Challenges and Constraints of Using Audio in Online Music Education (original) (raw)

Music education, the online story

Selfypage Developers Pvt Ltd., Pushpagiri Complex, Beside SBI Housing Board, K.M. Road Chikkamagaluru, Karnataka., 2023

The Covid Pandemic has been a roller coaster ride for the academic world. A panic button was pressed when all of a sudden the teachers and students had to abandon schools and colleges and go online. After two years of adaptation to online education now schools and colleges are re-opening. This coupled with the National Education Policy (NEP) has prompted academicians to realize, adapt and appreciate the environment of hybrid learning. Being a branch of traditional Indic knowledge and with unique teaching, learning and evaluation parameters, Carnatic Music has its own challenges and opportunities while embracing Hybrid Learning. This work attempts to lay out the experiences of music students as well as teachers during the learning of music online during covid times. This information is expected to help formulate hybrid learning programmes which will be part and parcel of future education.

Online learning models and applications în the musical field / Modele de învățare online și aplicații în domeniul muzical

Tehnologii informatice și de comunicație în domeniul muzical / Information and communication Technologies in Musical Field

The use of music technologies has increased at a high speed over the past few decades in many educationalartistic contexts all over the world. The online courses must be adapted to learners' characteristics and can be differentiated according to the technology they employ, the curricular structure, the degree to which the students are supervised. This research presents the experience we had in organizing online courses at the "Gheorghe Dima" Academy of Music in Cluj, Romania, with regard to synchronous and asynchronous communication that involved the use of hardware (dedicated servers, state-ofthe-art audiovideo systems) and software adapted to pre-existent platforms (such as Moodle, Zoom, Skype, etc.) as well as creating and improving new ones-(MeetAnmgd teleconference, the platform of the Department of Distance Learning and Part-Time Studies, the platform of the ANMGD Library, etc). The musical technologies employed consisted in software dedicated to music production and online transmissions. Following the evaluation of the system, of the teaching materials and of the students' level of satisfaction, we were able to draw the conclusion that the experience gained requires a continuous improvement of the electronic resources of institutions, as well as, to an equal extent, increasing the level of teaching staff's expertise in using musical technologies.

Music Learning and New Media in Virtual and Online Environments

The recent shift, seen now in much of the world, from a traditional Eurocentric curriculum (typically emphasizing Western classical music) to one that embraces a wider diversity of musical practices is generally based upon an interrelated set of foundational arguments, many of which are quite relevant to the theme of online and virtual music learning. One impetus springs from the recognition that in many nations, the voices and histories of minority groups have tended to receive less attention in educational settings, leading to an undesirable reification of systemic cultural alienation. Through free and “user friendly” technologies, many contemporary youth are creating and sharing music online with personal websites and online networks of peers that celebrate shared musical interests. The use of such technologies for music learning enables lessons to be delivered in ways that are attractive to the new generation of students.

A Model for Online Music Education

IGI Global eBooks, 2021

This chapter proposes a sustainable model for online music education in post-secondary contexts. This model is framed around the intersections and along the continua of formal and informal music teaching/learning, conscious and unconscious knowing/telling, synchronous and asynchronous musical e-spaces/places, currencies, and e-collaboration. The model maintains deterritorialization (i.e., an e-space or e-place without boundary) as a foundational underpinning. The purpose of this chapter is to interrogate notions of online music learning, challenge preconceptions, and leverage innovation and technological advancement to redefine and re-understand how music can be taught and learned in e-spaces and e-places. The chapter can serve to disrupt traditional conceptions of musical teaching/learning. By disrupting the cycle that perpetuates music education at the post-secondary level, this chapter seeks to leverage online innovation, draw out technological inevitabilities, and push the music education profession forward towards new frontiers.

Online distance learning and music training: benefits, drawbacks and challenges

Open Learning: The Journal of Open, Distance and e-Learning, 29 (3): 243-255, 2015

This study examines online distance learning (ODL) as applied in music and music education programmes at different educational levels with a special focus on the digital tools employed in such programmes. It aims to provide an up-to-date snapshot of the current online courses focusing on the potential benefits and drawbacks of ODL from the perspectives of teachers involved in online music courses. The present article presents findings of questionnaire and interview qualitative data. Analysis demonstrates that there are variations among different programmes in their requirements of online communication and interaction based on the nature of a programme (synchronous vs. asynchronous learning). Finally, the article sets out some future challenges for music education specialists using information and communication technology and discusses the kinds of improvements needed in digital tools and virtual environments.

E-learning in Music Education

Didactica Slovenica = Pedagoška obzorja, 2021

Distance learning first came into practice in the 18th century as a way of teaching intended for a smaller number of students who could not attend regular classes. Today, distance learning, assisted by highly developed technology, is intended for most students worldwide due to the current epidemiological situation. Teaching based on e-learning involves distance learning and teaching using electronic media with the possibility of learning in synchronous and asynchronous ways. Like other forms of education, e-learning finds its foundations in pedagogical theories and learning models such as behaviourism, cognitivism, constructivism, and connectivism. In the field of music education, the changes caused by technological advances have made the technology intended for learning music accessible. However, it seems that non-formal music education uses the benefits of technology to improve the teaching and learning process in a faster and more successful way than the formal music education. In this paper, elearning will be placed in the framework of pedagogical theories and models together with an attempt to explain what e-learning includes in music teaching. The advantages as well as the disadvantages of technology implementation in music education will be highlighted.

ICT and Music Education

2009

Information and communication technology (ICT) is present in our daily life and is increasingly becoming part of educational settings. Teaching practices are influenced by the choice of media, tools and resources as well as the use we make of them in our lessons. Hence, the purpose of this paper is to raise discussion about the use of ICT to foster musical knowledge, collaborative learning, interaction and autonomy in a Distance Learning undergraduate course of Music Education offered in Brazil. One of the key principles of our programme is based on the need of practical musical experiences to build up musicianship and teaching experiences. Therefore, understanding the chosen Course Management System for online learning and looking for aproppriate tools to promote musical encounters have become a challenge while implementing this distance learning course. The search for meaningful activities to estimulate composing, performing and listening has been leading us to investigate collaborative learning as means of interaction, in both face- to-face and online situations. Through analysis of the available tools in three subject courses we suggest that musical knowledge and music teacher education can be encouraged by collaborative acitivities. Moreover, collaboration, seems to nurture students’ autonomy because the sharing of experiences makes one reconsider his/her own process of learning, which helps understanding individual needs and strategies for better attending the course.

Integrating educational technology tools and online learning environments into a course on Psychoacoustics and Music Cognition

2006

Music Cognition. That project is supported by two collaborating Music Departments (University of Edinburgh -UK and Aristotle University of Thessaloniki -Greece). Fundamental issues of online learning and the "Semantic Web" are discussed, such as: knowledge modeling and management, the role of interaction in online learning, communication tools that can support individualized and community centered learning activities and integrated course management. These issues are approached through the use of illustrative, domain-specific examples drawn both from our work and from other resources. Discussion will be mainly concentrated into two main topics: a) The use of "virtual lab" applications as a tool to visualize and gain a better understanding of psychoacoustical and music -related cognitive phenomena. b) The use of computer-based (software & hardware) environments to run online and/or offline psychoacoustical and psychological experiments, as a hands-on method to teach the fundamentals of experimental research practice.

THE NEW HORIZONS FOR MUSIC TECHNOLOGY IN MUSIC EDUCATION

mv.helsinki.fi

Modern technology is increasingly present in modern music education from the elementary school to the university level. Electric instruments are present in most well equipped music classrooms. Computers and the use of the Internet broaden the field of music education even further. Many different computer programmes and software developed lately make music-making, composition, and accompaniment, practice and improvisation easier and more meaningful. Music and music-making is becoming more informal learning.

Digital Environment in Music School Education

International Journal of Music and Performing Arts, 2016

This article refers to the use of digital resources and multimedia on early stages of innovative music education. The innovative aspect within the text is mainly discussed in context of audiation. Theory of universal music learning, according to Gordon, is mostly directed at teachers. The text presents the possibility of implementing E. E. Gordon's theory into professional training of early music education teachers at Kazimierz Wielki University in Bydgoszcz, Poland. The author recognises the importance of shaping research and musical instrument technical (including interdisciplinary) competences of future teachers as they help students use not only practical (pedagogical), but also empirical work of E.E. Gordon's theory. Additionally, the text presents the reports from research on the application of E.E. Gordon's Theory, carried out by students of early school and innovative music education at Kazimierz Wielki University in Bydgoszcz, Poland. Music Fairytale "e-Audiation Songbook" is the first interdisciplinary project, which is the result of cooperation between music pedagogy, computer science and mechatronics students. Despite the fact that the application has not been finished yet, it is going to be implemented, tested, assessed and evaluated (in terms of content and achievement). The initiation of such activities gives ground for long-lasting pedagogical research on academic instruction quality of future early school music education teachers, when it comes to organizing their knowledge and skills via use of E.E. Gordon's theory in Poland