like I could taste it …hence the memory recorded here for posterity …

I really enjoyed the songs today and most of them had interactions for the children to participate in …Fizz Bang Whoosh, Cracker Jack, Cracker Jack, Five Little Fireworks and Mary had written a little song especially for Diwali

I had not been to Woodside for two weeks now and it was apparent that the children were now establishing good meaningful relationships with Fiona, Liz, Alison and Jess … they are a good team and work well together. The dynamics are good between and among all learners and the children are beginning to trust the team.

The excitement of the nursery was electric, but it was still not the same as the previous weeks session at St Francis were the children appeared just to be so unruly and out of control. Today was another ‘hyped’ up day for adults, but one of anticipation and excitement for children. However, there was excitement, but none of the shouting, attention grabbing that there had been the week before. I was thinking that I really did feel for Holly, Marissa and Jenna if she were there today …

The children were arriving at 25 minute intervals today so that they could have their little party with all the children together today. However, that did not detract from the placement session planning which again was absolutely spot on with Fiona mentoring the students and timings were superb.

I was there with my phone recording away, but recording and jumping about at the same time … maybe just maybe I was getting too old … but if Mary could do it then so could I…

What worked well during placement…everything is seemed. I felt comfortable, enjoyed my time there, enjoyed being around the children, I enjoyed everything about this placement and what it could teach me as a teacher, musician, educator, friend and colleague … I would miss what I do very very much … I realised in that instance when I was writing my first module nearly two years previous that I would now be wanting to return to my life as an educator ….

How that came around was unbelievable …John Cowan … of reflection, for reflection and in reflection … where did that come from … I was at cross purpose emotions and the feeling of nostalgia, relief and absolute terror filled me …

How could I possibly investigate the concept of “if we wanted to see beyond the current horizon of scrapbook multimedia it is important first to identify the essential properties of digital environments” and Etienne Wenger’s Digital Habitats and how to steward them …

wow! that was a first for me … Why had Cowan entered my head at that particular moment … mid-flight of Fizz Bang Whoosh and I would have to trap it in my head until I could write it down walking along St George’s Cross …

How could I be that teacher again ..the ones with her students central to everything that she understood would bring music, learning and teaching alive in me again … How did I get this so right??????

Monday 1st November – Learning By Doing …

 

I was in full flight today…handouts prepared, questions at the ready, explanations at the ready, computers all set, audio equipment on standby, speakers, software … everything done …

I began the day by overseeing CM 2 & 3 discussion and introducing them to some new ideas with regards to the concepts of audio files, transferable and portable ones, mobile phone technology, software packages and somehow … The Lion, The Witch & The Wardrobe … Their them was WW1 and the evacuation projects so it seemed quite apt for a primary school topic and a beautiful movie to watch ….

Anyway …CM1 …

The topic of today’s lesson was to introduce Audacity which had only been demonstrated and talked about … a comment sparked a light in my brain over the counter at WTMS in RSAMD …

Today both groups were given a computer, Audacity, audio files from their respective placement groups, Audacity Handouts, Notes, access to me, instructions on what I wanted them to do and …amazingly off they went, laughing, experimenting, questions flying about the room, handouts being read there and then, comparison being made by other students who had never disclosed or imparted that they had ever used Audacity let alone industry standard software such as Protools, Cubase, Sound Forge or Garage Band for Mac’s … I had asked the questions, but this was obviously the correct decision today to actually get them involved in participation with each other, moving them around, setting individual tasks, setting them thinking on different keyboard short cuts, different combinations of how to cut, edit and paste a file and which ones would be most suitable them depending on their preferences … some people like short cuts others don’t but all the handouts contained key strokes and the traditional elements of using the menus ….

I felt very satisfied that I had finally broken down the barriers and the resistance to technology that I had experienced the Monday prior … but phones were out dictaphone were also in existence and I was moving about the room like a fly caught in a honey trap …

The flow of concentration and the usual looks of the clock were not evident and when I finally had to bring the session to a close the gasps of oh that went so quickly echoed around the room…I think Mary was also pleased that I had saved the best for last and that they were more hands on than she or I gave them credit for …

How did I feel … absolutely devastated at having to say my goodbyes so soon … there was so much more that I wanted to share with Mary and the students, there were other technologies, other software packages, other Web 2.0 apps that were relevant to the students teaching resources repertoire … and just to be there within RSAMD just one more time. I would miss not being there to see the students on that daily basis where I could chat with them over tea, juice or just over the cafe bar at 9pm when I was finally being evicted from my hidey hole in the Whittaker Library …

The teaching aspect was over all too soon for me … I was also engrossed in the Gilly Salmon Five step Framework in which I was putting myself into when looking at today’s lesson plan and how quickly I could evolve the students from the base of the ladder to the top … and to my surprise some of them actually powered up those steps today with no problem at all … my concerns were turned then to how the others would manage, but I would soon see this when I would have all the evaluation materials at the end of the month.

There were more aspects though that required attention and that was hoe best to demonstrate the use of mobile phone technologies in the placement settings on friday … adn how would I feel knowing that then would be my last placement … this did not feel good … I don’t want to leave Mary …

Friday 29th October 2010 – St Francis 1st Placement – Halloween …

OOOOOOOOOOOOOOOOOOOOOOOOOOOOO……………………………..

was the order fo the day. I was entranced in writing in Mary’s quiet room and forgot that I was going on placement to St Francis with Mary, Holly and Marissa. Mary had to shake me from the computer which was odd given that I had a love hate relationship with it today…I hated it for loving to delete my files when I didn’t want it to ….

However, the rain was not taking time to come down, the city traffic at midday was horrendous and a normal drive to the Gorbals took forever … we did eventually arrive after considerable navigational skills by Mary and me without a map parked around the corner from the school. What happened to the Holly and Marissa who had been before??? Couldn’t remember how to get their in the car …. Never mind …

The school was a buzz and a wash with children dressed for Halloween, ongoing disco in the background, Head Teacher, Patricia Caldwell in an absolute panic, parents looking absolutely relieved to have the children finally indoors and away they went….

The children’s nursery class was also in full swing, but they had not had their party and were eager to get started, but CM1 came first. We and Colette, Class Teacher, decided that we would have one large group with about 16 children which was great, but disruption soon became the order of the day as we learned to our detriment.

The children were ‘hyper’ and outfits, flashing lights, witches hats, fairies, skeletons and spiderman who wanted to “tumble his wilkies” were about to erupt if they didn’t get their fairy cakes and soon….

Marissa did an outstanding job in controlling and gaining their attention with her Hello Song and then to have Halloween Chop Chop Chopitty Chop for 12 minutes was fantastic. Most of the children were engaged with Marissa, Mary and myself, but poor Holly was so unwell with the cold, nose running and no voice, but she was there clapping, smiling and providing support although she didn’t think so and was a little unhappy that she couldn’t take part the way she wanted to.

The materials were well prepared and Mary was her ever calming self with the children, but although being firm with them, there were times when even Mary could not engage them without the support of Colette. I felt that having been at Woodside and now being at St Francis, I could see just how the placements were different.

The children at Woodside were a little calmer and although the were around the same age group, sometimes the children at St Francis were more boisterous. That is the nature of children, but some children are more ‘alive’ than others in terms of how much attention they actually need, want and get ….

The chosen materials were excellent and I did not know them, but like the children, was not long in joining in with the learning process and songs devised by Holly, Marissa and Mary. The songs are available on the Music Matters Wiki and the Audio files are accessible through my Mahara site …

How did I feel … alive, enriched, engaged, but tired and some of the audio files almost in ruins owing to one little girl dressed as a witch who loved to dance and stamp her feet. However, I overcame that on the recordings and they turned out fine. I can’t honestly say why this placement was different only that it was. I had that unsettled feeling, although the children were friendly enough, as were the staff, but there was something missing for me … the support and backing from the staff within the placement … it was missing for me … and Holly, Marissa and Mary looked bedraggled and conversation of how we could have controlled it followed in the car on the way to RSAMD … but you know sometimes you just can’t control every situation, but for the girls … I have to say I kind of felt relief that I would not return …sad but true ….

Monday 25 October 2010 – Application Technologies … Baffled??

A brief run down for today – Completely baffled it would seem

• Mobile Phones as recording equipment 
• Built in recorders
• Built in cameras as capture devices
• Bluetooth transfers to other computers of audio / video & graphics files and peer sharing within your groups
• Mobile apps
• Mobile apps already pre-installed with regards to using them as a technological resource

Today was one fo those days where I wanted to head for the hills….literally …

The students looked at me today as if I had grown a pair of horns at the top of my head. The sheer terror on their faces when I began my talk with them introducing the concept of mobile phones as technology devices that they carry in their pockets just to make a phone call was a nightmare…

This concept was alien and in nature and in reflection I quickly tried to pull the terror into curiosity killed the cat. I encouraged them to get their phones out and I thought Mary was going to have a heart attack when my phone began to dance along the table…Manhattan, Kings of Leon (KOL)…I desperately wanted to be in Manhattan….but baby steps woudl suffice

However, 10 minutes later after the initial shock and with mobile telephone explorations we were off and Mary was rummaging through her bag for her mobile to get to grips with what was being said  and demonstrated by me and the students. The faces began to change when demonstrations began and Holly was at the forefront of ‘SHOW ME’ quickly followed in hot pursuit by the rest of the class. I felt kind of relieved actually as this could have been disastrous to their thinking and a set back was not optional at this point in the introduction of software packages, mobile apps and emerging technological advancement which could only benefit the students.

They were familiar with the video and camera apps, however, Music DJ, Video DJ or the equivalent apps not used on Sony Ericsson phones were another language, but we had a general consensus of body hopping across the room to people who had the same phone or as it eventually turned out sending text messages with audio, video, pictures, emails to my account, Marissa’s, Iain, Holly’s and Liz’s the information and technology buzz gradually made it’s way around the room.

There was time for a recap in relation to Sibelius Files and the use of Audio Score Lite and Photoscore Lite for input into Sibelius were also revolutionary. Audioscore Lite takes an audio file into the software package and outputs it for you as a Sibelius file and Photoscore Lite takes a picture format file into the software and outputs it as a Sibelius file. The tensions of time management and I don’t know how to work this program left the room at this point as there really was no excuse or end to the time saving software that I had presented them with in such a short time.

The only problem left for me to try to get around was how to upload the audio files to WordPress without the additional need for conversation … still giving problems, but I will find it and produce a way around the multimedia file aspect which is the only downfall of the online blog.

