ICT's for Learning Design: 2011

Friday, 15 April 2011

Synopsis

The evolution of technology being an integral part of our teaching profession is upon us. The use of computers, laptops, PDAs, cameras, mobile phones, iPads, iPods, Podcasts, the internet, emails, wikis, blogs, glogs and so on, are all soon to become an essential part of a teachers pedagogical artillery in the battle to keep students focussed, interested and learning in the twenty-first century and beyond. Known as eLearning, the Australian National Training Authority (p.3, 2003.) defines eLearning as, “a broader concept [than online learning], encompassing a wide set of applications and processes which use all available electronic media to deliver education and training more flexibly”.

The electronic media and mediums used in eLearning are typically called ICT’s (Information Computer Technolgies). The United Nations, Educational, Scientific and Cultural Organisation (UNESCO) states,” ICT is an all encompassing term that includes the full gamut of electronic tools by means of which we gather, record and store information, and by means of which we exchange and distribute information to others” (p.13, 2010).

Within the realm of Music Education in secondary school (like many other disciplines), eLearning has moved forwards in leaps and bounds within the last decade. ICT’s have helped be the silent educator within topics of the subject where a more one-on-one approach is needed but usually unattainable i.e. Aural training with programs such as Auralia, Music Composition with programs such as Sibelius, performance self evaluation with technologies such as webcam, digital recorders or peer constructive criticism with digital mediums such as Youtube.

Of course, many of the ICT’s as stated above are only effective if correct pedagogy practices and prior knowledge has been taught and implemented beforehand so autonomous working with technological aid can commence. From this, it is also important to note that some ICT’s may be rendered ineffective for certain year levels as the concepts, vocabulary and navigational skills required to use the programs effectively maybe too advanced for that student.

From analysis of different technologies, it can be found that some ICT’s prove not as effective as others within Music Education, however ideas from all ICT’s could be morphed and adapted to almost any situation in Music.

An example of how adapting an ICT for Music Education could be achieved is shown within http://trevorschulze.blogspot.com/. Whereby, an online program such as Google Maps, which is usually used within other disciplines such as Mathematics, Science or Geography, has its functions utilized within a Music History context.

ICT’s have an amazing ability to create multi-disciplinary learning experiences without the students realizing at the time that they are implementing skills taught in other subjects to achieve an outcome in this class. Take for an example the scenario as shown in the paragraph before, where the students use Google Maps. They find the places where composers lived and mapped if they moved countries as well as where instruments were first made too. Within this there is a combination of Maths, History, Science and Music working together for an outcome, not to mention the fact that the student has connected themselves to how they fit into the equation of the world (being able to see how far their house is from where Mozart lived in Austria.

Another example, as outlined on http://trevorschulze.blogspot.com/ is where a technological tool such as a Wiki could be used to organize group information for an up and coming event. Although a shopping list for students in a Music Education setting may sound a tad absurd. When the framework and function of a Wiki is taken an adapted to a setting such as a collaborative composition whereby the class adds ideas to a Wiki, its effectiveness and worth is reinstated.

eLearning with ICT’s create valuable learning experiences for students that in the past could never have been achieved. Within Music for instance (as shown in http://trevorschulze.blogspot.com/) a Glog (Graphic Blog) made with Glogster coupled with a Youtube video creates a technologically enhanced interactive learning experience where students can firstly learning the names and shapes of instruments in a string orchestra, but also watch a video of a string orchestra play. All of which in the past wouldn’t be as interactive or entertaining to young students.

With the advancement of eLearning and using ICT’s in the classroom, the role of a teacher is beginning to change. Resta and Patru (2010) find that teachers have moved from being ‘sages on the stage’ to becoming ‘guides on the side’. The teacher is no longer the all-knowing authority. The new role can perhaps be likened to that of a team coach or the conductor of an orchestra who tries to bring out the best performance in all players.

