A multidimensional/non-linear teaching and learning model: teaching and learning music in an authentic and holistic context

Crawford, Renée

doi:10.1080/14613808.2013.812627

Cited by 24 publications

(34 citation statements)

References 17 publications

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“…These results coincide with those from studies from Crawford (2014) and Savage (2007), although those authors only evaluated the effectiveness of the use of digital objects.…”

Section: Discussionsupporting

confidence: 93%

“…la música en educación secundaria, por lo que puede resultar interesante y motivador para el alumnado y el profesorado de esta materia. Es destacable que este trabajo presenta una diferencia de valor respecto a otros estudios de similares características, pero basados en el empleo de metodologías de investigación cualitativas (Crawford, 2014;Welch et al, 2005). Ello es debido a la comparación de la efectividad empírica de uno y otro tipo de programa mediante una metodología de investigación de tipo cuantitativo, algo todavía bastante escaso en la literatura consultada.…”

Section: Discussionunclassified

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Educational effectiveness analysis of the use of digital music learning objects. Comparison of digital versus non-digital teaching resources in compulsory secondary education / Análisis de la eficacia educativa del uso de objetos digitales de aprendizaje musical. Comparación con los recursos didácticos no digitales en educación secundaria obligatoria

Quiles

Vílchez-Fernández²,

Torres

2015

Infancia y Aprendizaje

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This article analyses the effect of the implementation of an educational intervention program based on digital learning objects for music in first year compulsory secondary education students, versus teaching focused on non-digital resources, such as textbooks. A pre-test, post-test, quasi-experimental study was performed with two comparison groups. The results confirm higher academic-disciplinary achievement as a result of the intervention program implemented within the experimental group as compared to the control group. The effects of this program on the transfer of learning are also confirmed.

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“…These results coincide with those from studies from Crawford (2014) and Savage (2007), although those authors only evaluated the effectiveness of the use of digital objects.…”

Section: Discussionsupporting

confidence: 93%

Section: Discussionunclassified

Educational effectiveness analysis of the use of digital music learning objects. Comparison of digital versus non-digital teaching resources in compulsory secondary education / Análisis de la eficacia educativa del uso de objetos digitales de aprendizaje musical. Comparación con los recursos didácticos no digitales en educación secundaria obligatoria

Quiles

Vílchez-Fernández²,

Torres

2015

Infancia y Aprendizaje

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“…El panorama actual muestra un incremento paulatino del empleo de medios digitales de aprendizaje y en todo caso, alternativos a recursos como el libro de texto, más centrados estos en la enseñanza que en el aprendizaje (Lorenzo-Quiles et al 2015, Crawford, 2014. En este contexto de renovación metodológica, vemos que aún hay ciertas reticencias a la eliminación del libro de texto como soporte único (Monereo, 2010), a pesar de los estudios que confirman la eficacia de programas que utilizan otros medios alternativos (alsina & Godoy, 2009).…”

Section: Eliminación Del Libro De Textounclassified

La eliminación del libro de texto y el uso del portafolio en la asignatura de música en E.S.O: una experiencia para incrementar la calidad del aprendizaje y la motivación del alumnado