On the other hand, this has resolved itself as far as audio and video capacity limits is concerned and the students fear once again returned when I recalled the conversation with Mary about installing a Glog site on the Music Matters Wiki. This is something which I will attend to when the placement is complete and written file submission also complete.

How did the students fair today with mobile apps … I think it was 50 / 50 and that resistance is still very much alive and kicking in some aspects of CM1. Two student sin particular stood out today with blank expressions on their face, no engagement and to date no files for Audacity, Sibelius, original materials nursery rhymes have not materialised. I fear for this student as there is no attempt from her to engage in any aspect and I feel that she needs additional supports with regards to the identified areas of technology enhancement and no matter how much I say that I am available for her she does not engage with me to provide additional supports to her.

I will speak with Mary tomorrow about this as I am troubled for her and how she will reflect in her journal…I have no idea, but it can’t be good …

Placement Commencement Friday 22 October 2010 – Woodside Nursery Class

Three main words describe my feelings from today – Elation, Contentment and Inspired …

It was very heartening to see and meet the children today. Tiny they were, but inspiring nonetheless. They ‘played’ and interacted with us in a way that was magical. Saying their names, albeit, shyly for some and most enthusiastically for others, but we shared, played and sang our hearts out …

I think the terminology that came to my mind was uplifting … I had not felt the feelings of soaring like a bird in the sky for quite some time in my life, but this was and is one moment in my life where I will look back and say that for that very brief time, I felt wanted, needed, appreciated and accepted by children who knew nothing about me, but trusted me in position as a staff member and who enjoyed what ‘we’, Fiona, Mary, Jess, Alison and me could offer them in terms of singing, interaction and fun …

That’s what life is made of and it is important not to loose sight of that no matter where we are in our learning, what career path in terms of choices in our learning and most importantly for me to enjoy learning for what it is …

Phil Race, Lecturer’s Toolkit (2001) 

Whatever sort of training we think about, or whatever sort of educational experience we consider, the one thing they all need to have in common is that they lead to effective learning …

Biggs, Approaches to the Advancement of Tertiary Learning (1989),  Ramsden, Learning to Teach in Higher Education (2003)

Knowing fact and how to carry our operations may well be part of the means for understanding and interpreting the world, but the quantitive conception stops at the facts and skills. A quantitative change in knowledge does not in itself change the understanding. Rote-learning scientific formulae may ve one of the things scientists do, but it is not the way that scientists think …

I think both of these concepts apply to me … lost focus … find focus … change focus … in learning language … for change, about change, to change …

Tuesday 19 October 2010 – McDonald’s over The Monkey …

This moment passed me by until I spoke with a fellow friend and colleague who thought it best to document my encounters over the ‘Where the Monkey Sleeps’ Cafe Bar in the RSAMD Foyer …

I actually thought the Monkey had taken leave of its senses … However, two lovely girls who are students within CM began to speak to me in a way that I never thought possible with other CM years. They were troubled by an issue which took place the previous day in relation to their placement and felt that they could approach me for support, guidance and assistance in relation to what was the best way forward to air their thoughts and feelings about what had taken place …

I am not working directly with these students but I do sit in on their classes and offer support of a practical and technological nature on a weekly basis. I also see them in a social setting or when I am hiding out in the library, but I have moved my temporary home for now and I am living in the Opera School next to power sockets and the huge library filing cabinets not far from the Athenaeum …

I was deeply touched, privileged and honoured that these students feel that they have a rapport and a bond with me in a professional and personal capacity. It is with these thoughts that I reflect on my own co-mentoring dialogue with Mary and reflect on the support that she provides to me – emotional, physical, spiritual, educational and psychological, in times of need, or when I feel that I have failed or could have done better in some way …

I tend not to think of Mary as my mento, but as my friend, my buddy, my cohort (which she was originally) my sounding board, my guiding light … I think I was that for these students and I was touched that in both a professional and personal capacity could offer solutions which would enable them to make an informed decision as to how to proceed without feelings under pressure to feel on the periphery of the group placement settings …

I think in this instance I refer to Peter Renshaw’s “A Framework for Mentoring” August 2008 … where he defines mentoring in the following ways:

• Buddying – is an ‘informal’ confessional process in which experiences and insights are shared
• Shadowing – is a role which can be shadowed by and individual teacher or creative practitioner with an interest in learning about e role, without necessarily aspiring to do that particular job. The reasons for wishing to gain experience through shadowing and observation need to be clear and understood prior to the activity taking place. Shadowing may take the form of a peer-to-peer conversation about their shared observations of practice
• Counselling – At the centre of counselling lies a conversation about personal development issues that might arise from professional practice
• Advising – Advising constitutes a conversation about professional issues that arise from practice in a specific context e.g. career orientation, possible new directions for the future, professional development opportunities, new networks and partnerships, marketing, budgeting, etc
• Tutoring – is an intentional, goal-orientated activity aimed at fostering the understanding and learning of knowledge through the processes of questioning critical dialogue
• Instructing – Instructing comprises a didactic form of imparting and passing on specialist knowledge and skills with little scope for dialogue – i.e. a mechanic model of transmitting knowledge ….

Could I be this to these students and more in such a short time … I think the answer is yes … can I build upon this – it is necessary within the Community of Practice and the learning cohort to undertake the above aspects into consideration at all times. We are all ambassadors for good teaching and learning and no more so than I, at present, who under Mary’s direction would, hopefully, never like to let her or myself down …

I hope that I can live up to these qualities nad expectations and continue to maintain my close links with CM1, 2 & 3 when I am not here … and that is a very sad sad thought as I would happily and gladly continue the work that I have started working with Mary and the students … beyond my deadline termination ..

Monday 18 October – Planning & More

Today was a nightmare day … but it turn around to my advantage …

Technology recaps and planning for first placement was top of the list. I need to think in a more tangible way of presenting materials to the students in relation to making technological terminology more acceptable – i.e. no big words such as transferable file formats. However, this is the common ‘buzz’ word being banded about although CM1 students are not of this genre at present, but with additional supports from me and Mary I think we can achieve the aims and objectives fo the project on schedule …

Although, excellent progress has been made in the use of Sibelius in relation to setting up scores, exporting their files, creation of scorch files and much more. They appear to look and feel confident with this software and the feedback, however, trying at times for them, has been mainly positive.

Even some students from CM2/3 have asked for additional supports and they are students who have no technological training and are actually resistant to change. I have spoken with them and they do feel the need for change and that perhaps this time is now when there are additional supports available to them.

I felt rather rejuvenated and absolute terror at the same moment today. There were so many songs from the CM1 Music toolkit that I did not know and will need to spend time getting to know so that I fell able and supported in taking part in Friday’s class … Planning for this was essential and I felt in control when we were in discussion about how to break the tasks down, teach them and present them to the children. Fiona and Jude (CM4 Mentors for CM1’s) are lovely girls who appeared to calm, influence and enhance the student cohort of CM1’s to the point of actual ease within the room …

There were moments that felt particularly awkward and you could sense the fear and intrepidation within the room, but everyone settled, including  me by the distribution fo the work, the creative juices were flowing in relation to Chop Chop Choppity Chop, Have you brought your arms and legs and reassurance was sought by all students old and young … mission accomplished to feel settled within the group … I think that it would be fair to say that it was …

I am looking forward to Friday … as long as I can make my slide show, have Audacity at the ready and lots of free memory space on the laptop …

Monday 11 October 2010 – Helter Skelter …

I was prepared for this session … but it was over in a blink of an eye …

Initially I did not know whether to be relieved that it had come to an end or if I was totally frustrated as there was so much that I wanted to say and to share.

I think actually that it was the latter! Both Mary and I had issues and topics to cover and it was all too short in relation to the subject content of Audacity and Sibelius. Two huge topics that could have deserved entire lessons devoted to the content. I covered the basics of Audacity which was to make and use MP3 files quickly and effectively without the need for much prior knowledge. Sibelius, however, is a software package that is frightening even at the very concept of speaking its name. It is intuitive and operable, but the sheer size and conditions that it has is overwhelming to those that are considered equipped operators, but to the student body a look of terror shot across the room and my heart sank …

The students understood the concepts and I think we’re very responsive to the ideas being put to them. However, Mary agreed that the session did feel ‘a little’ rushed, but there is always a lot of information to cover within the hour class allotted time set.

That was really my only concern until 5.30pm in telephone discussion with Andrew…

I felt that the discussion had gone well and that Mary appears to think that progress is on track and that I am learning. I am, but I feel that I could always learn more, but I am struggling with the timing concepts of materials completion, deadlines and it is not through bad mismanagement of time, but the sheer fact that everything is packed into such small time frames. My time and the time of the students is very very limited and I am within the RSAMD building on a daily basis. Although I do feel that I pester Mary and that there are times when she must think ‘can she think for herself’.

I do, however, I feel that I am still grappling with the ideas of Community Music and I do feel inspired, enthusiastic and able, but when I come to reflect I can only see the negative points that went wrong, the words that I had thought about using only to say something else. I am concise with my discussions and the home work that I set and give as tasks is completed by the students in a timely manner. However, there is a tension from some of the more able students in the other groups and a resistance to technology which has not sufficiently been filtered out of the CM2/3 combined group.

This resistance is enormous and an issue that needs to be addressed quickly …

There is one outstanding issues that appears to have arisen from CM1 in that basic Orff Schulwerk Principles are not fully understood within the CM1 group … this is an area which I intend to address at the next class on Monday 18 October …

The Basic Principles are very simple but they are not the basic principles of traditional music harmony and notation …

Orr Schulwerk Principles:

• Always emphasise the home note (C or Do) and the dominant of the scale (G or Sol) i.e. pentatonic scale in C use notes C (Do), D (Re), E (Mi), G (Sol) and A (La). Therefore home note is C and the fifth (Mi) is G
• Emphasis the combination Sol and Mi (G & E)
• Do not use La (A) or Re (D) on the strong beats of the bar e.g. in simple/triple time the naturally strong beat is on beat 1. Therefore never begin a bar on any of the above identified notes
• Always use La or Re as passing notes in our melodies, at this time …

I am also planning my Halloween theme for the placement on Friday and revising the materials that I need to teach and go over with the students on Monday … shopping for spiders and what goes in the pot for Chop Chop Choppity Chop … Pondering some more over what is collaboration … it’s not spiders and cauldrons though …

I read this quote the other day and it resembled exactly how I feel at this moment … am I missing in action?