It is also important to point out that with certain ICT’s safe and ethical guidelines needed to be adhered to as problems such as copyright infringement, exposure to adult-related content or cyber-bullying could take place. All eLearning experiences in Education Queensland schools are to adhere to their Code of Conduct in particular:

2.2.1 Respecting the dignity, right and views of others

2.2.2 Protecting the Students from Harm

5.2.2 Using equipment and consumable resources

5.2.3 Using the departments Internet, Intranet and Electronic Mail

(http://education.qld.gov.au/corporate/codeofconduct/index.html)

And also Education Queensland’s stance on Copyright which is in accordance with the Commonwealth Copyright Act 1968 found at: http://www.austlii.edu.au/au/legis/cth/consol_act/ca1968133/.

ICT’s for eLearning can be sorted into groups (however some blur the boundaries) according to their functions and abilities. These groups include:

· Online Spaces - Web, Blogs and Wikis

· Images, Video and Audio Tools

· Learning Tools – Powerpoint, Prezi and Glogster

· Animations and Simulations – Open Ended Exploration

Within these groups are numerous applications, software, hardware, files, media and mediums which can be used to aid ePedagogies and Learning Experiences.

In the past few weeks analysis of these ICT groups have found programs which would aid both the learning and teaching of Music Education in an eLearning environment. Below is an overview of the findings of the analyses, with reference to the complete examples and findings found at http://trevorschulze.blogspot.com/.

Online Spaces - Web, Blogs and Wikis

Wiki –

A Wiki is a basic website where numerous linked web pages can be created and edited by many people. The main attribute which sets Wiki’s apart from other websites is its function for any user to be able to quickly edit and save information to the website by the click of a button. Wiki’s have control settings, whereby some pages can be locked and only edited from privileges set by an administrator. Wiki’s are a simple but effective tool for workplaces and group settings where collaboration between users is paramount for an overall cohesive outcome.

A scenario is posted on my blog, where a family could use a Wiki to help write a cohesive shopping list. The scenario uses various functions of a Wiki, including hyperlinks, font editing, privacy settings and editing settings demonstrating the framework of how a teacher could use this device within a specified context to achieve a cohesive response from students. Wiki’s when coupled with scaffolded frameworks create a level of high-order thinking, which involves analysing and evaluating information.

Please refer to the P.M.I of a Wiki found on my blog which shows the advantages of a Wiki. If used in a group correspondence setting, it is easy to see how Wiki’s are far more effective at achieving a cohesive response than other online communication tools such as e-mails.

Images, Video and Audio Tools

Sibelius –

Sibelius 6 is a high quality music notation software which offers the user the ability to create, edit, playback and produce both music scores and high quality audio for any occasion. Within the educational realm, Sibelius 6 provides even the most novice music student the ability to create simple melodies and harmonies which can be played back to them instantaneously by the computer. Teachers also are able to create worksheets and audio files which can target topic areas of a music students learning. The next dimension to Sibelius 6 also includes the ability to add your created files to the internet where others can view and critique your masterpiece from all around the world.

An example of how to set-up a score using Sibelius and how to play back your creation can be found on my blog. The example is only a basic unveiling of Sibelius 6’s capacity as a musical notation software and audio tool, further into my posting on Sibelius 6, can be found a score written with Sibelius as well as a video showing Sibelius 6’s audio playback capabilities.

It is important to note, that Sibelius 6 is very much a discipline specific program targeted at Music creation of a high standard and requires previous knowledge of Music and its theory to render the program effective. If the background knowledge of music theory is in place (or with teacher guidance), students are able to use high order thinking aspects such as creating (when composing), analysing (when playing back) and evaluating (when listening and critiquing others work). My blog also contains an analysis of the program using De Bono’s Thinking Hat method, to review its abilities.

There are many other image, video and audio tools out there, however within the discipline of Music, Sibelius software ranks as one of the highest ICT aids that could be used in the application of score producing, composing, analysing and critiquing.

Learning Tools – Powerpoint, Prezi and Glogster

Glogster –

Glogster is an online networking site which allows users to create and post interactive graphic logs known as Glogs online. Once a Glogster account is created, using Glogster’s online software you can import images, add text, sounds and videos to a page which is then exported to the internet. Your Glog can be found by other’s (if set to public) by using the URL provided when setting up your glog. Glogster allows both students and teachers the ability to create an interactive blog quickly and easily with having to download anything to the computer.

Within an educational setting, Glogster can help aid the learning of new material in a fun and interactive way. A basic example of a Glog can be found on my blog. Aimed at younger students, the Glog uses aesthetically pleasing visual imagery coupled with simplified text and segmented audio clips to teach students about the Instruments in a String Orchestra.

This software has capabilities of connectivism whereby students can explore other Glogs uploaded on the Glogster website to gain information on relevant topics (to even create their own Glog on the topic). Glogster also promotes constructivism, in a way that they can structure their own version and meaning of a topic based upon their exposure to other relevant information on the website and through teacher and peer online review capabilities.

Animations and Simulations – Open Ended Exploration

Google Maps -

Google Maps is an online interactive map which allows the user to zoom from a world view image right down to a house view image using real life photos. Within the abilities of Google Maps, you are able to pin point and draw routes from location to location. Google Maps, even estimates distance for walking or driving routes too. Google Maps shows shops, landmarks, terrain types and even real estate around the world. For both teachers and students, Google maps provide many learning opportunities within many various disciplines; maths, science, geology, geography, history, and the Arts.

As found earlier in my synopsis and exemplified with the scenario shown in my blog on Google Maps, Google Maps is a great eLearning tool which can be implemented when used in the correct context.

SOURCES

1. Australian National Training Authority. (2010.). Definition of key terms used in elearning. Retrieved from: http://pre2005.flexiblelearning.net.au/guides/keyterms100c.pdf.

2. Commonwealth Copyright Act. (1968.). Retrieved from: http://www.austlii.edu.au/au/legis/cth/consol_act/ca1968133/.

3. Education Queensland (2011.). Code of conduct. Retrieved from: http://education.qld.gov.au/corporate/codeofconduct/economy.html#_5.3.3_Using_the_departmental_intern.

4. Glogster. (2011.). Glogster. Retrieved from: www.glogster.com.

5. Google Maps. (2011.). Google Maps. Retrieved from: maps.google.com.

6. Resta, P. and Patru, M. (2010.). Teacher Development in an E-learning Age: A Policy and Planning Guide. Paris: UNESCO.

7. Sibelius (Version 6) [Computer software]. New York, NY: Avid Technology.

8. United Nations, Educational, Scientific and Cultural Organisation (UNESCO).(2010.). ICT transforming education. Retrieved from: unesdoc.unesco.org/images/0018/001892/189216e.pd.

Thursday, 14 April 2011

Tool: Google Maps

Google Maps

Overview

Functionality

For basics of Google Maps, you can visit their webpage for information at:

http://maps.google.com.au/support/bin/static.py?page=guide.cs&guide=21670&topic=21676&answer=144347

Or watch the video below for how to set up your own Map for use:

As a music teacher, I would be able to pin point countries and regions around the world from which music and genres have come. Within these regions I could pin point where instruments originated as well as where composers lived or travelled. In pin pointing these areas with markers I can add hyperlinks with text, audio and video of the composers work and biography or history the instruments with sound clips also.

Analysis

PLUS	MINUS	INTERESTING
· Easy to navigate · Many options · Widely Accessible (No need to download) · Can be used over many Disciplines · Highly Interactive (good for active minded Users) · Has relational aspects (Being able to see how the programs benefits the “real life” equation · Implements many skills when using the program	· Could be too overwhelming · Needs fast internet · Can get sidetracked quickly with so many options · Needs prior knowledge to be rendered informative and a helpful tool	· When instructed to find the walking distance from one country to another, if crossing water you are asked to Kayak · Houses can be listed when up for Sale, with a link to a Real Estate website.

Tool: Learning Tools, Powerpoint, Prezi or Glogster

Glogster
Glogster.com

Overview

Functionality

The basics of using Glogster to create a Glog can be found at: http://ktitraci.wikispaces.com/Glogster.

My example Glog which showcases the ability of Glogster can be found at: http://trevorschulze.glogster.com/.

