Connected Learning Journeys in Music Production Education

The field of music production education is a challenging one, exploring multiple creative, technical and entrepreneurial disciplines, including music composition, performance electronics, acoustics, musicology, project management and psychology. As a result, students take multiple ‘learning journeys’ on their pathway towards becoming autonomous learners. This paper uniquely evaluates the journey of climbing Bloom’s cognitive domain in the field of music production and gives specific examples that validate teaching music production in higher education through multiple, connected ascents of the framework. Owing to the practical nature of music production, Kolb’s Experiential Learning Model is also considered as a recurring function that is necessary for climbing Bloom’s domain, in order to ensure that learners are equipped for employability and entrepreneurship on graduation. The authors’ own experiences of higher education course delivery, design and development are also reflected upon with reference to Music Production pathways at both the University of Westminster (London, UK) and York St John University (York, UK)

Linfield at 150: Linfield\u27s Faculty Predecessors

As Linfield College moves into its sesquicentennial year, join Marvin Henberg on a journey exploring how the college has Connected Learning, Life, and Community throughout its history

Exploring connected learning spaces in teacher education

© 2013 Rachel Perry, Kimberley Pressick-Kilborn, Matthew Kearney. This paper reports on outcomes from a study that explored how connected learning spaces, mediated by videoconference technology, enabled real-world engagement in pre-service teacher education. Student teachers in drama and science education participated in the study, which involved varied connections with school children and their classroom teachers. Key themes that emerged were underpinned by a consideration of authentic learning: student teachers’ observations of teacher practices; enactment of multiple roles; and exposure to diverse and timely feedback. Implications for the design of discipline specific on-campus activities are considered in relation to how they inform effective integration of videoconference technology for real-world, professional engagement in teacher education

Massive Open Online Courses as affinity spaces for connected learning: Exploring effective learning interactions in one massive online community

This paper describes a participatory online culture – Connected Learning Massive Open Online Collaboration (CLMOOC) – and asks how its ethos of reciprocity and creative playfulness occurs. By analysing Twitter interactions over a four-week period, we conclude that this is due to the supportive nature of participants, who describe themselves as belonging to, or connected with, the community. We suggest that Gee’s concept of an affinity space is an appropriate model for CLMOOC and ask how this might be replicated in a higher education setting

Involving English Language Learners in Community-Connected Learning

This brief provides policymakers and state and district-level staff with an overview of how to involve English language learners in community-connected learning programs. It lists effective strategies for involving English language learners in internships and project-based learning programs, gives guidelines for community supervisors, and points out how school structures can support these students\u27 involvement. The brief was produced by JFF in collaboration with the Education Alliance/Northeast and Islands Regional Educational Laboratory at Brown University

Twenty-first century skills development in rural school learners

The aim of this study is to explore the relationship between connected learning environments and rural learners' development of 21st century skills. The driving question for the research is, "what is the impact of introducing a technology supported connected learning environment on rural learners' development of 21st century skills?" The need arises out of the undesirable state of education in South African public schools, particularly in poor, rural and marginalised areas. The literature shows that the learning environments in these contexts are stuck with an old education system that needs radical reinvention for the 21st century. The connected learning framework is used as a model for learning and a reference for design of the intervention that is employed. The study uses a qualitative and experimental approach for data collection, using semi-structured interviews, focus groups and data collected through a social media platform. The results show that connected learning is a possible approach to education in rural contexts, with learners showing evidence of 21st century skills development over the period of the study. Theoretical insights generated include the mechanisms with which connected learning environments promote 21st century skills development. The study also generated helpful insights for organisations and practitioners wanting to introduce modern learning environments in rural schools in South Africa

Connecting Beyond School Walls: Using Connected Learning in School Libraries

Connected Learning is a model that draws on the power of today's technology to fuse young people's interests, friendships, and academic achievement through experiences integrated with hands-on production, shared purpose, and open networks. This poster will look at how school libraries are helping connect students to others beyond school walls and how they can further support the Connected Learning Model