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ERIC Number: EJ865224
Record Type: Journal
Publication Date: 2009-Jul
Pages: 17
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-1475-939X
Contingent Learning for Creative Music Technologists
King, Andrew
Technology, Pedagogy and Education, v18 n2 p137-153 Jul 2009
This article will review educational literature relevant to the design and implementation of a learning technology interface (LTI) into an undergraduate music technology curriculum. It also explores through empirical enquiry some of the advantages and disadvantages of using learning technology. This case study adopted a social-constructivist viewpoint; learners were placed in groups to complete a set task. Activity in learning (such as "guided discovery learning or experiential learning") has long been viewed as key to cognitive development. The LTI was developed to enable contingent learning (i.e., learning at a time of need) to students carrying out a practical task in the music studio. The use of the LTI was compared to the use of a traditional paper-based manual, as students worked collaboratively in pairs to complete a drum-kit recording. Observations on student activity were made via multiple camera recordings, while student feedback about the support materials and collaborative exercise was collected in a questionnaire. Results indicated that the students using LTI group were able to resolve problems more effectively and efficiently than the manual (control) group. In addition, how and when the students used the different types of support material demonstrated that the LTI could provide a better grounding for novices. Feedback also indicated that the students were more likely to use the LTI for technical support, and it was easier to retrieve information than from the manual. (Contains 1 figure and 12 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Information Analyses; Journal Articles
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom