Faculty migration from text-based to media-rich content: crowdsourcing the meaningful application of LMS (D2L) quizzes

April 15, 2016, Normandale Community College

Marion Judish, Ph.D., MusicPlamen Miltenoff, Ph.D., Technology

http://www.slideshare.net/aidemoreto/faculty-migration-from-textbased-to-mediarich-content-crowdsourcing-the-meaningful-application-of-lms-d2l-quizzes

http://tinyurl.com/zuxzurz #D2Lmn #MUSM123InforMedia ServicesSCSU TechInstruction

Who are we

MarionMusic professor

PlamenFaculty, who works with technology and digital literacy

What do we do today (plan)

Present the case of MUSM123 Share our experience with the pedagogical

implications Share our experience with the technological

complications Discuss with the audience their experience Exchange ideas and solutions

Help us figure out who you are

Please use your mobile devices: smart phones, tablets, laptops Open a browser (e.g. Google Chrome, Mozilla Firefox, Internet Explorer) and log into

http://kahoot.it/

Music, education, intelligence Organized music lessons appear to benefit children's

IQ and academic performance--and the longer the instruction continues, the larger the effect, according to a study published in the May issue of the Journal of Educational Psychology (Vol. 98, No. 2).

Munsey, C. (2006). Music lessons may boost IQ and grades. American Psychological Association, 37(6), 13. Schellenberg, E. G. (2011); Kaviani, et al. (2014).

Music instruction must be delivered in such a way that music is defined and understood as a discrete, valid, and tangible way of knowing and learning within the literacy mandate. While the established "core" areas of language, math, social studies and science provide important knowledge bases for any musician, success in music will not be found through the exclusive study of literacy in those areas.

Neves, V. R. T. (2007). Instrumental Music as Content Literacy Education: An Instructional Framework Based on the Continuous Improvement Process. Retrieved from http://eric.ed.gov/?id=ED499123

More: http://blog.stcloudstate.edu/ims/2016/03/23/music-education-intelligence/

http://blog.stcloudstate.edu/ims/2016/04/13/students-and-technology/

2015

2011

ECAR Student and Faculty Technology Research Studies

Technological Pedagogical Content Knowledge (TPAK) framework Technological Pedagogical Content

Knowledge (TPACK) is a framework that identifies the knowledge teachers need to teach effectively with technology. The TPACK framework extends Shulman’s idea of Pedagogical Content Knowledge.

http://tpack.org/

Quizzes to test, and quizzes to train

http://blog.stcloudstate.edu/ims/2016/04/13/testing-effect/http://blog.stcloudstate.edu/ims/2016/04/14/change-teaching/

This phenomenon — testing yourself on an idea or concept to help you remember it — is called the “testing effect” or “retrieval practice.” People have known about the idea for centuries. Sir Francis Bacon mentioned it, as did the psychologist William James. In 350 BCE, Aristotle wrote that “exercise in repeatedly recalling a thing strengthens the memory.”

But the testing effect had been mostly overlooked in recent years.

Music, education, multimedia

Redefining music literacyThe intersection of popular music, technology & music instructionhttp://www.slideshare.net/ThomasDouglas1960/technology-in-music-art-education

Crappell, C., Jacklin, B., & Pratt, C. (2015). Using Multimedia To Enhance Lessons And Recitals. American Music Teacher, 64(6), 10-13.

In the world of music education, teachers are adapting to current trends by using social media, educational apps and mobile devices to enhance student learning experiences.

Share our experience with the pedagogical implications

Pedagogy: engagement, understanding Publisher textbook

Supplies quizzes. Text-based quizzes – 15-20 per chapter

Multiple choice T/F Reference to audio excerpts provided on a CD

D2L quizzes Use Respondus for MS Word files. Only multiple choice could be imported straight from the MS Word file to D2L T/F questions had to be manually handled MediaSpace code copied and pasted in D2L for questions with audio excerpts

MediaSpace Upload files from CD and process them (tag them)

Publisher material, D2L and MediaSpace made questionable if working on more engaging content is worth the time and efforts.

Ho, W.-C. (2007). Music Students’ Perception of the Use of Multi-Media Technology at the Graduate Level in Hong Kong Higher Education. Asia Pacific Education Review, 8(1), 12–26.

Share our experience with the technological complications

Main findings regarding technology:

D2L is not a good platform to administer multimedia education, being that quizzes or training quizzes

Either D2L or the abilities of LAN (Local Area Network), or both, are not up to the task of delivering multimedia content to students.

MediaSpace, AKA Kaltura has a long way to go, before it start rivaling the quality of YouTube.

Good multimedia repertoire must not be confined to the MnSCU-approved tools, such as D2L and MediaSpace. The use of third party, free tools, such as Kahoot, podcasts, Facebook groups and similar social media, offers alternative to backup often failing technology and offer opportunities, which MnSCU tools do not.

Publishing houses have a long way to go, before faculty is satisfy with their output. Respondus still does not crunch T/F question, same goes for multimedia

LMS (D2L) and (versus) third-party tools

instruction with technology from faculty perspective

Student-centered instruction with technology

D2L Brighspace, MediaSpace Remind.com (D2L News, D2L SMS) Kahoot, Zaption –

http://blog.stcloudstate.edu/ims/2016/01/13/formative-assessment-tools/ opt out of quiz or test.

Social media YouTube, TeacherTube, SchoolTube:

http://blog.stcloudstate.edu/ims/2014/06/20/7-free-social-media-tools-for-teachers/

Facebook groups – a hub of materials found/generated by students. discussions Twitter – mini (140) blog reflections Instagram, Vine, Tumbler, Snapchat, Kik, and similar – exchange ideas, help each

other Spotify – record their music, record their story Pinterest board[s] –

http://blog.stcloudstate.edu/ims/2014/02/10/16-ways-teachers-use-pinterest/ collect a visual story,

Student-centered instruction with technology individually and/or in groups Podcasting Blog, audio blogs, video blogs –

http://blog.stcloudstate.edu/ims/2015/02/11/discussion-boards-blogs-and-wikis/ a reflection of their learning and thinking Podcasting: e.g. Podomatic (https://www.podomatic.com/login)

Infographics – http://blog.stcloudstate.edu/ims?s=infographics a midterm project to reflect their thinking

Storytelling (beyond social media) - http://blog.stcloudstate.edu/ims?s=digital+storytelling create music literacy on their own

Badges, gaming and gamification: http://blog.stcloudstate.edu/ims?s=Badges%2C+gaming+and+gamification

http://blog.stcloudstate.edu/ims/2016/04/13/students-and-technology/

2015

2011

ECAR Student and Faculty Technology Research Studies

Discussion

To continue our discussion: Marion Judish

320-308-3289mjjudish@stcloudstate.edu

Plamen Miltenoff320-308-3072pmiltenoff@stcloudstate.edu

Bibliography: http://blog.stcloudstate.edu/ims/2016/03/23/music-education-intelligence/http://www.slideshare.net/khbarker2009/technology-in-the-music-classroom http://www.slideshare.net/ThomasDouglas1960/technology-in-music-art-educationhttp://www.slideshare.net/sspengler/technology-supports-for-the-art-and-music-classroom http://www.slideshare.net/DanMassoth/leveraging-technology-in-a-music-classroom