MEMT 791: MUSIC & TECHNOLOGY: CHOIR ONLINE (SUMMER 2001)

INSTRUCTORS:

James F. DaughertyAnne M. Daugherty

Office:448 Murphy Hall3070 Dole

Email:

Office Hrs:Before or after class, or by appointment

Instant Messenger: famdeee or jdaugher

Graduate

Assistants:Aaron Hall, Erin Stewart

COURSE

WEBSITE:

(both username and password for protected materials: dinky)

PURPOSE:The purpose of this course is to thoughtfully explore electronic learning with choral ensembles and other related forums in music education, with the aim of developing facility in constructing online learning materials useful to one’s teaching context(s), as well as a critical appreciation of associated possibilities and issues.

TEXTS:See the Reference List.

INTERNET

ACCESS:Students will need internet access for this course.

NOTE:Any student in this course with a disability that prevents the fullest expression of his or her abilities is urged to contact the instructor as soon as possible to discuss the appropriate accommodations necessary to complete the requirements of this course.

COURSE REQUIREMENTS:

1.Formulate and draft a description or design of an electronic learning project for your teaching context. (See the Online Project Outline). Posted no later than 7 p.m. Monday, July 16th.

2.Read and make helpful comment(s) about each of your colleague’s project proposals. All comments must be posted no later than 9 a.m. Tuesday, July 16th.

3.Amend your proposal as appropriate, submit a project contract, then implement your project. Completed projects will be online and fully functional no later than July 30th. Earlier completion is encouraged.

4.For Graduate Credit (1 hr). Additionally, those desiring graduate credit will write a

five page reflection paper that critically identifies and reflects upon concepts,

pedagogy, and implementation issues associated with one’s chosen project. The paper should be typed, double spaced, with all other formatting following APA guidelines. The paper should reflect reading of at least two sources from the reference list or other appropriate literature. The position paper is due no later than July 30th. Earlier completion is encouraged.

A sample paper outline might be as follows:

Introduction and brief description of your project, including its URL (1 page).

Identification and brief discussion of philosophical, theoretical, and/or

pedagogical implications of your project (1-2 pages).

Reflection upon the implementation issues associated with your project, e.g.,

your own learning process with the relevant technology and/or

anticipated issues with your students (1-2 pages).

An evaluation of your project: What you like about it, What you might do

differently in the future, How you might assess its effectiveness, etc.

(1 page).

ASSESSMENT/EVALUTION:

This is a hands-on, competency based course. There are but two grades possible: A or F.

A = All course requirements completed on time and with competency.

Competency: Fulfill the project contract you submitted. Additionally, for those desiring graduate credit: Write a reflection paper that resembles the above outline.

F = Not an A, as defined above.

COURSE CALENDAR

Monday, July 16: Course orientation. Introduction to Issues and Techniques of Electronic Learning with Choral Ensembles. Basic Skills. Introduction to PHP.

Assignments: (1)Using the Online Project Outline, formulate and draft a descriptive design of an electronic learning project for your teaching context. Post no later than 7 p.m. (2) Read and write helpful reactions to your colleagues’ proposals. Post no later than 9 a.m. Tuesday, July 17th.

Tuesday, July 17: Introduction to Dreamweaver (Guest Presenter: Brian Newberry). Amend projects as desired. Submit a project contract. Begin implementation.

Wednesday, July 18-Friday, July 20: Implement Projects. Individualized instruction.

July 30: Last day to submit projects and reflection papers.

Project Outline:

Who, specifically, are the target users for your proposed project?

What do you wish them to accomplish through your proposed project?

Why is an electronic/online format best for this goal?

My proposed project will include: (Mark all that apply)

  • pictures and/or graphics (my own images, linked images)
  • audio (my own sound file, a linked sound file)
  • movie (my own movie file, a linked movie file)
  • hyperlinks
  • web form that can be emailed
  • web form with exemplar answers provided
  • bulletin board
  • chat area
  • number of web pages in this project (1, 2, 3, 4, 5, 6, 7, 8, 9, 10, more)
  • grade sheet
  • online powerpoint presentation of content
  • portfolio
  • other

After searching for and examining relevant online resources, describe your project so that others may understand its purpose and scope and be able to offer helpful critique and suggestions.

Project Contract

By the due date, I will implement the following project: (Describe in all specifics, including purpose, audience, desired outcomes, what will be included)

Reference List

Allen, B. S., Chiero, R. T., & Hoffman, R. P. (1996). Mapping more authentic

multimedia learning environments. In B. G. Wilson (Ed.), Constructivist

learning environments: Case studies in instructional design. Englewood

Cliffs NJ: Educational Technology Publications.

Applegate, J.L. & Sypher, H.E. (1988). A constructivist theory of

communication and culture. In Y.Y. Kim & W.B. Gudykunst (eds.),

Theories of intercultural communication (pp. 41-65). Newbury Park,

CA: Sage.

Brooks, Jacqueline Grennon and Martin Brooks. In Search of

Understanding--The Case for Constructivist Classrooms. ASCD: Alexandria,

Virginia, 1993. (FLUSH-Smaller)

Clark, R., & Sugrue, B. (1995). Research in instructional media,

1978-1988. In G. Anglin (Ed.), Instructional technology (pp 348-364).

Englewood, CO: Libraries Unlimited.

Daugherty, J.F. (1999). Online enhancement of choral music instructi

on. Proceedings of the Sixth International Technological Directions in Music Learning Conference. San Antonio, TX: IMR Press, 144-149.

Daugherty, J.F. and Daugherty, A.M. (2000). The smartChoir module: A prototype for teaching teachers to develop online instruction/rehearsal enhancement using the National Standards for Music Education. Proceedings of the Seventh International Technological Directions in Music Learning Conference. San Antonio, TX: IMR Press.

Daugherty, J.F. and Daugherty, A.M. (2001). New Directions for 21stcentury choirs: An analysis of the theory and practice of electronic learning for choral ensembles. (In press).

Fosnot, C. T. (1996) Constructivism: Theory, perspectives, and practice. New York: Teachers

College, Columbia University.

Ihde, Don (1990). Technology and the Lifeworld. Bloomington: Indiana University Press.

Johnson, M.L. (1994). The effects of instructional strategies on study

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McClintock, Robert (1997). Educating for the 21st Century. An Address to the Conference on The Internet and Politics, sponsored by The Academy for the Third Millenium, (Munich, Germany, February 21, 1997). available online at:

McClintock, Robert (1997). The American Experience: A Look Ahead at the Future of ICT in Education. A talk at the Information and Communication Technology Conference, Congrescentrum Deh Blije Werelt, Lunteren, The Netherlands (November 8, 1997). available online at:

McClintock, Robbie. Power and Pedagogy:

Transforming Education Through Information Technology. New

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http:/academic/texts/ mcclintock/pp/title.html

Molenda, M. (1991, September). A philosophical critique of the claims of

"constructivism." Educational Technology, 44-48.

O'Haver, Tom, compiler. (1999). Essays on constructivism and education. Maryland Collaborative for Teacher

Preparation: Projects/ MCTP/WWW/Essays.html

Forman, G., & Pufall, P. B. (Eds.). (1988). Constructivism in the

computerage. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.

Riel, M. (1994). Educational change in a technology-rich

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Rosenshine, B. (1997). The Case for Explicit, Teacher-led,

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Strommen, E. (1995). Cooperative learning: Technology may be the

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