Experience is the child of thought, and thought is the child of action.
Benjamin Disraeli

Monday 4 October 2010 – Terrified …

I do not know what I expected on entering 2.24, but washing machines sprung to mind in opposition to my stomach …

The initial session was constructive, Names Games, getting to know the class, talking about reflection, Orff Principles, out with the xylophones, getting the students into the frame of mind of using a pentatonic scale … but organised chaos springs to mind in relation to the tick-tock of the clock on the wall.

The time element of constantly being up against it (the time) was a constant reminder of how much actually had to be done … that the students were just as nervous as I was and that in my head I carried knowledge, not greater than Mary’s, but knowledge nonetheless that I possessed and that I had collated throughout my years as a student, teacher, colleague, mentor, friend and, at this time, a clown all rolled into one …

My thoughts and feelings were rooted to the spot, but I interacted appropriately, took Mary’s lead and expanded on topics, supported, encouraged and, hopefully, I enable the students to feel at ease with their learning / revisited learning from the previous Friday’s initial skills audit/training with Mary.

They were tentative, but accepted help and guidance gracefully which helped to ease my fears – was I approachable in my teaching outlook – I think that was one thing that was fed back to me through the use of the Critical Incident Questionnaires which were distributed to the class at the end of the lesson. Both Mary and I were open to discussion and reflection throughout the class … as were the students.

However, I did lose sight of the fundamentals of Orff at one point when I failed to instil my basic rudiments of music for children at the forefront of my mind … I made the rhythmic pattern more difficult than necessary for the children to understand … I lost sight that it was students that were sitting in front of me and that it was fine to talk with them about lengthening the rhythmic pattern, but in actual fact, it was early years and primary school children these exercises were being designed for … how could they understand and count what I had just suggested … When Mary corrected us (me and the students) by offering an alternative I could have hung my head in shame that I actually lost my focus on what I was doing …

Mary offered support later in debriefing, but I felt like a moral failure … I have always been running to stand still with this project and I hope that I can home in and focus quickly in relation to this drastic mistake on my part …

It is necessary to keep the basic principles of Orff at the forefront of my design process and in relation to the modification of this project. It is also necessary to remember to reflect more adequately, this is no excuse, but I hate technology! I think it is vital when it works, but staying connected is not always a rational explanation to an update for me.

There are volumes of work to cover and issues are always under constant scrutiny in relation to what has to be developed, encoded and learned …

One question always comes to my mind – Do I feel inspired?

The answer at this time …?

http://www.ltscotland.org.uk/video/e/video_tcm4580320.asp

I think what inspires me most is Ted Booth … the man has energy, a zest for life and mammoth encouragement to support our artists … he allows me understand why learning and changing practice is good, but I feel I struggle with his enthusiasm in relation to, in my mind, a huge uphill battle to commence, continue and inspire myself to CM1 … sometimes I feel like I need to be the student sitting in the class, learning how to develop myself in relation to Community Music and the partnerships, stakeholders and other agencies intertwine to form the world of Community Music …

There is a passion for it, the likes of which I have never seen before and that initial fire is what spurs me on … what does Mary have in her ‘Magic Bag’ now or what puppet will she bring out now or simply the light on the students faces when the song games, name games and discussions begin … it is enough to relight anyone’s fire … there is inspiration in abundance in room 2.24 …

I hope that I fit in …

Booth’s Key Note Speech LTS 2009 …

http://www.ltscotland.org.uk/video/e/video_tcm4580320.asp

lively, debated and extremely insteresting view point … making me think Mary …

Food for thought – food for reflection …

I have been in constant correspondence with Mary Troup, my mentor, friend and colleague on this journey for completion of the PG Cert Learning & Teaching in Higher Arts Education. Mary forwarded me an email yesterday which has prompted me to question and think today about the role of the Teaching Artist, a module that was covered at the very outset of this journey with Andrew Comrie in Module 1. Firstly I had to discover – Who is Eric Booth, What does he do and where has he come from …

  

Eric Booth began his career as an actor.  He performed in the theater for over 20 years which included acting in six plays on Broadway, dozens of plays off-Broadway and at leading regional theaters around the country. He has performed many times on television, directed five productions and produced two plays in New York.

Following his acting career, Eric Booth launched an active and ongoing career as a teacher. He has held positions teaching theater at Stanford University and at New York University, and he has lectured, led workshops, and been a visiting scholar at over 30 universities across the country and at over 60 cultural institutions and schools. He began to teach for Lincoln Center Institute in 1980. In 1993 he was hired as the Founding Director of the Teacher Center for its newly formed Leonard Bernstein Center. Booth co-designed and taught the Arts and Education program at the Juilliard School and led the Morse Fellowship program there from 1994-2000 (considered a national model for teaching artist training).  He is the Artistic Director of the new Mentor Program at Juilliard. He is on the faculty of and a consultant for The Kennedy Center, Lincoln Center Institute and Tanglewood.  Booth has taught groups of every age from pre-kindergarten through grad school and adult education. He is frequently described as one of America’s most creative and effective teachers of the arts. 

(taken from Montalvo Arts website  http://montalvoarts.org/participants/eric_booth/) 

In my reflections I see that this is a man who speaks from experience and is not afraid to voice his opinions on a better way to gain insight into what it is that we do on a daily basis and how best we can achieve this through the use of critical thinking / reflection in our daily lives and practice. How do we see ourselves as artists, teachers / educators and importantly how do we relate to our students. Do we listen, do we understand the needs, wants and proverbial wish list of today’s students. Indeed do we question ourselves enough about how it is best to achieve, nurture and develop the skills and abilities in our students to the extent of having them provide feedback through a meaningful manner in which to form accountable and quantifiable data links to our lives personal or professional … but there was more information culminating in my head …. 

This is an excerpt of what Mary forwarded with regards to a master class with Eric Booth:

Eric Booth’s master class yesterday provided much food for thought. He was referring to Teaching Artists as agents of artistic experience, and also posed the question: what is the single most important role of the Teaching Artist ?

 My questions now are formed like such –

• What is an agent of artistic expression?
• What do they do and how do they do it? Whatever it and they may be …
• Secondly, what do I consider the most important role of the Teaching Artist?

These questions have taken me back to the very beginning of my pgcert journey and if I am being honest, these questions are ones which I have not considered for a long time, more time than I care to admit, however, it is now necessary for me to revisit the above questions and clarify in this final and most important module, why am I designing a project where I have forgotten to ask these critical questions – What do I want my students to achieve, why do I want them to achieve that goal, how will I support them to achieve that goal, what is the agent of artistic expression and this is very very important for Community Music students where the nature of the work has to original in origin, design and implementation and also what will their roles be in terms of the Community Music CM1 course Module Descriptors be and how will they be teaching artists??? 

Mary also stated that: 

 He finished the day with the final verse of Robert Frost’s poem Two Tramps in Mudtime:

 But yield who will to their separation,
My object in living is to unite
My avocation and my vocation
As my two eyes make one in sight.
Only where love and need are one,
And the work is play for mortal stakes,
Is the deed ever really done
For Heaven and the future’s sakes. 

I am still caught up above in the thoughts of what is the agent and the likes, that I have not even considered the possibilities of the above poem excerpt … However, having studied this poem many years ago, I believe that there is a lesson to be learned and it is simple enough to grasp in that there are always two sides to every coin and in the above the two tramps are no different, but if we come together then greater good can be achieved from the outset in that good deeds, living nad nature are all one force in this land … should we be the same in our thoughts, values and enablement to teaching – do we do it for the greater good for ourselves, our students, our job … and then will that answer the need to define what the agent of artistic expression is, what does he/she do, how,m what, why and when and also to consider the role of the working, devoted Teaching Artist ….  

Food for thought – food for reflection 

I am deep in this reflection now and further thoughts, comments and decisions are bound and about to free flow I think … back to Cowan and Brookfield for me … 

Presentation Reflections …

This was a good night that I really enjoyed, however, not within my own presentation …

I was in a panic when I saw Eleanor, Susie and Mark and was most relieved when Kate, Ray, Gary and the others said that they would be unable to make it to class that evening. I have no idea why, well that is not true, but my reflections on past Blogs really do say how I was feeling that evening.

I did feel prepared and I understood all aspects of what was being asked of me in relation to my chosen research topic. However, I felt that I was fumbling in the dark although trying to remain calm, content and control of what I was trying to say … and that was before we got the laptop working and screen sorted thanks to Susie and Andrew … I do this or should done this for a living and I was terrified standing there at the lectern …

I took the design of my presentation from my tutorial with Andrew in relation as to how I was going to deliver it … cool I thought, calm and collected. Once I had begun I was initially fine. I tried to maintain contact with my audience and for some reason focussed on Eleanor who was looking terrified into my face, maybe not a good idea! Although Mark would give this huge smile every now and again and it was if he was reading my terrified mind.

I was also acutely conscious of Andrew typing furiously in the corner and was wondering what I had missed out that was of vital importance to my technological advancement concept … maybe the actual usage of technology, which may have been more in my favour! I tried to keep Andrew’s initial brief of using only four slides and the Key Note Speech presentation effect. In comparison to everyone else’s presentation I know I could have made an audio-visual delight of a presentation, but would it have said all the things I did that evening – maybe not!

I feel that I structured my presentation in accordance with my abstract and discussion with Andrew with the concept of always being mindful that my topic was about Student GUidance & Support and how I could  do this in relation to the best interests of my learners, the other staff and colleagues that I work with and, of course, the RSAMD guidelines of policy and procedure. However, do I feel that I achieved this overall concept – that would be a Chris Tarrant question I think.

I slightly digressed at points, but believe that I could have used more direct quotes, however, Andrew had suggested that I steer away from this concept and paraphrase more in relation to the Musicworks Department. I believe that my opening of What is Musicworks was enlightening to my cohort who had no idea that this department existed and what we did in relation to to targeting and reaching out to children and adults in local communities and also that we were ambassadors of the RSAMD public face who were responsible for spotting talent and raw potential in the very instance of our being or the front line so to speak … the ethos of John Wallace in our department speech at the opening of Musicworks term that we were the front line defence fo entry to the RSAMD and were able to sweep the boards with reference to gaining an insight into the raw and available talent that would shape the RSAMD Junior and Seniors for many years to come – debateable yes, realistic – no!

