PE6_Teambox

I have gone through Teambox once again to set up initial instructions/steps in order for my students to begin to start managing their documentary process. Each student has been instructed that all information is to be uploaded to Teambox. This will ensure that everyone is informed as to what the scheduled meeting dates are, individual positions/titles, team contact information, and all information related to the projects process. On a weekly basis I will have one student create a weekly report of all activity, which will also be uploaded to Teambox.

FV_Option3_AR_Pitch

From the "Mind of Marty" comes the Case for Technology in Music Education

Animated backgrounds and music stacks from www.digitaljuice.com

Photos and Video taping by Marty Denson

Final Cut Pro editing by Marty Denson

Special thanks to my students; Eric, Matthew, Greg, Chanell, and Mark - 

(Music Education Majors at DSU)

PE5_Teambox

I have created an assignment that I will be giving to my students in about two weeks, which will require them to use Teambox to organize and manage their progress. I have challenged my students to create a comprehensive documentary of the music video they will be producing as their collaborative final project for the school year. The initial project is the music video itself, and the documentary is an idea I thought of while planning the instructions for the music video assignment. With the help of Teambox I will be able to monitor their progress and see if they are effectively communicating with each other, sharing ideas, and meeting deadlines. With a project of this magnitude, I thought it would be a good idea to include a management process that will keep them organized and allow them to work as a group over a period of time.

After spending more time getting familiar with Teambox, I have been able to learn more of what this resource can provide for an assignment like this documentary. Teambox is set up so that I can start a conversation/project, and include the specific details of what the objectives are in order to reach the final goal. Teambox is arranged in a way that students will be able to document their process at each stage of the assignment. They will be able to upload text documents, and photo images required for this assignment. Additionally, Teambox provides a time tracking process that will help students compile data of the duration of each component of the documentary. Another great feature of Teambox is that it will send an alert to me via email to notify me of all updates students have made to the overall assignment. I can then monitor what users have logged on and what contributions they have made.

Free image from www.sxc.hu/

Text inserted by M.Denson with the help of Adobe Photoshop CS5.

W4_Reading

The Australasian Journal of Educational Technology (2008) revealed that a study was conducted in 2006 with first-year Australian university students. The study revolved around what access students had to new technologies and tools that were technology based. The journal stated that Marc Prensky (2001) published companion papers on students of a new generation. Prensky referred to those students as “Digital Natives.” Prensky said, “It’s very likely that our students’ brains have physically changed – and are different from ours – as a result of how they grew up.” The digital climate in which those students grew up
affected their choices and skills in several important areas regarding education. Prensky noted that those students desired a faster approach when receiving information, and had less patience for lectures. Having the ability to gain access to information through communications technologies was heavily relied upon. Interacting socially and professionally through communications technologies was equally relied upon. The study conducted in 2006 showed us that the way information is accessed has evolved into a more technological method of educating in the classroom as well as in social and professional environments.

Kennedy, G., Judd, T., Churchward, A., Gray, K., & Krause, K., (January 21, 2008). First

          year students’ experiences with technology: Are they really digital natives?

          Australasian Journal of Educational Technology 24 (1), 108-122. Retrieved July 17,

          2010, from http://www.ascilite.org.au/ajet/ajet24/kennedy.html

PE4_Teambox

In thinking of the projects and assignments I plan to challenge my students with, I also want them to be able to manage their progress and collaborate with each other throughout the process. I believe it will benefit them by having a resource that will keep them engaged with each other and the projects as well. I have come across a few online resources that seem to fit the format I have been thinking of, but the one that grabbed my attention was Teambox. Teambox is an online project management and collaboration resource.

I have recently registered free online with Teambox.com and I am reviewing the platform to learn more. As I gain better understanding if its use, I will continue to post on blogger what I have discovered. What I have read so far gives me promise that this resource will do the job.

PE3_Adobe Photoshop CS5

I have learned quite a bit from the Photoshop CS5 tutorial on Lynda.com. I was able to create the effect below by using the selections technique, merging layers, and a desaturation technique. Additionally, I learned that to effectively use selection items in NLE video applications, a series of steps must be taken to create a Targa file of your selections. Creating a targa file requires the magic wand and save selection command be used in order to export files in a Targa file format. 

Royalty free image from www.thinkstockphotos.com

BP12_FunnelBrain

From the "Mind of Marty" comes the colorful commercial for the Web 2.0 Tool FunnelBrain.

Royalty free images and backgrounds from DigitalJuice.com

Music stack tracks arranged by M. Denson

PE2_Photoshop CS5

I am in the process of completing the certificate program for Adobe Photoshop CS5 in Lynda.com, and I'm just about at the halfway point. It was very satisfying to see that the one thing I wanted to know more about was the first lesson - "Selections in Depth". Now I can use more elements from Photoshop in my video presentations. I am so glad I finally got started with this online tutorial. I will finish up the certificate for Photoshop CS5 by this evening, try a few things from what I have learned, and create a post on my progress. Stay tuned!