Or embedded as shown below:

The Glog could be used by music students learning about String Orchestras. The page contains pictures of the instruments as well as imbedded audio examples of what each instrument sounds like. At the bottom of the page there is also an imbedded video hyperlinked from Youtube which shows what a String Orchestra looks and sounds like.

Analysis

Strengths	· Visually Stimulating – both in creating and viewing · Easy to use · Widely Accessible · No need for installing on computer · Provides Interaction for Users · Can be seen by others from around the world · Has privacy settings · Non-editable pages · Links to Video, Audio and Text from other Pages · Allows for comments and peer input · Has its own public domain images, texts and buttons you can use
Weaknesses	· Has only private or public settings – no medium · Needs tact in formatting otherwise can become over-the-top · When adding files from other websites, copyright is easy to infringe · Requires fast internet · Requires some previous knowledge of hyperlinks and pages · Can become overwhelming when publishing if wrong button is pressed · Some button functions need more refinement (i.e. moving images behind one another etc.)
Opportunities	· You’re able to create very informative Glogs which are visually stimulating · Possibilities of Topics are endless · There is room for future development of tools
Threats	· Slow Internet can inhibit the ability to produce effective Glog · If Internet connection is lost, there is no auto save option – all work is lost

Tool: Images, Video and Audio Tools

Audio
Sibelius 6

Overview

Functionality

Creation

Once you have installed Sibelius 6 to your computer, open the program and we start creating our own basic tune for playback.

Setting Up the Score –

Firstly, to setup our score, in the “Quick Start” script, click “Start a new score” and then “OK” down the bottom of the screen.

The new score guide appears and helps guide you through setting up your manuscript. Make sure, you have clicked “Blank” as the manuscript, and then click on “Change Instruments” to add the instrument you want to play your melody.

The Instruments script will open, where you will find numerous instruments you can add to your score, organized by instrument family. Once found the Piano, click “Add to Score” and the right hand column “Staves in score:” will show the instruments added to the Score. Click “OK”.

Once back on the Manuscript Paper, click “Next” and this will take you to what style font you want to write your score in. Just click “Next” as this can be altered later on.

Now, on the next screen we are asked to add a time signature and tempo to our piece. We want the piece in 4/4 so click the button which corresponds and leave the tempo marking alone as we can change this later on. Click “Next”.

We then choose a Key Signature for the piece. We want it in C Major so click the corresponding button and then click “Next”.

Once this is done, we can add a title to the piece and who has written the piece. In the Title box, type the title, and in the Composer/Song Writer box type the composer or song writer. Then click “Finish”.

The score is now setup for composing and should appear as follows:

Writing a Melody –

Now it is time to let the creative juices flow. Using the movable keypad pagelet, you can click on various notes to create different length notes. In my song I want to create four crochet notes on the pitch of C in my first bar.

I click the crochet on the keypad and then click where I want my notes to go on the staff. The program changes the music rest values once I add the music notes to the score.

Now once I have added the notes to the page, the score should look as follows:

Playback –

Further on down the creative journey, I decide I want to listen to how my masterpiece sounds. To do so I look for the Playback pagelet on the screen, it looks like this:

The Playback acts just like a CD player, where you can play, rewind and fast forward your piece to where you want. There is a moveable green line on the stave which shows the user where the playback is at. Thus, allowing you to move the slider on the playback to where you want to hear a section of a song.

Extension

There are many other aspects of Sibelius 6 that can be utilized to create and enhance your score. These include, adding dynamics, directive symbols and tempos, more text and other instruments.

Example

Below is an example of Sibelius 6, when utilizing more of its tools on offer:

This is a score created by Julie Giroux which is for full Concert Band, it contains all Woodwind, Brass and Percussion parts. It includes articulations, dynamics and tempos and can be played back using Sibelius to hear how it would sound in a real life situation.

Interaction

With Sibelius 6, besides being able to work autonomously by listening and reacting to the sound played back and producing printed scores, the student is also able to have their work appraised and heard over the web, using the application Scorch and the Sibeliusmusic.com website.

Creating an audio track –

To create an audio track that can be added to a CD or other medium. Click “File” which is located on the crumb trail at the top of the program and go to “Export” and “Midi File”.