Chouquet

2017

Educatio

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La eliminación del libro de texto y el uso del portafolio en la asignatura de música en ESo: una experiencia para incrementar la calidad del aprendizaje y la motivación del alumnado Resumen:Se abordó el presente estudio con el objetivo de desarrollar estrategias que incrementaran la calidad de los aprendizajes y la evaluación, además de la motivación de los alumnos en la materia de Música en Educación Secundaria obligatoria. Para ello se diseñó una experiencia en la que se eliminó el libro de texto y se utilizó el portafolio a lo largo del curso acadé-mico 2013-2014, complementando dicho uso con trabajos cooperativos, autoevaluaciones y co-evaluaciones. Se utilizó un diseño de dos grupos para comparar los Abstract:The present study was conducted to develop strategies that would increase the quality of learning and assessment, and also student motivation in the subject of Music in Secondary Education. In order to do so, an experience was designed in which, instead of using the text book, the lessons throughout the academic year 2013-2014 where mediated through a portfolio. This was complemented with cooperative work, self-assessments and co-evaluations. Two-group design was used to compare the results in terms of satisfaction with the La eliminación del libro de texto y el uso del portafolio en la asignatura de música en ESo: una experiencia para incrementar la calidad del aprendizaje y la motivación del alumnado Katia sanz chouquet 10Educatio Siglo XXI, Vol. 35 nº 1 · 2017, pp. 9-32 http://dx.doi.org/10.6018/j/286201 resultados en cuanto a satisfacción con la asignatura y medias académicas. Se completó la investigación con los datos relativos a la evaluación del clima de aula por parte del alumnado. Los resultados muestran un aumento significativo del interés del alumnado por la materia y opiniones favorables acerca de la mejora personal en procesos de trabajo en equipo entre otros, la capacidad de apreciar estilos nuevos o la capacidad de síntesis. Palabras clave:Portafolio; música; trabajo colaborativo; autoevaluación; motivación; educación secundaria course and academic results. The study also reveals data on the students' assessments of classroom atmosphere. The results show a significant increase in student interest in music/the subject and favorable opinions about, among other aspects, personal improvement in team-work processes, the ability to appreciate new styles or the ability to summarize. Key words:Portfolio; music; cooperative work; selfassessment; motivation; secondary education. Resumé:La présente étude a été abordée dans le but de développer des stratégies qui permettront d'accroître la qualité de l'apprentissage et de l'évaluation et aussi de la motivation des élèves dans le domaine de la musique dans l'enseignement secondaire. Pour cela, nous sommes partis d´un expérience dans laquelle le manuel a été éliminé et on a utilisé le portefeuille tout au long de l'année scolaire 2013-2014, en complémentant cette utilisation avec le travail coopératif, l'auto-évaluation et la co-évaluations. Pour com...

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“…Authentic learning activities involve solving problems that are complex, open-ended, and oriented towards a goal that makes sense to the learner. Music offers a myriad of opportunities for such activities (Crawford, 2014). For example, authentic music theory learning involves applying the concepts to problems that learners encounter when they try to create music that interests them, using their chosen instruments.…”

Section: Authentic Music Theory Learningmentioning

confidence: 99%

“…Crawford (2014) lists several ways that technology can support authentic music learning, including giving students access to real-world sources and empowering them to take ownership of the learning process. The open-access, modular approach taken by OERs seems well suited to provide these affordances to self-directed learners, many of whom can use well-designed resources independently.…”

Section: Authentic Music Theory Learningmentioning

confidence: 99%

Offering Authentic Learning Activities in the Context of Open Resources and Real-World Goals: A Study of Self-motivated Online Music Learning

Schmidt-Jones

2017

European Journal of Open, Distance and E-Learning

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Many users of online open education resources (OERs) are learners seeking insights into problems encountered as they pursue their everyday interests and activities. As well as benefitting from intrinsic motivation, such authentic learning activity provides context that helps the learner absorb and integrate the meaning of the knowledge. The purpose of this study was to explore barriers that prevent some online learners from using OERs in this way. Participants had experienced difficulties using music theory OERs to pursue personal music-making goals. Provided with online tutoring through an action research methodology, they appeared to benefit particularly from five aspects of active guidance: additional motivation, connections between generalized knowledge and personal experience, relevant learning activities, focus of attention, and goal-oriented feedback. In an environment rich in open content, providing these supports, in activities oriented towards learners' goals, may be a particularly valuable use of teaching time.

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A multidimensional/non-linear teaching and learning model: teaching and learning music in an authentic and holistic context

Cited by 24 publications

References 17 publications

La eliminación del libro de texto y el uso del portafolio en la asignatura de música en E.S.O: una experiencia para incrementar la calidad del aprendizaje y la motivación del alumnado

Offering Authentic Learning Activities in the Context of Open Resources and Real-World Goals: A Study of Self-motivated Online Music Learning

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