Below is a screen shot from Adobe's tutorial on creating selections. I will post a sample of something I will create by using this technique in my next post.

PE1_Adobe Photoshop CS5

I have dabbled around in Photoshop CS a little in the past, but I would really like to dig deeper and discover more ways to use Photoshop CS5 in video and also Flash. My OMM assignments gave me the opportunity to incorporate basic cut out images in video, however, that is as far as I have reached with combining Photoshop elements into a video platform.   

W3_Reading

Locating references for my Action Research Project requires me to secure sources that demonstrate support in the area of technology in music education. I have come across several sources that will provide me with the information and data I need to conduct my study. My sources so far include information that relate to software and hardware, lesson planning, techniques, and research that has already been completed on this topic. One such source, Vic Firth’s educational articles, highlights the idea of “Embracing Technology in Music Education.” Sloman (2010) stated, in all aspects of the musician profession, we are influenced by technology. In this article, Sloman (2010) said, basic tools available to instructors can make life much easier and make the student’s experience more rewarding. The article included software descriptions and also gave specific examples of the types of software suitable for incorporating in the classroom. Notably, music notation and music editing software were among that list. Sloman (2010) stated, sometimes technology can be intimidating, but it can set you apart from the competition. “Do not shun technology, embrace it and it will open new opportunities for you and your students.” Sloman (2010).

Sloman, K., (2010). Embracing technology in music education. Retrieved October 13, 2010, from

           http://www.vicfirth.com/education/articles/sloman_9-24-08.html

BP11_Comment to Anna Dooley

Follow this link to my comments on Anna's Blog.

Anna found a really good tool for learning musical instruments at http://listeningadventures.carnegiehall.org

BP10_Comment to Stuart Dailey

Follow this link to my comments on Stuarts Blog.

Stuart is also looking to integrate technology into music education. He has found some interesting resources.

BP9_ZOHO Creator

Over the past two weeks I have been searching for Web 2.0 Tools that would be practical for my students to use as a part of introducing them to new online resources. I was able to find some Web 2.0 Tools that I believe will be more engaging as they use these resources to complete homework assignments. As our school year progresses, I will incorporate more effective Web Tools that connect with the learning process in my music education courses.

My next order of business for this week was to find a Web 2.0 Tool for me as the instructor to use. After searching through many Web 2.0 Tools, I came across ZOHO Creator, which appears to be exactly what I have been looking for. ZOHO Creator is online database software that will let me build and host custom database applications without any infrastructure costs. ZOHO Creator will allow me to create my own forms, tables, and charts and import additional standard formats such as .xls, mdb and .csv. This platform may just prove to be my primary resource for assisting me with organizing information related to my Action Research Project. My plan is to also include ZOHO creator as a resource for organizing my daily classroom structure.

ZOHO Creator is loaded with many template forms of different categories. I will be able to organize contact lists, surveys, inventory, to do lists, grades, references/sources, feedback data, and so much more. To be able to have a single platform where I can retrieve most of the material I will be using for my Action Research, my music education courses is quite a relief. I will also use this resource as a way to communicate relative information to other professors who teach the same course that I teach hear at the university.

I have received some great reviews from classmates who are already using ZOHO Creator in their educational practice, and they all say it has worked for them. 

BP8_Wallwisher

From the "Mind of Marty" comes the colorful commercial for the Web 2.0 Tool - Wallwisher!

W2_Reading

I have completed the second stage of solidifying reliable and valid references to use for the purpose of writing my literature reviews for my Action Research Project. I am presently organizing and reviewing ten of the sources I have found to gain more insight on the research that has taken place with respect to integrating technology within the undergraduate music education curriculum. Scribd.com provided an excellent review on “The Case for Technology in Music Education” by Garcia  (1999). This review provided an argument on how music technology enhanced and assisted in the learning of traditional music education objectives. “The use of technology is suggested as a means of connecting with student learners in meaningful ways” (Boody, 1990) and as a way of embracing relevancy related to constructive learning for the present time.

The review started with a look at traditional forms of music education and gave a progressive argument on the history, criticism, new modes for learning, and constructivism of computer-assisted formats. Garcia (1999) said, if students are engaged in the proper intellectual manner, computer assisted learning are congruent with constructive theory.

A large part of this review addressed several approaches to integrating technology into music education, and gave specific statistics on the outcomes of their studies. The review also included a chart that demonstrated the comparison between traditional music education learning environments and new learning environments. While traditional methods have not been completely abandoned, they offer great cohesiveness in merging new methods associated with technology.   

Free image from:    http://www.sxc.hu/

Garcia, A., (1999). The case for technology in music education. Retrieved October 5, 2010, from  http://www.scribd.com/doc/7469678/The-Case-for-Technology-In-Music-Education

BP7_Comment to Jenn Castro

Follow this link to my comments on Jenn's blog.


Jenn's research topic is Assessment in Music Education, which may provide sources related to my research topic in music education. I have commented on her blog to find out more about her research.

Free image from:  http://www.sxc.hu/

BP6_Comment to Brian Flax

Follow this link to my comments on Brian's blog.


Brian and I have somewhat related topics with our Action Research Project, which is why I have chosen to leave a comment on his blog.

Free image from:    http://www.sxc.hu/

BP5_FunnelBrain

FunnelBrain consists of an assembling of flashcards with academic questions and answers that can be created, edited and organized by its users. Getting started with FunnelBrain is quite simple. After you have registered for this free Web 2.0 tool, you can start creating flashcards by adding questions or by developing study terms to collaborate with classmates.

The Funnel is a system for studying flashcards that uses a spaced repetition learning approach modeled after The Leitner System, which is a system that was developed by the German science journalist Sebastian Leitner in the 1970s. The Funnel system is implemented so that the flashcards can be reviewed at increasing intervals. The idea is to sort flashcards into groups according to how well you know the information on each flashcard. If you know the answer to the question on the flashcard, that flashcard moves to the next level. If you do not know the information, the flashcard is sent back to the first level. The repetition of material is spaced in a way for you to spend most of your time studying material that is more challenging.

When you enable the Funnel System by either selecting the categories of preset flashcards, or flashcards that you have created, your cards are automatically added to the repetition format. All you need to do is work through your flashcards and tell the system whether you got the question right or wrong. The learning pattern will automatically space your flashcards based on your results. As you progress through each level challenging yourself to reach the brain, you can also choose to take tests on the material you have learned. These tests can be created by the instructor and placed into the Funnel System, or you have the choice of taking the preset tests within the Funnel System for the material you have studied.

BP4_Wallwisher

I found a number of tools on the list of "Top tools for 2010" that will be quite useful for my students. I was looking for something that my students could use to post general notes, ideas, and comments. I wanted it to be something relatively quick and easy to use. Wallwisher.com provided me with exactly what I was looking for. It is simply a wall that acts as a billboard where individuals can instantly post everything from text, pictures, URL's, and video. The wall layout has the look of a colorful concept/mind map. My plan is to develop specific assignments that will allow students to critique a variety of music genres. The Web 2.0 tool Wallwisher will serve as their discussion board post for them to describe the musical components of instrumentation, tone, color, rhythm, style, and time period.

Our first DSU Music Wall Builder

In an effort to add engaging and creative approaches to class assignments, I will find a variety of Web 2.0 tools for my students to use for their submission of assignments. By delivering work through this format, students will be able to further develop their writing and presentation skills. I chose to start with Wallwisher because it appeared to be the type of tool that shows similarity to social networking tools such as Facebook and Myspace, which are tools that all of my students have used and are quite familiar with. Wallwisher will be the start of introducing them to additional platforms that will prepare them to open their minds to online resources that can be used as a delivery method for assigned work and for creative expressions. Once they have the experience of this Web 2.0 tool, I will have each of my students post their personal comments on Wallwisher to express their feelings about this particular tool. My hope is that they will prefer methods like this rather than the traditional methods of submitting written Microsoft Word and/or Powerpoint presentations.

W1_Reading

As I began to research articles for my literature reviews, I came across many sources that appear to be saturated with strategies and techniques that tie closely to my Action Research Project. Specifically, I was very intrigued with MusTech.net because it had a great article related to college music education majors. The article provided clear indication that software called Functional Ear Trainer is a training program for prospective and current music education majors. The article stated this software program is simple and highly functional. The article gave examples of the functionality of the software and said that one feature is that users were given a starting reference cadence, and then had options to select different variables. The variables given were the options to select the key, octave range, and notes that users want to test with.

As I read further through the article, I saw many additional techniques and strategies that will also be quite conducive to the construction of my literature reviews. All of the ideas and documented information within the article directly appertain to college music majors. Pisano (2009) stated, “I highly recommend this program and others like it for all music students and musicians alike.”

Pisano, J., (July 10, 2009). Prospective, upcoming, and current music majors: Here is a great little, free, ear training program. Retrieved September 28, 2010, from http://mustech.net/2009/07/10/prospective-upcoming-and-current

BP3_Diigo Group

This is a screen shot of my Action Research Diigo Group

I have sent invitations to my critical friends and professor Hanaway, and I am now waiting for a reply from each of them. I have also started the process of adding bookmarks and included comments on a few of the music technology items I have researched so far.