Changing Mindset, Perceptions, Learning, and Tradition: An "Adaptive Teaching Framework" for Teaching Music Online

Abstract

This paper is based on the reflections and experiences from a participant researcher perspective and explores the creation of an inventory of core pedagogical components, called the adaptive teaching framework (ATF), for use in online teaching. This was developed as part of a graduate music teaching program (MTP) across more than 20 tertiary subjects. It involves a series of reflections, descriptions, discussion points, and suggestions, which specifically reference related learning theory, content review, modification of learning design, and pedagogy that were considered during the implementation of a new learner management system (LMS) platform (Canvas) at the start of 2020. Amid the initial phase of implementation, staff and students were also required to move suddenly into a fully online learning environment, as the COVID-19 pandemic took hold and the subsequent lockdown removed all face-to-face teaching, an essential part of the MTP that included music performance, classroom pedagogy, curriculum design, research, and ensemble performance, as examples of some of the wide-ranging subject areas. These two significant changes (LMS implementation and the COVID-19 pandemic) occurred concurrently, which heightened both the immediacy and demand for adaptive teaching design within a fully implemented online program. The paper overviews the development of the ATF, in response to these mandated changes, just three weeks into Semester One, 2020. The methodology employed was self-study and aspects of critical reflective practice, whereby the researcher reflected on the intersection of technology and 21st century learning in music education, drawing on established literature, research, and emerging learning models combined with creative pedagogies.

‘Staying Apart Yet Keeping Together’: Challenges and Opportunities of Teaching During COVID-19 Across the Tasman

“…Students who initially enrolled as on-campus students found it difficult to move to online learning, the online delivery changed the nature of teaching for staff during the pandemic (Day et al, 2021 ). Innovation and creativity were needed to convert face-to-face (F2F) programmes/courses to the online learning environment in a very short period of time (Merrick, 2020 ; Scull et al, 2020 ; van der Spoel, 2020 ).…”

Australian music education training and teaching practice: investigating the latitude of ICT resourcing and application

“…This is a key factor to include within ITE teacher preparation emphasising the need for increased focus on developing pedagogy, knowledge, strategy use, and skills to employ a wide range of ICT devices and software. Adaption is critical as music educators occupy different roles within the profession (Merrick, 2020).…”

Australian music teacher’ reflections and concerns during the pandemic: Resetting the use of technologies in 21st century classroom practice

“…Many teachers commented on similar aspects of social inclusion that the ICT and online experience fostered. Whether it was the opportunity to combine synchronous and asynchronous experiences that kept students connected (Merrick, 2020;Johnson, 2017;Yamagata-Lynch, 2014) or the interaction and cooperation using Zoom and Teams. The increased level of engagement and willingness for students to share in the learning process, or the opportunity to innovate and complete tasks as co-learners (parents, siblings, the community) provided myriad positive experiences and advantages (Joseph & Lennox, 2021).…”

“…Here, innovation and adaptive practice were enabled through the application of technology (Merrick, in press). This enabled an increased level of self-reflection and regulation amongst the students and teachers as they could now archive, access and review materials whenever needed (Merrick, 2020). Teachers referenced the development of many new video-based resources, and teaching stimulus, which then became archives and material that could be re-used and revisited in different learning situations, highlighting the flexible and creative ways that teachers engaged with the technology at this time.…”