I had practiced the timing element to perfection I think and I had about 3 minutes to spare after Susie, Mark and Eleanor had asked me some questions in relation to Musicworks, Susie in particular was astounded about the figure of only 8% of RSAMD technology resources being utilised and Mark, who was the power point virgin … was agog in relation to the amount of information passing him by or he had shut down instantly when the slides went up at the words Technology Enhanced went on the projector …

Do I feel the content was appropriate? Yes I did, however, I felt that I could have been more direct in relation to keeping my thought process more concise, but the overall delivery, I was extremely happy with. I think I did what I set out to do, digressions aside, but could I have expanded in certain areas. Yes that is a real possibility in relation to what was happening around the world in relation to the use of digital technology in a musical field. Furthermore, I should have perhaps spent more time on this aspect in relation to re-defining what Web 2.0 technologies were, how I could use them within Musicworks, what they or I would hope to achieve and what revolutionary aspect could they contain for me, Musicworks and the RSAMD in general …

How could I have overcome the above? More time I think, but the 30 minutes seemed like a life time when I was speaking, but in reality in my head there was so much more that I could have, should have and would have said had I spoken faster, had more slides, and in general had rabbitted on until the stop watch and clock were just about clang in an avalanche of thoughts which were engulfing me and questions that I had never thought of were suddenly crowding out my mind which was already in the stage of difficulty and information overload … what to do in future …run a mile, go for a swim, dance the night away and hope that things can only get better and that my fear and shyness of speaking actually melt into the background like a glacier in the sun …

My cohorts are the best and I thought that last year through a very difficult period, but they have embraced me with open arms and I would like very much to stay with them for the remainder, but that remains to be seen yet and it is with great sadness that I sign off for now not knowing whether or not I will ever see them again … well class this week permitting, but on a personal note … thank you very much for their support and encouragement and willing me through some difficulties Thursday evenings. Thank You Joyce, Gary, Susie, Kate, Robert, Bob, Mark & Ray!! ….and to Andrew, you truly are an inspiration!!!, a wonderful man and a god send of a friend whom I feel privileged to have known … and hopefully will continue to know wherever I am in this world!!!

Stewarding Technology in use …

The text resource Digital Habitats by Etienne Wenger, Nancy White & John D. Smith is a necessity for those considering using digital technologies with children or anyone really in relation to keeping them safe, what is a digital habitat, how do we police the system, who are stewards in a digital world, how can we construct a digital teaching system, emerging practices in relation to digital habitats, digital stewarding and so much more.

However, whilst reading this text I also discovered an invaluable site in the Digital Alliance in which all arguments for and against the text book resource are put forward and integrated into a very vocal online community who are focussing on the pros and cons and debate them freely in relation to how to progress and take on board the view point fo others to form a more practical, social, interactive community in relation to the policing of a digital habitat….

The link is here …. http://learningalliances.net/2006/12/definition-of-technology-steward/

Also in relation to digital habitats it is looking at Skype as one of these … http://technologyforcommunities.com/2010/03/skype-as-a-community-platform/ loved it…

Really nice slideshow from Nancy White in relation to Stewarding Digital Technology Conference 2008 … http://technologyforcommunities.com/2010/03/skype-as-a-community-platform/

Love to Love … Just the Beginning …

These are some of the useful tools and materials around in relation to the necessary tools and requirements in the teaching classroom involving digital technology

 

We are still at the beginning of a radically different relationship with the Internet, one that has long-standing implications for educators and students. The coming years will be marked by a flood of new innovation and ideas in ways never before possible. In reality, we now have a Read / Reflect / Write / Participate Web, on tha twill continues to evolve and grow in ways not yet thought of, spurred by the efforts of creative teachers who recognize the potential to improve student learning.

 

The Wiki Prayer

 

Please grant me the serenity to accept the pages I cannot edit,

The courage to edit the pages I can,

And the wisdom to know the difference

( http://tinyurl.com/2t8fdf )

 

Web Tools for Classrooms

 

1. Weblogs
2. Wikis
3. Real Simple Syndication (RSS)
4. Aggregators
5. Social Bookmarking
6. Online Photo Galleries
7. Audio / Visual Casting
8. Live Streaming
9. Podcasting

 

E-Learning in the 21st Century …

if we want to see beyond the current horizon of scrapbook multimedia it is important first to identify the essential properties of digital environments

(Murray 1997:68)

In the early beginnings it could be argued that more than thirty years after the original desktop computer, it could be argued that we are now just at the beginning of discovering the unique multiplicative properties of the e-learning concept. It is necessary to question the properties of e-learning that propel it into the realm beyond that of the ‘old’ technology and which contains an additive novelty of multimedia concepts. It could be argued that it is that of the additive model which replicates the concept delivery of lectures over the more enhanced computer and the internet which provides enhanced learning to that of the overhead transparencies used not so long ago. However, the above statement is by no means one which, overall, learns and provides communicative freedom to the digital medium of e-learning.

What does this mean for the use and implication of digital technology within the realms of Music teaching and teaching in general? The use of multimedia technologies allows for greater freedom of its multidimensional forms such as that of communication and interaction, i.e. simultaneous intimacy and distance, multirepresentational and hyper searchable that would lead the user to aspects of true multiplicative ideas….more than one at any time…It is also arguable that leaners are then in charge fo their own learning and also able to assume control over their environment which influence the outcomes of the digital technology users….