A command window will open asking for you to change Midi settings, leave all the settings as is and click “OK”.

An export MIDI command will appear where you choose where you want your MIDI audio sound file saved. Choose a Title for the file and the files destination and click “Save”.

You are then able to burn your piece to CD or upload it to the internet using that .midi file.

Creating a Scorch File –

Once finished composing your piece and you don’t want to just print it out or condense it to just a sound file, you could turn it into a scorch file which creates your piece into an interactive website where once uploaded to the internet, people could listen to your piece, playing, pausing, rewinding or stopping your piece at different sections, whilst watching the score.

To create a Scorch File go File – Export – Scorch Web page…

The Save command window will appear, asking you where you want to save your Scorch file and what you want to call it. Once done click “OK”.

This will then bring up a “Export Scorch Web Page” option where you can choose details such as background colour for the website and whether you want people to be able to Save your piece to their computer once online. Once done, Click “OK”

Once completed, the file should appear as a .html file in your saved location. The Scorch file will be imbedded in the webpage as a Scorch plug-in, and have a similar Playback bar to what you see in Sibelius 6. The video below is an example of how a Sibeliusscorch file looks and plays:

Analysis

Negative – Black	*Judgement:* What is wrong with this? Why will this not work? Is this safe? Can this be done?	· Expensive for Schools to Buy · Quite a bit of prior knowledge is needed for the tool to be effective · If put on the Internet it is Publically Accessible · Needs fast computers to run the program · Requires Speakers or Headphones
Process – Blue	*The Process:* Where are we now? What is the next step? Where have we been? What sort of thinking is needed?	· Sibelius 1-5 has began working on making the program more user-friendly where prior knowledge isn’t the basis of creation · Sibelius 1-5 was cumbersome at times in certain areas however, Sibelius 6 has become a lot easier to navigate and control. · Sibelius 6 Creates scores and worksheets for numerous groups of Instruments with user input · For Sibelius 6 to work effectively (besides having prior Music Theory knowledge), creativity and extra thought process is needed when arranging or composing · Sibelius 6 offers a Midi convert that turns Midi Files to music · Sibelius 6 has a Scan option for already printed music, to be scanned and transferred to soft copy to be altered or arranged.
Creative – Green	*Creativity:* What new ideas are possible with this? What is my suggestion for success? Can I create something new?	· Sibelius 6 has been so well designed it is hard to find any other ideas they could implement to make the program better · Within the program you can do almost anything music orientated, creativity is paramount to innovation and “the new” · Sibelius is being to lower its price to buy, however they should look at further discounts for schools to make it more accessible
Intuitive – Red	*Feelings:* How do I feel about this? What do I like about the idea? What don't I like about the idea?	· I feel Sibelius 6 to be a very powerful tool which can do almost anything with Music · I feel all music students should be able to have access to the program when composing or arranging in schools · I love that Sibelius 6 can be very simple to use but also has the extra application and tools within it for the most advanced musician · I don’t like the cost of the program or how fast the computer needs to be for the program to work properly.
Positive – Yellow	*Benefits:* What are the good points? Why can this be successful? Why is this, a good thing?	· Has instant playback for review · Notes go red when out of instrument range · If any bars or symbols etc. cross one another they go red (aids in de-cluttering) · Creates neatly presented scores · Allows for almost anything musical to be made on the page (worksheets, scores, videos) · Sibelius 6 can promote neatness and accuracy when hand writing music · Sibelius 6 promotes aural skills when composing and reviewing · Sibelius 6 helps teachers bring fun to something that in the past has been seen as boring or lifeless and only for the advanced person
Objective – White	*Information*: What information do I have? What are the facts? What information do I need? What do I want to KNOW?	· A advanced understanding of the program and its functions and abilities · Needs a department that understands its necessity in Music Education · Requires quick computers that have headphones or speakers · Pricing for Education/Multiple Licences

The Courier Mail | Music

Friday, 15 April 2011

Synopsis

Thursday, 14 April 2011

Tool: Google Maps

Tool: Learning Tools, Powerpoint, Prezi or Glogster

Tool: Images, Video and Audio Tools