Ulteriori informazioni
Sommario
Introduction: Learning Music Online - The Current Landscape and Pedagogical Challenges
Part I: Exploring the Framework
1. Presenting the Framework Overview
2. Communication
3. Communication: A Case Study
4. Design
5. Design: A Case Study
6. Assessment
7. Assessment: A Case Study
Part II: Practical Application
8. Considerations for Teaching Music Online
9. Designing Your Online Teaching Space
10. Selecting Technology Tools to Use as Supportive Learning Mechanisms
Part III: Future Innovations
11. Sharing our Knowledge
12. Creating Professional Learning Networks
References
Index
Info autore
Carol Johnson is Senior Lecturer in Music (Online Learning & Educational Technologies) at Melbourne Conservatorium of Music, University of Melbourne, Australia. Carol has taught music online since 2004 and was founder of The Virtual School of Music in 2006. Her research focuses on the innovative
use of technology to support diverse and equitable music learning. Her latest research and supporting resources are available at https://research.carolj.net.
Riassunto
A Framework for Teaching Music Online defines the current online learning landscape of music in higher education and then presents a cyclical teaching framework that describes how to practically develop an online music course. Each part of the framework takes the reader through the three main components of developing an online music course: communication, design, and assessment. Research-informed and practical, ideas and tools for faculty and students to implement into their current or future online teaching practice are explored. Johnson also considers future innovations, exploring knowledge sharing and professional learning networks.
Prefazione
Uses research-informed practices and case study evidence to provide a framework to guide effective online music courses for music performance and music education programmes.
Testo aggiuntivo
The author wrote: "However, online music teaching is not a mere 'lift and shift' of Face-to-Face teaching design.” Dr. Carol Johnson has opened up the pedagogy and solutions of distance learning in music based on the history of distance learning and its theory. In a great way, she highlights the goals, opportunities, and ways of working in distance learning music. The knowledge provided by the book helps the reader to develop his or her own teaching work and to remove unnecessary preconceptions about the promotion of music education today.