Although the integration of e-learning in business and education has been more fused, subtler, however, it is migrating to the core of social and networking integration in our daily lives. Hence the Marc Prensky (2001) concept of Digital Natives v that of Digital Immigrants…..

THe mere notion that technological artefacts and social relationships are intrinsically linked and entwined through devices and means makes a difference in relation as to how we understand, choose to use the technology and how it makes a difference in the qualitatively structured domain of technological advancement….

Feenberg (1999)  states that

to be sure, technology may enframe and colonize; but it may also liberate repressed potentialities of the lifeworld that would otherwise have remained submerged

This is true of today’s society of children who are fully integrated into the world of WAP technology, iPhone, gaming, Nintendo, PSP’s etc, who already are familiar in the social structure nad context in which the digital domain is enhanced…Are Musicworks children the same and can they be guided and supported in the same way in relation to the practical element of teaching and also to guide and support them in the mains of parallel teaching in a digital world. Would the children ‘get it’ …I think they would and it may be a concept that brings greater clarity to many learners, who, at times, face the nightmare of having lessons on a weekly basis without the support of a human element, but it could be facilitated in a cyber world to be enhanced to great effect in relation to the sustainability of online support within an existing infrastructure or that of an online community such as GLOW….could it be done…yes it could…with the necessary guidance and support for all concerned in relation to setting up, the available time management resources, human resources, etc …

 

The Connecticon …

In referencing the above text I was interested in the concept of Marathe (1999) in relation to the three defined criteria which identifies the concept fo successful online communities:

1. Self-generated evolution, where members of the community generate content for the site, and take decisions to influence its growth, adaption and evolution
2. Involvement & Interactivity, through which members participate and interact with other members of the community (e.g. through e-mail, bulletin boards, synchronous chat, etc)
3. Frequency and duration of visits, that encourage members to come back to the site repeatedly in order to share their motivations with other community members as part of the process of establishing a collective identity and sense of trust between members of the community

It is noted that the necessity of online communities are not bound in the provision of the tools used within the site, but actually of a common bond having been established between members fo the community. Marathe also argues that it is a set of shared experiences which provide the necessary stimulus of the learning opportunities that are given within the site.

However, it is all too convenient to say that in comparison of online communities whether they are of proper conception and place of just for that of a common purpose. Selznick (1996) described a total of 7 common bonds between the unidimensional community with a set of multiple variables or values:

1. Historical – strands of cultural and historical
2. Identity – a sense of belonging and loyalty within the community
3. Mutuality – supportive of experiences / interdependencies and reciprocity
4. Plurality – a creation by the zest of intermediate association of the community and in the common interest of the group
5. Autonomy – the respect of the rights of the individual within the group and of the community who contribute the variant views around the community
6. Participation – the social interconnections of community life
7. Integration – of all the above factors which provide the common goals and understanding of the community

The concept of an ideal community and the true function is to give and agreed regulation, discipline, and an output for self-expression that is consistent with the greater good and participant of the group as a whole…..

This is extremely powerful for me in relation to the group dynamics of learner – to learners, tutor-tutors and within the RSAMD in general. It is very poignant that RSAMD has the resources to facilitate this type of community network, however, it is not utilised to its full potential, There is a need to expand the above concepts in relation to the necessary infrastructure to marvel at the curriculum for Excellence and the role that technology can play in relation to the goals and targets set in relation to technological advancement.

Mayes (2002) goes on to say in defence of the above to state that

All learning is situated in a personal, social and organizational context, which determines motivation

This could be true for RSAMD in relation to the integration of technology within the Musicworks Department which could weave a rich tapestry of motivated and enthusiastic learners who could be taught in a more creative and innovative way, however, this also breeds necessity for more creative thinking and innovative educators to deliver, guide and support our future educators fo the future…..

Evolution Of Practice …

Wow the title alone knocks me out ….

I think that I could be here the entire duration of this Module figuring this one out, but simply to me, it would be for me to complete Module 4 in relation to addressing all of the points I have discussed throughout these blogs …

In Summary:

• Modifications in relation to Assessment
• General teaching strategies and new implementation of teaching practices that would be more beneficial for my students
• Using the Aifl guide in respect of identifying barriers to learning and adopting more strategic practices like assessment of leaning, assessment for learning and assessment to learning and how these can be brought about
• Making changes in RSAMD policy in relation to amending moreover, supporting such vital aspects of Student Guidance & Support within Musicworks which is sadly lacking – no induction, a free for all to join, no structure to teaching, no guidance for tutors in relation to what types of structures they should be using or may wish to consider using, the physical space of our teaching environment
• Becoming more aware of the types and nature of the supports that would best serve the students, staff and RSAMD infrastructure in achieving the Curriculum for Excellence aims and objectives

These are only but a few of the topics and discussions that I have had with myself on WordPress and no doubt there will be others that I may have in trying to implement some of the changes and vies of using digital technology in a music medium.

However, these changes will not appear overnight and will take time to phase in to a program of work which will, no doubt, continue long after I am gone. However, I think that I can take this Module and blend it together in relation to the modification and implementation process which I feel that are necessary for my learning and teaching practice to develop, grow and nurture future educators of future generations…

I need structure, advancement, support, guidance and assistance in relation to trying to implement my current blogs and my past ones in how I can become a better learner, educator and teacher, not only to my own students, but those of others … and afterall, no one is perfect ….not even Mary Poppins …