The use of digital technologies and online tools to support both students and educators has become synonymous with transforming learning within Higher Education, particularly within post graduate courses. It can be argued that the recent push for transforming Higher Education aligns itself with the notion that postgraduate students need more flexible learning opportunities while still retaining access to high quality, engaging and collaborative pedagogical approaches.
This paper reports on an exploratory case study that focuses on cross campus/university collaboration and flexible learning opportunities for students studying a masters level degree in the area of Music, Communication and Technology (MCT) within a Nordic context.
The research question guiding the study is “What factors do educators in a hybrid cross-campus learning environment identify as essential for providing a supportive learning experience for students?”
We would like to thank all colleagues for their contribution.
In alphabetical order: Carlos Acosta, Francisco Bernardo, Manuel Bouillon, Michel Buffa, Cem Çakmak, Dominique Fober, Christos Garoufis, Rob Hamilton, Alexander Refsum Jensenius, Vassilis Katsouros, Chris Kiefer, Kosmas Kritsis, Jerome Lebrun, Stéphane Letz, Thor Magnusson, Petros Maragos, Daniel Martín-Albo, Benjamin Matuszewski, Romain Michon, Yann Orlarey, Robert Piechaud, Shihong Ren, Sigurd Saue, Robin Støckert, Anna Xambó, and Athanasia Zlatintsi.
You can read the guest editors' note here, which is written by Anna, Sara, and Gerard.
Jan-Olof Gullö, Eirik Askerøi, Robin Støckert, Andreas Bergsland, Anna Xambó, Thomas Nguyen, Ola Buan Øien, Andreas Waaler Røshol, Eirik Sørbø, Egil Reistadbakk, Bjørn-Terje Bandlien
Synopsis
This anthology presents research projects that examine the intersection between music, technology and education from a variety of perspectives. The contributors are from a range of educational programs within traditional pre-, primary and lower secondary school education, as well as music performance and technology educational programs. Data for the studies stems from primary and lower secondary school, as well as informal learning environments, in addition to the contributors’ respective education programs. The research projects examine a wide range of topics such as gamification of ukulele and song teaching, composition with iPads in the classroom, live looping as an approach to ensemble conducting, authentic music technology learning spaces, music-making in the “laptop-era”, sound, the notion of net-based presence, and challenges in higher electronic music education. As this anthology is the first publication in the MusPed:Research series, it also contains an introductory chapter about the series and the research network Musikkpedagogikk i utdanning (MiU). This anthology makes a distinct contribution to the research field of music technology in education and questions educational practices in the school and higher educational levels, the goals and content of music education, and our understanding of music and music creation in itself.
Our Dørup Award winning paper from Eunis 2019 is published in the Eunis Journal. Paper made by: Robin Støckert, Alexander Refsum Jensenius, Anna Xambó Sedó , Øyvind Brandtsegg and it is called: A case study in learning spaces for physical-virtual two-campus interaction Eunis 2019
Our Dørup Award winning paper from Eunis 2019 is published in the Eunis Journal. Paper made by: Robin Støckert, Alexander Refsum Jensenius, Anna Xambó Sedó , Øyvind Brandtsegg and it is called: A case study in learning spaces for physical-virtual two-campus interaction Eunis 2019
